Abstract
Children and youth comprise nearly 39% of the Indian population and are often considered the future demographic dividend of the country. The mental health and well-being of these young people are a pressing challenge in current times. The present study aimed to replicate the widely popular positive psychology interventions of Seligman et al. (Am Psychol 60:410–421, 2005) in a different culture and demographic groups of Indian adolescents. 372 students (MAge= 12.73, SD = 0.98, age range 11–13 years, 56% male) from two schools participated in the study. Participating classrooms were randomized across 5 interventions (Three good things in life, Gratitude visit, You at your best, Using signature strengths and Using signature strengths in a new way) and 1 placebo control group (Recalling early memories). Each exercise was completed over 1 week. Self-reported measures of well-being, affect, happiness and depressive symptoms were obtained at pre- and post-intervention. Participants who undertook the Gratitude visit and signature strength-based interventions reported gains in well-being, life satisfaction and happiness at post-test. Interventions involving only self-reflection and journaling showed no statistically significant impact on outcome variables. None of the interventions led to perceived gains in scores of depressive symptoms.
Similar content being viewed by others
References
Askell-Williams, H., Dix, K. L., Lawson, M. J., & Slee, P. T. (2012). Quality of implementation of a school mental health initiative and changes over time in students’ social and emotional competencies. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 24(3), 357–381.
Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysis of randomized controlled studies. BMC Public Health, 13, 119. https://doi.org/10.1186/1471-2458-13-119.
Chandra, R. (2003). Encyclopaedia of education in South Asia (2nd ed., p. 162). New Delhi: Gyan Publishing House.
Chodkiewicz, A. R., & Boyle, C. (2016). Positive psychology school based interventions: A reflection on current success and future directions. Review of Education, 5(1), 87–90.
Collins, S., Woolfson, L. M., & Durkin, K. (2014). Effects on coping skills and anxiety of a universal school-based mental health intervention delivered in Scottish primary schools. School Psychology International, 35(1), 85–100.
Colman, I., Murray, J., Abbott, R. A., Maughan, B., Kuh, D., et al. (2009). Outcomes of conduct problems in adolescence: 40 year follow-up of national cohort. British Medical Journal, 338, a2981.
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., et al. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143–156.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
Fleming, A. W. (2006). Positive psychology “three good things in life” and measuring happiness, positive and negative affectivity, optimism/hope, and well-being. (Master’s Thesis). 32. http://digitalcommons.brockport.edu/edc_theses/32. Accessed 27 Nov 2017.
Gander, F., Proyer, R. T., & Ruch, W. (2016). Positive psychology interventions addressing pleasure, engagement, meaning, positive relationships, and accomplishment increase well-being and ameliorate depressive symptoms: A randomized. Placebo-Controlled Online Study. Frontiers in Psychology, 7, 686. https://doi.org/10.3389/fpsyg.2016.00686.
Garver, M. S., & Mentzer, J. T. (1999). Logistics research methods: Employing structural equation modelling to test for construct validity. Journal of Business Logistics, 20(1), 33–57.
Green, S. (2014). Positive education: An Australian perspective. In M. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (2nd ed., pp. 401–415). New York, NY: Routledge.
Hendriks, T., Schotanus-Dijkstra, M., Hassankhan, A., Graafsma, T., Bohlmeijer, E., & de Jong, J. (2018). The efficacy of positive psychology interventions from non-Western countries: A systematic review and meta-analysis. International Journal of Wellbeing, 8(1), 71–98. https://doi.org/10.5502/ijw.v8i1.711.
Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6(1), 1–55.
Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6(2), 149–158.
Huebner, E. S., Hills, K. J., Siddall, J., & Gilman, R. (2014). Life satisfaction and schooling. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (2nd ed., pp. 192–207). New York, NY: Routledge.
Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73(3), 539–548.
Khanna, P., & Singh, K. (2014). Perceived effectiveness of positive psychology intervention programs among North Indian school students. International Research Journal of Human Resources and Social Sciences, 1(7), 1–17.
Khanna, P., & Singh, K. (2016). Effect of gratitude educational intervention on well-being indicators among North Indian adolescents. Contemporary School Psychology, 20(4), 305–314.
Kumar, A., & Reshmi, R. S. (2014). Adolescent health in India & development implications. International Journal of Development Research, 4(10), 2078–2083.
Lerner, R. M., von Eye, A., Lerner, J. V., Lewin-Bizan, S., & Bowers, E. P. (2010). Special issue introduction, the meaning and measurement of thriving: A view of the issues. Journal of Youth and Adolescence, 39(7), 707–719. https://doi.org/10.1007/s10964-010-9531-8.
Lyubomirsky, S., Dickerhoof, R., Boehm, J. K., & Sheldon, K. M. (2011). Becoming happier takes both a will and a proper way: An experimental longitudinal intervention to boost well-being. Emotion, 11(2), 391–402.
