Covitality: Fostering the Building Blocks of Complete Mental Health

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Autor/inn/en	Furlong, Michael; Dowdy, Erin; Carnazzo, Katherine; Bovery, Bibliana L.; Kim, Eui
Titel	Covitality: Fostering the Building Blocks of Complete Mental Health
Quelle	In: Communique, (2014) 8, S.1 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Mental Health; Psychology; Well Being; Academic Achievement; Self Esteem; Trust (Psychology); Daily Living Skills; Construct Validity; Adolescents; Correlation; School Personnel; Intervention; Social Development; Emotional Development; Measurement Techniques; School Psychologists; At Risk Students; Adolescent Development + Suchen Sie Ihr Suchwort? Psychohygiene; Psychologie; Well-being; Wellness; Wohlbefinden; Schulleistung; Self-esteem; Selbstaufmerksamkeit; Alltagsfertigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Schulpersonal; Soziale Entwicklung; Gefühlsbildung; Messtechnik; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	The reemergence of positive psychology in the past 15 years has brought a renewed focus on psychological dispositions such as gratitude and their relationship to youth's subjective well-being and academic achievement. Similarly, youth development and developmental asset literatures have emphasized the value of examining youth positive dispositions. The Developmental Asset approach further provided evidence that robust developmental progress is more often found among youth who have the greatest number of internal assets and external resources. The aim of all these research programs has been to create and validate practices that are integrated into multileveled systems of student support and function to facilitate "psychologically healthy educational environments for all children." This group of authors wanted to know more about which attributes are related to well-being and overall thriving development. Drawing from the strengths perspective they developed the Social Emotional Health Survey (SEHS) as a broad measure of covitality, assessing multiple positive psychological constructs hypothesized and empirically supported as contributing to youth's complete mental health. The SEHS is based on a model of social-emotional health that includes a range of social and emotional skills and psychological dispositions that are associated with positive youth development. The SEHS is based on the premise that thriving and success is grounded, in part, in the conditions of a youth's life that foster the development of internal psychological dispositions associated with (a) positive beliefs or confidence in self, (b) a sense of core trust in others, (c) a sense of emotional competence, and (d) feeling engaged in daily living. Careful analyses have been carried out to establish that student responses to the SEHS are empirically linked to outcomes that matter to educators and parents. Overall, studies carried out thus far have provided evidence supporting the SEHS's construct validity (it measures what it purports to measure) and that it has measurement equivalence for younger and older adolescents and for males and females (the SEHS can be used and interpreted in a similar way for all adolescents; Furlong et al., 2013; You et al., 2013). In addition, recent analyses have shown that the SEHS measurement model is appropriate for use with Asian, Black, Latino/a, and White students (You, Furlong, Felix, & O'Malley, 2014). Research continues to build validation evidence to ensure that the SEHS is used in the best interests of all students. Thus far, students' SEHS responses have been found to be strongly positively associated with high levels of student subjective well-being (Furlong et al., 2013; a central indicator of thriving mental health) and negatively associated with students' report of psychological distress (You et al., 2013). Although much has been learned, the authors point out that there is still much to be done to further understand covitality, its developmental course, and optimal approaches to intervention. The authors conclude by saying that they have witnessed how assessment with the SEHS has helped to change conversations toward a strengths-based approach, and how school personnel respond positively to results that are relevant to all students. Additional Social Emotional Health Survey Resources are also provided. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01