Positive Psychology Psychoeducation Makes a Small Impact on Undergraduate Student Mental Health: Further Curriculum Innovation and Better Well-Being Research Needed
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| Title: | Positive Psychology Psychoeducation Makes a Small Impact on Undergraduate Student Mental Health: Further Curriculum Innovation and Better Well-Being Research Needed |
|---|---|
| Language: | English |
| Authors: | Alan Daniel Schlechter, Maggie McDonald, Daniel Lerner, David Yaden, Jeremy D. W. Clifton (ORCID |
| Source: | Journal of American College Health. 2025 73(2):563-568. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Psychology, Psychoeducational Methods, Undergraduate Students, Mental Health, Curriculum Development, Educational Innovation, Well Being, Educational Research, Course Evaluation, Life Satisfaction, Psychopathology, Anxiety, Depression (Psychology), Effect Size |
| Assessment and Survey Identifiers: | Depression Anxiety and Stress Scales |
| DOI: | 10.1080/07448481.2023.2227719 |
| ISSN: | 0744-8481 1940-3208 |
| Abstract: | Objectives: Courses on well-being are increasingly evaluated to see how they may promote mental health in college. We examined the impact of a course on students' well-being, anxiety, and depression. Methods: Subjects were undergraduates enrolled in the "Science of Happiness," (SOH) (n = 105), and "Child and Adolescent Psychopathology," (CAP) (n = 114). Well-being measures included the PERMA Profiler and Satisfaction with Life Scale (SWLS) at the beginning and conclusion of the semester. The Depression Anxiety and Stress Scale -- 21 items (DASS-21) measured psychopathology. Results: There were significant improvements on the SWLS 1.28 (p = 0.038; d = 0.264) in SOH. There was no improvement for the PERMA Profiler in either group, and no differences between groups. There was no significant change on the DASS-21 for SOH subjects. Conclusions: Undergraduate courses that deliver positive psychology psychoeducation have a small effect size even in non-randomized studies. Future curriculum innovation is needed and better research to validate positive psychology psychoeducation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473023 |
| Database: | ERIC |
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