The Hummingbird Project: A Positive Psychology Intervention for Secondary School Students

Platt, Ian Andrew ORCID: 0000-0003-2497-6713, Kannangara, Chathurika Sewwandi ORCID: 0000-0001-6955-8158, Tytherleigh, Michelle ORCID: 0000-0003-2498-8175 and Carson, Jerome ORCID: 0000-0002-7596-116X (2020) The Hummingbird Project: A Positive Psychology Intervention for Secondary School Students. Frontiers in Psychology. ISSN 1664-1078

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Official URL: https://www.frontiersin.org/articles/10.3389/fpsyg...

Abstract

Mental health in schools has attracted a lot of attention in recent years. Positive Psychology Interventions (PPIs) in secondary schools have been shown to improve mental health outcomes for students. Previous PPIs have tended to be delivered by trained Psychology specialists or have tended to focus on a single aspect of Positive Psychology such as Mindfulness. The current study involved 2 phases. Phase 1 was a pilot PPI, delivered by current university students in Psychology, which educated secondary school students (N = 90) in a variety of Positive Psychology concepts. Phase 2 involved delivering the PPI to secondary school students (N = 1,054). This PPI, the Hummingbird Project, led to improvements in student well-being, as measured by the World Health Organization Well-Being Index (WHO-5). The intervention also led to improvements in student resilience, as measured by the Bolton Uni-Stride Scale (BUSS), and hope, as measured by the Children’s Hope Scale (CHS). Results are discussed in the context of their implications for the future of psychological intervention in secondary school settings.

Item Type: Article
Uncontrolled Keywords: school, happiness, well-being, Positive Psychology, child, adolescent, universal, preventative
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: School of Education and Psychology > Psychology
Depositing User: Mr Ian Platt
Date Deposited: 18 Aug 2020 10:03
Last Modified: 08 Mar 2021 14:35
Identification Number: 10.3389/fpsyg.2020.02012
URI: http://ubir.bolton.ac.uk/id/eprint/2844

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