La Risoterapia como estrategia de intervención para el bienestar psicológico de los estudiantes de un Colegio Público de Mochumí

Abstract

The present study aimed to apply laughter therapy as an intervention strategy to strengthen the psychological well-being of students at a public school in Mochumí. The hypothesis was that laughter therapy significantly improves the psychological well-being of second-year secondary school students at a public school in Mochumí. The research used a quantitative approach and a quasi-experimental design consisting of a pre- and post-test group. The theoretical proposal is based on Ryffs' multifunctional theory of psychological well-being and the "Carol Ryff Psychological Well-being Scale" was administered. - Diaz et. Al 2006 / Adaptación de Campos y Hoyos 2023. The sample consisted of 60 students, of which 30 form the control group and 30 the experimental group. Likewise, a laughter therapy program was designed which was validated by expert judgment. Obtaining, in the results of the t-student test, a p-value of 0.000 < 0.05, concluding that laughter therapy is an excellent intervention therapy for the significant improvement of psychological well-being in secondary level students of the I.E.N. Augusto B. Leguía - Mochumi- Lambayeque. In relation to the dimensions of psychological well-being, a significantly high impact was observed in the categories of acceptance, purpose in life, positive relationships, personal growth, mastery of the environment and autonomy of the experimental group post-test.

The objective of this study is to apply laughter therapy as an intervention strategy to strengthen the psychological well-being of students at a Public School in Mochumí, hypothesizing that laughter therapy significantly improves the psychological well-being of second-grade secondary school students of a Public School - Mochumí. The research has a quantitative approach and has a quasi-experimental design made up of a pre- and post-test group. The theoretical proposal is based on Ryffs' multifunctional theory of psychological well-being and the “Carol Ryff Psychological Well-being Scale” was administered. – Diaz et. To 2006/ Adaptation of Fields and Holes 2023. The sample was made up of 60 students. Likewise, in the T-Student test for paired samples in the pre- and post-experimental groups, a p-value of 0.000 < 0.05 was obtained, proving the effectiveness of laughter therapy on the psychological well-being of the students. In relation to the dimensions of psychological well-being, a significant HIGH impact is observed in the categories of acceptance, life purpose, positive relationships, personal growth, mastery of the environment and autonomy of the post-test experimental group. Demonstrating that laughter therapy is an excellent therapeutic strategy for the psychological well-being of students.