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Developing Hopeful Minds: Can Teaching Hope Improve Well-Being and Protective Factors in Children?

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Title: Developing Hopeful Minds: Can Teaching Hope Improve Well-Being and Protective Factors in Children?
Language: English
Authors: Kirby, K. (ORCID 0000-0002-3278-2815), Sweeney, S., Armour, C. (ORCID 0000-0001-7649-3874), Goetzke, K., Dunne, M., Davidson, M., Belfer, M.
Source: Child Care in Practice. 2022 28(4):504-521.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Well Being, Psychological Patterns, Secondary School Students, Resilience (Psychology), Coping, Help Seeking, Anxiety, Depression (Psychology), Intervention, Teaching Methods
Geographic Terms: Ireland
DOI: 10.1080/13575279.2021.1924121
ISSN: 1357-5279
1476-489X
Abstract: The present study examined the efficacy of Hopeful Minds, a 12 week hope based school intervention programme in a sample of 153 pre- and early- adolescent secondary school children (11-14 years) in the North West of Ireland. This study used a one-group, pretest-posttest design to determine whether participants experienced changes regarding their hope, well-being, and a range of known protective factors. Results from a Wilcoxin Signed Ranks test showed significant increases in children's hope scores post intervention. Resilience and adaptive coping skills of stoicism and social support seeking were also significantly improved. Although pre-post intervention improvements in well-being or emotional regulation/arousal scores were observed, results were non-significant. However, further analysis examined associations between hope and a range of well-being and protective factors using linear regression. Hope was found to be significantly associated with improvements in each of the well-being scores of anxiety, depression, resilience, positive emotion, reduced negative emotion, emotional control, stoicism, social support seeking and self-care. No associations were found between hope and rumination. This study builds upon the extant evidence for the implementation of the Hopeful Minds school based intervention. Further, the study demonstrates that teaching and thereby increasing hope has a significant positive impact on child and adolescent well-being and a range of protective factors; factors known to buffer against mental ill health and suicide.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1360764
Database: ERIC
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  Value: <anid>AN0159023022;j2301oct.22;2022Sep13.01:55;v2.2.500</anid> <title id="AN0159023022-1">Developing Hopeful Minds: Can Teaching Hope Improve Well-being and Protective Factors in Children? </title> <p>The present study examined the efficacy of Hopeful Minds, a 12 week hope based school intervention programme in a sample of 153 pre- and early- adolescent secondary school children (11–14 years) in the North West of Ireland. This study used a one-group, pretest-posttest design to determine whether participants experienced changes regarding their hope, well-being, and a range of known protective factors. Results from a Wilcoxin Signed Ranks test showed significant increases in children's hope scores post intervention. Resilience and adaptive coping skills of stoicism and social support seeking were also significantly improved. Although pre–post intervention improvements in well-being or emotional regulation/arousal scores were observed, results were non-significant. However, further analysis examined associations between hope and a range of well-being and protective factors using linear regression. Hope was found to be significantly associated with improvements in each of the well-being scores of anxiety, depression, resilience, positive emotion, reduced negative emotion, emotional control, stoicism, social support seeking and self-care. No associations were found between hope and rumination. This study builds upon the extant evidence for the implementation of the Hopeful Minds school based intervention. Further, the study demonstrates that teaching and thereby increasing hope has a significant positive impact on child and adolescent well-being and a range of protective factors; factors known to buffer against mental ill health and suicide.</p> <p>Keywords: Mental health; resilience; adolescence; hope theory; preventative mental health</p> <hd id="AN0159023022-2">Introduction</hd> <p>Internationally, 10–20% of children and adolescents experience mental health disorders and furthermore half of all mental illnesses begin by the age of 14. Indeed, evidence has demonstrated that the onset of mental health disorders peaks during the adolescent and early adult years (Kessler et al., [<reflink idref="bib25" id="ref1">25</reflink>]; Kim-Cohen et al., [<reflink idref="bib26" id="ref2">26</reflink>]; WHO, [<reflink idref="bib65" id="ref3">65</reflink>]). Added to these already worrying statistics, the world may face unprecedented mental health impacts on children and young people due to the Covid 19 pandemic.</p> <p>Within Northern Ireland, epidemiological data on the prevalence of mental ill-health in children and young people is scarce. The Department of Health, Social Services and Public Safety ([<reflink idref="bib13" id="ref4">13</reflink>]) estimate that around 45,000 children and young people in Northern Ireland have a mental health need at any one time and more than 20% of young people suffer "significant mental health problems" before they reach the age of 18. In the Republic of Ireland, research reported that 31.2% of people are likely to have experienced some type of mental health disorder by the age of just 13 years (Cannon et al., [<reflink idref="bib6" id="ref5">6</reflink>]).</p> <p>Poor mental health has a known negative impact on the broader health and development of adolescents and is associated with numerous negative health and social outcomes such as higher alcohol, tobacco and illicit substances use, adolescent pregnancy, and school dropout and delinquent behaviours (WHO, [<reflink idref="bib64" id="ref6">64</reflink>]). Fergusson and Horwood ([<reflink idref="bib16" id="ref7">16</reflink>]) found that developing any mental health problem in adolescence can also increase the risk of developing other mental health problems in adulthood.</p> <p>There are several known protective and preventative factors that decrease the likelihood of mental health problems developing. One such protective factor, which has a growing evidence base, is the concept of hope. Hope Theory (Snyder, [<reflink idref="bib46" id="ref8">46</reflink>]), is based on an individual's expectancy that goals can be reached, alongside cognitions about one's resolve to achieve the goal, and the strategy for achieving it. Hope is described by Snyder et al. ([<reflink idref="bib47" id="ref9">47</reflink>], [<reflink idref="bib48" id="ref10">48</reflink>]) as a cognitive motivational state involving the formation of goals, pathways, and a sense of agency (Rand & Cheavens, [<reflink idref="bib40" id="ref11">40</reflink>]).</p> <p>Hence three separate but related components are expressed in the definition of hope as (a) goals; anything that an individual has a wish to get or reach, (b) pathway thinking; producing different or possible ways and planning routes to reach these goals and (c) agency thinking; the propensity to develop and sustain motivation to attain goals.</p> <p>Research suggests that people with higher levels of hope are able to cope better with stressful life events (Ciarrochi et al., [<reflink idref="bib10" id="ref12">10</reflink>]; Horton & Wallander, [<reflink idref="bib23" id="ref13">23</reflink>]; Valle et al., [<reflink idref="bib56" id="ref14">56</reflink>]). Furthermore, hope has been found to be negatively associated with symptoms of depression (Ashby et al., [<reflink idref="bib2" id="ref15">2</reflink>]; Kwon, [<reflink idref="bib29" id="ref16">29</reflink>]; Snyder et al., [<reflink idref="bib48" id="ref17">48</reflink>]; Thimm et al., [<reflink idref="bib53" id="ref18">53</reflink>]) and positively associated with personal adjustment, academic achievement, participation in structured extracurricular activities (Gilman et al., [<reflink idref="bib18" id="ref19">18</reflink>]), school involvement, social support (Dubow et al., [<reflink idref="bib14" id="ref20">14</reflink>]), self-worth (Harter & Whitesell, [<reflink idref="bib22" id="ref21">22</reflink>]; Snyder et al., [<reflink idref="bib47" id="ref22">47</reflink>]), optimism, problem-solving skills ([<reflink idref="bib47" id="ref23">47</reflink>]), and social competence (Barnum et al., [<reflink idref="bib4" id="ref24">4</reflink>]).