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modelling. Psychological Methods, 1(2), 130–149.
Mehrotra, S., Noufal, T. H., Kumar, S., Devdutt, J., Agrawal, J., et al. (2017). Field notes on Youth Pro: An initiative for youth mental health promotion in India. Journal of the Indian Academy of Applied Psychology, 43(2), 326–330.
Mongrain, M., & Anselmo-Matthews, T. (2012). Do positive psychology exercises work? A replication of Seligman et al. (2005). Journal of Clinical Psychology, 68(4), 382–389.
Nagle, Y. K., & Sharma, U. (2018). Academic stress and coping mechanism among students: An Indian perspective. Journal of Child and Adolescent Psychiatry, 2(1), 6–8.
Park, N., & Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of the Values in Action Inventory of Strengths for Youth. Journal of Adolescence, 29, 891–905.
Parks, A. C., & Biswas-Diener, R. (2013). Positive interventions: Past, present, and future. In T. Kashdan & J. Ciarrochi (Eds.), Mindfulness, acceptance, and positive psychology: The seven foundations of well-being (pp. 140–165). Oakland, CA: Context Press.
Peterson, C., Park, N., & Seligman, M. E. P. (2005). Assessment of character strengths. In G. P. Koocher, J. C. Norcross, & S. S. Hill III (Eds.), Psychologists’ desk reference (2nd ed., pp. 93–98). New York, NY: Oxford University Press.
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. USA: Oxford University Press.
Radloff, L. S. (1977). The CES-D Scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385–401.
Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60, 410–421.
Seligson, J. L., Huebner, E. S., & Valois, R. F. (2003). Preliminary validation of the brief multidimensional students’ life satisfaction scale. Social Indicators Research, 61(2), 121–145.
Seligson, J. L., Huebner, E. S., & Valois, R. F. (2005). An investigation of a brief life satisfaction scale with elementary school children. Social Indicators Research, 73(3), 355–374.
Shankland, R., & Rosset, E. (2017). Review of brief school-based positive psychological interventions: A taster for teachers and educators. Educational Psychology Review, 29(2), 363–392.
Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology, 65(5), 467–487.
Singh, K. (2014). Relationship of demographic variables, socio-cultural issues and selected psychological constructs with the positive mental health of north Indian adolescents. ICMR Project Report.
Singh, K., Bassi, M., Junnarkar, M., & Negri, L. (2015). Mental health and psychosocial functioning in adolescence: An investigation among Indian students from Delhi. Journal of Adolescence, 39, 59–69.
Singh, K., Junnarkar, M., & Jain, A. (2017). Factors affecting mental health of North Indian adolescents. Psychological Studies, 62(2), 168–177.
Singh, K., Junnarkar, M., & Jaswal, S. (2016). Validating the flourishing scale and the scale of positive and negative experience in India. Mental Health, Religion & Culture, 19(8), 943–954. https://doi.org/10.1080/13674676.2016.1229289.
Sridhar, K. K. (1991). Bilingual education in India. In O. Garcia (Ed.), Focus on bilingual education: essays in honour of Joshua A. Fishman (pp. 89–102). Amsterdam: John Benjamins Publishing Company.
Steen, T.A. (2005). Steen Happiness Index. Unpublished manuscript. University of Pennsylvania, Philadelphia, Pennsylvania, USA.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York: Allyn and Bacon.
Wigelsworth, M., Humphrey, N., & Lendrum, A. (2012). Evaluation of a school-wide preventive intervention for adolescents: The secondary social and emotional aspects of learning (SEAL) program. School Mental Health, 5(2), 96–109.
Woodworth, R. J., O’Brien-Malone, A., Diamond, M. R., & Schuz, B. (2016). Happy days: positive psychology interventions effects on affect in an N-of-1 trial. International Journal of Clinical and Health Psychology, 16(1), 21–29.
World Health Organization. (2017). Mental health status of adolescents in South-East Asia: Evidence for action. Retrieved on May 8, 2018 from http://apps.who.int/iris/bitstream/handle/10665/254982/9789290225737eng.
Acknowledgements
We are grateful to Professor Martin Seligman and his team for permitting the use of these interventions and sharing the exercise details. We also acknowledge the support received from VIA Institute on Character for permitting the use of the VIA Inventory of Strengths for Youth (Peterson & Seligman, 2004; Park & Peterson, 2006) in its offline format. We are grateful to them for their timely support in guiding the scoring process and resolution of queries along the way.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Khanna, P., Singh, K. Do All Positive Psychology Exercises Work for Everyone? Replication of Seligman et al.’s (2005) Interventions among Adolescents. Psychol Stud 64, 1–10 (2019). https://doi.org/10.1007/s12646-019-00477-3
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12646-019-00477-3