Positive Psychology at School: A School-Based Intervention to Promote Adolescents’ Mental Health and Well-Being

Shoshani, Anat; Steinmetz, Sarit

doi:10.1007/s10902-013-9476-1

Cited by 186 publications

(150 citation statements)

References 60 publications

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“…The research is also limited on interventions aimed at increasing self-esteem in other adolescent populations. Existing endeavors include universal prevention approaches with entire school staff and students [60], or social skills training intervention designed to improve adolescents' social, emotional, and behavioral adjustment [61]. However, in these studies, the focus was on enhancing global and not domain-specific self-esteem.…”

Section: Implications Of the Studymentioning

confidence: 99%

Quality of life among adolescents living in residential youth care: do domain-specific self-esteem and psychopathology contribute?

et al. 2017

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Purpose Many adolescents living in residential youth care (RYC) institutions perceive their quality of life (QoL) to be low. Enhancing QoL is thus important, but little is known about the potential contributors to their QoL. Early interpersonal trauma and subsequent removal from home and repeated relocations to new placements are expected to affect mental health and self-esteem. We therefore investigated if domain-specific self-esteem contributed to QoL among adolescents living in RYC institutions over and beyond their levels of psychopathology. Methods All youth in Norwegian RYC institutions between the ages 12-23 years were invited to participate. Of a total of 98 RYC institutions, 86 participated, and 400 of 601 eligible youths were examined. The participants' primary contact completed the Child Behavior Checklist to assess psychopathology. The adolescents completed a revised version of the Self-Perception Profile for Adolescents and the questionnaire for measuring health-related quality of life in children and adolescents (KINDL-R). Results After adjusting for psychopathology, age, and gender, self-esteem domains uniquely explained 42% of the variance in Qol, where social acceptance (b = 0.57) and physical appearance (b = 0.25) domains significantly predicted concurrent QoL. Conclusions The self-esteem domains, social acceptance and physical appearance, add substantially to the explained variance in QoL among adolescents living in RYC institutions, over and beyond the levels of psychopathology. These self-esteem domains may be targets of intervention to improve QoL, in addition to treating their psychopathology.

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Section: Implications Of the Studymentioning

confidence: 99%

Quality of life among adolescents living in residential youth care: do domain-specific self-esteem and psychopathology contribute?

et al. 2017

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“…These findings must be constantly revised and actualized. In fact, the academic context is suffering continuous changes, as curriculum goals that have become more academic and skill-oriented (Shoshani and Steinmetz 2014), the Bologna treaty about the European higher education area, and new challenges in the use of information and communication technology. In this sense, to identify specific facilitators relevant in each context is fundamental.…”

Section: Theoretical Contributionsmentioning

confidence: 99%

Take care of well-being: how facilitators and engagement predict performance of university students

Martínez

Peñalver

Meneghel

2016

Mult.J.Edu.Soc.Tec.Sci.

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The interest in developing a high quality educational system requires constant research of the variables involved in the teaching-learning process. Among these variables, social and academic facilitators are important because there is empirical evidence about their positive relationship with engagement, commitment, selfefficacy, happiness and satisfaction in the academic context. Moreover, the psychological well-being of university students (i.e., engagement) showed to positively affect future academic success. In line, the aim of this study is twofold. First, the relevance of social and university academic facilitators was analyzed depending on the faculty of belonging. Second, the effect of social (e.g., Good relationship with classmates) and academic facilitators (e.g., Updated website with new information and easily accessible) as well as academic engagement on academic performance (i.e., GPA) was tested. The sample consisted of 965 University students. The ANOVAs' results showed the existence of statistically significant differences in social and university academic facilitators among the different faculties. Regression analyses demonstrated that social (but not university's) facilitators and academic engagement were positively related to academic performance. Additionally, the interaction between social facilitators and academic engagement was positively related to academic performance. The effect was also significant when controlling for gender and faculty. The identification of different facilitators allows to develop different activities depending on the faculty, as well as leading to the optimization of teaching-learning process. Moreover, academic facilitators do not affect academic performance. From a practical view, it means that specific interventions can be implemented during the course so that students' social facilitators and engagement increase.

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“…Longitudinally, higher well-being in adolescence correlated to fewer, risky health behaviors later in young adulthood [10]. Higher wellbeing was predictive also of fewer psychological symptoms [11], increased academic achievement [12,13], and better student engagement [14]. Despite the growing number of life 2 Education Research International satisfaction studies, more studies are needed (see [14][15][16][17]) to enable educators, school psychologists, and other mental health professionals to measure adolescent life satisfaction.…”

Section: Introductionmentioning

confidence: 99%

A Novel Heart-Centered, Gratitude-Meditation Intervention to Increase Well-Being among Adolescents

Duthely

Nunn

Avella

2017

Education Research International

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Population studies paint a dismal picture of the mental health status of adolescents, in the US and worldwide. Positive psychology, which takes a preventative approach to keeping individuals in higher states of well-being, is being implemented increasingly among youth, with the goal of avoiding future mental health and psychological problems. In this study, a novel intervention, which fused the practice of meditation with gratitude visualizations, was tested among adolescents. The purpose of this quasi-experimental study was to determine the extent to which the intervention affected life satisfaction, school satisfaction, and measured gratitude, among a culturally diverse cohort of adolescents. Instrumentation consisted of three positive psychology measures-the Student Life Satisfaction Scale, the School Satisfaction Subscale, and the Gratitude Questionnaire-Six-Item Form. Participants were randomly assigned either to the delayed-intervention, no-treatment control group or to the experimental group. The four-week intervention was manualized primarily from the heart-centered gratitude visualizations outlined in a happiness and positive emotions handbook, The Jewels of Happiness: Inspiration and Wisdom to Guide Your Life-Journey. The intervention significantly affected life satisfaction, school satisfaction, and gratitude of the experimental group, when compared to the control group. Medium to large effect sizes were detected using the ANCOVA statistical test.

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Positive Psychology at School: A School-Based Intervention to Promote Adolescents’ Mental Health and Well-Being

Cited by 186 publications

References 60 publications

Quality of life among adolescents living in residential youth care: do domain-specific self-esteem and psychopathology contribute?

Quality of life among adolescents living in residential youth care: do domain-specific self-esteem and psychopathology contribute?

Take care of well-being: how facilitators and engagement predict performance of university students

A Novel Heart-Centered, Gratitude-Meditation Intervention to Increase Well-Being among Adolescents

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