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Mental Health and Emotion Regulation in At-Risk Adolescents: A Study Using Positive Psychology Intervention

Mental Health and Emotion Regulation in At-Risk Adolescents: A Study Using Positive Psychology Intervention

Sunita Devi, Swati Patra
Copyright: © 2024 |Pages: 22
ISBN13: 9781668499832|ISBN10: 1668499835|EISBN13: 9781668499849
DOI: 10.4018/978-1-6684-9983-2.ch012
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MLA

Devi, Sunita, and Swati Patra. "Mental Health and Emotion Regulation in At-Risk Adolescents: A Study Using Positive Psychology Intervention." Handbook of Research on Child and Adolescent Psychology Practices and Interventions, edited by Sanjeev Kumar Gupta, IGI Global, 2024, pp. 233-254. https://doi.org/10.4018/978-1-6684-9983-2.ch012

APA

Devi, S. & Patra, S. (2024). Mental Health and Emotion Regulation in At-Risk Adolescents: A Study Using Positive Psychology Intervention. In S. Gupta (Ed.), Handbook of Research on Child and Adolescent Psychology Practices and Interventions (pp. 233-254). IGI Global. https://doi.org/10.4018/978-1-6684-9983-2.ch012

Chicago

Devi, Sunita, and Swati Patra. "Mental Health and Emotion Regulation in At-Risk Adolescents: A Study Using Positive Psychology Intervention." In Handbook of Research on Child and Adolescent Psychology Practices and Interventions, edited by Sanjeev Kumar Gupta, 233-254. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-9983-2.ch012

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Abstract

Around 20% of the world's adolescents have mental health problem (Vranda, 2015) and half of these start during adolescence (Kessler et al., 2005). School-based intervention programmes possess a great potential in reducing the risk factors and increasing the protective factors to promote mental health and well-being of children and adolescents (Vranda, 2015; Shoshani & Steinmetz, 2013). The present study aims to examine the effectiveness of positive psychology interventions on mental health and emotion regulation of at risk adolescents. 65 students were identified as at-risk by administering SDQ (students form) from a sample of 147 class 8th students. Other tools used were Mental Health Continuum-Short Form (Keyes et al., 2009) and Difficulties in Emotion Regulation Scale (Victor, & Klonsky, 2016). Positive Psychology Interventions (PPIs) (12 sessions) related to gratitude, hope and mindfulness were given for about three months. Findings are discussed in terms of implications for positive psychology interventions as a sustainable mental health promotional tool in the school context.

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