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Efficacy of a School-Based Mental Health Intervention Based on Mindfulness and Character Strengths Use Among Adolescents: a Pilot Study of Think Happy-Be Happy Intervention

Author

Listed:
  • Anne Kennes

    (Open University of the Netherlands)

  • Johan Lataster

    (Open University of the Netherlands
    School for Mental Health and Neuroscience)

  • Mayke Janssens

    (Open University of the Netherlands
    School for Mental Health and Neuroscience)

  • Marianne Simons

    (Open University of the Netherlands)

  • Jennifer Reijnders

    (Open University of the Netherlands)

  • Nele Jacobs

    (Open University of the Netherlands
    School for Mental Health and Neuroscience)

  • Sanne Peeters

    (Open University of the Netherlands
    School for Mental Health and Neuroscience)

Abstract

This study investigated the efficacy of a school-based intervention (8 sessions of 45 min) based on mindfulness and character strengths use (i.e., “Think Happy-Be Happy”). A quasi-experimental study, including assessments at baseline, post-intervention (i.e., one week after the intervention), and follow-up (i.e., six months after the intervention) was performed. Results at post-intervention revealed that adolescents who participated in all intervention sessions experienced significantly increased well-being (i.e., emotional, psychological, and social well-being) and decreased hyperactivity/inattention symptoms and peer-related problems compared to adolescents who did not participate in the intervention. The “intention to treat” analyses showed that adolescents who started the intervention, regardless of the number of sessions they attended, experienced significantly decreased hyperactivity/inattention symptoms compared to adolescents who did not participate in the intervention. However, significant outcomes were not maintained at follow-up. Nevertheless, this study demonstrates that integrating mindfulness with strengths use in school-based interventions might have the potential to promote the mental health of adolescents in terms of both increased well-being and reduced psychological problems.

Suggested Citation

  • Anne Kennes & Johan Lataster & Mayke Janssens & Marianne Simons & Jennifer Reijnders & Nele Jacobs & Sanne Peeters, 2023. "Efficacy of a School-Based Mental Health Intervention Based on Mindfulness and Character Strengths Use Among Adolescents: a Pilot Study of Think Happy-Be Happy Intervention," Journal of Happiness Studies, Springer, vol. 24(2), pages 677-697, February.
    • Handle: RePEc:spr:jhappi:v:24:y:2023:i:2:d:10.1007_s10902-022-00611-5
    DOI: 10.1007/s10902-022-00611-5
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    References listed on IDEAS

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    1. Richard Douglass & Ryan Duffy, 2015. "Strengths Use and Life Satisfaction: A Moderated Mediation Approach," Journal of Happiness Studies, Springer, vol. 16(3), pages 619-632, June.
    2. Denise Quinlan & Nicola Swain & Dianne Vella-Brodrick, 2012. "Character Strengths Interventions: Building on What We Know for Improved Outcomes," Journal of Happiness Studies, Springer, vol. 13(6), pages 1145-1163, December.
    3. Shannon Suldo & Michael Frank & Ashley Chappel & Melanie Albers & Lisa Bateman, 2014. "American High School Students’ Perceptions of Determinants of Life Satisfaction," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 118(2), pages 485-514, September.
    4. Adam Hanley & Alia Warner & Eric Garland, 2015. "Associations Between Mindfulness, Psychological Well-Being, and Subjective Well-Being with Respect to Contemplative Practice," Journal of Happiness Studies, Springer, vol. 16(6), pages 1423-1436, December.
    5. Anat Shoshani & Sarit Steinmetz, 2014. "Positive Psychology at School: A School-Based Intervention to Promote Adolescents’ Mental Health and Well-Being," Journal of Happiness Studies, Springer, vol. 15(6), pages 1289-1311, December.
    6. Tom Hendriks & Marijke Schotanus-Dijkstra & Aabidien Hassankhan & Joop Jong & Ernst Bohlmeijer, 2020. "The Efficacy of Multi-component Positive Psychology Interventions: A Systematic Review and Meta-analysis of Randomized Controlled Trials," Journal of Happiness Studies, Springer, vol. 21(1), pages 357-390, January.
    7. Anat Shoshani & Michelle Slone, 2013. "Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment," Journal of Happiness Studies, Springer, vol. 14(4), pages 1163-1181, August.
    8. Lucy Morrish & Nikki Rickard & Tan Chyuan Chin & Dianne Anne Vella-Brodrick, 2018. "Emotion Regulation in Adolescent Well-Being and Positive Education," Journal of Happiness Studies, Springer, vol. 19(5), pages 1543-1564, June.
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