From ill-being to well-being: Bipolar or bivariate?

Measuring positive mental health in children with attention-deficit/hyperactive disorder

Given the importance and prevalence of Attention-Deficit/Hyperactive Disorder (ADHD), numerous studies have focused on relevant psychopathological symptoms. Although ADHD has a negative impact on various core domains of children's well-being, research regarding the disorder's effects on positive mental health has been more limited. This pathological view is partial and should be completed with a positive perspective. For this reason, the main objective of the present research is to apply a model that integrates both perspectives, the Two-continua Model of Mental Health, to a sample of children diagnosed with ADHD. As expected, Parallel Analysis and Exploratory Factor Analysis indicated that two different unipolar correlated dimensions emerged from the presence of symptoms of psychopathology (i.e., inattention and hyperactivity/impulsivity) and the presence of symptoms of positive mental health (i.e., hedonic well-being, psychological well-being, and social well-being). ADHD symptoms correlated significantly with psychological and social well-being but not with hedonic well-being indicators. As a conclusion, to accurately assess the mental health of children with ADHD, evaluation protocols should include both psychopathology and well-being measures.

Increasing student well-being through a positive psychology intervention: changes in salivary cortisol, depression, psychological well-being, and hope

The significant prevalence of mental health problems among children and adolescents is a major concern worldwide. The current study evaluates the impact of a year-long, school-based intervention, Flourishing Students, on adolescents' salivary cortisol levels, depressive symptoms, psychological well-being, and hope. Utilizing a cluster randomized design with intervention and control classes, 72 students engaged in 32 well-being lessons during academic year 2016-2017, whereas 68 students followed their standard curriculum. Depressive symptoms and psychological well-being were assessed at three time points, while the stress hormone cortisol and hope were measured at two. The results showed a slight increase in cortisol levels from baseline to post-intervention during school hours in the control group, whereas no change occurred in the intervention group. Additionally, total cortisol levels at post-intervention were slightly lower among intervention-group students compared with control group students. Questionnaire data revealed significant interaction effects on psychological well-being and hope from baseline to post-intervention, and on depression and psychological well-being from baseline to the 5-month follow-up. The intervention group scored lower in depressive symptoms and higher in psychological well-being and hope compared with the control group. These findings underscore the essential role of comprehensive assessment methods in evaluating intervention efficacy in well-being programs.

Psychological Distress and Online Academic Difficulties: Development and Validation of Scale to Measure Students' Mental Health Problems in Online Learning

In the present study, a short instrument (eight-item self-report, five-point Likert scales) was developed and validated to assess self-perceived mental health problems in online learning. The participants were 398 Romanian university students from nine different faculties. The factor structure of the scale was assessed using Exploratory Factor Analysis (Principal Axis Factoring extraction method) and Confirmatory Factor Analysis. The high goodness-of-fit indices validated a second-order factor model of mental health problems, with two distinct but correlated sub-constructs, psychological distress, and online academic difficulties, integrated under a single higher-level factor. Psychological distress comprises indicators such as anxiety and stress, while online academic difficulties contain, for instance, indicators such as decreased performance, fatigue or lack of motivation. The results of applying multiple assessment criteria showed good reliability (e.g., McDonald's omega), as well as convergent validity (e.g., Average Variance Extracted) and discriminant validity (e.g., the heterotrait-monotrait ratio of correlations) of the scale. Also, correlations analysis between mental health problems occurred in online learning context and other measures indicated a strong negative relation with online course satisfaction and weak negative relations with subjective academic performance, perceived social competence, and perceived digital competence. In conclusion, the scale appears to be a valid instrument for measuring some negative mental health outcomes in online learning, perceived by university students. The implications of the results and limitations of this study are also discussed. In conclusion, the scale has multiple possible applications, the most important being (1) the assessment of mental health problems both in ordinary online learning situations and in emergency ones, which would allow the early detection of these issues, (2) the possibility of assessing relations between the sub-constructs of the scale and other psychological constructs of interest in scientific research, and (3) the feedback for teaching staff involved in the online learning system.

Personal Resources for Psychological Well-Being in University Students: The Roles of Psychological Capital and Coping Strategies

In recent years, research has noted the increasing prevalence of mental health problems among university students. The current mental health needs of the university population, along with the multitude of stressors they face, have increased the importance of examining their psychological well-being and determining the personal resources that effectively promote it. In this context, the present research aims to analyze the roles of psychological capital (PsyCap) and coping strategies as personal resources that are significantly related to the psychological well-being (PWB) of university students. Specifically, the mediating roles of various coping strategies (both adaptive and maladaptive) in the relationship between PsyCap and PWB are explored. The study involves 391 university students from Spain. The results show partial mediation effects of adaptive coping strategies (cognitive restructuring and social support) on the relationship between PsyCap and PWB. Likewise, PsyCap is shown to be a direct positive predictor of adaptive coping strategies and PWB, as well as a direct negative predictor of maladaptive coping strategies (self-criticism). Therefore, it is concluded that PsyCap and some adaptive coping strategies serve as valuable personal resources that predict PWB in university students. PsyCap is also associated with a lower tendency to engage in maladaptive coping strategies, such as self-criticism. Similarly, the use of cognitive restructuring and/or social support is related to high levels of PWB among university students.

