scholarly journals Effects of a Positive Psychology-based Mental Health Promotion Program for High School Students

2020 ◽  
Vol 26 (2) ◽  
pp. 154-163
Author(s):  
Myung Sun Hyun ◽  
Mi-kyung Yun ◽  
Sun-Mi Chae ◽  
Hee Young Oh ◽  
Sun-Mi Jung
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Positive Psychology ◽  
Well Being ◽  
Self Esteem ◽  
Health Promotion Program ◽  
Control Group ◽  
School Students ◽  
Psychological Well Being

Purpose: The purpose of this study was to investigate the effects of a positive psychology-based mental health promotion program for high school students. Methods: This study used a randomized control group pretest-posttest design. A total of 47 high school students participated from two high schools in Gyeonggi Province. They were randomly assigned to an experimental group (n=24), which participated in the 8-session program, or to a control group (n=23). Psychological well-being, depression, and self-esteem were measured. Results: A significant difference in psychological well-being was observed between the two groups after the program. However, there were no significant between-group differences in depression or self-esteem. Conclusion: The positive psychology-based mental program was effective at increasing psychological well-being in adolescents, especially high school students. This study suggests that a school curriculum could incorporate positive psychology-based mental programs for high school students to promote their mental health.

scholarly journals The Effect of Sports on the Psychological Well-being Levels of High School Students

2017 ◽  
Vol 5 (5) ◽  
pp. 72
Author(s):  
Özgür Gül ◽  
Hakan Salim Çağlayan ◽  
Mehibe Akandere
Keyword(s):  
High School ◽  
High School Students ◽  
Well Being ◽  
Posttest Score ◽  
T Test ◽  
Individual Development ◽  
Control Group ◽  
Sports Training ◽  
School Students ◽  
Psychological Well Being

The aim of this study is to examine the effect of sports education on psychological well-being levels of high school students in terms of individual, environmental and self-determination.This study group consists oftotally 187 high school students, in other words 97 students (nmale = 48, nfemale= 49) receive education in a high school attached to Provincial National Education Directorate of Konya where they are provided for sports training, while 90 students (nmale= 50, nfemale= 40) receive education in a similar school where they are not provided for sports training in the first half of the 2016-2017 academic year.This study has been carried out in accordance with the pretest-posttest model and the experimental group has been applied the sports activity program 2 days and 2 hours per week during 8 weeks and control group has continued their education and training according to programs included in the curriculum. "Psychological Well-Being Scale" developed by Ryff (1989) and adapted to Turkish by Cenkseven (2004) has been used as data collection tool in this study. In the analysis of the data, independent group t test has been used for the intergroup comparisons and t test (Paired-Samples t test) has been used for the intra-group comparisons. The level of significance has been taken as 0.05 in the study.As a result of the study, it has been determined that the individual development dimensions of the psychological well-being scale related with groups receiving (experimental) and not receiving the sports training (control) become different significantly in favor of the posttest score averages and also it has been understood that there is a difference in favor of the posttest score averages in the dimensions of environmental domination and self-determination but this difference is not significant at 0,05 level.

scholarly journals My Future: Psychodrama and Meditation to Improve Well-Being Through the Elaboration of Traumatic Loss Among Italian High School Students

2021 ◽  
Vol 11 ◽  
Author(s):  
Ines Testoni ◽  
Lucia Ronconi ◽  
Gianmarco Biancalani ◽  
Andrea Zottino ◽  
Michael Alexander Wieser
Keyword(s):  
High School ◽  
High School Students ◽  
Well Being ◽  
Control Group ◽  
Traumatic Loss ◽  
School Students ◽  
Psychological Well Being ◽  
Werther Effect ◽  
Self Transcendence ◽  
Experimental Group

This study was designed as an action research aimed to help students to elaborate their feelings of traumatic grief, due to a car accident and a suicide of two of their classmates, in an Italian high school. A death education project was realized in order to prevent the Werther effect. The intervention was based on psychodramatic techniques and meditation with Tibetan bells to encourage reflection on the suffering of traumatic loss, the sense of life, and their future. A total of 89 students from four classes (46 in the experimental group: two classes, 43 in the control groups: two classes) participated in the study, among which 82 (45 in the experimental group, 37 in the control group) completed the pre- and post-test survey. The intervention consisted of eight 2-h meetings, during which the themes of death and loss were dealt with through theoretical discussions, dramatization, and meditation. Two other classes which participated in the assessment as a control group did not attend the activities. The following instruments were used: Death Attitude Profile-Revised, which measures individual attitudes toward death; Psychological Well-being Scale, which measures a person’s psychological well-being; Resilience Scale for Adolescents, which measures the construct of resilience in adolescents; Self-Transcendence Scale, which measures self-transcendence; and Testoni Death Representation Scale, which measures the ontological representations of death. The results demonstrated that in the experimental group, there was a reduction in the fear of death and its avoidance, and that the students normalized the representation of death as something natural, thus improving their well-being. It is consequently possible to say that well-being is not simply the absence of suffering and worries, but rather, is rooted in the possibility of thinking of creative solutions to the trauma.

Creativity and Intelligence: Research Implications for Equal Emphasis in High School

1970 ◽  
Vol 36 (8) ◽  
pp. 565-569 ◽  
Author(s):  
Vernon J. Damm
Keyword(s):  
High School ◽  
High School Students ◽  
Well Being ◽  
Educational Systems ◽  
School Students ◽  
Psychological Well Being ◽  
Significant Difference ◽  
Self Actualization ◽  
Creative Abilities

The possible relationships among creativity, intelligence, and self actualization were examined in 208 high school students to determine whether or not consistent self actualization scores existed for subjects high in the first two variables. Students high in both creativity and intelligence had significantly higher scores in self actualization than those obtained by students high in either creativity or intelligence. No significant difference in self actualization was found between students high in creativity only and those high in intelligence only. The results were interpreted as indicating that educational systems should stress both intellectual and creative abilities to achieve the highest level of psychological well being in students.

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