</p> <p>Despite consistent findings that hope is linked to a reduction in anxiety symptoms (Arnau et al., [<reflink idref="bib1" id="ref25">1</reflink>]; Chang et al., [<reflink idref="bib8" id="ref26">8</reflink>]; Chang et al., [<reflink idref="bib7" id="ref27">7</reflink>]; May et al., [<reflink idref="bib36" id="ref28">36</reflink>]; Venning et al., [<reflink idref="bib58" id="ref29">58</reflink>]), there is one study that didn't find a relationship. Simon et al. ([<reflink idref="bib45" id="ref30">45</reflink>]) found no correlation between hope and anxiety in an adolescent clinical sample.</p> <p>More recent research is emerging which has shown that levels of hope can be increased. A meta-analysis of twenty-seven hope intervention studies (Weis & Speridakos, [<reflink idref="bib62" id="ref31">62</reflink>]) found a small but significant increase overall in levels of hope in clinical and community samples (e.g. at risk youths, college students and a community sample: Berg et al., [<reflink idref="bib5" id="ref32">5</reflink>]; Cheavens et al., [<reflink idref="bib9" id="ref33">9</reflink>]; Kirschman et al., [<reflink idref="bib27" id="ref34">27</reflink>]). Studies have shown that following these interventions participants showed improvement in a range of mental health and wellbeing measures (Howell et al., [<reflink idref="bib24" id="ref35">24</reflink>]; Klausner et al., [<reflink idref="bib28" id="ref36">28</reflink>]; Pretorius et al., [<reflink idref="bib39" id="ref37">39</reflink>]). Of note, some studies have reported no changes in psychological distress measures including anxiety and depression as a result of hope based interventions (Marques et al., [<reflink idref="bib35" id="ref38">35</reflink>]; Weis & Speridakos, [<reflink idref="bib62" id="ref39">62</reflink>]). Research has suggested that early adolescents exhibit a significant decline in hope levels compared to children and older adolescents (Ciarrochi et al., [<reflink idref="bib11" id="ref40">11</reflink>]; Venning et al., [<reflink idref="bib57" id="ref41">57</reflink>]) as such, early adolescence may represent an ideal time for participation in programmes that foster hope. Marques et al. ([<reflink idref="bib35" id="ref42">35</reflink>]) examined the effectiveness of a 5 week hope intervention in a sample of Portuguese preteen children, and found that there was a significant improvement in hope. However, in general, a dearth of research exists on hope enhancement interventions with early and pre-adolescents.</p> <p>A novel programme, known as Hopeful Minds (Goetzke et al., [<reflink idref="bib19" id="ref43">19</reflink>]) (<ulink href="http://www.hopefulminds.org">www.hopefulminds.org</ulink>), which is based on hope theory (Snyder, [<reflink idref="bib46" id="ref44">46</reflink>]), shows promise. This programme could potentially provide early and pre-adolescents with opportunities to build psychological and emotional resources necessary to pursue healthy pathways toward a stable and successful adulthood. This study aims to evaluate the efficacy of the Hopeful Minds school based programme in enhancing children's levels of hope, alongside other known wellbeing and protective factors such as resilience, emotional regulation/control and coping skills.</p> <p>In this context, it is hypothesised that raising levels of hope can simultaneously and independently raise levels of resilience, coping skills and emotional regulation in young people. <emph>Resiliency</emph> is derived from the Latin word resilio and means "to jump back" (Rutter, [<reflink idref="bib44" id="ref45">44</reflink>]), and is defined as a <emph>set of behaviours over time that reflect the interactions between individuals and their environments, particularly the opportunities for personal growth that are available and accessible</emph>. (Ungar, [<reflink idref="bib54" id="ref46">54</reflink>], p. 14). <emph>Emotional regulation</emph> refers to emotional arousal and the ability to control emotionally heightened states. Emotion Arousal refers to the degree to which an individual experiences emotion (e.g. intensity, frequency). Regulation or control refers to attempts to change or maintain one's level of emotional arousal (Walden et al., [<reflink idref="bib59" id="ref47">59</reflink>]). <emph>Coping skills,</emph> according to Lazarus et al. ([<reflink idref="bib30" id="ref48">30</reflink>]), consists of two components. Firstly, it is problem-focused; it is aimed at altering the stressful situation or managing the stressful issue. Secondly, it is emotion-focused; it involves the modification or control of the emotions related to the issue.</p> <p>It is hypothesised that following the Hopeful Minds programme, children's scores of hope will significantly increase, levels of depression and anxiety will significantly reduce and, measures of resilience, emotion regulation and coping skills will significantly improve. Additionally, this study aims to explore hopes' relationship with each of the study variables. It hypothesises that hope at post-test will significantly predict variance in resilience, depression, anxiety, emotion regulation and coping skills.</p> <hd id="AN0159023022-3">Method</hd> <p></p> <hd id="AN0159023022-4">Design</hd> <p>This study utilised a pretest-posttest group design, consisting of measures of scores at two levels (pre and post programme). The variables to be measured within this study were hope, depression, anxiety, resiliency, emotion regulation and coping skills.</p> <hd id="AN0159023022-5">Measures</hd> <p> <emph>Hope</emph>. The Children's Hope Scale (CHS), (Snyder et al., [<reflink idref="bib48" id="ref49">48</reflink>]) is a scale developed to measure levels of hopeful thought in children ranging in age from 8 to 16. The scale is comprised of six items that measure pathways thinking (3 items) and agency thinking (3 items). Respondents are asked to indicate how often each item describes them using a scale ranging from 1 (none of the time) to 6 (all of the time). The items can be summed to create both subscale scores and overall hope scores. The authors of the scale have demonstrated adequate internal consistency (ranging from <emph>α</emph> =.72 to.86) and temporal stability (test-retest correlations of.71 to.73 over 1 month).</p> <p> <emph>Depression</emph>. The Centre for Epidemiological Studies Depression Scale for Children (CES-DC) (Weissman et al., [<reflink idref="bib63" id="ref50">63</reflink>]) is a 20-item self-report measure of depressive symptoms for children and adolescents with scores ranging from 0 to 60. Each item is rated on a 4-point Likert scale in terms of its frequency, during the last week, from "Not At All"=0 to "A Lot"=3 on items such as "I was bothered by things that usually don't bother me". It is calculated by summing up all the items (with 4, 8, 12 and 16 reversed scored), higher totalled scores reflect higher levels of depressive symptomatology. The psychometric properties of the CES-DC have demonstrated good validity and reliability, with Cronbach's alphas ranging from.71 to.91 (Barkmann et al., [<reflink idref="bib3" id="ref51">3</reflink>]; Li et al., [<reflink idref="bib31" id="ref52">31</reflink>]).</p> <p> <emph>Anxiety</emph>. Anxiety was measured using the Generalised Anxiety Disorder (GAD) 6-item sub-scale from the 44-item Spence Children's Anxiety Scale (Spence, [<reflink idref="bib49" id="ref53">49</reflink>]). The scale is a self-report measure of anxiety originally developed to examine anxiety symptoms in children aged 8–12 years. Participants are asked to indicate frequency in which each symptom occurs on a four-point scale ranging from "Never to Always" (e.g. "When I have a problem, my heart beats very fast"). Higher totalled scores reflect higher levels of GAD symptomatology. Previous studies have demonstrated high internal consistency, high concurrent validity with other measures of child and adolescent anxiety, and adequate test–retest reliability (Orgilés et al., [<reflink idref="bib37" id="ref54">37</reflink>]). The internal consistency of the GAD sub-scales was also found to be acceptable in previous studies, with a coefficient alpha of.77 (Spence et al., [<reflink idref="bib50" id="ref55">50</reflink>]).