45
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Evaluating the efficacy of a school-based Finnish Gutsy Go programme in enhancing adolescents’ positive mental health, experience of social inclusion, and social competence

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon &

References

  • Akiva, T., Cortina, K. S., & Smith, C. (2014). Involving youth in program decision-making: How common and what might it do for youth? Journal of Youth and Adolescence, 43, 1844–1860. https://doi.org/10.1007/s10964-014-0183-y
  • Appelqvist-Schmidlechner, K., Raitanen, J., Vasankari, T., Kyröläinen, H., Häkkinen, A., Honkanen, T. & Vaara, J.P. (2022). Relationship Between Accelerometer-Based Physical Activity, Sedentary Behavior, and Mental Health in Young Finnish Men. Frontiers in Public Health, 10, 820852–820852, 1–11. doi: 10.3389/fpubh.2022.820852
  • Asher, S. R., & Coie, J. D. (1990). Peer rejection in childhood. CUP Archive.
  • Barros, C., Fonte, C., Alves, S., & Baylina, P. (2019). Can psychosocial work factors influence psychologists’ positive mental health? Occupational Medicine, 69, 204–210. https://doi.org/10.1093/occmed/kqz034
  • Carroll, A., McCarthy, M., Houghton, S., & Sanders O’Connor, E. (2020a). KooLKIDS: An interactive social emotional learning programme for Australian primary school children. Psychology in the Schools, 57(6), 851–867. https://doi.org/10.1002/pits.22352
  • Carroll, A., Houghton, S., Forrest, K., McCarthy, M., & Sanders-O’Connor, E. (2020b). Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties. School Psychology International, 41(3), 197–217. https://doi.org/10.1177/0143034319898741
  • Chein, J., Albert, D., O’Brien, L., Uckert, K., & Steinberg, L. (2011). Peers increase adolescent risk-taking by enhancing activity in the brain’s reward circuitry. Developmental Science, 14, F1–F10. https://doi.org/10.1111/j.1467-7687.2010.01035.x
  • Cuff, B., Brown, S., Taylor, L., & Howat, D. (2014). Empathy: A review of the concept. Emotion Review, 8(2), 144–153. https://doi.org/10.1177/1754073914558466
  • Damon, W. (2004). What is Positive Youth Development? The Annals of the American Academy of Political and Social Science, 591(1), 13–24. https://doi.org/10.1177/0002716203260092
  • Devine, R. T., & Apperly, I. A. (2022). Willing and able? Theory of mind, social motivation, and social competence in middle childhood and early adolescence. Developmental Science, 25(1), e13137. https://doi.org/10.1111/desc.13137
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  • Eiroa-Orosa, F. J. (2020). Understanding Psychosocial Wellbeing in the Context of Complex and Multidimensional Problems. International Journal of Environmental Research and Public Health, 17(16), 5937. https://doi.org/10.3390/ijerph17165937
  • Finn, J. L., & Checkoway, B. (1998). Young People as Competent Community Builders: A Challenge to Social Work. Social Work, 43(4), 335–347. https://doi.org/10.1093/sw/43.4.335
  • Fuligni, A. J., & Galván, A. (2022). Young people need experiences that boost their mental health. Nature, 610(7931), 253–256. https://doi.org/10.1038/d41586-022-03172-y
  • Gaspar, A., & Esteves, F. (2022). Empathy development from adolescence to adulthood and its consistency across targets. Frontiers in Psychology, 13(936953), 1–15.
