國立虎尾科技大學 |

An Application of the Dual Factor Model of Mental Health in Elementary School Students : = Implications for Social Functioning and Psychopathology.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Application of the Dual Factor Model of Mental Health in Elementary School Students :/
Reminder of title:	Implications for Social Functioning and Psychopathology.
Author:	Smith, Nicholas David W.
Description:	1 online resource (156 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-06.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355982305

An Application of the Dual Factor Model of Mental Health in Elementary School Students : = Implications for Social Functioning and Psychopathology.
Smith, Nicholas David W.

An Application of the Dual Factor Model of Mental Health in Elementary School Students :Implications for Social Functioning and Psychopathology. - 1 online resource (156 pages)

Source: Masters Abstracts International, Volume: 57-06.

Thesis (*Ed.S.)--University of South Florida, 2020.

Includes bibliographical references

In the study of positive psychology and mental health there has been greater emphasis placed on the presence of indicators of well-being, as opposed to previous models solely based on the presence or absence of psychopathological symptoms. This has yielded a model titled the Dual Factor Model of Mental Health (DFM; Suldo, 2016). Psychopathological symptoms have been conceptualized as a categorical variable encompassing an elevated level of symptoms of either externalizing or internalizing disorders. Complete Mental Health (CMH) is generally conceptualized as having low psychopathology (PTH) and high subjective well-being (SWB). Previous research has indicated more positive outcomes, such as academic achievement and supportive social relationships, are associated with CMH. The DFM has been examined in adolescents and young adults, however, only one study has identified the model in elementary school students (Greenspoon & Saklofske, 2008). The current study completed secondary analysis of an archival data set (Hearon, 2017) to examine the distribution of the DFM in a sample of 178 elementary school students (grades 4th and 5th) and the impact that mental health group status had on social functioning levels with teachers and classmates. Results from this study indicated the DFM was present in a sample of elementary school students, with the majority of participants being classified in the CMH group, consistent with previous literature. Additionally, regarding students' perceived social support of classmates and teachers, those groups with elevated levels of SWB reported greater mean values than those groups that had decreased levels of SWB. Finally, between group differences in terms of psychopathology were present, whereas within group differences in terms of externalizing and internalizing behavior were not present in any group. Implications for school psychologists, such as the importance of assessing SWB in tandem with psychopathology are presented. Finally, limitations of this study (i.e., nested data) and avenues for future research (i.e., mental health status predicting peer networks, continued evaluation of DFM psychopathology make-up) are reviewed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355982305Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

An Application of the Dual Factor Model of Mental Health in Elementary School Students : = Implications for Social Functioning and Psychopathology.
LDR:03408ntm a2200325K 4500 001 915359
005 20180727125213.5
006 m o u
007 cr mn||||a|a||
008 190606s2020 xx obm 000 0 eng d
020 $a 9780355982305
035 $a (MiAaPQ)AAI10784148
035 $a (MiAaPQ)usf:14641
035 $a AAI10784148
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Smith, Nicholas David W. $3 1188686
245 1 3 $a An Application of the Dual Factor Model of Mental Health in Elementary School Students : $b Implications for Social Functioning and Psychopathology.
264 0 $c 2020
300 $a 1 online resource (156 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 57-06.
500 $a Adviser: Shannon M. Suldo.
502 $a Thesis (*Ed.S.)--University of South Florida, 2020.
504 $a Includes bibliographical references
520 $a In the study of positive psychology and mental health there has been greater emphasis placed on the presence of indicators of well-being, as opposed to previous models solely based on the presence or absence of psychopathological symptoms. This has yielded a model titled the Dual Factor Model of Mental Health (DFM; Suldo, 2016). Psychopathological symptoms have been conceptualized as a categorical variable encompassing an elevated level of symptoms of either externalizing or internalizing disorders. Complete Mental Health (CMH) is generally conceptualized as having low psychopathology (PTH) and high subjective well-being (SWB). Previous research has indicated more positive outcomes, such as academic achievement and supportive social relationships, are associated with CMH. The DFM has been examined in adolescents and young adults, however, only one study has identified the model in elementary school students (Greenspoon & Saklofske, 2008). The current study completed secondary analysis of an archival data set (Hearon, 2017) to examine the distribution of the DFM in a sample of 178 elementary school students (grades 4th and 5th) and the impact that mental health group status had on social functioning levels with teachers and classmates. Results from this study indicated the DFM was present in a sample of elementary school students, with the majority of participants being classified in the CMH group, consistent with previous literature. Additionally, regarding students' perceived social support of classmates and teachers, those groups with elevated levels of SWB reported greater mean values than those groups that had decreased levels of SWB. Finally, between group differences in terms of psychopathology were present, whereas within group differences in terms of externalizing and internalizing behavior were not present in any group. Implications for school psychologists, such as the importance of assessing SWB in tandem with psychopathology are presented. Finally, limitations of this study (i.e., nested data) and avenues for future research (i.e., mental health status predicting peer networks, continued evaluation of DFM psychopathology make-up) are reviewed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of South Florida. $b Psychological and Social Foundations. $3 1188687
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10784148 $z click for full text (PQDT)