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The Efficacy of Psycho-Spiritual Mental Health Education for Improving the Well-Being and Perceptions of School Climate for Students At-Risk for School Failure

Year 2021, Volume: 6 Issue: 2, 73 - 93, 15.06.2021
https://doi.org/10.37898/spc.2021.6.2.137

Abstract

This preliminary study investigates the efficacy of the SPARK Mentoring Program, a mental health education intervention grounded the psycho-spiritual Principles of Universal Mind, Consciousness, and Thought for improving the well-being and perceptions for school climate of students at-risk for school failure. Students at-risk for academic failure were assigned to a treatment group (n= 75), and a waitlist comparison group (n= 34). Pre-and post-intervention, participants in both groups completed the Warwick-Edinburgh Mental Well-Being Scale, the Acceptance component of the Difficulties in Emotional Regulation Scale, and the Social and Emotional Learning, High Expectations, Caring Adults, and Peer Climate components of the Alaska School Climate and Connectedness Survey. Compared to the control group, students receiving this intervention (thirteen 45–60-minute sessions during regular school hours) reported improved mental health evidenced by a significant increase in mental well-being, state of mind, and hope for the future, and improved perceptions of school climate evidenced by a significant increase in conflict resolution, valuing academic success, and relational trust with teachers, peers, and school community.