</p> <p> <emph>Resilience</emph>. The Child and Youth Resilience Measure 28 (CYRM-28) (Ungar & Liebenberg, [<reflink idref="bib55" id="ref56">55</reflink>]) is a 28 item, culturally sensitive screening tool and it was used to explore psychosocial resources available to the participants. Respondents are asked to what extent do the sentences below described them (e.g. "I know where to go to get help"), rated on a three-point Likert scale "No", "Sometimes" or "Yes". The scale measures three areas; individual, caregiver and contextual resilience, with higher scores indicating greater resource availability. Good internal consistency has been reported for the scale <emph>α </emph>=.88 (Liebenberg et al., [<reflink idref="bib33" id="ref57">33</reflink>]).</p> <p> <emph>Emotion Arousal/Regulation</emph>. How I Feel (HIF) (Walden et al., [<reflink idref="bib59" id="ref58">59</reflink>]), designed for children between 8 and 12 years of age, was used to measure participants' emotional arousal and regulation of primary school participants. The scale consists of 30 items concerning the frequency, intensity and control of excitement, happiness, fear, and anger. It contains the three sub-scales, positive emotion, negative emotion, and emotion control. Respondents are asked to rate on a 5-point scale ranging from "not at all true of me" to "very true of me", the extent to which statements such as "I was in control of how often I felt happy" were true over the previous three months. A recent study by Ciucci et al. ([<reflink idref="bib12" id="ref59">12</reflink>]), further supported of the reliability and validity of the scale, and found good internal constancy of the three sub-scales; positive emotion (<emph>α</emph> =.87), negative emotion (<emph>α</emph> =.89), and emotion control (<emph>α</emph> =.84).</p> <p> <emph>Coping</emph>. The Measure of Adolescent Coping Strategies (MACS) (Sveinbjornsdottir & Thorsteinsson, [<reflink idref="bib51" id="ref60">51</reflink>]) was used to measure participants coping strategies. Respondents are asked to think of a stressful situation that they have experienced during the recent past (i.e. something that happened at school, in their family, relations with other people, or their health) and answer questions relating to how often they used different methods of coping in this situation (e.g. "I talked to someone who could act in some way to change the situation"). The scale consisted of 34 items rated on a four-point Likert scale, ranging from "I did not use" to "I use almost all of the time". Four subscales were utilised from this scale measuring three "adaptive" coping skills (self-care, distraction and seeking social support) and one maladaptive coping strategy (rumination). Higher total scores in each of the subscales indicate greater use of that coping strategy. Adequate internal consistency for each of the sub-scales is reported, ranging from <emph>α </emph>=.70 to.81 (Sveinbjornsdottir & Thorsteinsson, [<reflink idref="bib52" id="ref61">52</reflink>]).</p> <hd id="AN0159023022-6">Programme</hd> <p>Hopeful Minds, designed by Goetzke et al. ([<reflink idref="bib19" id="ref62">19</reflink>]) is a hope based, universal mental health promotion programme. The focus of the programme is to teach students the social and emotional learning tools to develop and maintain "hope". The programme consists of 12 core lessons:</p> <p></p> <p> <ephtml> <table><tbody><tr><td>Lesson 1</td><td>Lesson 2</td></tr><tr><td>What is hope</td><td>Why is hope important</td></tr><tr><td>Lesson 3</td><td>Lesson 4</td></tr><tr><td>The brain and hope</td><td>Creating a Hopeful Mindset</td></tr><tr><td>Lesson 5</td><td>Lesson 6</td></tr><tr><td>Having a hopeful purpose</td><td>Hopeful goals and pathways</td></tr><tr><td>Lesson 7</td><td>Lesson 8</td></tr><tr><td>Reviewing hope</td><td>A hopeful approach to change</td></tr><tr><td>Lesson 9</td><td>Lesson 10</td></tr><tr><td>Finding hope after failure</td><td>Shifting rumination through hope</td></tr><tr><td>Lesson 11</td><td>Lesson 12</td></tr><tr><td>Challenges to hope</td><td>Giving hope</td></tr></tbody></table> </ephtml> </p> <p>This activity based programme is facilitated once a week by trained teachers or volunteers who underwent a two day Hopeful Minds facilitator training workshop.</p> <hd id="AN0159023022-7">Participants</hd> <p>The study consisted of 153 secondary school children, aged 11–14 with mean age of 12.4 years (<emph>S.D.</emph> =.70) living in the North West of Ireland who took part in the Hopeful Minds school based programme. Within this group, males represented nearly two thirds of the sample (64.5%). Additional demographic and lifestyle factors that were measured showed that the large majority of the children were from two parent families (81.%) and a very low proportion of the children in this sample reported not exercising outside of school (3.9%).</p> <hd id="AN0159023022-8">Sampling procedural details</hd> <p>Ethical approval for the study was agreed by the University Research Ethical Committee. Consent to undertake the study within the school environment was sought from the school principals, each principal received a participant invitation letter, a school participation letter and consent form outlining the study details. Prior to commencement of the Hopeful Minds Programme, all participants received an information pack containing an information document outlining the purpose of the study and a consent form to be completed by their parents. Before the programme commenced, pen and paper questionnaires were completed in the school classroom, by those participants with parental consent. Written instructions for completion were detailed on each questionnaire, participants were also given verbal instructions and completed the questionnaires with supervision by either a teacher or a member of the research team. Post-programme questionnaires containing the same measures were redistributed to all participants at the end of the 12 week programme using the same protocol as the pre-test questionnaires. The researcher collected the completed questionnaires immediately after completion. They were then stored in a locked filing cabinet. A detailed debrief letter was issued to all child participants sign posting to professional help inside and outside of school-see appendix. No issues were raised by any child or parent.</p> <hd id="AN0159023022-9">Data handling and analytical procedure</hd> <p>Data was entered in to a password secured SPSS file (version 25). Data was coded, cleaned and prepared for analysis. To prevent data loss, missing values were replaced with series means prior to analysis. Furthermore, as outliers were detected in a number of the variables winsorization was performed at the 95th percentile to allow for preservation of the power of the study whilst reducing any extreme outliers (Liao et al., [<reflink idref="bib32" id="ref63">32</reflink>]).</p> <p>To test hypothesis one (which was that following the Hopeful Minds programme, children's (a) scores of hope will significantly increase, (b) levels of depression and anxiety will significantly reduce and, (c) measures of resilience, emotion regulation and coping skills will significantly improve), a Wilcoxin Signed Rank test was used. Examination of histograms and plots revealed non normal distribution within some of the study variables. Consequently, they did not meet the necessary assumption for an analysis of means through paired samples t-tests, accordingly non-parametric Wilcoxin Signed Rank test was utilised.</p> <p>To test hypothesis two (hope at post-test will significantly predict variance in resilience, depression, anxiety, emotion regulation and coping skills), a series of multiple regression analysis were used. Preliminary tests were undertaken before a series of regression analyses were conducted. The scatterplot of standardised predicted values verses standardised residuals showed that the data met the assumptions of homogeneity of variance and linearity. Despite non-normality of the study variables, examination of the Q-Q plots of the residuals showed no issues with normality of the residual scores. Furthermore no issues of multi collinearity were discovered, as such regression analysis was deemed acceptable.