Facilitating the coping and development of college students with mental disorders: a positive clinical psychology approach

In serving college students with mental disorders, on-campus mental health professionals have been lacking integrative theoretical frameworks to guide their missions of prevention, remedy, and development facilitation. In the current paper, we propose the positive clinical psychology as a theoretically and practically valuable framework for these missions by narratively reviewing the preventive, remedial, and developmental mechanisms derived from the theory and summarizing the most recent empirical evidence that supports each mechanism. We further discuss why and how these mechanisms and findings can be applied to on-campus mental health services to facilitate the resilience and optimal development of college students with mental disorders. Particularly, the use of resilience-focused and strength-based intervention strategies are promoted for services.

Dual-factor Models of Mental Health: A Systematic Review of Empirical Evidence

Objective: Dual-factor models of mental health propose that mental health includes two interrelated yet distinct dimensions - psychopathology and well-being. However, there is no systematization of the evidence following these models. This review aims to address the following research question: what evidence exists using dual-factor models? Method: The current systematic review was conducted using PRISMA guidelines on the following databases: Web-of-science, Scopus, Academic Search Complete, APA PsycArticles, APA PsycInfo, Psychology and Behavioral Sciences Collection, ERIC, and MEDLINE. The screening process resulted in 85 manuscripts that tested the assumptions of dual-factor models. Results: Evidence revealed psychometric substantiation on the two-dimensionality of the dual-factor model, and 85% of the manuscripts provided evidence related to classifying participants into different mental health groups. Most studies showed that the Complete Mental Health or Positive Mental Health group is the most prevalent status group, and longitudinal evidence suggests that most participants (around 50%-64%) remain in the same group across time. Regarding the factors associated with mental health status groups, studies reviewed in this manuscript focus mainly on school-related outcomes, followed by supportive relationships, sociodemographic characteristics, psychological assets, individual attributes, physical health, and stressful events. Conclusions: This review highlights the importance of considering the two dimensions of mental health when conceptualizing, operationalizing, and measuring mental health. Fostering mental health must go beyond reducing symptoms, and practitioners would be able to include well-being-related interventions in their regular practice to improve individuals' mental health outcomes.

The diversity of well-being indicators: a latent profile analysis

Introduction

Research on the dimensional structure of subjective well-being (SWB) suggests a five-dimensional solution, consisting of the three established dimensions of life satisfaction, positive affect, and negative affect, and two additional empirically supported dimensions: domain satisfaction and happiness. While these dimensions can be aggregated into a superordinate SWB construct, little research has explored how these dimensions differ in their variation across subpopulations of individuals.

Methods

The present study addresses this gap via secondary analysis of a sample of 1,487 partnered individuals, using the five dimensions of SWB as indicators for latent profile analysis.

Results

Analyses returned five profiles, which we labeled Satisfied, Ambivalent, Indifferent, Dissatisfied, and Very Dissatisfied. In the Ambivalent and Indifferent profiles, the dimensions of negative affect and happiness exhibit discrepant behavior, resulting in shape differences. The five profiles are organized with reference to the external criterion of couple satisfaction. At the theoretical level, the results of the present study have the potential to inform current debates about the structure of well-being.

Discussion

These findings suggest that, while SWB can usually be measured as a unidimensional construct, there is still merit to using multidimensional approaches and alternative forms of measurement-such as LPA-that capture complexities normally absent from unidimensional treatments. At the practical level, the results of the current study have the potential to inform well-being interventions (both clinical and otherwise), suggesting that those dealing with well-being in real life situations should pause before concluding that the absence of negativity implies the presence of positivity, or vice versa.

Switching off automatic pilot to promote wellbeing and performance in the workplace: the role of mindfulness and basic psychological needs satisfaction

Introduction and method

Building on self-determination theory, this study aims to advance the happy-productive worker thesis by examining a sequential mediation linking trait mindfulness to task performance through basic psychological need satisfaction and psychological wellbeing at work. Whereas most of the papers published on the topic stem from USA and Europe, we tested our model in a Canadian sample of 283 French-speaking workers.

Results

Based on structural equation modeling, results show that the three need satisfactions at work mediate the relationship between trait mindfulness and psychological wellbeing at work. Rather than observing a sequential mediation, we find an indirect effect of trait mindfulness on task performance through the satisfaction for one of the basic psychological need (i.e., competence).

Discussion

The present research goes beyond previous studies by exploring a new pair of happy construct-productive criteria alongside an emergent intrapersonal factor contributing to this relationship.