References

  • American Institutes for Research (2006). Alaska School Climate and Connectedness Survey. Fairbanks, AK: Association of Alaska School Boards.
  • Adelman, H., & Taylor, L. (2010). Mental health in schools: Engaging learners, preventing problems, and improving schools. Thousand Oaks, CA: Corwin.
  • Allensworth, E. M., & Easton, J. Q. (2007). What matters for staying on-track and graduating in Chicago public high schools: A close look at course grades, failures, and attendance in the freshman year. Research report. Chicago, IL: Consortium on Chicago School Research.
  • Attar-Schwartz, S. (2009). Peer sexual harassment victimization at school: The roles of student characteristics, cultural affiliation, and school factors. American Journal of Orthopsychiatry, 79(3), 407–420. DOI: 10.1016/j.chiabu.2008.12.010
  • Banerjee, K., Howard, M., Mansheim, K., & Beattie, M. (2007). Comparison of health realization and 12-step treatment in women’s residential substance abuse treatment programs. The American Journal of Drug and Alcohol Abuse, 33, 207-215. DOI: 10.1080/00952990601174758
  • Banks, S. (1998). The missing link. Vancouver, BC: Lone Pine Publishing.
  • Banks, S. (2001). The enlightened gardener. Vancouver, BC: Lone Pine Publishing.
  • Banks, S. (2005). The enlightened gardener revisited. Vancouver, BC: Lone Pine Publishing.
  • Berkowitz, R., Astor, H., Moore, R., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87, 347-382. DOI: 10.3102/0034654316669821
  • Byrk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. 0. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press.
  • Clifford, M., Menon, R., Condon, C., & Hornung (2012). Measuring school climate for gauging principal performance: A review of the validity and reliability of publicly accessible measures. Washington, DC: American Institutes for Research.
  • Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213.
  • Comer, J. P., Haynes, N. M., Joyner, E. T., & Ben-Avie, M. (1996). Rallying the whole village: The Comer process for reforming education. New York: Teachers College Press.
  • DeWit, D. J., Karioja, K., Rye, B., & Shain, M. (2011). Perceptions of declining classmate and teacher support following the transition to high school: Potential correlates of increasing student mental health difficulties. Psychology in the Schools, 48(6), 556–572.
  • Eliot, M., Cornell, D., Gregory, A., & Fan, X (2011). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of School Psychology, 48(6). 533-553. DOI: 10.1016/j.jsp.2010.07.001
  • El-Mokadem, J., DiMarko, K., Kelley, T. M., & Duffield, L. (2020). Three Principles/Innate Health: The efficacy of a new psycho-spiritual mental health education intervention for people with chronic fatigue syndrome. Spirituality in Clinical Practice, Advance online publication. DOI: 10.1037/scp0000232
  • Grantz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26, 41-54. DOI: 10.1007/s10862-008-9102-4
  • Grantz, K. L., Tull, M. T., Baruch, D. E., Bornovalova, M. A., & Lejuez, C. W. (2008). Factors associated with co-occurring borderline personality disorder among inner-city substance users: The roles of childhood maltreatment, negative affect intensity/reactivity, and emotion dysregulation. Comprehensive Psychiatry, 49, 603-615. DOI: 10.1016/j.beth.2010.11.003
  • Haggerty, K., Elgin, J. & Woodley, A. (2010). Social emotional learning assessment measures for middle school youth. Social Development Research Group, University of Washington and the Raikes Foundation. DOI: 10.3102/0034654313483907
  • Halcon, L. L., Robertson, C. L., & Monsen, K. A. (2010). Evaluating health realization for coping among refugee women. Journal of Loss and Trauma, 15, 408-425. DOI: 10.1080/15325024.2010.507645
  • Kelley, T. M. (2008). Principle-based correctional counseling: Teaching health versus treating illness. Applied Psychology in Criminal Justice. 4(2), 182-202. DOI: 10.1177/0306624X17735253
