Students with the best academic, social, and physical health outcomes have both low levels of psychopathology and elevated levels of well-being. Comprehensive school mental health services should thus assess and foster all students’ complete mental health, with extra supports for students with diminished well-being or elevated psychopathology. In comparison to the number of evidence-based methods advanced to measure and treat pathology at school, there is far less guidance on how to systematically monitor and intervene to promote subjective well-being for students whose levels are diminished. This talk will focus on practical methods of (a) screening student subjective well-being in a manner similar to how schools systematically monitor other health and academic outcomes deemed important, and (b) providing a promising targeted intervention for students identified as appropriate candidates for an extra support that evokes positive emotions about the past, present, and future; increases engagement through using signature strengths; and strengthens relationships.
Monitoring and Increasing Youth Subjective Well-Being within School Mental Health Practices
Date: February 11th, 2021
Time: 3:00 pm ET
Speaker Name, Title, Institution: Shannon Suldo, Ph.D., Professor and Director of Clinical Training in the School Psychology Program at the University of South Florida, USA
Speaker Bio: Shannon Suldo, Ph.D., is a Professor and Director of Clinical Training in the School Psychology Program at the University of South Florida. She received her Ph.D. in School Psychology from the University of South Carolina in 2004. She is a Licensed Psychologist in the state of Florida, and provides and supervises school-based mental health services to youth in the Tampa area. Her research involves: establishing empirical links between student mental health and academic success; conceptualizing and measuring student mental health in a dual-factor model that considers psychopathology and well-being; evidence-based positive psychology interventions for promoting positive indicators of student well-being; and schoolwide strategies to identify youth with mental health problems. She is Principal Investigator of a large federal grant to evaluate a selective positive psychology intervention to increase middle school students’ subjective well-being. She is the author of Promoting Student Happiness: Positive Psychology Interventions in Schools, a 2016 book within the Guilford Practical Intervention in the Schools Series. She is a co-editor of Fostering the Emotional Well-Being of our Youth: A School-Based Approach, a 2021 book published by Oxford University Press that provides guidance on how educators can promote students’ psychological well-being in addition to ameliorating mental disorders. In recognition of her research accomplishments, she received the 2009 Lightner Witmer Award for Early Career Scholarship and the 2019 Thomas Oakland Award for Mid-Career Scholarship from Division 16 of the American Psychological Association.
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