Dianne A. Vella-Brodrick

Adolescent resilience : a concept analysis

There is need for greater clarity around the concept of resilience as it relates to the period of adolescence. Literature on resilience published between 1990 and 2000 and relevant to adolescents aged between 12- and 18-years of age was reviewed with the aim of examining the various uses of the term, and commenting on how specific ways of conceptualizing of resilience may help develop new research agendas in the field. By bringing together ideas on resilience from a variety of research and clinical perspectives, the purpose of the review is to explicate core elements of resilience in more precise ways, in the hope that greater conceptual clarity will lead to a range of tailored interventions that benefit young people.

A randomised controlled trial of a self-guided internet intervention promoting well-being

Positive psychology is paving the way for interventions that enduringly enhance well-being and the internet offers the potential to disseminate these interventions to a broad audience in an accessible and sustainable manner. There is now sufficient evidence demonstrating the efficacy of internet interventions for mental illness treatment and prevention, but little is known about enhancing well-being. The current study examined the efficacy of a positive psychology internet-based intervention by adopting a randomised controlled trial design to compare a strengths intervention, a problem solving intervention and a placebo control. Participants (n=160) completed measures of well-being (PWI-A, SWLS, PANAS, OTH) and mental illness (DASS-21) at pre-assessment, post-assessment and 3-month follow-up. Well-being increased for the strengths group at post- and follow-up assessment on the PWI-A, but not the SWLS or PANAS. Significant changes were detected on the OTH subscales of engagement and pleasure. No changes in mental illness were detected by group or time. Attrition from the study was 83% at 3-month follow-up, with significant group differences in adherence to the intervention: strengths (34%), problem solving (15.5%) and placebo control (42.6%). Although the results are mixed, it appears possible to enhance the cognitive component of well-being via a self-guided internet intervention.

Effects of positive interventions and orientations to happiness on subjective well-being

This study examined the effects of positive interventions and orientations to happiness on well-being. Participants were 218 self-selected adults randomly assigned to one of four positive interventions (pleasure, engagement, meaning or a combination), or daily events or no intervention control groups. Participants completed the Mental Health Continuum-Short Form and Orientations to Happiness Questionnaire. Analysis of variance results supported the hypothesis that well-being would significantly increase for participants in all intervention groups with those in the meaning, engagement, pleasure and combination groups showing larger increases than those in the control groups. Contrary to expectations, the control group also showed an increase in well-being. The prediction that participants’ dominant orientation to happiness would influence the success of the positive interventions in increasing well-being was supported at post-intervention but not at follow-up. Findings support the effectiveness of positive interventions in increasing well-being and underscore the importance of including individual difference factors such as Orientations to Happiness.

Positive psychology and adolescents: Where are we now? Where to from here?

The purpose of this paper was to integrate literature on positive psychology and adolescent well-being to provide a cohesive platform for future research and discussion. It is aimed at researchers, and mental health and educational professionals who are interested in the empirical evidence behind using positive psychology interventions with adolescents. The positive psychology concepts reviewed are: the authentic happiness theory, flow, hope, coaching, gratitude, kindness, and strengths-based interventions. Although positive psychology is only in its infancy, and more research in adolescent populations is needed, support for positive psychology interventions in fostering adolescent mental health is steadily accumulating.

Development and Psychometric Validation of the Mental, Physical, and Spiritual Well-Being Scale:

Due to the growing interest in holistic health and well-being, the Mental, Physical, and Spiritual Well-being Scale was developed. This well-being scale has 30 items and incorporates mental, physical, and spiritual subscales. An initial set of items was developed and 186 university students responded to these. An exploratory factor analysis was conducted using principal components analysis with varimax rotation (N = 100) to reduce the number of items in the scale. Three factors were extracted based on the eigenvalues, loading coefficients exceeding 0.3, and the scree test. Ten items from each of the three factors were selected, reducing the number of items from 66 to 30. Another factor analysis, performed on 129 employees of the Commonwealth Scientific and Industrial Research Organisation and 229 students from Monash University, indicated three factors were representative of the mental, physical, and spiritual subscales. Test-retest reliabilities over 1 mo. ranged from 0.87 to 0.97 for the three subscales whilst internal consistency ranged from 0.75 to 0.85. Concurrent validity was examined using the General Health Questionnaire and the Spiritual Well-being Scale. The discriminant validity of the MPS was also explored using three activity groups nominated as highly physical (weight training) or highly mental (chess) or highly spiritual (prayer). Out of a total of 88 cases, 77.3% of these were correctly classified into their actual activity group based on their scores. Sample sizes were moderate and testing was of limited samples. More psychometric work is needed but preliminary findings indicate an accurate and reliable test.

