Open AccessDiagnosing the Quality of Life in Psychotherapy: Validation of the Russian Version of the M. Frisch’s Quality of Life Inventory
Author(s) -
E. Rasskazova,
Yulia Yurieveyaskina,
D A Leontyev,
Olga Shiryaeva
Publication year - 2019
Publication title -
konsulʹtativnaâ psihologiâ i psihoterapiâ
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.173
H-Index - 5
eISSN - 2311-9446
pISSN - 2075-3470
DOI - 10.17759/cpp.2019270102
Subject(s) - happiness , psychology , life satisfaction , quality of life (healthcare) , fatalism , consistency (knowledge bases) , meaning (existential) , social psychology , internal consistency , hardiness (plants) , quality (philosophy) , meaning of life , applied psychology , clinical psychology , psychotherapist , psychometrics , artificial intelligence , computer science , philosophy , theology , epistemology , horticulture , cultivar , biology
Quality of life therapy proposed by M. Frisch offers to make the source of psychotherapy and ground its key goals in the life spheres that are important for the per son, but (s)he feels dissatisfied with and unfulfilled in. The aim of this study is the validation of the Russian version of M. Frisch’s Quality of Life Inventory. The study included two samples — students of the psychology faculty (N = 91) and adults living in the Kamchatka region (N = 826). The Inventory’s consistency comprised 0.72 for students and 0.95 for adults, and the overall score was associated with life satisfaction, subjective happiness, increased positive and low negative emotions, hardiness commitment, meaning in life, future orientation, satisfaction of basic needs, including those in studies, as well as intrinsic, identified and positive introjected educational motivation. In the different samples (students and adults) the different spheres of life were prominent for overall satisfaction. After controlling for mean satisfaction, quality of life index (corrected for subjective importance of the spheres) contributed to a better prediction of satisfaction with emotions and communication, future orientation, low fatalistic present, commitment, and (in students) intrinsic educational motivation.