  • Kelley, T. M. (2011). Thought recognition and psychological well-being: An empirical test of principle-based correctional counseling. Counseling and Psychotherapy Research. 11(2), 140-147. DOI: 10.1080/14733145.2010.485689
  • Kelley, T. M., Alexander, J., & Pransky, J. (2017). Drawing-out resilience in children and high-risk adolescents via exposing them to three psycho-spiritual principles. Journal of Child and Adolescent Behaviour, 5(2), DOI: 10.4172/2375-4494.1000343
  • Kelley, T. M., Hollows, J., Savard, D., Lambert, E. G., & Pransky, J. (2017). Teaching health vs. treating illness: The efficacy of three principles correctional counseling with people in an English prison. International Journal of Offender Therapy and Comparative Criminology, 58(8), 661-677. DOI: 10.1177/0306624X17735253
  • Kelley, T. M., Hollows, J., & Savard, D. (2019). The efficacy of intensive three principles correctional counseling for improving the mental health/resilience of people in an English prison. Journal of Offender Rehabilitation, 58(8), 561-577. DOI: 10.1177/0306624X17735253
  • Kelley, T. M., Mills, R. C., & Shuford, R. (2005). A principle-based psychology of school violence prevention. Journal of School Violence, 4(2), 47-73. doi.org/10.1300/J202v04n02_04
  • Kelley, T. M., Pransky, J. & Lambert, E. A. (2015a). Inside-out or outside-in: Understanding spiritual principles versus depending on techniques to realize improved mindfulness/mental health. Spirituality in Mental Health 17(3), 153-171. DOI: 10.1080/19349637.2014.998752
  • Kelley, T. M., Pransky, J., & Lambert, E. (2015b). Realizing improved mental health through understanding three spiritual principles. Spirituality in Clinical Practice, 2(4), 267-281. doi.org/10.1037/scp0000077
  • Kelley, T. M., Pransky, J., & Lambert E. (2016b). Realizing improved mindfulness/flow/mental health through understanding three spiritual principles. Journal of Spirituality in Mental Health. 19(2), 133-150. DOI: 10.1037/scp0000077
  • Kelley, T. M., Pettit, W. F., Pransky, J., & Sedgeman, J. (2019). A new “inside-out” view of general factor p. European Psychiatry. 61, 85-87. DOI: 10.1016/j.eurpsy.2019.06.009
  • Kelley, T. M., Pettit, W. F., Sedgeman, J., & Pransky, J. (2020) Psychiatry’s pursuit of euthymia Another wild goose chase or an opportunity for principle-based facilitation? International Journal of Psychiatry in Clinical Practice, DOI: 10.1080/13651501.2020.1837182
  • Klein, D. C. (1988). The power of appreciation. American Journal of Community Psychology, 16, 305-324. DOI: 10.1007/BF00919373 Kohoulet, N., Dehghani, R. D., & Kohoulet, N. (2015). Perceived school climate and students’ mental health. International Journal of School Health, 2(4), 12-17. DOI: 10.1007/BF00919373
  • Krane, V., Karlsson, B. E., Ness, O., & Hesook, S. K. (2016). Student relationship, student mental health, and dropout from upper secondary school: A literature review. Scandinavian Psychologist, 3(11), 1-25. DOI: 10.15714/scandpsychol.3.e11
  • Lee, T., Cornell, D., Gregory, D., & Fan, X. (2011). High suspension schools and dropout rates for Black and White students. Education and Treatment of Children, 34(2), 167-192. DOI: 10.1037/a0030416
  • Liu, Y. Y. (2012). Students' perceptions of school climate and trait test anxiety. Psychological Reports, 111(3), 761-764. DOI: 10.1037/a0030416
  • Maras, M. A., Weston, K. J., Blacksmith, J. & Brophy, C. (2015). Examining statewide capacity for school health and mental health promotion: A post hoc application of a district capacity-building framework. Health Promotion Practice. DOI: 10.1177/1524839914556091
  • Marshall, K. (2005). Resilience in our schools: Discovering mental health and hope from the inside-out. Minneapolis, MN: University of Minnesota, National Resilience Resource Center.
  • Martin, R. A., McKinnen, Johnson, J., &, Rohsenow, D. J. (2011). Purpose in life predicts treatment outcome among adult cocaine abusers in treatment. Journal of Substance Abuse Treatment, 40, 183-188. DOI: 10.1016/j.jsat.2010.10.002
