Components of Well-Being in Early Adolescence : Positive Affect , Optimism and Self-Efficacy Positive (original) (raw)
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The European Journal of Counselling Psychology
The present study seeks to examine the effectiveness of a Positive Psychology Intervention in enhancing well-being in a multicultural school setting. 121 5th and 6th grade primary school male and female students participated in the study. 57.9% were native Greeks and 42.1% were migrant children. 81 students were allocated to the positive intervention group, while 40 students partook in a control group with no positive orientation. Students were asked to complete a questionnaire battery a day prior to the interventions and also fifteen days later. Results indicated that only the positive intervention was effective in enhancing positive emotional experiences, optimism and self-efficacy in peer interactions two weeks after its implementation. The results were mostly undifferentiated for gender, migrant and socioeconomic status as far as positive emotions are concerned, while the patterns of influence of demographic variables on the efficacy of the intervention concerning the participan...
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2019
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International Journal of Indian Psychology
In the present educational system, students face a lot of pressure, stress and expectation from self and others which leads to experiencing negative emotions. These factors hinder children’s all round development and scholastic achievement leading to low subjective well-being and poor life satisfaction. Hence, there is a need to foster positive emotions. A critical overview has been done on the role of Positive Psychology Interventions in enhancing positive emotions of the students in experiencing well-being, and satisfaction. School psychology has been focusing on addressing the problem and providing solutions. Experiencing positive emotions is more important for accomplishment and well-being than the absence of negative emotions. The essence of Positive Psychology Interventions is to remove what is wrong and bring in what is strong, by fostering positive factors important for flourishing and accomplishment. Research has shown that Positive Psychology Interventions are significantl...
2015
Abstract: This study aimed to evaluate the effect of a positive psychology intervention on the psychosocial well-being of a group of adolescents between the ages of 12 and 13 using a quasi-experimental quantitative approach. The positive psychology intervention was implemented over a four week period within the school setting, and consisted of one half-hour session per week. Intervention activities focused on enhancing positive emotions about the past, in the present, and toward the future through meditation, gratitude activities, a savouring exercise, a kindness intervention, identifying and developing character strengths and an optimism enhancing exercise. Complete data at baseline, one-week post-intervention, and 5-week follow-up was gathered from 95 grade seven scholars who were randomly assigned to the experimental (intervention) condition (n = 44) or control group (n=51). The control group received no intervention and no placebo. Data was gathered using the Mental Health Continuum – Short Form (MHC-SF) for adolescents to measure well-being, and the Revised Child Anxiety and Depression Scale – Short Version (RCADS-SV) as the indicator for anxiety and depression. While no significant changes were indicated in the control group in either well-being or pathology, quantitative data revealed promising results in the experimental group, suggesting that the brief intervention may have impacted on the psychosocial well-being of the adolescents indirectly by significantly decreasing symptoms of mental ill-health including anxiety and depression after follow-up analysis. Although no significant differences were found in psychosocial well-being per se, the significant decrease in anxiety and depression may increase well-being and in so doing promote flourishing adolescents. Furthermore, evidence suggests that well-being interventions have a delayed or long-term effect and as such future research ought to look at the effects of positive psychology interventions among a broader agerange and socio-economic group using longitudinal studies.M.A
Thumbs up! A Pilot Study of a Positive Psychology Intervention for Children in Greece
Psychology
The current study aimed to test the hypothesis that a newly developed multi-component 8-week Positive Psychology Intervention (PPI) programme for children could lead to a significant decrease in negative emotion, state anxiety, trait anxiety, and a significant increase in hope and positive emotions. Participants were recruited online and assigned randomly to the experimental and control groups with equal sample sizes (N = 8) groups for this study. Each participant completed a battery of self-reported questionnaires before and after the completion of the programme. Measurements included Hope, STAI, PANAS and demographic self-reported questionnaires. Hope and positive emotions increased, whereas negative emotions, trait anxiety and state anxiety decreased. The results supported our hypothesis that PPIs could be considered a successful alternative intervention or prevention for children.
Positive Psychology Interventions in a Multi-Ethnic and Cross-Cultural Context
2018
ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit van Amsterdam op gezag van de Rector Magnificus prof. dr. ir. K.I.J. Maex ten overstaan van een door het College voor Promoties ingestelde commissie, in het openbaar te verdedigen in de Agnietenkapel op donderdag 1 november 2018, te 10:00 uur door Tom Hendriks geboren te Veldhoven
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Part I Positive Self Happy Talk Me, Inc. My Strengths Portfolio Confident You My Best Possible Self The Strengths Songbook Part II Positive Body Image Matters Supersize Me! The Nutrition Quiz Mindfulness for Life Go to Bed, Sleepyhead! The Power of Exercise Surprising, Spontaneous Savouring! Mental Time Travelling Part III Positive Emotions Understanding Emotions The Negativity Bias Boost your Positive Emotions! Just for Fun Surprising, Spontaenous Savouring! Mental Time Travelling Part IV Positive Mindset Fixed or Flexible? Hope Creative Problem Solving Money, Money, Money The Tyranny of Choice Think Yourself Happier Part V Positive Direction Egg Yourself On Nail, Nag, Nudge The Flow Zone Lesson Big Hairy Goals Five Little Pigs The Balancing Act Part VI Positive Relationships Tonic or Toxic? Forgiveness Listening and Empathy Sweet Trading Kindness and Gratitude Happiness across Cultures
A review of school-based positive psychology interventions
The aim of this paper is to review school-based interventions that have been designed to foster student well-being and academic performance by following a positive psychology approach which seeks to cultivating positive emotions, resilience and positive character strengths. Following the calls of the twenty first century education movement for schools to incorporate student well-being as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student well-being, relationships and academic performance. The paper makes suggestions for the further development of PPI's at school and explores the factors that can allow positive psychology to be extended, and more systematically embedded, into schools.
Developing Psychological Interventions to Enhance Subjective Well-being of School Children
Indian Journal of psychology, 2023
The present study aims at developing psychological intervention to enhance subjective well-being of school children. The objective of the research was to develop the intervention that would bring about a positive change in the subjective well-being, hope, optimism and resilience of the participants. In all there were 40 participants that were taken, 20 boys and 20 girls for whom a pre-post assessment was done on hope, optimism, resilience
Supporting positive development in early adolescence: A school-based intervention in Turkey
Applied Developmental Science, 2018
We present a youth development intervention program and its evaluation. Deriving from the theories of agentic self and positive youth development, we adopted a holistic perspective that focused on social agency with growth mindset and self-efficacy conceptualized as its motivators. The intervention consisted of 14 weekly sessions with 508 sixth graders in four public schools in Turkey (M age ¼ 11.8, 49% female). A comparable group with 417 sixth graders in five public schools served as the control group (M age ¼ 11.7, 47% female). All students came from families of low to middle socioeconomic status. The evaluation had an experimental design with pretest, posttest (4 months after pretest), and follow-up (11 months after posttest) assessments. Findings indicated beneficial effects of the intervention on mindset, self-efficacy, and some indicators of social agency, some of which were sustained through the follow-up. In concordance with previous research on early adolescents, a general decline in positive adaptation was observed in the control group between pre-and posttests.