SOSHANI AND STEINMETZ (2014)- RESULTS, CONCLUSIONS, EVAL

Question 1

What were the results of the questionnaires/scales BEFORE the intervention? (in terms of demographics)

Answer 1

Social class: Students from lower income and single-parent households were more likely to report signs of poor mental health (anxiety and depression), and low self-esteem, optimism and life satisfaction.

Boys: Boys were more likely to show anxiety, lower self-efficacy, optimism and life satisfaction than girls.

Girls: Girls were more likely to show signs of poor mental health and self-esteem.

Question 2

What were the results in terms of improvements after the intervention?

What was the improvement to students MH?

Answer 2

Experimental group: Associated with fewer MH symptoms over time (reduction in depression, anxiety, interpersonal sensititvty) + significant increases in self-esteem, self-effiacacy and optimism.

Control group: Associated with increases in MH symptoms over time + significant decreases in self-esteem, self-effiacy and optimism.

Question 3

What were the overall results in terms of life satisfaction?

Answer 3

Unexpectedly there was no significant differences between the intervention and the control group in life satisfaction over time.

Question 3

What effect did the intervention have in terms of demographics?

Answer 3

Social class: High risk students (low income or single parent households) showed less of an improvement in MH compared to low risk students, but nonetheless they did still show improvements.

Question 3

What were the results of the intervention on the school?

Answer 3

The intervention had a positive impact on the culture if the entire school, improving the quality of the relationships between staff and students.

Question 3

Conclusion?

Answer 3

Implementing a positive psychology intervention in schools can:
* Significantly improve students’ mental health, self-esteem, self-efficacy, and optimism over time
* The intervention had a wider positive effect on school culture, promoting healthier, more supportive staff-student relationships (highlights the value of embedding emotional development into the education system