Effects of School-based Multicomponent Positive Psychology Interventions on Well-being and Distress in Adolescents: A Systematic Review and Meta-analysis

Tejada-Gallardo, Claudia; Blasco‐Belled, Ana; Nadal, Cristina Torrelles; Mora, Carles Alsinet

doi:10.1007/s10964-020-01289-9

Cited by 116 publications

(94 citation statements)

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“…Despite the benefits of happiness (De Neve et al, 2013;Fredrickson, 1998Fredrickson, , 2001Szczygieł & Mikolajczak, 2017) and the effectiveness of happiness-boosting interventions (Hendriks et al, 2019;Sin & Lyubomirsky, 2009;Tejada-Gallardo et al, 2020), some people still show an aversion towards experiencing positive feelings and states of mind (Joshanloo & Weijers, 2013). One may think that if happiness happens to be feared, all the possible benefits of promoting happiness might dissipate.…”

Section: Implications Of the Findingsmentioning

confidence: 99%

Fear of happiness through the prism of the dual continua model of mental health

et al. 2021

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Objective: Two studies were conducted to investigate fear of happiness through the lens of the dual continua model of mental health. Methods:In Study 1, we examined whether depression (indicator of mental illness) and happiness (indicator of mental health) predicted fear of happiness through a Structural Equation Model. In Study 2, we ran a quasi-experimental design to examine differences in affect (positive and negative), happiness and depression when engaging in either fearless or fearful beliefs of happiness.Results: Fear of happiness was positively and negatively predicted by depression and happiness, respectively. Fearless individuals reported higher positive affect and happiness, and lower negative affect and depression, than fearful individuals.Conclusions: Fearing happiness might act as a maladaptive self-verifying motive to enhance one's perspective of the world. Given the likelihood of modifying maladaptive cognitive patterns, we highlight different psychological interventions that can address the negative impact of fearful beliefs of happiness.depression, dual continua model of mental health, fear of happiness, happiness, mental healthThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Implications Of the Findingsmentioning

confidence: 99%

Fear of happiness through the prism of the dual continua model of mental health

et al. 2021

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“…Positive psychology belongs in schools. The positive psychology movement has built up a large body of research over the last 20 years that demonstrates the efficacy of positive psychology interventions (PPI) for improving adolescent outcomes (Ciocanel et al, 2016;Seligman et al, 2009;Tejada-Gallardo et al, 2020;Waters, 2011). The current PPI literature shows that these interventions lead to positive outcomes such as increased subjective and psychological well-being, which are important aspects of successful youth development (Tejada-Gallardo et al, 2020).…”

mentioning

confidence: 99%

“…The positive psychology movement has built up a large body of research over the last 20 years that demonstrates the efficacy of positive psychology interventions (PPI) for improving adolescent outcomes (Ciocanel et al, 2016;Seligman et al, 2009;Tejada-Gallardo et al, 2020;Waters, 2011). The current PPI literature shows that these interventions lead to positive outcomes such as increased subjective and psychological well-being, which are important aspects of successful youth development (Tejada-Gallardo et al, 2020). Furthermore, research conducted in the K-12 school system shows that PPIs are effective at promoting other outcomes related to well-being including optimism, social-emotional functioning, self-control, selfefficacy, and academic performance (Catalano et al, 2002;Seligman et al, 2009;Shoshani & Steinmetz, 2014;Taylor et al, 2017;Waters, 2011).…”

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confidence: 99%

Implementation of a positive psychology curriculum in a high school setting: A mixed methods pilot study

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This study used a mixed-method design to examine the qualitative feasibility of a comprehensive positive psychology curriculum taught by an educator in a naturalistic high school classroom. Limited efficacy testing was also performed. Using a naturalistic quasi-experimental design, this study examined the qualitative impact and feasibility of a high school positive psychology course compared to a standard psychology course. Qualitative variables examined included student attrition, demand, implementation, and practicality as well as student feedback. Quantitative self-report measures of well-being were also included. Participants were 113 adolescents enrolled at a high school in the Mountain West United States. The course was found to have high demand and low rates of attrition. The educator noted that preparing the course was feasible and did not require external funding. Feedback from students was overwhelmingly positive with many of them noting the positive effect that it had on their well-being and ability to cope with challenges. Quantitative results were mixed. These results largely support previous research that has associated positive outcomes with the employment of positive psychology interventions in a classroom setting. Future research should focus on the quantitative effects of school-based positive psychology interventions in a larger scale, high-powered sample.

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“…B. das Entdecken der eigenen Stärken, Ermutigungen, sich selbst zu belohnen und etwas im Alltag zu genießen. Die positiven Botschaften stammen aus Ansätzen der positiven Psychologie und zielen darauf ab, das Wohlbefinden zu steigern und psychische Belastung zu reduzieren [17][18][19] Erkrankungen frühzeitig Hilfe zu suchen, was in Deutschland immer noch zu selten geschieht [33].…”

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ZUSAMMENFASSUNGBedingt durch die Coronapandemie besteht für Kinder, Jugendliche und deren Eltern ein großer Informationsbedarf, wie sie mit den neuen Herausforderungen im Alltag, der Schule und der Familie gut umgehen können. Um die spezifischen Bedarfe dieser Zielgruppen zu adressieren, hat die Klinik und Poliklinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie des LMU Klinikums in Partnerschaft mit der Beisheim Stiftung und zusammen mit Medienpartnern das webbasierte Infoportal „Corona und Du“ bereitgestellt (https://www.corona-und-du.info). Dieses Portal umfasst evidenzbasierte Informationen, Tipps und Hilfen zur Prävention von und zum Umgang mit psychischer Belastung in der Coronakrise und verweist zudem auf professionelle Anlaufstellen. In diesem Beitrag werden die Inhalte der Webseite, das methodische Vorgehen der Entwicklung der Inhalte und die Übersetzung in zielgruppengerechte Sprache und Formate dargestellt.

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Effects of School-based Multicomponent Positive Psychology Interventions on Well-being and Distress in Adolescents: A Systematic Review and Meta-analysis

Cited by 116 publications

References 63 publications

Fear of happiness through the prism of the dual continua model of mental health

Fear of happiness through the prism of the dual continua model of mental health

Implementation of a positive psychology curriculum in a high school setting: A mixed methods pilot study

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