  • Güroglu, B. (2022). The power of friendship: The developmental significance of friendships from a neuroscience perspective. Child Development Perspectives, 16(2), 110–117. https://doi.org/10.1111/cdep.12450
  • Gyllenberg, D., Marttila, M., Sund, R., Jokiranta-Olkoniemi, E., Sourander, A., Gissler, M., & Ristikari, T. (2018). Temporal changes in the incidence of treated psychiatric and neurodevelopmental disorders during adolescence: An analysis of two national Finnish birth cohorts. The Lancet Psychiatry, 5(3), 227–236. https://doi.org/10.1016/S2215-0366(18)30038-5
  • Havik, T., Bru, E., & Ertesvåg, S. K. (2015). School factors associated with school refusal- and truancy-related reasons for school non-attendance. Social Psychology of Education, 18(2), 221–240. https://doi.org/10.1007/s11218-015-9293-y
  • Heizomi, H., Allahverdipour, H., Jafarabadi, M. A., Bhalla, D., & Nadrian, H. (2020). Effects of a mental health promotion intervention on mental health of Iranian female adolescents: A school-based study. Child and Adolescent Psychiatry and Mental Health, 14(36), 36. https://doi.org/10.1186/s13034-020-00342-6
  • Hooven, C., Walsh, E., Willgerodt, M., & Salazar, A. (2011). Increasing participation in prevention research: Strategies for youths, parents, and schools. Journal of Child and Adolescent Psychiatric Nursing, 24(3), 137–149. https://doi.org/10.1111/j.1744-6171.2011.00288.x
  • Junttila, N., Voeten, M., Kaukiainen, A., & Vauras, M. (2006). Multisource assessment of children’s social competence. Educational and Psychological Measurement, 66, 876–895. https://doi.org/10.1177/0013164405285546
  • Kauhanen, L., Wan Mohd Yunus, W., Lempinen, L., Peltonen, K., Gyllenberg, D., Mishina, K., et al. (2022). A systematic review of the mental health changes of children and young people before and during the COVID-19 pandemic. European Child & Adolescent Psychiatry, 1–19.
  • Keyes, C. L., Eisenberg, D., Perry, G. S., Dube, S. R., Kroenke, K., & Dhingra, S. S. (2012). The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students. Journal of American College Health, 60(2), 126–133. https://doi.org/10.1080/07448481.2011.608393
  • Koushede, V., Lasgaard, M., Hinrichsen, C., Meilstrup, C., Nielsen, L., Rayce, S. B. et al. (2019). Measuring mental well-being in Denmark: Validation of the original and short version of the Warwick-Edinburgh mental well-being scale (WEMWBS and SWEMWBS) and cross-cultural comparison across four European settings. Psychiatry Research, 271, 502–509. https://doi.org/10.1016/j.psychres.2018.12.003
  • Lee, T. Y., Cheung, C. K., & Kwong, W. M. (2012). Resilience as a positive youth development construct: A conceptual review. The Scientific World Journal, 2012, 390450. https://doi.org/10.1100/2012/390450
  • Leemann, L., Martelin, T., Koskinen, S., Härkänen, T., & Isola, A.-M. (2021). Development and psychometric evaluation of the Experiences of Social Inclusion Scale. Journal of Human Development and Capabilities, 23(3), 400–424. https://doi.org/10.1080/19452829.2021.1985440
  • Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S. et al. (2005). Positive Youth Development, Participation in Community Youth Development Programs, and Community Contributions of Fifth-Grade Adolescents: Findings from the First Wave Of the 4-H Study of Positive Youth Development. The Journal of Early Adolescence, 25, 17–71. https://doi.org/10.1177/0272431604272461
  • Low, S., Smolkowski, K., Cook, C., & Desfosses, D. (2019). Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time. Developmental Psychology, 55(2), 415–433. https://doi.org/10.1037/dev0000621
  • Magotsiou, E., Goudas, M., & Hasandra, M. (2006). Validity and reliability of the Greek version of the multisource assessment of social competence scale. Perceptual and Motor Skills, 103, 667–675. https://doi.org/10.2466/pms.103.3.667-675
  • Marks, N., & Shah, H. (2005). A well-being manifesto for a flourishing society. Journal of Mental Health Promotion, 3(4), 9–15.
  • Martikainen, P., Bartley, M., & Lahelma, E. (2002). Psychosocial determinants of health in social epidemiology. International Journal of Epidemiology, 31, 1091–1093. https://doi.org/10.1093/ije/31.6.1091
  • Merrell, K. W., & Gimpel, G. A. (1998). Social skills of children and adolescents. Conceptualization, assessment, treatment. Lawrence Erlbaum.
  • National Institute for health and Welfare (2021). Well-being of children and young people – School Health Promotion study 2021. Statistical report 42/2021, 25.11.2021.
  • O’Connor, M., Cloney, D., Kvalsvig, A., & Goldfield, S. (2019). Positive mental health and academic achievement in elementary school: New evidence from a matching analysis. Educational Researcher, 48(4), 205–216. https://doi.org/10.3102/0013189X19848724
  • O’Mara, L., & Lind, C. (2013). What do we know about school mental health promotion programmes for children and youth? Advances in School Mental Health Promotion, 6(3), 203–224. https://doi.org/10.1080/1754730X.2013.811952
  • Rabaglietti, E., & Ciairano, S. (2008). Quality of friendship relationships and developmental tasks in adolescence. Cognition, Brain, Behavior, 12(2), 183–203.