</p> <hd id="AN0159023022-10">Results</hd> <p>The first study hypothesis predicted that there would be a significant improvement in resilience, depression, anxiety, emotional regulation and coping skills between Time One and Time Two. The results of these comparisons are summarised in Table 1. As Table 1 shows, there was a statistically significant increase in hope scores between Time One (Mdn = 24.3) and Time Two (Mdn = 25.1), (<emph>Z</emph> = −2.65, <emph>p</emph> <.05) and an increase in resilience scores between Time One (Mdn = 76.5) and Time Two (Mdn = 77) (<emph>Z</emph> = −2.03, <emph>p</emph> <.05). Scores for both depression (<emph>Z</emph> = −1.21, <emph>p</emph> =.23) and anxiety (<emph>Z </emph>= −1.50, <emph>p </emph>=.13) report no significant change. Further, no significant changes were reported for emotional regulation (negative emotion, positive emotion, emotional control), (<emph>p</emph> >.05). From the MAC coping scale subscales statistically significant improvements were found in stoicism scores between Time One (Mdn = 22) and Time Two (Mdn = 22.4) (<emph>Z</emph> = −3.36, <emph>p</emph> <.05) and social support seeking between Time One (Mdn = 18.6) and Time Two (Mdn = 19.8) (<emph>Z</emph> = −2.96, <emph>p</emph> <.05), indicating that adaptive coping mechanisms had improved. However no significant change were reported for rumination (<emph>Z</emph> = −0.11, <emph>p</emph> =.91) or Self Care (Z = −2.96, <emph>p</emph> =.07). Effect sizes for the changes in scores were small ranging from <emph>r</emph> =.12 to <emph>r</emph> =.19.</p> <p>Table 1. Non parametric descriptive statistics and Wilcoxin Signed Rank Test results for participant's outcome measures at time one and time two (<emph>N </emph>= 153).</p> <p> <ephtml> <table><thead valign="bottom"><tr><td /><td>Time One</td><td>Time Two</td><td /><td /></tr><tr><td /><td>IQR</td><td /><td>IQR</td><td /><td /></tr><tr><td>Median</td><td>(25-75%)</td><td>Median</td><td>(25-75%)</td><td><italic>Z</italic></td><td><italic>r</italic></td></tr></thead><tbody><tr><td>Hope</td><td char=".">24.3</td><td>21–28</td><td char=".">25.1</td><td>21-29.5</td><td char=".">−2.65*</td><td char=".">0.15</td></tr><tr><td>Resilience</td><td char=".">76.5</td><td>74-80.7</td><td char=".">77</td><td>73-79.2</td><td char=".">−2.03*</td><td char=".">0.12</td></tr><tr><td>Depression</td><td char=".">12</td><td>7–17</td><td char=".">13</td><td>7–17</td><td char=".">−1.21</td><td char=".">0.07</td></tr><tr><td>Anxiety</td><td char=".">6</td><td>4–7</td><td char=".">5.6</td><td>3–7</td><td char=".">−1.50</td><td char=".">0.09</td></tr><tr><td>ER Negative Emotion</td><td>21.</td><td>16–26</td><td char=".">22</td><td>17–26</td><td char=".">−0.86</td><td char=".">0.05</td></tr><tr><td>ER Positive Emotion</td><td char=".">28.2</td><td>23–34</td><td char=".">29</td><td>24.5-33</td><td char=".">−1.68</td><td char=".">0.10</td></tr><tr><td>ER Emotional Control</td><td char=".">30</td><td>25–37</td><td char=".">31.7</td><td>27–37</td><td char=".">−1.38</td><td char=".">0.08</td></tr><tr><td>CS Stoicism</td><td char=".">22</td><td>18.3-24</td><td char=".">22.4</td><td>20-25.1</td><td char=".">−3.36*</td><td char=".">0.19</td></tr><tr><td>CS Rumination</td><td char=".">13</td><td>10–15</td><td char=".">13.1</td><td>11–15</td><td char=".">−0.11</td><td char=".">0.01</td></tr><tr><td>CS Social Support Seeking</td><td char=".">18.6</td><td>15.4-22</td><td char=".">19.8</td><td>17–23</td><td char=".">−2.96*</td><td char=".">0.17</td></tr><tr><td>CS Self Care</td><td char=".">18</td><td>15–21</td><td char=".">18.6</td><td>16.2-21</td><td char=".">−1.80</td><td char=".">0.10</td></tr></tbody></table> </ephtml> </p> <p>1 Note: Statistical Significance: *<emph>p</emph> < 0.05.</p> <p>Prior to our second analysis a Pearson's Correlation was undertaken to investigate associations between hope and the criterion variables and the results of this analysis are presented in Table 2. This examination revealed that hope, was significantly correlated with all of the study variables with the exception of rumination. In the interest of parsimony, this variable was removed from further study. Hope's significant correlation coefficients ranged in strength from a moderate negative association with Anxiety (<emph>r = -.33, p <.001)</emph> to a strong positive association with social support seeking (<emph>r</emph> =.55, <emph>p <.001)</emph> and a strong negative association with depression (<emph>r = -.55, p <.001)</emph>. This indicated that hope was suitably correlated with the criterion variables for examination through multiple linear regression to be reliably undertaken.</p> <p>Table 2. Descriptive and correlation coefficients of control variables (age, dual parent, gender, exercise), predictor variable (Hope) and the dependent study variables scales.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td /><td>N</td><td> M</td><td> SD±%</td><td> 1</td><td> 2</td><td> 3</td><td> 4</td><td> 5</td><td> 6</td><td> 7</td><td>8</td><td> 9</td><td>10</td><td> 11</td><td> 12</td><td> 13</td><td> 14</td><td> 15</td></tr></thead><tbody><tr><td>1 Age</td><td> 153</td><td> 12.42</td><td> 0.70</td><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>2 Dual Parent</td><td>116</td><td /><td> 81%</td><td>.213*</td><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>3 Gender (Female)</td><td>152</td><td /><td> 35.3%</td><td>.123</td><td>—.043</td><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>4 Exercise</td><td> 153</td><td /><td> 96.1%</td><td>.170*</td><td>.193*</td><td>—.061</td><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>5 Hope</td><td> 153</td><td> 25.11</td><td> 4.94</td><td>.017</td><td>.177</td><td>.005</td><td>.237**</td><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>6 Resilience</td><td>153</td><td>75.75</td><td> 4.99</td><td>.146</td><td>.316**</td><td>.065</td><td>.295**</td><td>.385**</td><td /><td /><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>7 Depression</td><td>153</td><td>13.23</td><td> 8.34</td><td>.044</td><td>−.209*</td><td>.062</td><td>—.144</td><td>−.547**</td><td char=".">376</td><td /><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>8 Anxiety</td><td> 153</td><td> 5.52</td><td> 2.99</td><td>.061</td><td>−.084</td><td>.185*</td><td>.050</td><td> -.330**</td><td>−.239**</td><td>.565**</td><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>9 ER Negative Emotion</td><td>153</td><td> 22.44</td><td> 7.09</td><td>.035</td><td> -.090</td><td> -.001</td><td>−.011</td><td>−.400**</td><td>−.256**</td><td>.677**</td><td>.592**</td><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>10 ER Positive Emotion</td><td> 153</td><td> 28.82</td><td>6.19</td><td>−.045</td><td>.210*</td><td>.133</td><td>.169*</td><td>.392**</td><td char=".">.268**</td><td> -.414**</td><td>−.209**</td><td> -.239**</td><td /><td /><td /><td /><td /><td /></tr><tr><td>11 ER Emotional Control</td><td> 153</td><td> 31.81</td><td> 7.19</td><td>.035</td><td>.286**</td><td>.043</td><td>.206*</td><td>.491**</td><td char=".">.296**</td><td> -.454**</td><td> -.273**</td><td> -.295**</td><td>.610**</td><td /><td /><td /><td /><td /></tr><tr><td>12 CS Stoicism</td><td> 153</td><td> 22.39</td><td> 3.97</td><td> -.001</td><td>.176</td><td>.039</td><td>.257**</td><td>.452**</td><td char=".">.210**</td><td>−.386**</td><td>−.104</td><td>−.253**</td><td char=".">.499**</td><td>.480**</td><td /><td /><td /><td /></tr><tr><td>13 CS Rumination</td><td> 153</td><td> 13.08</td><td>2.97</td><td>.030</td><td> -.069</td><td>.027</td><td> -.008</td><td> -.146</td><td>−.220**</td><td>.584**</td><td>.423**</td><td>.508**</td><td> -.152</td><td> -.179*</td><td> -.039</td><td /><td /><td /></tr><tr><td>14 CS Social Support Seeking</td><td> 153</td><td> 19.82</td><td>4.13</td><td>.028</td><td>.161</td><td>.111</td><td>.248**</td><td>.550**</td><td char=".">.356**</td><td>−.451**</td><td> -.222**</td><td>−.381**</td><td char=".">.382**</td><td>.470**</td><td>.527**</td><td> -.026</td><td /><td /></tr><tr><td>15 CS Self Care</td><td>153</td><td>18.70</td><td> 3.51</td><td>.002</td><td>.186*</td><td>.006</td><td>.245**</td><td>.406**</td><td>.295**</td><td> -.270**</td><td>−.083</td><td>−.201*</td><td char=".">.277**</td><td>.427**</td><td>.541**</td><td>.047.</td><td>575**</td><td>–</td></tr></tbody></table> </ephtml> </p> <p>2 Note: Statistical Significance: *<emph>p</emph> > 0.05, **<emph>p</emph> > 0.001.