Tammy D. Gilligan

Social Support, Stress, and Self-Efficacy: Effects on Students' Satisfaction.

Many variables impact a students adjustment to college and ultimate academic and social success. This study investigated the relationships between social support, perceived stress, self-efficacy, and life satisfaction among 94 first-year college students. Students who reported higher levels of social support and self-efficacy and lower levels of perceived stress also reported higher levels of life satisfaction. Social support and stress together accounted for 41 percent of the variance in life satisfaction ratings, with social support providing the largest contribution. The findings have implications for prevention and interventions with students experiencing difficulty in adjusting to college.

College women with eating disorders: self-regulation, life satisfaction, and positive/negative affect.

Abstract The authors examined the self-regulatory strategies and subjective well-being of students recently diagnosed with eating disorders, at-risk students, and individuals without eating disorders. Fifty-six college students were individually interviewed regarding their use of self-regulatory strategies to lose and maintain their weight; they also completed the Extended Satisfaction with Life Scale (V. C. Alfonzo, D. B. Allison, D. E. Rader, & B. S. Gorman, 1996) and the Positive and Negative Affect Scale (D. Watson, L. A. Clarck, & A. Tellegen, 1988). As hypothesized, students with eating disorders reported more self-regulated strategies for managing their weight, a lower level of life satisfaction, and higher levels of negative affect than did at-risk students or individuals with normal weights. At-risk students reported higher levels of self-regulation and negative affect than did the students with normal weights. These findings may be useful for parents and health practitioners providing care to college students, who must be made aware of the signs and symptoms of these disorders.

Multidimensional life satisfaction reports of adolescents: a multitrait-multimethod study

Abstract The convergent and discriminant validity of adolescents’ domain-specific life satisfaction reports (family, opposite-sex friends, same-sex friends, self, school, living environment) were investigated using the Students’ Multidimensional Life Satisfaction Scale-Adolescent version [Gilligan, T. D., Huebner, E. S., & Laughlin, J. E. (submitted)]. Analyses of the multitrait, multimethod matrix based on parent and adolescent ratings indicated support for convergent validity, but cautions with respect to discriminant validity. Implications for further research were discussed.

Whole-School Approaches to Incorporating Mindfulness-Based Interventions: Supporting the Capacity for Optimal Functioning in School Settings

With any intervention program, involving all stakeholders in a joint effort toward implementation is most likely to lead to success. Whole-school approaches that involve school personnel, students, families, and local communities have been associated with positive, sustained outcomes. For mindfulness training programs to generate the most benefits, it is important to let the process unfold naturally over time, while building responsive and lasting partnerships with schools, taking into account each schools unique culture and needs.

Cultivating Spiritual Strength in Children and Adolescents Through Contemplative Practices in K–12 School Settings

Spirituality is a construct that can be developed for individuals of all ages, including children and adolescents. Spirituality can include themes of meaning and purpose in life, inner resources, transcendence, and positive interconnectedness (Howden, 1992; Westgate, 1996). Each of these elements of spirituality can be cultivated through contemplative practices. Many contemplative practices can be implemented into school settings and are relevant to strengthening resiliency in children and adolescents. This article explores the connections between spirituality, contemplative practices, and educational trends, and describes appropriate school-based interventions for counseling professionals.