  • McLaughlin, C., & Clark, B. (2010). Relational matters: A review of the impact of school experience on mental health in early adolescence. Educational & Child Psychology, 27, 91-103.
  • Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston: Beacon Press.
  • Melton, A. M. A., & Schulenberg, S. E. (2007). On the relationship between meaning in life and boredom proneness: Examining a logotherapy postulate. Psychological Reports, 101, 1016-1022. DOI: 10.2466/pr0.101.4.1016-1022
  • Mills, R. C. (1995). Realizing mental health. NY: Sulzeurger & Graham.
  • Mills-Naim, A. C., & Mills, R. C. (2014). State of mind in the classroom: Consciousness and the essential curriculum for healthy learning. Brandon, FL: Center for Sustainable Change.
  • National School Climate Center (2016). School Climate. New York: NY.
  • Pransky, G. (1998). The renaissance of psychology. New York: Sulzburger & Graham.
  • Pransky, J., & Kelley, T. M. (2014). Three principles for realizing mental health: A new psycho-spiritual view. Journal of Creativity in Mental Health, 9, 53-68. DOI: 10.1080/15401383.2013.875864
  • Reece-Evans, D. R., & Pevelin, D. J. (2017). Using the principle-based model to improve well-being in school: A mixed-methods pilot study. Sage Open, DOI: 10.1177/2158244017716217
  • Robertson, C.L., Halcon, L., Hoffman, S.J. et al. (2018). Health realization community coping intervention for Somali refugee women. Journal of Immigrant Minority Health. DOI: 10.1007/s10903-018-0804-8
  • Schulenberg, S. E., Hutzell, R. R., Nassif, C., & Rogina, J. M. (2008). Logotherapy for clinical practice. Psychotherapy: Theory, Research, Practice, and Training, 45, 447–463. DOI: 10.1037/a0014331
  • Sedgeman, J. (2005). Health realization/innate health: Can a quiet mind and a positive feeling.state be accessible over the lifespan without stress relief techniques? Medical Science Monitor, 11, 47-52. PMID: 16319796
  • Sedgeman, J. A., & Sarwari, A. (2006). The effect of a health realization/innate health psycho-educational seminar on stress and anxiety in HIV-positive patients. Medical Science Monitor,12(10), 397-399. PMID: 17006397
  • Shetgiri, R., Lee, S. C., Tillitski, J., Wilson, C., & Flores, G. (2015). Why adolescents fight: A qualitative study of youth perspectives on fighting and its prevention. Academic Pediatrics, 15(1), 103-110. DOI: 10.1016/j.acap.2014.06.020
  • 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 Live Outcomes, 7:15, DOI: 10.1186/1477-7525-7-15
  • Tennant, R., Hiller, L., Fishwick, R., Platt, S., Joseph, S., Weich, S., Parkinson, J., Secker, J., & Stewart-Brown, S. (2007). The Warwick-Edinburgh Mental Well-Being Scale (WEMWBS): Development and UK validation. Health and Quality of Life Outcomes, 5(1), 63. DOI: 10.1186/1477-7525-5-63
  • Thapa, A., Cohen, J., Guffy, S., & Higgens-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83, 357-385. DOI: 10.3102/0034654313483907
  • Wang, M. T., Selman, R. L., Dishion, T. J., & Stormshak, E. A. (2010). A Tobit regression analysis of the covariation between middle school students' perceived school climate and behavioral problems. Journal of Research on Adolescence, 20, 274-286. DOI: 10.1111/j.1532-7795.2010. 00648.x
  • Waters S., Cross D., & Shaw, T. (2010). Does the nature of schools matter? An exploration of selected school ecology factors on adolescent perceptions of school connectedness. British Journal of Educational Psychology, 80, 381–402. DOI: 10.1348/000709909X484479
  • Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3-4), 194-213. DOI: 10.1007/s10464-007-9143-y
  • White, N., La Salle, T., Ashby, J. S., & Meyers, J. (2014). A brief measure of adolescent perceptions of school climate. School Psychology Quarterly, 29, 349-359. DOI: 10.1037/spq0000075
Year 2021, Volume: 6 Issue: 2, 73 - 93, 15.06.2021
https://doi.org/10.37898/spc.2021.6.2.137

