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Imagine 2 3 What is your Blue Sky mental health vision for your - - PDF document

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1 PROJECT COVITALITY 1 UNIVERSITY OF CALIFORNIA SANTA BARBARA California Student Wellness Conference Anaheim, CA March 23, 2020 The research reported here is supported by the Institute of Education Sciences, U.S. Department of Education,

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SLIDE 1 PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

CALIFORNIA STUDENT WELLNESS STUDY: PATHWAY TO SUCCESSFUL, THRIVING STUDENTS

Michael Furlong Erin Dowdy Karen Nylund-Gibson

California Student Wellness Conference Anaheim, CA March 23, 2020

1 The research reported here is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant # R305A160157 to the University of California, Santa Barbara. The opinions expressed are those of the authors and do not represent views of the Institute of Education Sciences or the U.S. Department of Education.

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Imagine

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What is your “Blue Sky” mental health vision for your school?

Imagine

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UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

How could today’s information advance your blue sky interests. What ideas/actions are sparked by today’s session that move you further toward your blue sky vision? How is wellness measured in the California Wellness Study? What did you learn about the status of California students’ social and psychological wellness? Our Ask, Your Questions

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4 CSWC CAL Student Wellness Study Slides Mar 2020 0307 - April 1, 2020

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SLIDE 2 UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

Moving toward your blue sky vision. How might you use this session’s information?

  • Idea 1: __________________________________________________________
  • Idea 2: __________________________________________________________

What questions do you have?

  • Ques 1: __________________________________________________________
  • Ques 2: __________________________________________________________

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA
  • Wellness
  • