The Milwaukee Youth Belongingness Scale (MYBS): Development and validation of the scale utilizing item response theory.

Slaten, Christopher D.; Rose, Chad A.; Bonifay, Wes; Ferguson, Jonathan K.

doi:10.1037/spq0000299

Cited by 14 publications

(9 citation statements)

References 59 publications

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“…Mental Health Continuum-Short Form 5; (Clarke et al, 2011;Guo et al, 2015;Carvalho et al, 2016;Piqueras et al, 2019;Reinhardt et al, 2020) Ryff Psychological Wellbeing Scale 5; (Gallardo Cuadra and Moyano-Diaz, 2012;Sirigatti et al, 2014;Kiang and Ip, 2018;Karen Meier and Beatriz Oros, 2019; Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) 6; (Clarke et al, 2011;Hunter et al, 2015;McKay and Andretta, 2017;St Clair et al, 2017;Ringdal et al, 2018;Melendez-Torres et al, 2019) WHO-5 Wellbeing Index 5; (de Wit et al, 2007(de Wit et al, , 2012Clarke et al, 2011;Carli et al, 2013;Stiglbauer et al, 2013) Warwick (Slaten et al, 2019) Social Support Appraisals 1; (Slaten et al, 2019) Social Support Scale (Cluver) 1; (Gentz et al, 2018) Coping Ability to employ strategies to handle adverse or stressful events A-COPE 1; (Forns et al, 2013) COPE 1; (Vaughn et al, 2009) KIDCOPE 1; (Powell et al, 2019) The Coping Response Inventory-Youth (CRI-Y)…”

Section: Mental Wellbeing [General] Experience Of Positive Mental And...mentioning

confidence: 99%

“…1; (Viñas et al, 2019) Utrechtse Coping List 1; (Mavroveli et al, 2007) Self-control Ability to control and regulate their emotions and thoughts Difficulties in Emotion Regulation Scale (DERS) 2; (García-Alandete et al, 2019;Wang and Hawk, 2020) Trait Meta-Mood Scale (TMMS) 2; (Salguero et al, 2012;Ballespí et al, 2019) Weinberger Adjustment Inventory 2; (Vazsonyi et al, 2015;Slaten et al, 2019) Brief control scale 1; (Espada et al, 2019) Self-Control Scale (SCS) 1; (Black et al, 2012) Psychological Empowerment 1; (Ozer and Schotland, 2011) Happiness Emotional state of mind or mood that determines satisfaction with life, flourishing and overall, well being Oxford happiness questionnaire 2; (Meleddu et al, 2012;Lung and Shu, 2020) Adolescent Happiness Scale 1; (Isik and Üzbe Atalay, 2019) The Subjective Happiness Scale (SHS)…”

Section: Mental Wellbeing [General] Experience Of Positive Mental And...mentioning

confidence: 99%

“…1; (Gabrielsen et al, 2012) (Continued) 5; (Furlong et al, 2014;Levin and Currie, 2014;Savahl et al, 2017;Burns and Rapee, 2019;Viñas et al, 2019) The Personal Wellbeing Index 4; (Casas et al, 2012(Casas et al, , 2013Sarriera et al, 2014;Tomyn and Weinberg, 2018) The Personal Wellbeing Index School Children (PWI-SC) 4; (Tomyn et al, 2013a(Tomyn et al, ,b, 2014Viñas et al, 2019) The Satisfaction with Life Scale (SWLS) 6; (Gabrielsen et al, 2012;Shoshani and Steinmetz, 2014;Sanders et al, 2017;Snowshoe et al, 2017;Ringdal et al, 2018;Abujaradeh et al, 2020) Single Item on Overall Life Satisfaction 4; (Casas et al, 2012(Casas et al, , 2013(Casas et al, , 2014 5; (Sanders et al, 2017;Panter-Brick et al, 2018;Slaten et al, 2019;van Rensburg et al, 2019;Kaunda-Khangamwa et al, 2020) Resilience Scale for Adolescents (READ) 4; (Hjemdal et al, 2006;Tratta et al, 2012;Kelly et al, 2017;Moksnes and Haugan, 2018) Chinese version of the resilience scale 1; (Shiah and Hwang, 2019) GMSR measure-gender minority stress and resilience scale 1; (Hidalgo et al, 2019) Modified Connor Davidson Resilience Scale 1; (Tomyn and Weinberg, 2018) Student Resilience Scale 1; (Casey et al, 2019) Student Resilience Survey 1; (Lereya et al, 2016) Self-efficacy Personal judgement on how well they will be able to cope in situations given the skills they possess General Perceived Self-Efficacy Scale...…”

Section: Mental Wellbeing [General] Experience Of Positive Mental And...mentioning

confidence: 99%

See 2 more Smart Citations

Measuring Mental Wellness of Adolescents: A Systematic Review of Instruments

Orth

Moosajee²,

Wyk³

2022

Front. Psychol.

