Flourishing families: Effects of a positive psychology intervention on parental flow, engagement, meaning and hope

Few studies have investigated how positive psychology can be applied in a family context to enhance parenting. This study used an 8-week strength-based intervention on engagement, meaning, hope and flow in a wait-list group design (N=63) within an ongoing larger-scale study in Finland – “Flourishing Families”. Well-being was measured by questionnaires and daily life experiences using the Experience Sampling Method (ESM). Data showed a significant increase in flow in daily life when parents spent time with their child/children. Contrary to the hypothesis, the questionnaires did not reveal any significant increase in engagement, meaning or hope. We conclude that positive psychology interventions may be advantageous to improve parenting and parent-child interaction in daily life, but this may not be evident in parents’ self-report

Teachers' experiences with positive education

Positive education is the teaching of both traditional school skills and skills for enhancingwell-being. This study examines teachers' (N = 72) experiences with training in positive education.Qualitative content analysis was used to provide an in-depth understanding of theexperiences, and quantitative measures investigated teachers' well-being. Results show thatteachers experienced both personal and professional growth. They also saw positive changesin their students. Teachers used methods of positive education e.g. when communicating withstudents and co-workers, and when supporting the students' socioemotional development.Challenges with implementing positive education practices mostly consisted of lack of timeor support from colleagues. The authors argue that positive education is an effective tool forenhanced well-being both for participating teachers and their students and could therefore be utilised on alarger scale. Future studies could focus on whether teachers continue systematicimplementing of positive education methods long-term, and the reasons behind continued ordiscontinued.Peer reviewe

Families First : The Development of a New Mentalization-Based Group Intervention for First–Time Parents

Peer reviewe

The emotional well-being of teachers and school personnel: An experience sampling study

The present study addresses the concern for the well-being of teachers and school personnel by examining the efficacy of a multicomponent positive psychology intervention aimed at enhancing emotional well-being in the school environment. The study design comprised a clustered randomized controlled trial, targeting teachers and school personnel working in Finnish basic education. Data collection encompassed the utilization of both the Experience Sampling Method (ESM, n = 241) to assess state-like emotions and questionnaires (n = 245) to evaluate trait-like emotions. The results showed a post-intervention increase in state-like distinct emotions of interest and a trend towards increased engagement in the intervention group, and conversely, increased stress in the control group. Positive trait-like emotions increased in the intervention group post intervention. The intervention further resulted in decreased stress and loneliness amongst teachers and school personnel when in the company of students, and decreased stress while working. The results indicate that positive psychology interventions may be efficacious in enhancing teachers’ emotional well-being. Additionally, assessing both state- and trait-like emotions contributes to a broader understanding of this efficacy, whilst measuring teachers’ experienced emotions can increase ecological validity

Using evidence-based applied positive psychology to promote student well-being

There has been a noticeable decline in life satisfaction among adolescents globally in recent years. The present study explored the immediate and long-term effects of a positive psychology intervention course, Study with Strength, on the well-being of students at general upper secondary school in Finland during the pandemic. Based on a partly randomized wait-list control group design, the study included a final sample of 350 students from 10 schools. Self-report measures were used to assess both immediate between-group effects and long-term within-group effects of the intervention on student well-and ill-being. A combination of methods from positive psychology and cognitive therapy were applied, and the course was administered by the participating schools’ own teachers and student-welfare personnel. The findings show that the Study with Strength intervention course enhanced the students’ experiences of positive practices at school, happiness and of positive emotions. However, the effect sizes were small. The intervention did not have any immediate effects on all aspects of well-being, negative emotions, depression, or study-related burnout. The significant, positive changes in students’ well-being in the analysis of long-term effects must be interpreted with caution. The students also reported a positive effect of the intervention both on their personal lives and in their studies. Overall, it appears that the intervention had a small but positive impact, nudging students towards enhanced well-being. The results offer valuable insights into the implementation of positive education on students at general upper secondary school aged 15–19

The Effects of School-based Mindfulness Intervention on Executive Functioning in a Cluster Randomized Controlled Trial

