Development and validation of a web-delivered positive psychological intervention in an Indian Milieu: Lessons from a limited pilot randomized controlled trial

Figures & data

Table 1. Module components and the relevant skills and techniques used for web transformation

S. No	Module component	Skills and techniques*	Citing research literature
1.	Time management	Planning, prioritizing, goal setting, making lists and schedules, problem solving, dealing with procrastination, interruptions and distractions, reflection etc.	Woolfolk & Woolfolk, 1986; Macan et al., 1990; Burt & Kemp, 1994; Hoff Macan, 1994; Claessens, Eerde, & Rutte, 2007; MacLeod, Coates, & Hetherton, 2008; Singh & Choubisa, 2009.
2.	Stress management	Deep diaphragmatic breathing, self-control relaxation, problem solving, generation of alternate solutions, meditation, active listening and conflict resolution skills, reflection and cognitive appraisal etc.	Rout & Rout, 2002, Bughi et al., 2006; Eisen et al., 2008; Chiauzzi et al., 2008; Howard, 2008; Anstead, 2009; Singh & Choubisa, 2009.
3.	Emotional intelligence	Emotional self-awareness, emotional self-reasoning, flexible planning, empathy, creative thinking, positive emotions, meditation, reflection etc.	Davies et al., 1998; Nelson et al., 2003; Singhvi & Puri, 2008.
4.	Self-management	Self-monitoring, self-regulated adaptation, problem solving, self-diagnostic skills, goal setting, self-selected rewards and punishments, reflection etc.	Williams et al., 1992; Lorig & Holman, 2003; Kremers et al., 2006; Singh & Choubisa, 2009.

Note: *These skill and techniques were used and creatively adapted for the web transformation.

Figure 1. Flow chart depicting the sequence of the delivery of the randomized controlled trial.

Exhibit 1. Snap shot of the steps 3–5 of the first session of the experimental group.

Table 2. Means, Standard Deviations, Cronbach Alpha’s and t-values of the measures used in pre- (Time-1) and post- (Time-2) intervention module for experimental group (n = 75)

S. No	Variable	No. of items	Cronbach’s alpha (Time-1) (α)	Mean (SD) (Time-1)	Mean (SD) (Time-2)	t-Values (df = 74)	Cohen’s d #(effect size)
1.	Self-management (BSRS) Sub-scale Dimensions: (a) Performance focus and efficiency	22	.76	71.5 (11.5)	74.5(10.8)	3.43**	0.26
		5	.63	15.6 (3.5)	15.9 (3.7)	1.56
	(b) Goal directedness	4	.68	14.4 (3.2)	14.5 (3.0)	.78
	(c) Timeliness of task accomplishment	4	.73	13.3 (3.8)	14.4 (2.9)	2.69*
	(d) Organization of physical space	3	.65	10.2 (2.8)	11.3 (2.4)	3.12**
	(e) Written plan for change	3	.60	8.9 (2.8)	9.5 (2.3)	2.24****
	(f) Verbal support	3	.59	8.9 (2.1)	8.7 (2.2)	1.86***
2.	Emotional intelligence Subscale dimensions: (a) Self-emotions appraisal	16	.84	84.8 (12.4)	90.2 (8.6)	5.51**	0.50
		4	.79	21.7 (4.3)	22.9 (3.2)	3.68**
	(b) Use of emotion	4	.79	22.8 (4.3)	23.8 (3.0)	3.74**
	(c) Regulation of emotion	4	.80	20.3 (4.7)	22.1 (3.0)	3.94**
	(d) Others’ emotion appraisal	4	.72	20.6 (4.1)	21.6 (2.6)	3.26**
3.	Time management	12	.81	13.6 (4.7)	16.2 (3.1)	5.39**	0.65
4.	Stress management	25	.91	24.0 (10.8)	18.2 (6.2)	6.61**	0.64

Notes: *p < .005 (one tailed).

**p < .001 (one tailed).

***p < .05 (one tailed).

****p < .01 (one tailed).

# 0.2 ≤ d ≥ 0.5 = Small; 05 ≤ d ≥ 0.8 = Medium; d ≥ 0.8 = Large [where d = M₁ − M₂/S_pooled and Spooled = √S₁² (n₁ − 1) + S₂² (n₂ − 1)/n₁ + n₂ − 2].

Table 3. Paired sample t-test between pairs of pre- and post-standardized measures and the general and specific item measure before and after the intervention in the experimental group: (n = 75)

S. No	Variable (scores at pre- and post-test)	Mean (SD) (Time-1)	Mean (SD) (Time-2)	t-Ratio (df = 74)
1.	Session-1: Self-management Pre-BSRS-Post BSRS (scale) Pre-SeM-Post-SeM (general) Pre-SeM-Post-SeM (specific)	71.5 (11.5) 9.7 (2.4) 10.0 (2.4)	74.5 (10.8) 11.4 (1.5) 12.0 (2.6)	3.43* 5.33* 6.18*
2.	Session-2: Emotional intelligence: Pre WLEIS-Post WLEIS (scale) Pre-EI-Post EI (general) Pre-EI-Post EI (specific)	84.8 (12.4) 9.4 (1.7) 17.8 (3.9)	90.2 (8.6) 11.0 (2.2) 19.7 (2.6)	5.51* 4.76* 3.06**
3.	Session-3: Time management Pre-ESAP-Post ESAP (TM-scale) Pre-TM-Post-TM (general) Pre-TM-Post TM (specific)	13.6 (4.7) 8.0 (1.9) 12.4 (2.0)	16.2 (3.1) 9.5 (1.7) 13.2 (2.0)	5.39* 8.92* 3.32*
4.	Session-4: Stress-management Pre-ESAP-Post ESAP (SM-scale) Pre-SM-Post-SM (general) Pre-SM-Post SM (specific)	24.0 (10.8) 8.9 (1.8) 12.1 (2.3)	18.2 (6.2) 9.6 (1.6) 13.2 (2.5)	6.61* 4.20* 3.67***

Notes: *p < 0.0005 (one tailed).