Abstract

References

  • American Institutes for Research (2006). Alaska School Climate and Connectedness Survey. Fairbanks, AK: Association of Alaska School Boards.
  • Adelman, H., & Taylor, L. (2010). Mental health in schools: Engaging learners, preventing problems, and improving schools. Thousand Oaks, CA: Corwin.
  • Allensworth, E. M., & Easton, J. Q. (2007). What matters for staying on-track and graduating in Chicago public high schools: A close look at course grades, failures, and attendance in the freshman year. Research report. Chicago, IL: Consortium on Chicago School Research.
  • Attar-Schwartz, S. (2009). Peer sexual harassment victimization at school: The roles of student characteristics, cultural affiliation, and school factors. American Journal of Orthopsychiatry, 79(3), 407–420. DOI: 10.1016/j.chiabu.2008.12.010
  • Banerjee, K., Howard, M., Mansheim, K., & Beattie, M. (2007). Comparison of health realization and 12-step treatment in women’s residential substance abuse treatment programs. The American Journal of Drug and Alcohol Abuse, 33, 207-215. DOI: 10.1080/00952990601174758
  • Banks, S. (1998). The missing link. Vancouver, BC: Lone Pine Publishing.
  • Banks, S. (2001). The enlightened gardener. Vancouver, BC: Lone Pine Publishing.
  • Banks, S. (2005). The enlightened gardener revisited. Vancouver, BC: Lone Pine Publishing.
  • Berkowitz, R., Astor, H., Moore, R., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87, 347-382. DOI: 10.3102/0034654316669821
  • Byrk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. 0. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press.
  • Clifford, M., Menon, R., Condon, C., & Hornung (2012). Measuring school climate for gauging principal performance: A review of the validity and reliability of publicly accessible measures. Washington, DC: American Institutes for Research.
  • Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213.
  • Comer, J. P., Haynes, N. M., Joyner, E. T., & Ben-Avie, M. (1996). Rallying the whole village: The Comer process for reforming education. New York: Teachers College Press.
  • DeWit, D. J., Karioja, K., Rye, B., & Shain, M. (2011). Perceptions of declining classmate and teacher support following the transition to high school: Potential correlates of increasing student mental health difficulties. Psychology in the Schools, 48(6), 556–572.
  • Eliot, M., Cornell, D., Gregory, A., & Fan, X (2011). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of School Psychology, 48(6). 533-553. DOI: 10.1016/j.jsp.2010.07.001
  • El-Mokadem, J., DiMarko, K., Kelley, T. M., & Duffield, L. (2020). Three Principles/Innate Health: The efficacy of a new psycho-spiritual mental health education intervention for people with chronic fatigue syndrome. Spirituality in Clinical Practice, Advance online publication. DOI: 10.1037/scp0000232
  • Grantz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26, 41-54. DOI: 10.1007/s10862-008-9102-4
  • Grantz, K. L., Tull, M. T., Baruch, D. E., Bornovalova, M. A., & Lejuez, C. W. (2008). Factors associated with co-occurring borderline personality disorder among inner-city substance users: The roles of childhood maltreatment, negative affect intensity/reactivity, and emotion dysregulation. Comprehensive Psychiatry, 49, 603-615. DOI: 10.1016/j.beth.2010.11.003
  • Haggerty, K., Elgin, J. & Woodley, A. (2010). Social emotional learning assessment measures for middle school youth. Social Development Research Group, University of Washington and the Raikes Foundation. DOI: 10.3102/0034654313483907
  • Halcon, L. L., Robertson, C. L., & Monsen, K. A. (2010). Evaluating health realization for coping among refugee women. Journal of Loss and Trauma, 15, 408-425. DOI: 10.1080/15325024.2010.507645
  • Kelley, T. M. (2008). Principle-based correctional counseling: Teaching health versus treating illness. Applied Psychology in Criminal Justice. 4(2), 182-202. DOI: 10.1177/0306624X17735253
  • Kelley, T. M. (2011). Thought recognition and psychological well-being: An empirical test of principle-based correctional counseling. Counseling and Psychotherapy Research. 11(2), 140-147. DOI: 10.1080/14733145.2010.485689
