TY - JOUR
T1 - What does positive psychology tell us about early intervention and prevention with children and adolescents? A review of positive psychological interventions with young people
AU - Owens, Rhea L.
AU - Waters, Lea
N1 - Publisher Copyright:
© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020
Y1 - 2020
N2 - This paper reviews school-based (n = 212) and clinically-based (n = 68) positive psychological interventions (PPIs) for children and adolescents. A new 3 × 3 classification of PPIs was developed based on the processes and content of the PPI and the outcomes measured. This classification involves 9 different types of interventions depending on whether the intervention focuses on positive, remedial, or both positive and remedial processes and content, and whether the intervention aims to evade or address challenges, deficits, or disorders or improve or elicit positive outcomes. Positive content-balanced outcomes interventions were the most common type used in schools (38%) and clinical settings (63%). Mindfulness was the most common approach used (49% in schools and 71% in clinical settings). Surprisingly, relatively few studies focused on well-established positive psychological constructs, such as strengths, hope, and gratitude. Overall, the results suggest strong support for the use of PPIs in school and clinical contexts.
AB - This paper reviews school-based (n = 212) and clinically-based (n = 68) positive psychological interventions (PPIs) for children and adolescents. A new 3 × 3 classification of PPIs was developed based on the processes and content of the PPI and the outcomes measured. This classification involves 9 different types of interventions depending on whether the intervention focuses on positive, remedial, or both positive and remedial processes and content, and whether the intervention aims to evade or address challenges, deficits, or disorders or improve or elicit positive outcomes. Positive content-balanced outcomes interventions were the most common type used in schools (38%) and clinical settings (63%). Mindfulness was the most common approach used (49% in schools and 71% in clinical settings). Surprisingly, relatively few studies focused on well-established positive psychological constructs, such as strengths, hope, and gratitude. Overall, the results suggest strong support for the use of PPIs in school and clinical contexts.
KW - Positive psychological interventions
KW - adolescents
KW - children
KW - prevention
KW - schools
KW - well-being
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U2 - 10.1080/17439760.2020.1789706
DO - 10.1080/17439760.2020.1789706
M3 - Article
AN - SCOPUS:85087753505
SN - 1743-9760
SP - 588
EP - 597
JO - Journal of Positive Psychology
JF - Journal of Positive Psychology
ER -