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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
Language: English
Authors: Kai Zhuang Shum (ORCID 0000-0003-0547-9957), Emily Barry, Sarah M. Kiefer, Sarah Fefer, Shannon M. Suldo, Kristen E. Mahony-Atallah, John Ferron, Jacqueline Blass, Letty L. DiLeo, Hallie Lothrop, Nicolette Bauermeister
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
FullText Text:
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  Data: Adapting a Positive Psychology Intervention Using the Ecological Validity Model: Process and Lessons Learned
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  Data: <searchLink fieldCode="AR" term="%22Kai+Zhuang+Shum%22">Kai Zhuang Shum</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0547-9957">0000-0003-0547-9957</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Barry%22">Emily Barry</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+M%2E+Kiefer%22">Sarah M. Kiefer</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Fefer%22">Sarah Fefer</searchLink><br /><searchLink fieldCode="AR" term="%22Shannon+M%2E+Suldo%22">Shannon M. Suldo</searchLink><br /><searchLink fieldCode="AR" term="%22Kristen+E%2E+Mahony-Atallah%22">Kristen E. Mahony-Atallah</searchLink><br /><searchLink fieldCode="AR" term="%22John+Ferron%22">John Ferron</searchLink><br /><searchLink fieldCode="AR" term="%22Jacqueline+Blass%22">Jacqueline Blass</searchLink><br /><searchLink fieldCode="AR" term="%22Letty+L%2E+DiLeo%22">Letty L. DiLeo</searchLink><br /><searchLink fieldCode="AR" term="%22Hallie+Lothrop%22">Hallie Lothrop</searchLink><br /><searchLink fieldCode="AR" term="%22Nicolette+Bauermeister%22">Nicolette Bauermeister</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024.
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  Data: 20
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Services%22">Psychological Services</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Improvement%22">Program Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Validation%22">Program Validation</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Behavior+Supports%22">Positive Behavior Supports</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Adaptive+Testing%22">Adaptive Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Crisis+Intervention%22">Crisis Intervention</searchLink>
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  Data: 10.1007/s40688-024-00505-8
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  Data: 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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        Value: 10.1007/s40688-024-00505-8
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      – Text: English
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      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Middle School Teachers
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      – SubjectFull: Social Emotional Learning
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