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Efficacy of a School-Based Mental Health Intervention Based on Mindfulness and Character Strengths Use Among Adolescents: a Pilot Study of Think Happy-Be Happy Intervention

Author

Listed:
  • Anne Kennes

    (Open University of the Netherlands)

  • Johan Lataster

    (Open University of the Netherlands
    School for Mental Health and Neuroscience)

  • Mayke Janssens

    (Open University of the Netherlands
    School for Mental Health and Neuroscience)

  • Marianne Simons

    (Open University of the Netherlands)

  • Jennifer Reijnders

    (Open University of the Netherlands)

  • Nele Jacobs

    (Open University of the Netherlands
    School for Mental Health and Neuroscience)

  • Sanne Peeters

    (Open University of the Netherlands
    School for Mental Health and Neuroscience)

Abstract

This study investigated the efficacy of a school-based intervention (8 sessions of 45 min) based on mindfulness and character strengths use (i.e., “Think Happy-Be Happy”). A quasi-experimental study, including assessments at baseline, post-intervention (i.e., one week after the intervention), and follow-up (i.e., six months after the intervention) was performed. Results at post-intervention revealed that adolescents who participated in all intervention sessions experienced significantly increased well-being (i.e., emotional, psychological, and social well-being) and decreased hyperactivity/inattention symptoms and peer-related problems compared to adolescents who did not participate in the intervention. The “intention to treat” analyses showed that adolescents who started the intervention, regardless of the number of sessions they attended, experienced significantly decreased hyperactivity/inattention symptoms compared to adolescents who did not participate in the intervention. However, significant outcomes were not maintained at follow-up. Nevertheless, this study demonstrates that integrating mindfulness with strengths use in school-based interventions might have the potential to promote the mental health of adolescents in terms of both increased well-being and reduced psychological problems.

Suggested Citation

  • Anne Kennes & Johan Lataster & Mayke Janssens & Marianne Simons & Jennifer Reijnders & Nele Jacobs & Sanne Peeters, 2023. "Efficacy of a School-Based Mental Health Intervention Based on Mindfulness and Character Strengths Use Among Adolescents: a Pilot Study of Think Happy-Be Happy Intervention," Journal of Happiness Studies, Springer, vol. 24(2), pages 677-697, February.
    • Handle: RePEc:spr:jhappi:v:24:y:2023:i:2:d:10.1007_s10902-022-00611-5
    DOI: 10.1007/s10902-022-00611-5
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    References listed on IDEAS

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    1. Shannon Suldo & Michael Frank & Ashley Chappel & Melanie Albers & Lisa Bateman, 2014. "American High School Students’ Perceptions of Determinants of Life Satisfaction," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 118(2), pages 485-514, September.
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