Adapting a Positive Psychology Intervention Using the Ecological Validity Model: Process and Lessons Learned
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| Title: | Adapting a Positive Psychology Intervention Using the Ecological Validity Model: Process and Lessons Learned |
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| Language: | English |
| Authors: | Kai Zhuang Shum (ORCID |
| Source: | Grantee Submission. 2024. |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A200035 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Middle School Teachers, Social Emotional Learning, Evidence Based Practice, Mental Health, Intervention, Psychological Services, Student Diversity, Minority Group Students, Program Development, Program Evaluation, Program Improvement, Program Validation, Positive Behavior Supports, Cultural Influences, Program Effectiveness, Adaptive Testing, Crisis Intervention |
| DOI: | 10.1007/s40688-024-00505-8 |
| Abstract: | As the youth mental health crisis continues to worsen, there is a need for more evidence-based social-emotional interventions that can be applied in schools -- the setting in which youth are most likely to seek and receive mental health treatment (Simon et al., 2015). Further, exploring ways to culturally adapt interventions for marginalized students is essential. The Ecological Validity Model (EVM; Bernal & Sáez-Santiago, 2006) guides the cultural adaptation process. This study examined the social validity of a promising school-based positive psychology intervention adapted using the EVM. A total of 98 middle school students with diverse backgrounds provided quantitative ratings of their perception of the adapted WBPP. Among those students, 70% participated in individual interviews providing qualitative information about their experiences with the adapted WBPP. Using a sequential explanatory mixed methods design, the findings indicated that participants believed the intervention content was appropriate, goals were significant, and outcomes were important. Participants requested more attention be given to their unique life experiences and adding interactive session activities. Given this initial evidence to support the acceptability of the adapted WBPP, future studies should explore the effectiveness of this program among students who reflect the diversity of public schools. [This is the online first version of an article published in "Contemporary School Psychology."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED671530 |
| Database: | ERIC |
| Abstract: | As the youth mental health crisis continues to worsen, there is a need for more evidence-based social-emotional interventions that can be applied in schools -- the setting in which youth are most likely to seek and receive mental health treatment (Simon et al., 2015). Further, exploring ways to culturally adapt interventions for marginalized students is essential. The Ecological Validity Model (EVM; Bernal & Sáez-Santiago, 2006) guides the cultural adaptation process. This study examined the social validity of a promising school-based positive psychology intervention adapted using the EVM. A total of 98 middle school students with diverse backgrounds provided quantitative ratings of their perception of the adapted WBPP. Among those students, 70% participated in individual interviews providing qualitative information about their experiences with the adapted WBPP. Using a sequential explanatory mixed methods design, the findings indicated that participants believed the intervention content was appropriate, goals were significant, and outcomes were important. Participants requested more attention be given to their unique life experiences and adding interactive session activities. Given this initial evidence to support the acceptability of the adapted WBPP, future studies should explore the effectiveness of this program among students who reflect the diversity of public schools. [This is the online first version of an article published in "Contemporary School Psychology."] |
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| DOI: | 10.1007/s40688-024-00505-8 |