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ObjectiveMental health is critical to the healthy development of adolescents. However, mental health encompasses more than the absence of mental illness; and should include indicators of mental wellness. A critical review of available mental wellness instruments for adolescents were conducted to identify operational definitions of mental wellness concepts for this population group.MethodA systematic review of literature published between 2000 and 2020 was done to identify mental wellness instruments for adolescent populations. The review followed the PRISMA operational steps.ResultsWe identified 2,543 articles from the search strategy and screened titles and abstracts for eligibility. After appraisal, 97 studies were included in the qualitative synthesis; of which, 79 mental wellness instruments were identified. Most studies did not provide a definition for mental wellness. We identified thirteen mental wellness concepts from 97 studies, namely: life satisfaction, mental wellbeing [general], resilience, self-efficacy, self- esteem, connectedness, coping, self-control, mindfulness/spiritual, hope, sense of coherence, happiness, and life purpose.ConclusionThe review reflected previous research identifying a lack of consensus around the definitions of mental health, mental wellness, and mental wellbeing. This has implications for developing instruments for adolescents that adequately measure these constructs. Most of the instruments identified in the review were predominantly English and from developed countries. This indicates a need for instrument that are explicitly conceptualised and operationalised for adolescents in all their varied contexts.

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Section: Mental Wellbeing [General] Experience Of Positive Mental And...mentioning

confidence: 99%

Section: Mental Wellbeing [General] Experience Of Positive Mental And...mentioning

confidence: 99%

Section: Mental Wellbeing [General] Experience Of Positive Mental And...mentioning

confidence: 99%

See 1 more Smart Citation

Measuring Mental Wellness of Adolescents: A Systematic Review of Instruments

Orth

Moosajee²,

Wyk³

2022

Front. Psychol.

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“…Relationships with faculty members may be particularly important for cultivating a sense of belonging at the university. For instance, Slaten et al (2018) examined the potential factors that make up belonging in higher education settings, finding that one of these salient factors was the importance of students having positive relationships with faculty. Cohen (2007, 2011) designed an intervention for college students that focused on statements related to social difficulties in college and problemsolving solutions to these concerns.…”

Section: Impact Of and Approaches To Belonging In Higher Educationmentioning

confidence: 99%

School Belonging: The Importance of Student and Teacher Relationships

Allen

Slaten

Arslan

et al. 2021

The Palgrave Handbook of Positive Education

Self Cite

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School belonging is associated with a range of positive educational and developmental outcomes, including psychosocial health and wellbeing, prosocial behaviour and academic achievement, and transition into adulthood. However, an increasing number of students worldwide report not feeling a sense of belonging to their school. There is growing research evidence that strong student–teacher relationships can promote school belonging, however creating these relationships within highly complex educational systems can be challenging. Further, only a few interventions focusing specifically on belonging that are available in schools have been found to be effective. This chapter highlights the importance of teacher support for a student’s sense of school belonging, discusses challenges associated with student–teacher relationships, and points to strategies for building strong relationships. We highlight the role that school leaders play in fostering strong relationships, and consider extensions within higher education, and future directions. Considering the importance of student–teacher relationships towards a student’s sense of school belonging, and the empirical base that points to both short- and long-term outcomes, implications for widespread benefits are possible for schools that prioritize and value positive relationships between staff and students.

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“…Many have experienced multiple traumatic endings, goodbyes and new beginnings; consequently, the losses inherent in changing school often evoke further powerful feelings and emotions (Bombèr, 2007). School belonging, defined as the extent to which a child feels accepted, respected, included and supported by others in the school environment (Goodenow and Grady, 1993), can act as a buffer to protect vulnerable children during transition (Roffey, Boyle and Allen, 2019; Slaten, et al., 2019). A sense of belonging is the foundation of Maslow’s (1943) hierarchy of basic human needs and is a requirement for achieving higher level functioning and self-actualisation.…”

Section: Introductionmentioning

confidence: 99%

Are you listening? Echoing the voices of looked after children about their transition to secondary school

Francis

Rowland

Humrich

et al. 2021

Adoption & Fostering

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Transition to secondary school is a significant childhood event, especially for the most vulnerable children. Many looked after children experience multiple episodes of instability, loss and change which can affect this move. Research shows that school belonging promotes acceptance, inclusion and respect, and impacts positively on school transfer and participation. Asking children for their views on matters that affect them can ease the process and increase their belonging and well-being. This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a therapeutic primary to secondary transition initiative for looked after children. Informed by a participatory action research approach, its focus was to facilitate the child’s voice. Child-friendly, multi-method techniques and activities were used to elicit their views about the transition. Social connections, relationships, feeling safe and belonging within the school environment emerged as key themes. Children specifically highlighted the importance of friendships as a mechanism for supporting their belonging during this time. They also voiced the need for their social connections and belonging to be promoted. This unique intervention provides a framework for facilitating the voices of looked after children and underlines the need for practitioners to listen and understand moves from primary to secondary schools from the child’s perspective.

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The Milwaukee Youth Belongingness Scale (MYBS): Development and validation of the scale utilizing item response theory.

Cited by 14 publications

References 59 publications

Measuring Mental Wellness of Adolescents: A Systematic Review of Instruments

Measuring Mental Wellness of Adolescents: A Systematic Review of Instruments

School Belonging: The Importance of Student and Teacher Relationships

Are you listening? Echoing the voices of looked after children about their transition to secondary school

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