Preliminary Development and Validation of the Social and Emotional Health Survey for Secondary School Students

Furlong, Michael J.; You, Sukkyung; Renshaw, Tyler L.; Smith, Douglas C.; O’Malley, Meagan D.

doi:10.1007/s11205-013-0373-0

Cited by 182 publications

(234 citation statements)

References 54 publications

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“…Similarly, research generally supports the protective influence of peer support (e.g., Babiss & Gangwisch, 2009) and self-efficacy (Beautrais, 2003) on suicidal thoughts. However, instead of focusing on the association between specific assets or domains and risk behaviors/emotional problems, we aimed to give a broader contribution to the theoretical frameworks on positive development in adolescence (e.g., Furlong, You, et al, 2014;Jimerson, Sharkey, Nyborg, & Furlong, 2004;Kirschman et al, 2009;Knoop, 2011;Larson, 2000;Masten et al, 2009) by examining how general configurations of psychological and social assets protect youth from multiple risk behaviors (tobacco and alcohol use) and emotional problems (depressive feelings and suicidal thoughts). The examination of the quantity, variety across domains, and configuration of assets supported and further developed the cumulative-assets framework assumptions (Scales et al, 2006), by identifying the general configurations of assets (deriving from balanced combinations of quantity and variety) that were most effective in protecting adolescents from a variety of risk behaviors and emotional problems.…”

Section: Discussionmentioning

confidence: 99%

“…The covitality index proposed by Furlong, You, Renshaw, Smith, and O'Malley (2014) offers a framework that can be used to organize assets across domains, allowing researchers to examine not only how many assets adolescents possess but also the number of domains in which they have assets. This model consists of four first-order core positive mental health domains: belief in self, belief in others, emotional competence, and engaged living .…”

Section: Factors Protecting Adolescents From Risk Behaviors and Emotimentioning

confidence: 99%

“…The protective assets and domains were measured using the Social and Emotional Health Survey -Secondary (SEHS-S; Furlong, You, et al, 2014), which is an extension of the Resilience Youth Development Module (RYDM; Furlong, Ritchey, & O'Brennan, 2009). Each of the 12 individual assets (e.g., self-efficacy) includes three items, for a total of 36 items (nine items for each of the four domains).…”

Section: Protective Assetsmentioning

confidence: 99%

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The configuration protective model: Factors associated with adolescent behavioral and emotional problems

Lenzi

Dougherty

Furlong

et al. 2015

Journal of Applied Developmental Psychology

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a b s t r a c t a r t i c l e i n f oThe current study examined the association between quantity, variety, and configuration of developmental assets with risk behaviors (tobacco and alcohol use) and developing emotional problems (depressive feelings and suicidal thoughts). A sample of 12,040 high school students completed surveys investigating youth health and risk behaviors, and developmental assets. Independent one-step logistic regression analyses showed that adolescents reporting a higher quantity of assets, and possessing them in multiple domains, tended to have a lower likelihood of experiencing behavioral and emotional problems. The negative association between developmental assets and negative outcomes was more consistent when quantity and variety were taken into account simultaneously, thus supporting the configuration protective model. A sufficient amount of strengths, in an adequate number of different domains, seems to provide the strongest protection against negative developmental outcomes. The research and clinical implications of findings are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Factors Protecting Adolescents From Risk Behaviors and Emotimentioning

confidence: 99%

Section: Protective Assetsmentioning

confidence: 99%

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The configuration protective model: Factors associated with adolescent behavioral and emotional problems

Lenzi

Dougherty

Furlong

et al. 2015

Journal of Applied Developmental Psychology

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“…Covitality, although a more recent area of research, is based upon these suggestions and provides insight into how positive psychology constructs cooccur and relate to improved levels of wellbeing. Furlong [2] used term covitality to explain this co-occurrence of positive psychology strengths based on previous research by Luthans [3] and Weiss [4]. The former was a study based on workplace performance while the latter was based in behavioural biology and examined positive traits related to wellbeing, selfconfidence, and overall health.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Covitality on Well-Being and Depression in Australian High School Adolescents

Boman¹,

Mergler²,

Pennell³

2017

Clinical Psychiatry

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Positive psychology is an area of increasing interest in psychological research, with studies generally focusing an individual's strengths rather than their psychopathology. Within positive psychology, co-vitality is a new area of study that relates to the co-occurrence of human strengths. This study examined the construct of co-vitality, using the SocialEmotional Health Scale-Secondary (SEHS-S), in a population of Australian adolescents examining relationships between its four underpinning constructs (Belief-in-Self, Belief-inOthers, Emotional Competence, and Engaged Living), psychological well-being, and depression. Three hundred and sixty-one adolescents completed the SEHS-S with results demonstrating high correlations between all constructs examined. The results demonstrated that covitality predicted both well-being and depression. However, the combined effect of these constructs, co-vitality, was found to be a stronger predictor of psychological wellbeing and depression than the unique variance of any of the SEHS-S individual constructs. This suggests that building only one psychological strength, such as belief-in-self, might not be enough to strengthen wellbeing, or lessen depressive tendencies, in adolescents. In conclusion, it is considered that a broad range of constructs, such as those that underpin the SEHS-S, should be considered in high school intervention programs with adolescents.

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“…The development of a valid measure of youth's positive psychological functioning, the Social Emotional Health Survey-Secondary (SEHS-S; Furlong, You, Renshaw, Smith, & O'Malley, 2014), provides a resource for furthering research and examination of youth's mental health from a dual-factor lens. The SEHS-S examines several positive psychological constructs as they contribute to overall well-being.…”

mentioning

confidence: 99%

An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective

Fullchange

Furlong

2016

SAGE Open

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This study explored the effects of being bullied from a dual-factor lens, specifically examining the relation between victimization and constructs that contribute to social-emotional well-being. Prior to carrying out the main analyses, the factor structure of self-report items related to experiencing bullying and harassment from the California Healthy Kids Survey, which was administered to more than 14,000 high school students, was examined to establish that these items represent an overall factor: students’ experience of victimization. This factor was then used as an independent variable in a series of planned comparisons with a dependent variable represented by constructs addressed by the Social Emotional Health Survey–Secondary: belief-in-self, emotional competence, belief-in-others, and engaged living. With increased frequency of victimization, suicidality increased and belief-in-others decreased. For other constructs, belief-in-self, engaged living, and depression, there were significant differences found between individuals who had experienced frequencies of bullying as low as less than once a month and those who did not experience bullying at all but no further detrimental impacts were seen with even higher frequencies of victimization, indicating that being victimized at all is significantly worse than not being victimized for these variables. Implications and future directions for research are explored.

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Preliminary Development and Validation of the Social and Emotional Health Survey for Secondary School Students

Cited by 182 publications

References 54 publications

The configuration protective model: Factors associated with adolescent behavioral and emotional problems

The configuration protective model: Factors associated with adolescent behavioral and emotional problems

The Effects of Covitality on Well-Being and Depression in Australian High School Adolescents

An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective

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