  • Read, S., Hietajärvi, L., & Salmela-Aro, K. (2022). School burnout trends and sociodemographic factors in Finland 2006-2019. Social Psychiatry and Psychiatric Epidemiology, 57, 1659–1669. https://doi.org/10.1007/s00127-022-02268-0
  • Ripamonti, E. (2018). Risk factors for dropping out of high school: A review of contemporary, international empirical research. Adolescent Research Review, 3(3), 321–338. https://doi.org/10.1007/s40894-017-0075-y
  • Rockhill, C. M., Vander Stoep, A., McCauley, E., & Katon, W. J. (2009). Social competence and social support as mediators between comorbid depressive and conduct problems and functional outcomes in middle school children. Journal of Adolescence, 32(3), 535–553. https://doi.org/10.1016/j.adolescence.2008.06.011
  • Ryan-Wenger, N. A., Sharrer, V. W., & Campbell, K. K. (2005). Changes in children’s stressors over the past 30 years. Pediatric Nursing, 31(4), 282–288, 291.
  • Ryff, C. D. (2014). Psychological well-being revisited: Advances in the science and practice of eudaimonia. Psychotherapy and Psychosomatics, 83, 10–28, 10–28. https://doi.org/10.1159/000353263
  • Saarijärvi, M., Wallin, L., Moons, P., Gyllensten, H., & Bratt, E.-L. (2020). Factors affecting adolescents’ participation in randomized controlled trials evaluating the effectiveness of healthcare interventions: The case of the STEPSTONES project. BMC Medical Research Methodology, 20, 205. https://doi.org/10.1186/s12874-020-01088-7
  • Sharpe, H., Fink, E., Duffy, F., & Patalay, P. (2022). Changes in peer and sibling victimization in early adolescence: Longitudinal associations with multiple indices of mental health in a prospective birth cohort study. European Child & Adolescent Psychiatry, 31, 737–746. https://doi.org/10.1007/s00787-020-01708-z
  • Siddiqui, N., & Ventista, O. (2018). A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education. International Journal of Educational Research, 90, 117–132. https://doi.org/10.1016/j.ijer.2018.06.003
  • Smith, A. R., Chein, J., & Steinberg, L. (2014). Peers increase adolescent risk taking even when the probabilities of negative outcomes are known. Developmental Psychology, 50, 1564–1568. https://doi.org/10.1037/a0035696
  • Statistics Finland. (2023). Official Statistics of Finland (OSF): Discontinuation of education. Statistics Finland.
  • Stewart-Brown, S., Tennant, A., Tennant, R., Platt, S., Parkinson, J., & Weich, S. (2009). Internal construct validity of the Warwick-Edinburgh Mental Well-being Scale (WEMWBS): A Rasch analysis using data from the Scottish Health Education Population Survey. Health and Quality of Life Outcomes, 7, 15. https://doi.org/10.1186/1477-7525-7-15
  • Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
  • Tennant, R., Hiller, L., Fishwick, R., Platt, S., Joseph, S., Weich, S. et al. (2007). The Warwick-Edinburgh Mental Well-being Scale (WEMWBS): Development and UK validation. Health and Quality of Life Outcomes, 5, 63. https://doi.org/10.1186/1477-7525-5-63
  • Ungar, M. (2013). Resilience, trauma, context, and culture. Trauma, Violence & Abuse, 14(3), 255–266. https://doi.org/10.1177/1524838013487805
  • Urke, H. B., Holsen, I., & Larsen, T. (2021). Positive Youth Development and Mental Well-Being in Late Adolescence: The Role of Body Appreciation. Findings From a Prospective Study in Norway. Frontiers in Psychology, 12, 696198. https://doi.org/10.3389/fpsyg.2021.696198
  • Virrankari, L., Leemann, L., & Kivimäki, H. (2020). Osallisuuden kokemus ja koulukiusaaminen: Kouluterveyskyselyn 2019 tuloksia. Tutkimuksesta tiiviisti 35/2020. National Institute for Health and Welfare.
  • Virtanen, T. E., Räikkönen, E., Lerkkanen, M.-K., Määttä, S., & Vasalampi, K. (2021). Development of Participation in and Identification with School: Associations with Truancy. The Journal of Early Adolescence, 41(3), 394–423. https://doi.org/10.1177/0272431620919155
  • WHO. (2004). Promoting Mental Health: Concepts, Emerging Evidence, Practice—Summary Report. WHO.
  • WHO. (2015). Maternal, newborn, child and adolescent health: Adolescents and mental health. WHO.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.