  • Kelley, T. M., Alexander, J., & Pransky, J. (2017). Drawing-out resilience in children and high-risk adolescents via exposing them to three psycho-spiritual principles. Journal of Child and Adolescent Behaviour, 5(2), DOI: 10.4172/2375-4494.1000343
  • Kelley, T. M., Hollows, J., Savard, D., Lambert, E. G., & Pransky, J. (2017). Teaching health vs. treating illness: The efficacy of three principles correctional counseling with people in an English prison. International Journal of Offender Therapy and Comparative Criminology, 58(8), 661-677. DOI: 10.1177/0306624X17735253
  • Kelley, T. M., Hollows, J., & Savard, D. (2019). The efficacy of intensive three principles correctional counseling for improving the mental health/resilience of people in an English prison. Journal of Offender Rehabilitation, 58(8), 561-577. DOI: 10.1177/0306624X17735253
  • Kelley, T. M., Mills, R. C., & Shuford, R. (2005). A principle-based psychology of school violence prevention. Journal of School Violence, 4(2), 47-73. doi.org/10.1300/J202v04n02_04
  • Kelley, T. M., Pransky, J. & Lambert, E. A. (2015a). Inside-out or outside-in: Understanding spiritual principles versus depending on techniques to realize improved mindfulness/mental health. Spirituality in Mental Health 17(3), 153-171. DOI: 10.1080/19349637.2014.998752
  • Kelley, T. M., Pransky, J., & Lambert, E. (2015b). Realizing improved mental health through understanding three spiritual principles. Spirituality in Clinical Practice, 2(4), 267-281. doi.org/10.1037/scp0000077
  • Kelley, T. M., Pransky, J., & Lambert E. (2016b). Realizing improved mindfulness/flow/mental health through understanding three spiritual principles. Journal of Spirituality in Mental Health. 19(2), 133-150. DOI: 10.1037/scp0000077
  • Kelley, T. M., Pettit, W. F., Pransky, J., & Sedgeman, J. (2019). A new “inside-out” view of general factor p. European Psychiatry. 61, 85-87. DOI: 10.1016/j.eurpsy.2019.06.009
  • Kelley, T. M., Pettit, W. F., Sedgeman, J., & Pransky, J. (2020) Psychiatry’s pursuit of euthymia Another wild goose chase or an opportunity for principle-based facilitation? International Journal of Psychiatry in Clinical Practice, DOI: 10.1080/13651501.2020.1837182
  • Klein, D. C. (1988). The power of appreciation. American Journal of Community Psychology, 16, 305-324. DOI: 10.1007/BF00919373 Kohoulet, N., Dehghani, R. D., & Kohoulet, N. (2015). Perceived school climate and students’ mental health. International Journal of School Health, 2(4), 12-17. DOI: 10.1007/BF00919373
  • Krane, V., Karlsson, B. E., Ness, O., & Hesook, S. K. (2016). Student relationship, student mental health, and dropout from upper secondary school: A literature review. Scandinavian Psychologist, 3(11), 1-25. DOI: 10.15714/scandpsychol.3.e11
  • Lee, T., Cornell, D., Gregory, D., & Fan, X. (2011). High suspension schools and dropout rates for Black and White students. Education and Treatment of Children, 34(2), 167-192. DOI: 10.1037/a0030416
  • Liu, Y. Y. (2012). Students' perceptions of school climate and trait test anxiety. Psychological Reports, 111(3), 761-764. DOI: 10.1037/a0030416
  • Maras, M. A., Weston, K. J., Blacksmith, J. & Brophy, C. (2015). Examining statewide capacity for school health and mental health promotion: A post hoc application of a district capacity-building framework. Health Promotion Practice. DOI: 10.1177/1524839914556091
  • Marshall, K. (2005). Resilience in our schools: Discovering mental health and hope from the inside-out. Minneapolis, MN: University of Minnesota, National Resilience Resource Center.
  • Martin, R. A., McKinnen, Johnson, J., &, Rohsenow, D. J. (2011). Purpose in life predicts treatment outcome among adult cocaine abusers in treatment. Journal of Substance Abuse Treatment, 40, 183-188. DOI: 10.1016/j.jsat.2010.10.002
  • McLaughlin, C., & Clark, B. (2010). Relational matters: A review of the impact of school experience on mental health in early adolescence. Educational & Child Psychology, 27, 91-103.
  • Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston: Beacon Press.