Executive functions (EFs) are essential for student's learning and classroom functioning. The current cluster randomized controlled trial examines the effects of mindfulness intervention vs. active control program (i.e., relaxation) focusing on the main EFs (i.e., working memory, response inhibition, cognitive processing, cognitive flexibility and verbal fluency). A total of 131 students from 6th grade and 8th grade (median age 12 and 15) from four comprehensive schools participated. The schools were to equal shares randomized to intervention and active control groups, i.e., groups who underwent a 9-week mindfulness practice or relaxation program, respectively. Participants completed a cognitive test-package at baseline/pre-intervention, post-intervention at 9 weeks and follow-up at 6 months. Both intervention and active relaxation-based control groups improved on a majority of EF measures at both 9 weeks and 6 months. There was no significant difference between the mindfulness intervention group and the active control program in EFs. The current study suggests that mindfulness intervention and active control program do not differ in their effects to EFs, although both may have positive outcomes. Further research with both active and inactive control groups is needed to map the potential benefits of similar programs for cognitive functioning.Peer reviewe

The Effects of School-based Mindfulness Intervention on Executive Functioning in a Cluster Randomized Controlled Trial

Executive functions (EFs) are essential for student's learning and classroom functioning. The current cluster randomized controlled trial examines the effects of mindfulness intervention vs. active control program (i.e., relaxation) focusing on the main EFs (i.e., working memory, response inhibition, cognitive processing, cognitive flexibility and verbal fluency). A total of 131 students from 6th grade and 8th grade (median age 12 and 15) from four comprehensive schools participated. The schools were to equal shares randomized to intervention and active control groups, i.e., groups who underwent a 9-week mindfulness practice or relaxation program, respectively. Participants completed a cognitive test-package at baseline/pre-intervention, post-intervention at 9 weeks and follow-up at 6 months. Both intervention and active relaxation-based control groups improved on a majority of EF measures at both 9 weeks and 6 months. There was no significant difference between the mindfulness intervention group and the active control program in EFs. The current study suggests that mindfulness intervention and active control program do not differ in their effects to EFs, although both may have positive outcomes. Further research with both active and inactive control groups is needed to map the potential benefits of similar programs for cognitive functioning

Fetal alcohol spectrum disorders in Finnish children and adolescents : diagnosis, cognition, behavior, adaptation and brain metabolic alterations