</p> <p>In order to test the second hypothesis, <emph>Hope at post-test will significantly predict variance in Resilience, Depression, Anxiety, Emotion Regulation and Coping Skills</emph>, a series of multiple regressions were conducted. For each of the multiple regressions, hope was entered as the predictor and the demographic/lifestyle variables of age, gender, dual parenting and exercise were entered as control variables. The nine remaining study variables were singularly entered as the dependent variable in each the nine regressions. An alpha of.01 was used to avoid type 1 error.</p> <p>The prediction model for each of the nine regression models were statistically significant and fit statistics are shown in Table 3. From the results of the regressions it follows that when controlling for the demographic and lifestyle variables of age, gender, dual parenting and exercise, hope was a significant predictor of each of the study variables. Inspection of the squared semi-partial correlations (Table 3.) shows hope accounting for a unique variance of between 10% for resilience with an <emph>R</emph><sups>2</sups> of 30 and 31% for depression with an <emph>R</emph><sups>2</sups> of.37. This suggests that a large amount of the variation in these scores is unaccounted for.</p> <p>Table 3. Summary of the nine regression analyses showing unique associations between hope and the study variables<emph>.</emph></p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Criterion</td><td>R<sup>2</sup></td><td><italic>F</italic></td><td><italic>β</italic></td><td>B</td><td><italic>t</italic></td><td>SE</td><td>SR<sup>2</sup></td><td>CI 95% (B)</td></tr><tr><td>Lower</td><td>Upper</td></tr></thead><tbody><tr><td /><td char=".">.30**</td><td char="." /><td char=".">.34**</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Resilience</td><td char="." /><td char=".">9.22</td><td char="." /><td char=".">.34</td><td char=".">4.02</td><td char=".">.09</td><td char=".">.10</td><td char=".">.18</td><td char=".">.52</td></tr><tr><td>Depression</td><td char=".">.37**</td><td char=".">12.76</td><td char=".">−.58**</td><td char=".">−1.04</td><td char=".">−7.3</td><td char=".">.14</td><td char=".">.31</td><td char=".">−1.33</td><td char=".">−.76</td></tr><tr><td>Anxiety</td><td char=".">.43**</td><td char=".">4.94</td><td char=".">−.38**</td><td char=".">−.24</td><td char=".">−4.16</td><td char=".">.06</td><td char=".">.13</td><td char=".">−.35</td><td char=".">−.12</td></tr><tr><td>ER Negative</td><td char=".">.17*</td><td char=".">4.44</td><td char=".">−.41**</td><td char=".">−.61</td><td char=".">−4.5</td><td char=".">.14</td><td char=".">.15</td><td char=".">−.88</td><td char=".">−.34</td></tr><tr><td>Emotion</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>ER Positive</td><td char=".">.52**</td><td char=".">8.08</td><td char=".">.43**</td><td char=".">.58</td><td char=".">5.05</td><td char=".">.12</td><td char=".">.17</td><td char=".">.35</td><td char=".">.81</td></tr><tr><td>Emotion</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>ER Emotional</td><td char=".">.39**</td><td char=".">14.01</td><td char=".">.55**</td><td char=".">.80</td><td char=".">6.96</td><td char=".">.12</td><td char=".">.27</td><td char=".">−.57</td><td char=".">1.0</td></tr><tr><td>Control</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>CS Stoicism</td><td char=".">.25**</td><td char=".">7.56</td><td char=".">.41**</td><td char=".">.35</td><td char=".">4.76</td><td char=".">.54</td><td char=".">.15</td><td char=".">.20</td><td char=".">.50</td></tr><tr><td>CS Social</td><td char=".">.38**</td><td char=".">13.37</td><td char=".">.55**</td><td char=".">.48</td><td char=".">6.92</td><td char=".">.07</td><td char=".">.27</td><td char=".">.34</td><td char=".">.62</td></tr><tr><td>Support Seeking</td><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>CS Self Care</td><td char=".">.21**</td><td char=".">5.92</td><td char=".">.36**</td><td char=".">.27</td><td char=".">4.02</td><td char=".">.07</td><td char=".">.12</td><td char=".">.14</td><td char=".">.40</td></tr></tbody></table> </ephtml> </p> <p>3 Note: Predictor = Hope. All models [df=(<reflink idref="bib1" id="ref64">1</reflink>,<reflink idref="bib110" id="ref65">110</reflink>)] controlled for Gender, Age, Dual Parenting and Exercise. SR<sups>2</sups> = the squared semi-partial correlations indicate the unique variance predicted by hope. Statistical Significance: *<emph>p</emph> < 0.01, **<emph>p</emph> < 0.001.</p> <p>Examination of the beta weights indicates that, compared to the other study variables depression is most strongly predicted by hope (<emph>β</emph> = -.58, <emph>p</emph> <.001) and, although still statistically significant, hope shows the least predictive capacity for resilience (<emph>β</emph> =.34, <emph>p</emph> <.001). The resulting coefficients (Table 3) suggest that every one unit increase in the hope score corresponds to a decrease of 1.04 in Depression scores, an increase of.34 in Resilience scores and a reduction of 0.24 in anxiety scores. This indicates that the greater a child's level of hope, the greater their mental wellbeing and resilience.</p> <p>Examination of hope's influence on emotional regulation subscales suggests that every increase in hope score corresponds to an increase in scores of emotional control by.80, positive emotion by 0.58, and a reduction in negative emotion by 0.61. This suggests that higher hope leads to greater emotional regulation skills.</p> <p>The influence of higher hope on a child's adaptive coping mechanisms was also evidenced in this sample, showing association with increases in social support seeking by.48, stoicism by.35, and self-care by.27 units.</p> <hd id="AN0159023022-11">Discussion</hd> <p>This study sought to investigate the efficacy of Hopeful Minds, a 12 week hope based school intervention programme. It sought to fulfil two main aims (<reflink idref="bib1" id="ref66">1</reflink>) to examine changes in hope, wellbeing, and protective factors between Time One and Time Two of the programme, (<reflink idref="bib2" id="ref67">2</reflink>) to explore levels of hope and its relationship with both wellbeing and protective factors. Results provided partial support for effective change between Time One and Time Two, in levels of hope, resilience and the adaptive coping skills of stoicism and social support seeking. Other wellbeing variables indicated positive changes but did not reach statistical significance (such as anxiety and depressive symptoms). However, when we re-tested using a regression analysis at time two, the results indicated that as the children's levels of hope were raised (which our hypothesis one already indicated significantly raised levels of hope at time two), the children's levels of resilience, coping skills and emotional arousal and control and mental wellbeing (including anxiety and depression) also significantly improved. The regression analysis test has revealed some very significant and interesting findings regarding the impact of hope when considered as an independent variable. This may mean that the construct "hope" itself, when raised in young people, may have the capability of improving and preventing many mental health and well-being factors. Thus as a construct, hope may be acting as a protective factor, and may be more important to nurture in children than we had ever before realised. Nevertheless, whilst the Wilcoxin Signed Ranks Test showed positive improvements in many mental health and well-being factors, the study may need to be repeated to include a larger sample size which will increase the power to show the same significant results across all of these variables. Thus, it is recommended that the study be repeated using a larger sample size, and possible using a more robust RCT method to include a control group. Furthermore, it was noted that there was a proportion of missing data during the time one data collection phase, in particular for the anxiety and depression scores which were placed at the end of the questionnaire pack. As this was observed, extra measures were put in place to encourage the children to complete every question at time 2. This may also go some way in explaining why the observed changes in anxiety and depression scores did not reach statistical significance using the Wilcoxin Signed Ranks Test.