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Evaluating a Psychoeducation Program to Foster Chinese Primary School Students’ Covitality

Author

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  • Min Fang

    (Cognition & Human Behavior Key Laboratory of Hunan Province, Department of Psychology, Hunan Normal University, Changsha 410081, China
    Public Course Teaching and Research Office, Hunan Nursing School, Changsha 410600, China
    These authors contributed equally to this manuscript, should be considered co-first author.)

  • Li Zhang

    (Cognition & Human Behavior Key Laboratory of Hunan Province, Department of Psychology, Hunan Normal University, Changsha 410081, China
    These authors contributed equally to this manuscript, should be considered co-first author.)

  • Dachen Pan

    (Cognition & Human Behavior Key Laboratory of Hunan Province, Department of Psychology, Hunan Normal University, Changsha 410081, China)

  • Jiashu Xie

    (Cognition & Human Behavior Key Laboratory of Hunan Province, Department of Psychology, Hunan Normal University, Changsha 410081, China)

Abstract

This investigation evaluated the Growth Psychoeducation Intervention (GPI) designed to increase primary school students’ covitality, a construct describing the beneficial combinatorial effects of positive psychological skills and mindsets. Students with higher covitality levels have stronger relationships with their teachers and classmates, and behave in more positive ways. This GPI intervention study employed a pretest-posttest-follow quasi-experimental design to evaluate a culturally adapted group counseling intervention designed to foster Chinese senior primary school students’ ( n = 189, ages 9–12 years) covitality levels. The hypothesis was that covitality increases would positively correlate with school belonging and life satisfaction and less frequent bullying victimization. The Social Emotional Health Survey-Primary (SEHS-P) assessed the effectiveness of the GPI eight-week program to promote mental health and decrease bullying. GPI demonstrated effectiveness by improving students’ covitality and school belonging and reducing bullying victimization.

Suggested Citation

  • Min Fang & Li Zhang & Dachen Pan & Jiashu Xie, 2021. "Evaluating a Psychoeducation Program to Foster Chinese Primary School Students’ Covitality," IJERPH, MDPI, vol. 18(16), pages 1-14, August.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:16:p:8703-:d:616469
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    References listed on IDEAS

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    1. Jane Gillham & Karen Reivich, 2004. "Cultivating Optimism in Childhood and Adolescence," The ANNALS of the American Academy of Political and Social Science, , vol. 591(1), pages 146-163, January.
    2. Ana Martínez-Martínez & David Pineda & Manuel Galán & Juan C. Marzo & José A. Piqueras, 2021. "Effects of the Action for Neutralization of Bullying Program on Bullying in Spanish Schoolchildren," IJERPH, MDPI, vol. 18(13), pages 1-12, June.
    3. Lauren H. Naples & Elizabeth D. Tuckwiller, 2021. "Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children," IJERPH, MDPI, vol. 18(13), pages 1-27, June.
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