Alcohol consumption during pregnancy can potentially affect the developing fetus in devastating ways, leading to a range of physical, neurological, and behavioral alterations most accurately termed Fetal Alcohol Spectrum Disorders (FASD). Despite the fact that it is a preventable disorder, prenatal alcohol exposure today constitutes a leading cause of intellectual disability in the Western world. In Western countries where prevalence studies have been performed the rates of FASD exceed, for example, autism spectrum disorders, Down’s syndrome and cerebral palsy. In addition to the direct effects of alcohol, children and adolescents with FASD are often exposed to a double burden in life, as their neurological sequelae are accompanied by adverse living surroundings exposing them to further environmental risk. However, children with FASD today remain remarkably underdiagnosed by the health care system. This thesis forms part of a larger multinational research project, The Collaborative Initiative on Fetal Alcohol Spectrum Disorders (the CIFASD), initiated by the National Institute of Alcohol Abuse and Alcoholism (NIAAA) in the U.S.A. The general aim of the present thesis was to examine a cohort of children and adolescents growing up with fetal alcohol-related damage in Finland. The thesis consists of five studies with a broad focus on diagnosis, cognition, behavior, adaptation and brain metabolic alterations in children and adolescents with FASD. The participants consisted of four different groups: one group with histories of prenatal exposure to alcohol, the FASD group; one IQ matched contrast group mostly consisting of children with specific learning disorder (SLD); and two typically-developing control groups (CON1 and CON2). Participants were identified through medical records, random sampling from the Finnish national population registry and email alerts to students. Importantly, the participants in the present studies comprise a group of very carefully clinically characterized children with FASD as the studies were performed in close collaboration with leading experts in the field (Prof. Edward Riley and Prof. Sarah Mattson, Center for Behavioral Teratology, San Diego State University, U.S.A; Prof. Eugene Hoyme, Sanford School of Medicine, University of South Dakota, U.S.A.). In the present thesis, the revised Institute of Medicine diagnostic criteria for FASD were tested on a Finnish population and found to be a reliable tool for differentiating among the subgroups of FASD. A weighted dysmorphology scoring system proved to be a valuable additional adjunct in quantification of growth deficits and dysmorphic features in children with FASD (Study 1). The purpose of Study 2 was to clarify the relationship between alcohol-related dysmorphic features and general cognitive capacity. Results showed a significant correlation between dysmorphic features and cognitive capacity, suggesting that children with more severe growth deficiency and dysmorphic features have more cognitive limitations. This association was, however, only moderate, indicating that physical markers and cognitive capacity not always go hand in hand in individuals with FASD. Behavioral problems in the FASD group proved substantial compared to the typically developing control group. In Study 3 risk and protective factors associated with behavioral problems in the FASD group were explored further focusing on diagnostic and environmental factors. Two groups with elevated risks for behavioral problems emerged: length of time spent in residential care and a low dysmorphology score proved to be the most pervasive risk factor for behavioral problems. The results underscore the clinical importance of appropriate services and care for less visibly alcohol affected children and highlight the need to attend to children with FASD being raised in institutions. With their background of early biological and psychological impairment compounded with less opportunity for a close and continuous caregiver relationship, such children seem to run an especially great risk of adverse life outcomes. Study 4 focused on adaptive abilities such as communication, daily living skills and social skills, in other words skills that are important for gradually enabling an independent life, maintain social relationships and allow the individual to become integrated into society. The results showed that adaptive abilities of children and adolescents growing up with FASD were significantly compromised compared to both typically-developing peers and IQ-matched children with SLD. Clearly different adaptive profiles were revealed where the FASD group performed worse than the SLD group, who in turn performed worse than the CON1 group. Importantly, the SLD group outperformed the FASD group on adaptive behavior in spite of comparable cognitive levels. This is the first study to compare adaptive abilities in a group of children and adolescents with FASD relative to both a contrast group of IQ-matched children with SLD and to a group of typically-developing peers. Finally, in Study 5, through magnetic resonance spectroscopic imaging (MRS) evidence of longstanding neurochemical alterations were observed in adolescents and young adults with FASD related to alcohol exposure in utero 14-20 years earlier. Neurochemical alterations were seen in several brain areas: in frontal and parietal cortices, corpus callosum, thalamus and frontal white matter areas as well as in the cerebellar dentate nucleus. The findings are compatible with neuropsychological findings in FASD. Glial cells seemed to be more affected than neurons. In conclusion, more societal efforts and resources should be focused on recognizing and diagnosing FASD, and supporting subgroups with elevated risk of poor outcome. Without adequate intervention children and adolescents with FASD run a great risk of marginalization and social maladjustment, costly not only to society but also to the lives of the many young people with FASD

Strengthening Parents' and Children's Wellbeing Through Positive Psychology : A Qualitative Study of Parents' Experiences of a Structured Training in Mindfulness and Character Strength

Few studies have examined how positive psychology can be implemented in a family context. Further, there is a lack of qualitative research of participant's experiences of mindfulness and character strengths. This study examined how Flourishing Families, a structured training in mindfulness and character strengths, may improve parental wellbeing and family life. Data were gathered through questionnaires and a total of 37 parents participated. A qualitative thematic analysis was used to examine the parents' experiences. Three main themes arose from the analysis: positive, negative and ambivalent experiences. The results demonstrated that a majority of the parents experienced positive effects on their wellbeing, parenthood and family dynamics after the training. Some parents reported stress and performance anxiety while others were uncertain if they had benefited from the course. These findings offer insights into how individuals experience mindfulness and character strengths and shed light on some common obstacles with the practices. The results contribute to the positive psychology literature by offering insights into how parents build their wellbeing and grow as parents.Peer reviewe

Supporting adolescents’ personal growth and well-being through the Study with Strength intervention

AbstractPressure on upper-secondary students to perform well is increasing at the same time as mental health problems are growing. At best, schools should be an arena for both academic work and the acquisition of life skills. The aim of this study was to explore the effects of a positive psychology intervention, named Study with Strength, on self-reported well-being at school and in daily life among students in upper secondary education. Nine schools in Finland participated in the intervention, offered as a course in the curriculum. The course included theory and practice, group discussions, and self-reflection. Thirty individual interviews were conducted and analysed through inductive content analysis. Seven themes were identified: flexible cognition, positive emotions, self-knowledge, self-compassion, values, awareness of psychological strengths, and social interaction. Personal growth emerged as a distinct feature throughout the analysis and thus was identified as the main theme. The results show that a positive psychology intervention such as Study with Strength, included in the school curriculum, may support adolescents’ well-being and personal growth in a positive manner