by Stephanie SnyderResearch suggests that voluntary activity accounts for 40% of individual happiness and can be purposefully manipulated to make meaningful changes in one's reported level of happiness (Lyubomirsky, Sheldon, & Schkade, 2005a; Tkach & Lyubomirsky, 2006). The current study explored the utility of a school-based positive psychology psychoeducation curriculum on increasing the subjective well-being of youth. In addition, the effects on depression, anxiety, school engagement, physical health, and persistence were also measured.;Using a small-n multiple baseline design across treatments, 14 high achieving 8th grade students were randomly assigned to one of three conditions: a positive psychoeducation (PPE) group, an attention control group, and a no-treatment control group. The PPE group was exposed to a manualized positive psychology curriculum. The attention control group was exposed to weekly supportive group counseling. Self-reports and teacher-reports were completed on subjective well-being, depression, anxiety, and school engagement. Records were reviewed on absences and nurse visits. A behavioral measure of persistence (i.e., an unsolvable puzzle) was also completed at pre-test and post-test.;It was hypothesized that individuals in the PPE group would increase in self-reported levels of positive affect, life satisfaction, and school engagement. They were also hypothesized to increase on teacher-reported levels of student engagement and number of homeworks completed per week, and persistence. Individuals in the PPE group were expected to decrease in self-reported levels of anxiety, depression, and negative affect. In addition, they were expected to decrease in total number of weekly absences, and nurse visits, as measured by a review of the school records. Individuals in the attention control group and no-treatment control group were expected to remain at baseline on all measures.;Data were analyzed by visual inspection and ipsative-z analysis. The results demonstrated minimal support for the hypotheses. Participants in the PPE group, attention control group, and no treatment control group remained relatively stable on all measures. Increases were noted on the behavioral persistence task from pre-test to post-test for 3 of the 5 PPE group participants, 0 of the 4 attention-control group participants, and 2 of the 5 participants in the no treatment control group.
|Title||School-based positive psychoeducation in early adolescents|
|eBook format||NOOK Study eTextbook, (torrent)|
|File size||4.2 Mb|
|Book rating||0.7 (0 votes)