**p < .001 (one tailed).

***p < 0.01 (one tailed).

Acronyms: ESAP (TM)—emotional skills assessment process-time management dimension; ESAP(SM)—emotional skills assessment process-stress management dimension; WLEIS—Wong & Law emotional intelligence scale; EI—emotional intelligence; BSRS—Brief self-management scale; SeM—self-management.

Table 4. Means, standard deviations, t-values and effect sizes of the measures used at Time-1 and Time-2 of intervention module for placebo group (n = 56)

S. No	Parameter	No. of items	Mean (SD) (Time-1)	Mean (SD) (Time-2)	t-Values (df = 55)	Cohen’s d
1.	Self-management (BSRS) Subscale dimensions: (a) Performance focus and efficiency	22	70.8 (9.5)	69.5 (8.8)	1.52	0.14
		5	16.8 (3.4)	16.2 (3.2)	1.36
	(b) Goal directedness	4	12.0 (3.0)	12.4 (3.3)	2.03
	(c) Timeliness of task accomplishment	4	13.3 (3.4)	12.9 (3.3)	1.38
	(d) Organization of physical space	3	10.1 (2.3)	10.0 (2.2)	.54
	(e) Written plan for change	3	8.2 (2.5)	8.3 (2.3)	.36
	(f) Verbal support	3	8.3 (2.0)	8.5 (1.9)	.70
2.	Emotional intelligence Subscale dimensions: (a) Self-emotions appraisal	16	81.3 (14.5)	79.3 (14.6)	1.89	0.13
		4	19.8 (5.1)	19.4 (5.3)	.86
	(b) Use of emotion	4	21.4 (4.6)	20.9 (4.3)	1.16
	(c) Regulation of emotion	4	19.4 (4.9)	19.0 (4.4)	1.07
	(d) Others’ emotion appraisal	4	20.6 (4.4)	19.9 (4.7)	1.86
3.	Time management	12	14.3 (4.4)	13.8 (4.6)	1.70	0.11
4.	Stress Management	25	26.6 (10.4)	26.1 (9.9)	.88	0.04

Notes: p—Non-significant.

# 0.2 ≤ d ≥ 0.5 = Small; 05 ≤ d ≥ 0.8 = Medium; d ≥ 0.8 = Large.

[Where d = M₁ − M₂/S_pooled and Spooled = √S₁² (n₁ − 1) + S₂² (n₂ − 1)/n₁ + n₂ − 2].

Table 5. Means, standard deviations, Cronbach’s alpha, t-values and effect sizes of the measures used at Time-1 and Time-2 of intervention module for control group (n = 46)

S. No	Parameter	No. of items	Mean (SD) (Time-1)	Mean (SD) (Time-2)	t-Values (df = 45)	Cohen’s d
1.	Self-management (BSRS) Subscale dimensions: (a) Performance focus and efficiency	22	68.0 (7.9)	67.9 (7.4)	.36	0.01
		5	15.5 (3.2)	15.6 (3.1)	.09
	(b) Goal directedness	4	13.0 (2.8)	12.8 (2.9)	.36
	(c) Timeliness of task accomplishment	4	12.1 (2.7)	12.1 (2.8)	.14
	(d) Organization of physical space	3	10.1 (2.6)	10.0 (2.5)	.57
	(e) Written plans for change	3	8.7 (2.4)	8.6 (2.4)	1.00
	(f) Verbal support	3	8.5 (1.9)	8.6 (2.0)	1.24
2.	Emotional intelligence Subscale dimensions: (a) Self-emotions appraisal	16	80.6 (13.6)	79.8 (14.0)	.96	0.05
		4	19.3 (4.8)	19.0 (4.9)	.75
	(b) Use of emotion	4	21.6 (4.3)	21.6 (4.4)	.10
	(c) Regulation of emotion	4	19.0 (4.4)	18.6 (4.4)	1.17
	(d) Others’ emotion appraisal	4	20.6 (4.4)	20.4 (4.1)	.89
3.	Time management	12	13.0 (4.1)	12.7 (3.8)	1.53	0.07
4.	Stress management	25	27.9 (10.1)	27.8 (10.0)	.19	0.009

Notes: p—Non-significant.

# 0.2 ≤ d ≥ 0.5 = Small; 05 ≤ d ≥ 0.8 = Medium; d ≥ 0.8 = Large.

[Where d = M₁ − M₂/S_pooled and Spooled = √S₁² (n₁ − 1) + S₂² (n₂ − 1)/n₁ + n₂ − 2].

Figure 2. Stacked line graphs showing intervention effect of components across groups.

Notes: Top left: Intervention effect of self-management skill across groups; top right—intervention effect of emotional intelligence skills across the groups; bottom left—intervention effect of time-management skills across groups; bottom right—intervention effect of Stress management skills across groups before and after the intervention.

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