The Longitudinal Stability and Dynamics of Group Membership in the Dual-Factor Model of Mental Health

Kelly, Ryan; Hills, Kimberly J.; Huebner, E. Scott; McQuillin, Samuel D.

doi:10.1177/0829573512458505

Cited by 47 publications

(61 citation statements)

References 22 publications

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“…Youth who exhibited patterns of complete mental health were most likely to remain mentally healthy across examinations. However, patterns of instability were evident among all groups, with either the vulnerable (Compton, 2016;Kelly et al, 2012) or symptomatic but content (McMahan, 2012) groups exhibiting the lowest levels of stability. In each longitudinal study of dual-factor mental health, youth were more likely to progress toward complete mental health than to regress toward troubled mental health over time.…”

Section: Longitudinal Stability Of Dual-factor Mental Healthmentioning

confidence: 95%

“…Only three known studies have investigated the longitudinal stability of dual-factor mental health (Compton, 2016;Kelly et al, 2012;McMahan, 2012). Kelly and colleagues (2012) examined the stability of dual-factor mental health group membership among adolescents in Grades 7 and 8 and over a five-month period.…”

Section: Longitudinal Stability Of Dual-factor Mental Healthmentioning

confidence: 99%

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A latent transition analysis of the longitudinal stability of dual-factor mental health in adolescence

Moore

Dowdy

Nylund‐Gibson

et al. 2019

Journal of School Psychology

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Dual-factor models of mental health are increasingly supported but little is known about longitudinal trends in dual-factor mental health. The current study used latent profile analysis (LPA) to empirically identify dual-factor mental health classes at each of Grades 9 through 12 and latent transition analysis (LTA) to examine stability of classes over four academic years. A sample of 875 adolescents from two cohorts reported on their social-emotional strengths and psychological distress. Cross-sectional LPAs for each grade year resulted in four mental health classes: complete mental health, moderately mentally healthy, symptomatic but content, and troubled. An LTA model indicated that the complete mental health class exhibited the most stability, followed by moderately mentally healthy and symptomatic but content classes. The troubled class exhibited the least stability. Less than 24% of participants remained in the same mental health class across all years. Findings support regular monitoring of students' dual-factor mental health to accurately inform mental health promotion, prevention, and intervention efforts. Keywords dual-factor mental health; stability; adolescent; latent profile analysis (LPA); latent transition analysis (LTA) Dual-factor models conceptualize mental health as the interaction between well-being and psychopathology and research supports the need to consider both in school-based mental health assessment, prevention, and intervention efforts (Greenspoon & Saklofske, 2001; Keyes, 2002; Suldo & Shaffer, 2008). The stability of psychopathology (e.g., Overbeek, Vollebergh, Meeus, Engels, & Luijpers, 2001) and well-being (e.g., Huebner, Funk, & Gilman, 2000) independently is well established; however, research examining the stability of dual-factor mental health is limited. Only three identified studies have examined the longitudinal stability of dual-factor mental health (Compton, 2016; Kelly, Hills, Heubner, & McQuillin, 2012; McMahan, 2012)-over five-month, seven-month, and one-year periods. It remains unknown to what degree adolescents' dual-factor mental health status remains stable or changes beyond one year during this dynamic period of psychosocial development.

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Section: Longitudinal Stability Of Dual-factor Mental Healthmentioning

confidence: 95%

Section: Longitudinal Stability Of Dual-factor Mental Healthmentioning

confidence: 99%

A latent transition analysis of the longitudinal stability of dual-factor mental health in adolescence

Moore

Dowdy

Nylund‐Gibson

et al. 2019

Journal of School Psychology

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“…Future research may benefit from a focus on interventions that have an impact on students' sense of school belonging to investigate the effect of intervention on stability of complete mental health groups over time. When considering the significant differences in school belonging across groups, as well as previous research that suggests the 'languishing' group is the least stable across time (Kelly, Hills, Huebner, & McQuillin, 2012), interventions that target school belonging may foster student strengths, leading to increased life satisfaction and social-emotional wellbeing.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Exploring the Contributions of School Belonging to Complete Mental Health Screening