A Scoping Review of the Measurement of Depression in Older Adults with Cognitive Impairment

OBJECTIVES

Depression and cognitive impairment are disabling conditions that commonly occur together in older adults. The interaction is challenging when choosing appropriate measurement scales. This review aimed to summarize the scales to measure depression symptoms in older people with cognitive impairment, investigating how cognitive impairment is related to the choice of measurement, and how the setting may affect the choice of measurement.

METHODS

A scoping review of literature published between 2015 and 2021.

RESULTS

After screening 1580 articles, 26 were included in the review with 11 different measures of depression symptoms identified. The measures mostly commonly used were the Geriatric Depression Scale (GDS), Cornell Scale for Depression in Dementia (CSDD) and the Neuropsychiatric Inventory (NPI-Q). Most studies did not report on the usability of depression scales used with people with cognitive impairment and only two scales (CSDD and NPI-Q, not GDS) have been validated for use with this population.

CONCLUSIONS

Severe cognitive impairment was under-represented in the identified studies, and no association was detected between study setting, cognitive impairment and type of measure used.

CLINICAL IMPLICATIONS

Clinicians and researchers should consider both the cognitive status of participants and the setting they live in when choosing a measure of depression symptoms.

The Importance of Measuring Mental Wellbeing in the Context of Psychological Distress: Using a Theoretical Framework to Test the Dual-Continua Model of Mental Health

The dual-continua model of mental health suggests that psychological distress and mental wellbeing operate on two distinct yet related continua, both uniquely contributing to overall mental health. Previous literature provides support for the dual-continua model; however, inconsistent methodologies lacking a common theoretical underpinning have led to findings that are difficult to compare across studies. Using archival data, this study aimed to test the following three theoretically derived criteria proposed to accurately examine the dual-continua model: (1) confirming independent existence, (2) disconfirming bipolarity, and (3) quantifying functional independence.

METHOD

In total, 2065 participants (female n = 1193; 57.8%) completed two online assessments (minimum 30 days apart) measuring psychological distress, mental wellbeing, and demographic information.

RESULTS

In total, 1.1% of participants experienced high distress as well as mental wellbeing confirming that psychological distress and mental wellbeing exist independently (Criterion 1). Bipolarity (Criterion 2) was partly disconfirmed: mental wellbeing consistently decreased as symptom severity increased for depression; however, anxiety and stress did not meet bipolarity requirements. Functional independence (Criterion 3) was established: longitudinal analysis found that participants reliably and simultaneously increased (2.7%) or decreased (4.2%) in distress and mental wellbeing, while cross-sectional analysis showed that psychological distress only explained 38% of the variance in mental wellbeing.

DISCUSSION

Findings provide further support for the dual-continua model through analysis of the proposed assessment criteria, suggesting a further need to measure the dual-continua model at the subdomain level, e.g., depression, anxiety, and stress, as opposed to global psychological distress. Validation for the proposed assessment criteria provides important methodological foundations for future studies.

Social media use and adolescents' well-being: A note on flourishing

Background

Several large-scale studies and reviews have reported both negative and positive associations of social media use with well-being, suggesting that the findings are more complex and need more nuanced study. Moreover, there is little or no exploration of how social media use in adolescence influences flourishing, a more all-encompassing construct beyond well-being, including six sub-domains (i.e., happiness, meaning and purpose, physical and mental health, character, close social relationships, and financial stability). This paper aims to fill this gap by understanding how adolescents might flourish through social media activities by fulfilling the basic needs pointed out by the Self-Determination Theory, i.e., relatedness, autonomy, and competence.

Methods

The study is drawn on cross-sectional data collected from 1,429 Swiss adolescents (58.8% females, M_age = 15.84, SD_age = 0.83) as part of the HappyB project in Spring 2022. Self-reported measures included the Harvard Adolescent Flourishing scale, positive and negative online social experiences, self-disclosure on social media, and social media inspiration. Control variables included, among others, self-esteem, ill-being, and personality.

Results

After applying Bonferroni's correction, results of the hierarchical regression analyses showed that positive social media experiences (β = 0.112, p < 0.001) and social media inspirations from others (β = 0.072, p < 0.001) and for others (β = 0.060, p = 0.003) were positively associated with flourishing. Flourishing was inversely associated with negative social media experiences (β = -0.076, p < 0.001). Among covariates, self-esteem (β = 0.350, p < 0.001), ill-being (β = -0.252, p < 0.001), perceived school environment (β = 0.138, p < 0.001), self-reported level of physical activity (β =0.109, p < 0.001), and perceived socio-economic status (β = -0.059, p = 0.001) were all related to flourishing. In contrast, gender, high school year, age, perceived stress, and personality (extraversion and neuroticism) were not.

Conclusion

Using a well-being framework to investigate social media use in adolescents is needed to go beyond the ill-being perspective. Our results align with the needs pointed out by the Self-Determination Theory. Carrying out social media activities in a way that promotes-rather than diminishes-flourishing should be included as an additional good habit influencing adolescents' development. We suggest that interventions aiming to foster adolescents' flourishing should include curricula aiming to promote a good use of social media through positive online social relationships and inspirational contents.