  • Melton, A. M. A., & Schulenberg, S. E. (2007). On the relationship between meaning in life and boredom proneness: Examining a logotherapy postulate. Psychological Reports, 101, 1016-1022. DOI: 10.2466/pr0.101.4.1016-1022
  • Mills, R. C. (1995). Realizing mental health. NY: Sulzeurger & Graham.
  • Mills-Naim, A. C., & Mills, R. C. (2014). State of mind in the classroom: Consciousness and the essential curriculum for healthy learning. Brandon, FL: Center for Sustainable Change.
  • National School Climate Center (2016). School Climate. New York: NY.
  • Pransky, G. (1998). The renaissance of psychology. New York: Sulzburger & Graham.
  • Pransky, J., & Kelley, T. M. (2014). Three principles for realizing mental health: A new psycho-spiritual view. Journal of Creativity in Mental Health, 9, 53-68. DOI: 10.1080/15401383.2013.875864
  • Reece-Evans, D. R., & Pevelin, D. J. (2017). Using the principle-based model to improve well-being in school: A mixed-methods pilot study. Sage Open, DOI: 10.1177/2158244017716217
  • Robertson, C.L., Halcon, L., Hoffman, S.J. et al. (2018). Health realization community coping intervention for Somali refugee women. Journal of Immigrant Minority Health. DOI: 10.1007/s10903-018-0804-8
  • Schulenberg, S. E., Hutzell, R. R., Nassif, C., & Rogina, J. M. (2008). Logotherapy for clinical practice. Psychotherapy: Theory, Research, Practice, and Training, 45, 447–463. DOI: 10.1037/a0014331
  • Sedgeman, J. (2005). Health realization/innate health: Can a quiet mind and a positive feeling.state be accessible over the lifespan without stress relief techniques? Medical Science Monitor, 11, 47-52. PMID: 16319796
  • Sedgeman, J. A., & Sarwari, A. (2006). The effect of a health realization/innate health psycho-educational seminar on stress and anxiety in HIV-positive patients. Medical Science Monitor,12(10), 397-399. PMID: 17006397
  • Shetgiri, R., Lee, S. C., Tillitski, J., Wilson, C., & Flores, G. (2015). Why adolescents fight: A qualitative study of youth perspectives on fighting and its prevention. Academic Pediatrics, 15(1), 103-110. DOI: 10.1016/j.acap.2014.06.020
  • 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 Live Outcomes, 7:15, DOI: 10.1186/1477-7525-7-15
  • Tennant, R., Hiller, L., Fishwick, R., Platt, S., Joseph, S., Weich, S., Parkinson, J., Secker, J., & Stewart-Brown, S. (2007). The Warwick-Edinburgh Mental Well-Being Scale (WEMWBS): Development and UK validation. Health and Quality of Life Outcomes, 5(1), 63. DOI: 10.1186/1477-7525-5-63
  • Thapa, A., Cohen, J., Guffy, S., & Higgens-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83, 357-385. DOI: 10.3102/0034654313483907
  • Wang, M. T., Selman, R. L., Dishion, T. J., & Stormshak, E. A. (2010). A Tobit regression analysis of the covariation between middle school students' perceived school climate and behavioral problems. Journal of Research on Adolescence, 20, 274-286. DOI: 10.1111/j.1532-7795.2010. 00648.x
  • Waters S., Cross D., & Shaw, T. (2010). Does the nature of schools matter? An exploration of selected school ecology factors on adolescent perceptions of school connectedness. British Journal of Educational Psychology, 80, 381–402. DOI: 10.1348/000709909X484479
  • Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3-4), 194-213. DOI: 10.1007/s10464-007-9143-y
  • White, N., La Salle, T., Ashby, J. S., & Meyers, J. (2014). A brief measure of adolescent perceptions of school climate. School Psychology Quarterly, 29, 349-359. DOI: 10.1037/spq0000075
There are 59 citations in total.

Details

Primary Language English
Subjects Psychology
Journal Section Articles
Authors

Thomas M. Kelley This is me 0000-0002-5285-8581

Brooke Wheeldon-reece This is me

Eric G. Lambert This is me 0000-0002-8997-4754

Publication Date June 15, 2021
Submission Date March 28, 2021
Published in Issue Year 2021 Volume: 6 Issue: 2

Cite

APA Kelley, T. M., Wheeldon-reece, B., & Lambert, E. G. (2021). The Efficacy of Psycho-Spiritual Mental Health Education for Improving the Well-Being and Perceptions of School Climate for Students At-Risk for School Failure. Spiritual Psychology and Counseling, 6(2), 73-93. https://doi.org/10.37898/spc.2021.6.2.137