Moffa¹,

Dowdy²,

Furlong

2016

The Educational and Developmental Psychologist

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Considering the many positive outcomes associated with adolescents’ sense of school belonging, including psychological functioning, it is possible that including an assessment of school belonging within a complete mental health screening process could contribute to the prediction of students’ future mental health status. This exploratory study used complete mental health screening data obtained from a central California high school (N = 1,159). At Time 1 (T1) schoolwide screening was used to identify complete mental health groups by applying a dual-factor strategy and concurrently measuring students’ school belonging. One year later at Time 2 (T2), social-emotional wellbeing and internal distress were assessed. Cross-sectional T1 results indicated that there were significant differences in school belonging between students who reported low global life satisfaction and those who reported average or high global life satisfaction, regardless of reported level of psychological distress. A comparison of T1 to T2 data revealed that global life satisfaction and psychological distress were predictive of wellbeing and internal distress. However, contrary to study expectations, school belonging at T1 added little to the prediction of T2 psychological distress beyond the information already provided by the T1 dual-factor screening framework. Implications for practice and future directions are discussed.

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“…Per a recent meta-analytic review, the global prevalence of anxiety and depressive disorders in youths is 6.50% (95% CI: 4.70–9.10) and 2.60% (95% CI: 1.70–3.90), respectively, 19 with a marked comorbidity between both disorders. 9 10 Several studies among the general population show that common mental disorders are related to suicidality (ORs =2.07–10.06). 20 21 Furthermore, among adolescents aged 10 to 24 years, suicide is the second leading cause of death.…”

Section: Introductionmentioning

confidence: 99%

DetectaWeb Project: study protocol of a web-based detection of mental health of children and adolescents

et al. 2017

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IntroductionTraditionally, research and practice addressing mental health has been conducted within a unidimensional model, explaining mental health as the presence/absence of psychological problems (distress or psychopathological symptoms). More recently, accumulative evidence has supported a bi-dimensional model, which conceptualises psychological problems and psychological strengths (well-being) as related-yet-distinct continua that, when considered together, yields a more comprehensive understanding of individuals. The DetectaWeb Project is a web-based early detection assessment of the mental health continuum (MHC) for children and adolescents and aims to: develop a web-based platform for screening of the MHC, including both psychological problems (anxiety, depression and suicidality) and personal strengths (emotional, cognitive/psychological and social aspects); examine the prevalence of the MHC among children and adolescents; and analyse key determinants (risk and protective factors) of the MHC.Methods and analysisWe will conduct an ongoing, multicentre observational, cross-sectional study of Spanish children and adolescents. Participants will be assessed through a web-based platform. In order to validate the web-based screening system, a clinical reappraisal will be completed among a subsample of respondents. To elucidate youth’s levels of subjective distress and well-being, we will include measures of anxiety, depression, suicidality, well-being, externalising problems and socio-demographic variables.Ethics and disseminationEthical approval has been obtained at all sites. All participants will sign a free and informed consent form before the assessment. Results of the study will be communicated during national and international meetings in the field of clinical and health psychology with children and adolescents. Publications will be sought in journals usually read by psychologists or psychiatrists involved in the development of epidemiological studies and interventions for mental health promotion based on resilience building for children and adolescents.

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The Longitudinal Stability and Dynamics of Group Membership in the Dual-Factor Model of Mental Health

Cited by 47 publications

References 22 publications

A latent transition analysis of the longitudinal stability of dual-factor mental health in adolescence

A latent transition analysis of the longitudinal stability of dual-factor mental health in adolescence

Exploring the Contributions of School Belonging to Complete Mental Health Screening

DetectaWeb Project: study protocol of a web-based detection of mental health of children and adolescents

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