View in EDS

Adapting a Positive Psychology Intervention Using the Ecological Validity Model: Process and Lessons Learned

Saved in:
Bibliographic Details
Title: Adapting a Positive Psychology Intervention Using the Ecological Validity Model: Process and Lessons Learned
Language: English
Authors: Kai Zhuang Shum (ORCID 0000-0003-0547-9957), Emily Barry, Sarah M. Kiefer, Sarah Fefer, Shannon M. Suldo, Kristen E. Mahony-Atallah, John Ferron, Jacqueline Blass, Letty L. DiLeo, Hallie Lothrop, Nicolette Bauermeister
Source: Contemporary School Psychology. 2025 29(1):168-187.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A200035
Document Type: Journal Articles
Reports - Descriptive
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Psychology, Well Being, Mental Health, Evidence Based Practice, Culturally Relevant Education, Middle School Students, Mental Health Programs, Student Attitudes, Crisis Intervention, Middle Schools, Help Seeking, Power Structure, Disadvantaged, Models, Holistic Approach, Peer Acceptance
DOI: 10.1007/s40688-024-00505-8
ISSN: 2159-2020
2161-1505
Abstract: As the youth mental health crisis continues to worsen, there is a need for more evidence-based social-emotional interventions that can be applied in schools -- the setting in which youth are most likely to seek and receive mental health treatment (Simon et al., 2015). Further, exploring ways to culturally adapt interventions for marginalized students is essential. The Ecological Validity Model (EVM; Bernal & Sáez-Santiago, 2006) guides the cultural adaptation process. This study examined the social validity of a promising school-based positive psychology intervention adapted using the EVM. A total of 98 middle school students with diverse backgrounds provided quantitative ratings of their perception of the adapted WBPP. Among those students, 70% participated in individual interviews providing qualitative information about their experiences with the adapted WBPP. Using a sequential explanatory mixed methods design, the findings indicated that participants believed the intervention content was appropriate, goals were significant, and outcomes were important. Participants requested more attention be given to their unique life experiences and adding interactive session activities. Given this initial evidence to support the acceptability of the adapted WBPP, future studies should explore the effectiveness of this program among students who reflect the diversity of public schools.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: EJ1462317
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1462317
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Adapting a Positive Psychology Intervention Using the Ecological Validity Model: Process and Lessons Learned
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kai+Zhuang+Shum%22">Kai Zhuang Shum</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0547-9957">0000-0003-0547-9957</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Barry%22">Emily Barry</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+M%2E+Kiefer%22">Sarah M. Kiefer</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Fefer%22">Sarah Fefer</searchLink><br /><searchLink fieldCode="AR" term="%22Shannon+M%2E+Suldo%22">Shannon M. Suldo</searchLink><br /><searchLink fieldCode="AR" term="%22Kristen+E%2E+Mahony-Atallah%22">Kristen E. Mahony-Atallah</searchLink><br /><searchLink fieldCode="AR" term="%22John+Ferron%22">John Ferron</searchLink><br /><searchLink fieldCode="AR" term="%22Jacqueline+Blass%22">Jacqueline Blass</searchLink><br /><searchLink fieldCode="AR" term="%22Letty+L%2E+DiLeo%22">Letty L. DiLeo</searchLink><br /><searchLink fieldCode="AR" term="%22Hallie+Lothrop%22">Hallie Lothrop</searchLink><br /><searchLink fieldCode="AR" term="%22Nicolette+Bauermeister%22">Nicolette Bauermeister</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Contemporary+School+Psychology%22"><i>Contemporary School Psychology</i></searchLink>. 2025 29(1):168-187.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305A200035
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health+Programs%22">Mental Health Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Crisis+Intervention%22">Crisis Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Acceptance%22">Peer Acceptance</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s40688-024-00505-8
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2159-2020<br />2161-1505
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As the youth mental health crisis continues to worsen, there is a need for more evidence-based social-emotional interventions that can be applied in schools -- the setting in which youth are most likely to seek and receive mental health treatment (Simon et al., 2015). Further, exploring ways to culturally adapt interventions for marginalized students is essential. The Ecological Validity Model (EVM; Bernal & Sáez-Santiago, 2006) guides the cultural adaptation process. This study examined the social validity of a promising school-based positive psychology intervention adapted using the EVM. A total of 98 middle school students with diverse backgrounds provided quantitative ratings of their perception of the adapted WBPP. Among those students, 70% participated in individual interviews providing qualitative information about their experiences with the adapted WBPP. Using a sequential explanatory mixed methods design, the findings indicated that participants believed the intervention content was appropriate, goals were significant, and outcomes were important. Participants requested more attention be given to their unique life experiences and adding interactive session activities. Given this initial evidence to support the acceptability of the adapted WBPP, future studies should explore the effectiveness of this program among students who reflect the diversity of public schools.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1462317
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1462317
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s40688-024-00505-8
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 168
    Subjects:
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Mental Health Programs
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Crisis Intervention
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Help Seeking
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Disadvantaged
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Holistic Approach
        Type: general
      – SubjectFull: Peer Acceptance
        Type: general
    Titles:
      – TitleFull: Adapting a Positive Psychology Intervention Using the Ecological Validity Model: Process and Lessons Learned
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kai Zhuang Shum
      – PersonEntity:
          Name:
            NameFull: Emily Barry
      – PersonEntity:
          Name:
            NameFull: Sarah M. Kiefer
      – PersonEntity:
          Name:
            NameFull: Sarah Fefer
      – PersonEntity:
          Name:
            NameFull: Shannon M. Suldo
      – PersonEntity:
          Name:
            NameFull: Kristen E. Mahony-Atallah
      – PersonEntity:
          Name:
            NameFull: John Ferron
      – PersonEntity:
          Name:
            NameFull: Jacqueline Blass
      – PersonEntity:
          Name:
            NameFull: Letty L. DiLeo
      – PersonEntity:
          Name:
            NameFull: Hallie Lothrop
      – PersonEntity:
          Name:
            NameFull: Nicolette Bauermeister
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2159-2020
            – Type: issn-electronic
              Value: 2161-1505
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Contemporary School Psychology
              Type: main
ResultId 1