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Full-Text Articles in Medicine and Health Sciences
The Integration Of Positive Psychology And Positive Behavioral Interventions & Supports To Improve Minoritized Students' Social, Emotional, And Behavioral Outcomes, Jasmine L. Gray
USF Tampa Graduate Theses and Dissertations
This study aimed to examine the effectiveness of a culturally adapted 9-session group positive psychology intervention with and without an added peer reporting intervention on student levels of social, emotional, and behavioral functioning. Many studies have evaluated either school-wide positive behavioral interventions and supports (SWPBIS) or positive psychology interventions (PPIs) in isolation, but very few studies have examined the extent to which combining these interventions and approaches may promote complete mental health. The Well-Being Promotion Program is a multitarget positive psychology intervention that has been evaluated in both elementary and middle school populations (Roth et al., 2017; Lenz et al., …
Promoting Subjective Well-Being In Middle School: Role Of Internalizing And Externalizing Behaviors In A Targeted Positive Psychology Intervention, Letty Langton Dileo
Promoting Subjective Well-Being In Middle School: Role Of Internalizing And Externalizing Behaviors In A Targeted Positive Psychology Intervention, Letty Langton Dileo
USF Tampa Graduate Theses and Dissertations
In a dual-factor model, complete mental health entails average-to-high subjective well-being (SWB, happiness) and few internalizing and externalizing behaviors (IEB, mental illness). Although positive psychology interventions (PPIs) have been shown to increase middle school students’ SWB, more research is needed to understand how baseline IEB influences post-intervention outcomes. The current study examined the effect of baseline IEB on SWB outcomes for 122 middle school students who participated in the Well-Being Promotion Program (WBPP). The WBPP is a 10-week, small group, school-based PPI for students with low SWB, as identified from universal screening of life satisfaction. The dataset analyzed is part …
Longitudinal Examination Of A Dual-Factor Model Of Mental Health: Academic Adjustment And Stability Of Group Membership In High School Students In Academically Accelerated Curricula, Letty Langton Dileo
Longitudinal Examination Of A Dual-Factor Model Of Mental Health: Academic Adjustment And Stability Of Group Membership In High School Students In Academically Accelerated Curricula, Letty Langton Dileo
USF Tampa Graduate Theses and Dissertations
Middle adolescence (ages 14 to 18 years old) has been associated with declines in both psychopathology and subjective well-being (SWB). This study examined a dual-factor model (DFM) of mental health, which conceptualizes complete mental health as including both low levels of psychopathology and high levels of SWB, across three time points, each 9-12 months apart, in a sample of 328 9th grade students enrolled in accelerated coursework. This study aimed to determine (1) the stability of students’ mental health status over time, (2) the role of psychopathology versus SWB for students who changed mental health status, and (3) the relationship …
Associations Between Mental Health, Academic Success, And Perceived Stress Among High School Freshman In Accelerated Coursework, Andrew S. Jenkins
Associations Between Mental Health, Academic Success, And Perceived Stress Among High School Freshman In Accelerated Coursework, Andrew S. Jenkins
USF Tampa Graduate Theses and Dissertations
Youth in accelerated curricula programs are an understudied population in relation to groups who struggle academically. To date, few studies have been conducted examining relationships between psychopathology symptomology, life satisfaction, academic achievement, and perceived stress. To address this, the current study completed a secondary analysis of an archival dataset in order to expand upon previous research into the predictive relationships between mental health (psychopathology and life satisfaction; beginning of year) and students’ subsequent academic achievement and perceived stress (assessed mid-year). Furthermore, the current study investigated the predictive effects of mid-year academic achievement (course grades) and perceived stress on students’ subsequent …
Accuracy Of Educators In Identifying Middle School Students With Elevated Levels Of Anxiety Or Depression, Cheryl Gelley
Accuracy Of Educators In Identifying Middle School Students With Elevated Levels Of Anxiety Or Depression, Cheryl Gelley
USF Tampa Graduate Theses and Dissertations
Schools need accurate and efficient ways to identify youth with mental health problems, in part to provide services to such students whose mental health concerns pose barriers to learning. The present study involved an investigation of the accuracy of one method--relying on educators (teachers, a team of school-based mental health professionals, and a school nurse) to identify early adolescents who self-report elevated levels of anxiety or depression. With respect to teachers as screening agents, the possible variability in rates of accurate identification as a function of number of teachers involved in the process (i.e., pooling nominations from multiple subject area …
A Dual-Factor Model Of Mental Health In High School Students: Group Characteristics And Social Functioning, Amanda Lynn Thalji
A Dual-Factor Model Of Mental Health In High School Students: Group Characteristics And Social Functioning, Amanda Lynn Thalji
USF Tampa Graduate Theses and Dissertations
A dual-factor model of psychological functioning examines the presence of wellness (i.e., subjective well-being; SWB) and psychopathology (i.e., internalizing and externalizing behavior problems) in explaining youth mental health functioning. Using a dual-factor model, previous research has yielded four unique groups of elementary and middle school youth as well as college-age adults with distinct levels of wellness and psychopathology. The present empirical investigation included valid data from 500 adolescents from two high schools (grades 9 to 11). This exploratory study produced four groups of students with unique mental health profiles aligned with previous studies investigating the dual-factor model. Tukey-Kramer comparisons determined …