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

2020 ◽  
Vol 49 (10) ◽  
pp. 1943-1960 ◽  
Author(s):  
Claudia Tejada-Gallardo ◽  
Ana Blasco-Belled ◽  
Cristina Torrelles-Nadal ◽  
Carles Alsinet
Keyword(s):  
Systematic Review ◽  
Positive Psychology ◽  
Meta Analysis ◽  
Well Being ◽  
Positive Psychology Interventions ◽  
School Based

scholarly journals Effects of positive psychology interventions in Arab countries: a protocol for a systematic review

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e052477
Author(s):  
Asma Basurrah ◽  
Louise Lambert ◽  
Annalisa Setti ◽  
Mike Murphy ◽  
Meg Warren ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Positive Psychology ◽  
Meta Analysis ◽  
Well Being ◽  
Arab Countries ◽  
Risk Of Bias ◽  
Positive Psychology Interventions ◽  
Population Type

IntroductionDespite the growing volume of published studies on the effects of positive psychology interventions (PPIs), little is known about their effectiveness outside of Western countries, particularly in Arab countries. As the effectiveness of PPIs in this region remains unclear, a systematic review focusing on this area of research can offer a valuable contribution. Here, we present a protocol for the first systematic review that aims to examine the effects of PPIs on increasing well-being, quality of life and resilience and decreasing depression, anxiety and stress for both health and clinical, child and adult populations in Arab countries.Methods and analysisThis protocol is carried out in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols guidelines. A systematic literature search for studies up to 30 April 2021 will be conducted in the following electronic databases: PsycINFO, PubMed, Scopus, ProQuest, Dar Al Mandumah and Al Manhal. Experimental/quasi-experimental quantitative studies evaluating the effects of PPIs on healthy and clinical participants of all ages in the 22 Arab countries will be included. Outcomes will include psychological effects of PPIs on dimensions related to well-being (eg, happiness), quality of life, resilience, depression, anxiety and stress. The risk of bias will be evaluated using the Cochrane risk-of-bias tool. A narrative synthesis with tables of study characteristics will be provided. A meta-analysis will be included if outcomes allow; in this instance, subgroups analysis will be conducted, depending on the data gathered, to examine differences in effect sizes based on age group, population type, duration of intervention and type of intervention.Ethics and disseminationEthical approval was not required for the performance of this systematic review. We intend to publish the study in a peer-reviewed journal and share the findings at relevant conferences.PROSPERO registration numberCRD42020198092.

Effectiveness of positive psychology interventions: a systematic review and meta-analysis

2020 ◽  
pp. 1-21 ◽  
Author(s):  
Alan Carr ◽  
Katie Cullen ◽  
Cora Keeney ◽  
Ciaran Canning ◽  
Olwyn Mooney ◽  
...  
Keyword(s):  
Systematic Review ◽  
Positive Psychology ◽  
Meta Analysis ◽  
Positive Psychology Interventions

scholarly journals Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents’ Time Attitudes: A Latent Transition Analysis

2021 ◽  
Author(s):  
Claudia Tejada-Gallardo ◽  
Ana Blasco-Belled ◽  
Carles Alsinet
Keyword(s):  
Positive Psychology ◽  
Short Form ◽  
Well Being ◽  
Latent Transition Analysis ◽  
Transition Analysis ◽  
Positive Psychology Interventions ◽  
School Based ◽  
Positive Psychology Intervention ◽  
Time Attitudes ◽  
Latent Transition

AbstractTime attitudes, which refer to positive and negative feelings towards the past, present, and future, are a salient phenomenon in the developmental stage of adolescence and have been related to better well-being. Positive feelings towards time can be promoted in the school setting through empirically validated positive psychology interventions. However, the extent to which these interventions impact the time attitudes of adolescents remains unknown. The current study investigated the influence of a multicomponent positive psychology intervention on adolescents’ transitions between time attitude profiles and how these transitions are related to their emotional, social, and psychological well-being. Participants consisted of 220 (M = 14.98; 47.3% female) adolescents from two Spanish high schools who participated in the six-week Get to Know Me+ program. Adolescents’ time attitudes and well-being were measured via the Adolescents and Adult Time Inventory–Time Attitudes and the Mental Health Continuum–Short Form, respectively, at pre- and postintervention. Participants were clustered in different profiles through a latent profile analysis, and the transitions were analyzed using a latent transition analysis. Five profiles were identified (negative, present/future negative, past negative, optimistic, and positive), and results indicated that adolescents who participated in the intervention were more likely to transition to positive profiles (optimistic and positive) and generally reported higher well-being, especially those in the negative, present/future negative, and optimistic profiles. Preliminary evidence showed that school-based multicomponent positive psychology interventions can have a positive impact on adolescents’ feelings towards time and well-being.

Promoting Students’ Positive Emotions, Character, and Purpose

2020 ◽  
pp. 282-312
Author(s):  
Shannon M. Suldo ◽  
Jenni Menon Mariano ◽  
Hannah Gilfix
Keyword(s):  
Positive Psychology ◽  
Positive Emotions ◽  
Emotional State ◽  
Character Strengths ◽  
Well Being ◽  
Positive Psychology Interventions ◽  
School Based ◽  
Measurement Tools ◽  
Via Classification

Grounded in positive psychology, this chapter focuses on constructs that increase well-being and may result in a flourishing emotional state. Within the PERMA framework, flourishing is reflected in positive emotions, engagement, relationships, meaning, and accomplishment. Specifically, this chapter takes an in-depth look into the constructs of positive emotions, character, and purpose. Information on measurement tools, correlates, and possible interventions for each of the three constructs is provided. An emphasis is also placed on promising positive psychology interventions, many of which utilize strategies involving character strengths as defined in accordance with the Values in Action (VIA) Classification of Character Strengths and Virtues. The chapter concludes with information on how a reader can implement various positive psychology activities, as well as different school based-programs that incorporate purpose and positive psychology interventions.

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