</p> <p>However, using a different test and hypothesis (and using a more complete data set at time two with limited missing data), which explored the impact of having raised levels of hope at the end of programme, the results indicated strong correlations between raised levels of hope and significant reductions in levels of anxiety and depression scores, along with the other protective factors (resilience, coping and emotional arousal and control) in these children. Overall, it is recommended that the study be repeated with stricter measures to deal with potential missing data at the two time points. The use of online data collection methods such as Qualtrics may be a possibility. Qualtrics contains a function whereby a response to each question is required before the participant can move on to the next question therebyminimising any chance of skipped questions.</p> <p>In terms of observing significantly raised levels of hope post intervention, this finding adds to the extant evidence base demonstrating that hope is a malleable construct; in this case hope has been enhanced through a taught curriculum based school programme (Berg et al., [<reflink idref="bib5" id="ref68">5</reflink>]; Cheavens et al., [<reflink idref="bib9" id="ref69">9</reflink>]; Kirschman et al., [<reflink idref="bib27" id="ref70">27</reflink>]; Marques et al., [<reflink idref="bib35" id="ref71">35</reflink>]; Weis & Speridakos, [<reflink idref="bib62" id="ref72">62</reflink>]). Resilience scores also increased post intervention; supporting previous research demonstrating a link between resilience and hopefulness (Rew et al., [<reflink idref="bib41" id="ref73">41</reflink>]). This is in line with Valle et al.'s ([<reflink idref="bib56" id="ref74">56</reflink>]) finding that suggests hope mediates the relationship between stressful life events and global life satisfaction. Resilience is widely accepted as an important predictor of healthy childhood outcomes (Luthar, [<reflink idref="bib34" id="ref75">34</reflink>]). Contrary to our hypothesis, wellbeing scores measuring anxiety and depression did not significantly change between Time One and Time Two although an unexpected result, other studies that have successfully measured increases in hope also failed to find significant improvements in anxiety (Marques et al., [<reflink idref="bib35" id="ref76">35</reflink>]; Weis & Speridakos, [<reflink idref="bib62" id="ref77">62</reflink>]). Furthermore, no significant change was reported in emotion regulation. Nevertheless, two of the four coping skills subscales increased significantly between Time One and Time Two. The results for the subscales of stoicism and social support seeking suggest that these adaptive coping skills improved between the two time points. The resulting change in the stoicism subscale suggests an increase in the ability of the young adolescent to be aware of the stressful situation that is occurring yet not to let it affect them (Sveinbjornsdottir & Thorsteinsson, [<reflink idref="bib51" id="ref78">51</reflink>]).</p> <p>Furthermore, the evidence for the protective capacity of social support for young adolescents has been well evidenced and it is considered instrumental for the successful transition from adolescence to adulthood (Rueger et al., [<reflink idref="bib43" id="ref79">43</reflink>]; Wang & Eccles, [<reflink idref="bib60" id="ref80">60</reflink>]). However, no change was reported for the subscale of self-care or the maladaptive coping subscale of rumination. Overall the effect sizes for the changes between Time One and Time Two were small. Nevertheless, it has been found that a small effect size is common in school-based programmes, cumulative evidence shows a statistically small to moderate impact (Weare & Nind, [<reflink idref="bib61" id="ref81">61</reflink>]) <emph>but they represent effects that in the real world are important and relatively large</emph> (Weare & Nind, [<reflink idref="bib61" id="ref82">61</reflink>], p. 64).</p> <p>Results from the second study indicate that as levels of hope at post-test significantly improved, so too were positive changes in resilience, depression, anxiety, emotion regulation and coping skill scores observed in the children who participated in this study. However, no association was found between hope and rumination; this result is not in line with previous research which found correlations between these constructs in an undergraduate student sample (Geiger & Kwon, [<reflink idref="bib17" id="ref83">17</reflink>]). Hope's association with well-being is in line with prior research (Ciarrochi et al., [<reflink idref="bib10" id="ref84">10</reflink>]; Esteves et al., [<reflink idref="bib15" id="ref85">15</reflink>]; Gilman et al., [<reflink idref="bib18" id="ref86">18</reflink>]; Guse & Vermaak, [<reflink idref="bib20" id="ref87">20</reflink>]; Rand & Cheavens, [<reflink idref="bib40" id="ref88">40</reflink>]; Snyder, [<reflink idref="bib46" id="ref89">46</reflink>]). It has shown to be negatively correlated with depression, generally consistent over time, and across situations (Arnau et al., [<reflink idref="bib1" id="ref90">1</reflink>]; Snyder et al., [<reflink idref="bib47" id="ref91">47</reflink>]; Thimm et al., [<reflink idref="bib53" id="ref92">53</reflink>]). Hopes relationship with anxiety found in this study, contrasts with Simon et al.'s ([<reflink idref="bib45" id="ref93">45</reflink>]) study which found no association, however it supports evidence from empirical studies across a range of populations which has demonstrated that hope predicts reductions in anxiety symptoms (Arnau et al., [<reflink idref="bib1" id="ref94">1</reflink>]; Chang et al., [<reflink idref="bib8" id="ref95">8</reflink>], [<reflink idref="bib7" id="ref96">7</reflink>]; May et al., [<reflink idref="bib36" id="ref97">36</reflink>]; Snyder et al., [<reflink idref="bib47" id="ref98">47</reflink>]; Venning et al., [<reflink idref="bib58" id="ref99">58</reflink>]).</p> <p>Hopes association with emotional regulation is in line with previous research related to war trauma, where the authors found that cognitive appraisal was related to higher levels of hope (Halperin & Gross, [<reflink idref="bib21" id="ref100">21</reflink>]). Additionally, Gilman et al. ([<reflink idref="bib18" id="ref101">18</reflink>]) found higher levels of hope to be related to lower emotional distress. Furthermore, hopes' association with adaptive coping strategies found in this study is consistent with previous findings that have suggested that those with higher level of hope adopt a greater use of positive coping strategies (Roesch et al., [<reflink idref="bib42" id="ref102">42</reflink>]; Snyder, [<reflink idref="bib46" id="ref103">46</reflink>]).</p> <p>Hopes' relationship with resilience supports Worrell and Hale's ([<reflink idref="bib66" id="ref104">66</reflink>]) study on at risk youths and may help to generalise this result to a wider population of youths. Hope's relationship with resilience is not surprising when you consider that hope enables people to envisage a future that differs from their current or past situation. This requires a cognitive flexibility which may also aid in the cognitive appraisal associated with resilience (Parsons et al., [<reflink idref="bib38" id="ref105">38</reflink>]).</p> <p>Limitation, this study used two different statistical tests to test hypothesis one and two. Using a Wilcoxin Signed Ranks Test, no differences were observed in anxiety and depressive symptoms between time one and time two. However, using a regression analysis and using a different hypotheses, it was shown that as hope levels rose, so too did levels of anxiety and depression reduce.</p> <p>Furthermore, although the measures were selected for their good reliability and validity, self-report measures are vulnerable to bias. An issue of relevance when measuring these constructs within a student population may be social desirability. Furthermore, due to the comprehensiveness of the questionnaires, respondent fatigue may have impacted on the responses. Future study could adopt multiple methods for assessment including, shorter length and, as stated above, more engaging online type surveying would maintain interest, and serve to lower the impact of response bias by creating a more personal environment.