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Running Head: POSITIVE PSYCHOLOGY AT SCHOOL

Positive Psychology at School


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POSITIVE PSYCHOLOGY AT SCHOOL

Positive Psychology at School


Shoshani, A. and Steinmetz, S. (2014), have delved into the study of a subject that bears
much significance in the understanding of mental health and well-being. In this regard, the
researchers successfully elucidated a relationship between the positive psychological
intervention and the state of middle-school adolescents in as far as their mental health and wellbeing is concerned. It is worth noting that the results of the research work have in a great depth
illustrated the need to have positive psychological interventions to leaners as it has been proven
to have significant impact on them. Most of the questions regarding the psychological
interventions administered during the study have been answered leaving the readers of the
research work in a better position to execute the same. Are there other intrapersonal and
interpersonal variables that do impact the mental health and well-being of school-going
adolescents that the study hasnt succinctly deciphered?
The report on the study of Positive Psychology at School: A School-Based Intervention to
Promote Adolescents Mental Health and Well-Being by Shoshani, A. and Steinmetz, S.
(2014)was conducted with a preformed expectation. Clearly, hypotheses were developed that
positive psychological interventions would have positive effect on the dependent variables of the
study. This assumption was made from an informed point of view as the authors indicate that
we expected that the participants in the intervention group would exhibit a greater longitudinal
increase from pre- to post-intervention in self-efficacy, optimism, life satisfaction, and lower
levels of psychological distress and mental health symptoms than the control group participants
(pg1295). In this regard, the study was conducted from an informatively biased perspective
which rendered the researchers partly blinded to other factors that might have arisen in the study.
Notably, findings corresponding to the preformed hypothesis were obtained at the end of the

POSITIVE PSYCHOLOGY AT SCHOOL

study. In as much as little interference could have taken place during the study, having a neutral
point of view and dual expectations before the conduction of the study would have opened a
better chance of picking out outliers in the study. As such, the study has done well to justify an
informed hypothesis but the intrapersonal preformed view of the expectations, narrowed the
scope of the perceived results.
The mental health and well-being of adolescent learners do not only exclusively depend
on the positive psychological interventions which the study explored. The independent variables
such as positive emotions, hope, gratitude, goal setting and character strengths have been clearly
linked with the mental outcome of the participants in the study. Notably, an input of these factors
was associated with decrease levels of psychopathological symptoms among the subjects of the
study. However, if these were the only determinants that affected the mental well-being of the
subjects, then a linear causal relationship would have been the results. Conversely, this was not
the case implying that other factors also played differing but significant roles in shaping the
mental outcomes of the leaners. Of note, this point has been partly given attention in the study
since the second aim of the study was specifically to investigate whether intervention efficacy
differed in terms of socio-demographic background characteristics. These have been identified in
previous research as risk factors for low mental health including coming from a low-income
family and single-parent household as well as gender difference. As such, there existed more
factors in addition to the socio-demographic issues that would sufficiently explain the disparity
in the results obtained.
Non-modifiable intrapersonal factors found among the subjects of study did have an
impact on the findings of the research. From the findings of the study above, several variables
have appreciable impact on the mental health and well-being of learners as do the other positive

POSITIVE PSYCHOLOGY AT SCHOOL

psychological interventions being examined. These findings are acceptable from the outset since
it would not be sufficient to explain the results of the studied subjects based on the positive
psychological interventions alone. On the contrary, the socio-demographic factors assessed
attempt but do not satisfactorily substantiate the existing disparity in the level of expression of
psychopathological symptoms. Evidently, there are some non-modifiable intra- and interpersonal
features whose exploration and understanding would add on to the existing explanation of this
highly complex phenomenon. In addition to the aforementioned socio demographic factors,
other intrapersonal non-modifiable factors including genetics and existing medical conditions
need to be studied to establish their exact role in the reception of psychological interventions.
According to DSM IV, genetics and general medical conditions play a role in the manifestation
on psychopathological symptoms such as depression and low self-esteem among adolescents.
Consequently, this study was not any different implying that the factors also played a role in the
results of the study. Clearly, the non-modifiable factors among the participants of the study had
an impact on the results of the study.
All said, the study by Shoshani, A. and Steinmetz, S (2014), has gone into detail in
exploring other related factors that could impact the mental health and well-being of adolescents.
However, there needs to be concurrent research to elucidate the actual impact and the magnitude
of effect of more external forces such as genetics on the effect on the well-being, in a bid to a
have an all more comprehensive understanding of the subject matter. Having a dynamic approach
to the study would equally elevate the propensity of having non-biased results.

POSITIVE PSYCHOLOGY AT SCHOOL

Reference
Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-based intervention
to promote adolescents' mental health and well-being. Journal of Happiness Studies, 15,
1289-1311. doi: 10.1007/s10902-013-9476-1