Sources and motives for personal meaning in adulthood

This study examined sources and motives for personal meaning in adulthood using a mixed methods approach. Participants (N = 666) from seven Western countries reported sources of life meaning, and why they were meaningful. They rated their perceived meaningfulness of 10 life domains and completed the Satisfaction with Life Scale. Family and personal life – indicating personal growth, well-being, harmony and self-actualization – emerged as main sources of meaning. Personal life, referring mainly to self-transcendent values, was the prominent motive underlying sources of meaning. Participants grouped according to age and family role revealed life stage differences in meaningfulness across domains. Hierarchical regressions indicated meaningfulness was not a significant predictor of life satisfaction, confirming that hedonic and eudaimonic dimensions are distinct components of well-being. Findings elucidate the importance of self-generated accounts of meaning as these blend personal, self-transcendent and demographic factors and offer insight not typically provided by standardized surveys.

Emotional outcomes of regulation strategies used during personal music listening: A mobile experience sampling study:

Music is frequently used to support emotional health and well-being, with emotion regulation the most commonly reported mechanism. Music-based emotion regulation has not yet been extensively investigated within the broader emotion regulation framework. The effects of music-based emotion regulation on emotional state and well-being outcomes have also rarely been tested in real time. The current study aimed to determine the consequences of emotion regulation strategies used during music listening, in terms of hedonic outcomes, and associations with emotional health and well-being. A sample of 327 participants used the MuPsych application (app), a mobile experience sampling methodology designed for the real-time and ecologically-valid measurement of personal music listening. Results revealed that using music to regulate a recently experienced emotion (response-focused strategies) yielded the greatest hedonic success, but was associated with poorer emotional health and well-being. Music-based emotion regulation differed from non-music emotion regulation findings in several key ways, suggesting that music-based emotion regulation does not occur in accordance with the process model. This supported the notion that personal music listening is utilized as an independent regulatory resource, allowing listeners to reach specific emotional goals. Regulation strategies are selected to reach a desired hedonic outcome, based on initial mood, and influenced by emotional health and well-being.

How ‘other people matter’ in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes

Interventions that identify and develop character strengths have been shown to benefit well-being, academic engagement and achievement. Strengths research within positive psychology has focused primarily on individual outcomes with less attention on group or relationships effects. This study (N = 193) examined the effect of a classroom-based strengths intervention on class cohesion and friction, relatedness, engagement, well-being and strengths use. A six-session programme was trialled with 9–12-year-old students. Students learned to recognise strengths and practised strengths-related goal setting. At three-months post-test, multi-level modelling indicated that intervention group participants scored significantly higher on class cohesion and relatedness need satisfaction, and lower on class friction than the non-randomised control group. Programme participants also reported higher levels of positive affect, classroom engagement, autonomy need satisfaction and strengths use. School-based strengths interventions may influence individual perceptions of class climate, engagement and student relatedness in addition to individual well-being.

Mental health promotion in the Internet age: a consultation with Australian young people to inform the design of an online mindfulness training programme

Mindfulness training (MT) has been shown to lead to significant improvements in psychological distress and emotion regulation skills. The Internet has many advantages as a medium for building emotional skills in young people. The aim of this study was to involve young people in designing an online MT programme. A draft programme was initially designed based on a review of the literature and an established face-to-face programme for medical students. Twenty young people were then recruited through online advertising and 13 (age 16-26) interviewed. They were asked to comment on how useful, easy to use and enjoyable they found the proposed programme and how the draft version and its planned evaluation strategy could be improved. Interviewee responses were independently processed by two of the authors within a qualitative thematic analysis paradigm. The results showed that young people were eager to engage with the design of this health promotion programme and provided valuable input. All interviewees believed that young people would find the programme desirable. They provided a variety of suggestions about how training structure and content could be improved, how best it could be evaluated and how young people could be encouraged to engage with and complete the programme. It thus appears that online MT is a feasible mental health promotion strategy for young people and that it can be evaluated in a controlled trial. The result of this consultation process was the Mindful Awareness Training and Education (MATE) programme, which has been detailed.

RESPONSE SET OF SOCIAL DESIRABILITY IN RELATION TO THE MENTAL, PHYSICAL AND SPIRITUAL WELL-BEING SCALE '

This study examined the relationship of the Mental, Physical and Spiritual Well-being Scale to the response set of social desirability. Social desirability was assessed by correlating the Mental, Physical and Spiritual Well-being Scale responses of 178 participants with scores on the Marlowe-Crowne Social Desirability Scale. Pearson product-moment correlations were not significant and indicated that the Mental, Physical and Spiritual Well-being Scale did not elicit socially desirable responses.