</p> <p>A significant limitation of this study is the lack of control group and non-randomisation of the sample. These method choices, whilst are known limitations for any intervention study, were solely selected and implemented due to limited funding and resources available at the time. This lack of resource further limited the number of schools that could be recruited into the study. Hence, it was decided at this stage that a pre–post pilot would be more feasible. Nevertheless, this comes with the usual shortcomings of not knowing whether natural changes may have occurred by chance, and hence the findings may require further caution when interpreting. Nevertheless, we did consider the timing of the intervention, and believed it important to commence baseline data collection when the school pupils had settled back into school for the months of September and October, allowing the typical "returning to school anxieties" or starting a new school to have settled naturally. Furthermore, it is our recommendation that further funding should be sought to carry out a more robust RCT, and consider longitudinal research in the study of hope outcomes. These more robust methods would allow us to measure the direction of hope over time and the long-term effects of a hope-based intervention programme for young adolescents. Consequently, the results within this study should be interpreted with caution.</p> <hd id="AN0159023022-12">Conclusion</hd> <p>To sum up, the present study provides substantial insight into a under researched area that has the potential to increase a child's wellbeing and protective factors. Notwithstanding its limitations, this study provides evidence that Hopeful Minds; a hope based preventative mental health school programme can significantly increase levels of hope in children, where hope is a positive cognitive and motivational state of mind. Furthermore, significant improvements were found in resilience levels and adaptive coping strategies (specifically stoicism and seeking social support) suggesting that hope can influence other important psychological constructs. High levels of hope are associated with a wide range of positive outcomes and protective factors and its wide predictive capacity was evidenced within this study. As the hope literature base pertaining to adolescents is sparse, this evaluation of Hopeful Minds will be useful in adding to the evidence base for hope based school intervention programmes. Additionally, the results from the exploration of the relationships between hope, wellbeing and protective factors will add to this modest but growing area of research. Given the prevailing burden and impact of mental health problems within children and adolescents, and the potential devastating impact of the Covid 19 pandemic, it is vital that cost effective, novel, and effective interventions are identified and implemented. Overall, the evidence from this study supports the use of the Hopeful Minds Programme as one such method to enhance children's positive psychological, social and emotional functioning, thereby growing important protective factors which can buffer against future mental ill health and suicide.</p> <hd id="AN0159023022-13">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0159023022-14"> <title> References </title> <blist> <bibl id="bib1" idref="ref25" type="bt">1</bibl> <bibtext> Arnau, R. C., Rosen, D. 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Retrieved April 15, 2021, from <ulink href="http://www.who.int/maternal%5fchild%5fadolescent/epidemiology/adolescence/en">www.who.int/maternal%5fchild%5fadolescent/epidemiology/adolescence/en</ulink></bibtext> </blist> <blist> <bibtext> World Health Organization. (2021). Improving the mental and brain health of children and adolescents. Retrieved April 15, 2021, from https://<ulink href="http://www.who.int/activities/improving-the-mental-and-brain-health-of-children-and-adolescents">www.who.int/activities/improving-the-mental-and-brain-health-of-children-and-adolescents</ulink></bibtext> </blist> <blist> <bibtext> Worrell, F. C., & Hale, R. L. (2001). The relationship of hope in the future and perceived school climate to school completion. School Psychology Quarterly, 16 (4), 370 – 388. https://doi.org/10.1521/scpq.16.4.370.19896</bibtext> </blist> </ref> <aug> <p>By K. Kirby; S. Sweeney; C. Armour; K. Goetzke; M. Dunne; M. Davidson and M. Belfer</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author</p> <p></p> <p>Dr Karen Kirby (PhD, MSc, BSc, C.Psychol) is a senior lecturer of Psychology, based at Ulster University. Dr Kirby specialises in child, adolescent and family mental health, developmental trauma, CBT, family therapy and schema therapy (teaching, researching, and practicing in these subject areas). She is an active researcher and full member of the Psychology Research Institute, and Institute of Mental Health Sciences. Recent studies have evaluated prevalence and predictors of mental health issues in childhood and evaluating school mental health programmes. She has published over 70+ peer reviewed publications and conference proceedings, book chapters, and has secured over 1 million in grant funding (either as a research collaborator or chief investigator). Dr Kirby is also a Chartered/Registered Practitioner Psychologist (counselling & health specialisms).</p> <p>Sharon Sweeney completed her MSc in Applied Psychology (Mental Health & Psychological Therapies) at Ulster University in 2018. Her research interests include adverse childhood events, mental health across the lifespan and applied behavioural change.</p> <p>Cherie Armour is a Professor of Psychological Trauma and Mental Health in the School of Psychology at Queens University Belfast. Professor Armour is the Director of the Research Centre for Stress Trauma and Related Conditions (STARC). Cherie has published extensively (>140) in the field of Psychotraumatology and Mental Health. Cherie has a particular interest in understanding risk and resilience factors for adverse psychological outcomes after the experience of trauma. To date, Professor Armour has delivered more than 120 conference presentations and is regularly invited to speak about her research at universities, conferences and events across the world. Cherie has several research awards for her contributions to the field of traumatic stress. Cherie leads a multi-million-pound programme of research. Professor Armour also holds a number of leadership positions external to the University. She is a current member of the board of directors for the International Society of Traumatic Stress Studies (ISTSS), the past President of the UK Psychological Trauma Society (UKPTS) and the Associate Editor of the European Journal of Psychotraumatology. Professor Armour also holds a number of editorial positions on several internationally leading journals, for example, the Journal of Anxiety Disorders, the Journal of Traumatic Stress Studies, and Psychological Trauma; Theory, Research, Practice and Policy.</p> <p>Kathryn Goetzke is Chief Mood Officer at The Mood Factory, Founder of iFred, and a Strategic Consultant for Innovative Analysis. She is creator of Hopeful Minds and Hopeful Cities, author of The Biggest Little Book About Hope, and host of The Hope Matrix Podcast. Kathryn has a BA in Psychology, and MBA in International Business.</p> <p>Marie Dunne is the director of Resilo (a registered charity supporting child and adolescent mental health and wellbeing through school mental health programmes). Marie's work as a specialist in the field of mental health promotion has involved supporting the implementation of the Regional Mental Health Promotion Strategy within the WHSCT area. Marie has worked regionally, locally and on a cross-border basis on numerous initiatives and facilitates a range of training programmes including mental health first aid, cognitive behaviour life skills training, stress management and mental health promotion training.</p> <p>Mairead Davidson is a teacher educator at Ulster University, Northern Ireland. She is Course Director for the PGCE in Home Economics and also teaches on Education courses at Undergraduate and Masters Level. Mairead is an early career researcher, her research interests include Initial Teacher Education, Home Economics education and health and wellbeing. Mairead also sits on a number of Subject Advisory panels supporting the design, development and delivery of curriculum qualifications.