Affiliation:
1. National Institute for the Empowerment of Persons with Intellectual Disabilities, India
2. Indira Gandhi National Open University, India
Abstract
Around 20% of the world's adolescents have mental health problem (Vranda, 2015) and half of these start during adolescence (Kessler et al., 2005). School-based intervention programmes possess a great potential in reducing the risk factors and increasing the protective factors to promote mental health and well-being of children and adolescents (Vranda, 2015; Shoshani & Steinmetz, 2013). The present study aims to examine the effectiveness of positive psychology interventions on mental health and emotion regulation of at risk adolescents. 65 students were identified as at-risk by administering SDQ (students form) from a sample of 147 class 8th students. Other tools used were Mental Health Continuum-Short Form (Keyes et al., 2009) and Difficulties in Emotion Regulation Scale (Victor, & Klonsky, 2016). Positive Psychology Interventions (PPIs) (12 sessions) related to gratitude, hope and mindfulness were given for about three months. Findings are discussed in terms of implications for positive psychology interventions as a sustainable mental health promotional tool in the school context.
Reference94 articles.
1. Health-seeking behaviour and student perception of health care services in a university community in Nigeria
2. Neurocognitive bases of emotion regulation development in adolescence
3. Amin, M. N., & Ahmad, M. (2017). A Comparative Study to Assess the Psychosocial Problems among Adolescents of Selected Rural and Urban Schools of Kashmir. RED'SHINE Publication. Pvt. Ltd, 29.
4. Test Anxiety Levels of Board Exam Going Students in Tamil Nadu, India
5. Ara, E. (2016). Internalising and Externalizing Problems in Adolescents: Analysing the Gender Difference. International journal of research in social sciences, 6(1), 328-337.