A positive psychological intervention to promote well-being in a multicultural school setting in greece

Christina Dimitropoulou,Sophie Leontopoulou

doi:10.5964/ejcop.v6i1.141

Abstract

The present study seeks to examine the effectiveness of a Positive Psychology Intervention in enhancing well-being in a multicultural school setting. 121 5th and 6th grade primary school male and female students participated in the study. 57.9% were native Greeks and 42.1% were migrant children. 81 students were allocated to the positive intervention group, while 40 students partook in a control group with no positive orientation. Students were asked to complete a questionnaire battery a day prior to the interventions and also fifteen days later. Results indicated that only the positive intervention was effective in enhancing positive emotional experiences, optimism and self-efficacy in peer interactions two weeks after its implementation. The results were mostly undifferentiated for gender, migrant and socioeconomic status as far as positive emotions are concerned, while the patterns of influence of demographic variables on the efficacy of the intervention concerning the participants’ benefits in optimism and self-efficacy are discussed. The PPI group, as opposed to the control group, evaluated the intervention as particularly helpful with respect to all well-being variables, an effect maintained two weeks after the intervention. This positive intervention appears appropriate as a universal mental health promotion vehicle, especially within a demanding multicultural classroom context.

Highlights

The present study seeks to examine the effectiveness of a Positive Psychology Intervention in enhancing well-being in a multicultural school setting. 121 5th and 6th grade primary school male and female students participated in the study. 57.9% were native Greeks and 42.1% were migrant children. 81 students were allocated to the positive intervention group, while 40 students partook in a control group with no positive orientation
The present study aims to examine the efficacy of a school-based Positive Psychology Intervention (PPI) developed to promote well-being in an early adolescent sample in Greece
Because student assignment in the positive intervention and the control group was not random, but based on teachers’ choice between a longer or a shorter intervention, a series of preliminary analyses were conducted in order to test for differences in demographics and baseline well-being variables between the two subgroups (Bonate, 2000)

Summary

Introduction

The present study seeks to examine the effectiveness of a Positive Psychology Intervention in enhancing well-being in a multicultural school setting. 121 5th and 6th grade primary school male and female students participated in the study. 57.9% were native Greeks and 42.1% were migrant children. 81 students were allocated to the positive intervention group, while 40 students partook in a control group with no positive orientation. The PPI group, as opposed to the control group, evaluated the intervention as helpful with respect to all well-being variables, an effect maintained two weeks after the intervention This positive intervention appears appropriate as a universal mental health promotion vehicle, especially within a demanding multicultural classroom context. Respective research, while underlying the heterogeneity of immigrant groups and individuals in terms of cultural values, pre-immigration experiences and their status as financial immigrants or refugees, suggests two factors as potential risks for immigrant adults’ and children’s well-being, namely stress associated with the acculturation process (Suárez-Orozco, 2001) and perceived discrimination (Wong, Eccles, & Sameroff, 2003) The impact of these experiences on immigration is considered to be significant during childhood and adolescence, when identity and self-competency beliefs formation take place (Fisher, Wallace, & Fenton, 2000; Wong et al, 2003). Adolescents facing obstacles in cultural adaptation may adopt risky behaviors influencing their developmental trajectories in the long term

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Results

Conclusion