</p> <p>Myron Belfer is a Professor of Psychiatry in the Department of Psychiatry, Children's Hospital Boston, Harvard Medical School, and Senior Associate in Psychiatry at the Children's Hospital of Boston. Dr. Belfer is a child and adolescent psychiatrist. He is on the Affiliated Faculty of the Harvard Center for the Developing Child.He received an MPA from the John F. Kennedy School of Government, Harvard University. He served as Special Assistant to the Administrator of the Substance Abuse and Mental Health Services Administration, US Department of Health and Welfare. Dr. Belfer is former Senior Adviser in the Department of Mental Disorders and Substance Abuse at the World Health Organization in Geneva where he led the child mental health program from 2000 to 2005. In that capacity he was instrumental in supporting a number of global child mental health initiatives. He is past-President of the International Association for Child and Adolescent Psychiatry and Allied Professions (IACAPAP). He co-directs the Children's Hospital Boston Global Child Mental Health Observership Program and directed for the Harvard Center on the Developing Child a comprehensive child mental health needs assessment in schools in Shanghai with Chinese colleagues. He was a consultant to the Temasek Foundation (Singapore) project on child mental health capacity building for disaster response in Indonesia.</p> </aug> <nolink nlid="nl1" bibid="bib25" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib26" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib65" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib13" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib64" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib16" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib46" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib47" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib48" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib40" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib10" firstref="ref12"></nolink> <nolink nlid="nl12" bibid="bib23" firstref="ref13"></nolink> <nolink nlid="nl13" bibid="bib56" firstref="ref14"></nolink> <nolink nlid="nl14" bibid="bib29" firstref="ref16"></nolink> <nolink nlid="nl15" bibid="bib53" firstref="ref18"></nolink> <nolink nlid="nl16" bibid="bib18" firstref="ref19"></nolink> <nolink nlid="nl17" bibid="bib14" firstref="ref20"></nolink> <nolink nlid="nl18" bibid="bib22" firstref="ref21"></nolink> <nolink nlid="nl19" bibid="bib36" firstref="ref28"></nolink> <nolink nlid="nl20" bibid="bib58" firstref="ref29"></nolink> <nolink nlid="nl21" bibid="bib45" firstref="ref30"></nolink> <nolink nlid="nl22" bibid="bib62" firstref="ref31"></nolink> <nolink nlid="nl23" bibid="bib27" firstref="ref34"></nolink> <nolink nlid="nl24" bibid="bib24" firstref="ref35"></nolink> <nolink nlid="nl25" bibid="bib28" firstref="ref36"></nolink> <nolink nlid="nl26" bibid="bib39" firstref="ref37"></nolink> <nolink nlid="nl27" bibid="bib35" firstref="ref38"></nolink> <nolink nlid="nl28" bibid="bib11" firstref="ref40"></nolink> <nolink nlid="nl29" bibid="bib57" firstref="ref41"></nolink> <nolink nlid="nl30" bibid="bib19" firstref="ref43"></nolink> <nolink nlid="nl31" bibid="bib44" firstref="ref45"></nolink> <nolink nlid="nl32" bibid="bib54" firstref="ref46"></nolink> <nolink nlid="nl33" bibid="bib59" firstref="ref47"></nolink> <nolink nlid="nl34" bibid="bib30" firstref="ref48"></nolink> <nolink nlid="nl35" bibid="bib63" firstref="ref50"></nolink> <nolink nlid="nl36" bibid="bib31" firstref="ref52"></nolink> <nolink nlid="nl37" bibid="bib49" firstref="ref53"></nolink> <nolink nlid="nl38" bibid="bib37" firstref="ref54"></nolink> <nolink nlid="nl39" bibid="bib50" firstref="ref55"></nolink> <nolink nlid="nl40" bibid="bib55" firstref="ref56"></nolink> <nolink nlid="nl41" bibid="bib33" firstref="ref57"></nolink> <nolink nlid="nl42" bibid="bib12" firstref="ref59"></nolink> <nolink nlid="nl43" bibid="bib51" firstref="ref60"></nolink> <nolink nlid="nl44" bibid="bib52" firstref="ref61"></nolink> <nolink nlid="nl45" bibid="bib32" firstref="ref63"></nolink> <nolink nlid="nl46" bibid="bib110" firstref="ref65"></nolink> <nolink nlid="nl47" bibid="bib41" firstref="ref73"></nolink> <nolink nlid="nl48" bibid="bib34" firstref="ref75"></nolink> <nolink nlid="nl49" bibid="bib43" firstref="ref79"></nolink> <nolink nlid="nl50" bibid="bib60" firstref="ref80"></nolink> <nolink nlid="nl51" bibid="bib61" firstref="ref81"></nolink> <nolink nlid="nl52" bibid="bib17" firstref="ref83"></nolink> <nolink nlid="nl53" bibid="bib15" firstref="ref85"></nolink> <nolink nlid="nl54" bibid="bib20" firstref="ref87"></nolink> <nolink nlid="nl55" bibid="bib21" firstref="ref100"></nolink> <nolink nlid="nl56" bibid="bib42" firstref="ref102"></nolink> <nolink nlid="nl57" bibid="bib66" firstref="ref104"></nolink> <nolink nlid="nl58" bibid="bib38" firstref="ref105"></nolink>
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  Data: Developing Hopeful Minds: Can Teaching Hope Improve Well-Being and Protective Factors in Children?
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Kirby%2C+K%2E%22">Kirby, K.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3278-2815">0000-0002-3278-2815</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sweeney%2C+S%2E%22">Sweeney, S.</searchLink><br /><searchLink fieldCode="AR" term="%22Armour%2C+C%2E%22">Armour, C.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7649-3874">0000-0001-7649-3874</externalLink>)<br /><searchLink fieldCode="AR" term="%22Goetzke%2C+K%2E%22">Goetzke, K.</searchLink><br /><searchLink fieldCode="AR" term="%22Dunne%2C+M%2E%22">Dunne, M.</searchLink><br /><searchLink fieldCode="AR" term="%22Davidson%2C+M%2E%22">Davidson, M.</searchLink><br /><searchLink fieldCode="AR" term="%22Belfer%2C+M%2E%22">Belfer, M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Child+Care+in+Practice%22"><i>Child Care in Practice</i></searchLink>. 2022 28(4):504-521.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Depression+%28Psychology%29%22">Depression (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13575279.2021.1924121
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1357-5279<br />1476-489X
– Name: Abstract
  Label: Abstract
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  Data: The present study examined the efficacy of Hopeful Minds, a 12 week hope based school intervention programme in a sample of 153 pre- and early- adolescent secondary school children (11-14 years) in the North West of Ireland. This study used a one-group, pretest-posttest design to determine whether participants experienced changes regarding their hope, well-being, and a range of known protective factors. Results from a Wilcoxin Signed Ranks test showed significant increases in children's hope scores post intervention. Resilience and adaptive coping skills of stoicism and social support seeking were also significantly improved. Although pre-post intervention improvements in well-being or emotional regulation/arousal scores were observed, results were non-significant. However, further analysis examined associations between hope and a range of well-being and protective factors using linear regression. Hope was found to be significantly associated with improvements in each of the well-being scores of anxiety, depression, resilience, positive emotion, reduced negative emotion, emotional control, stoicism, social support seeking and self-care. No associations were found between hope and rumination. This study builds upon the extant evidence for the implementation of the Hopeful Minds school based intervention. Further, the study demonstrates that teaching and thereby increasing hope has a significant positive impact on child and adolescent well-being and a range of protective factors; factors known to buffer against mental ill health and suicide.
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  Data: As Provided
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  Data: 2023
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  Data: EJ1360764
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        Value: 10.1080/13575279.2021.1924121
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      – Text: English
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        PageCount: 18
        StartPage: 504
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Psychological Patterns
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      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Ireland
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      – TitleFull: Developing Hopeful Minds: Can Teaching Hope Improve Well-Being and Protective Factors in Children?
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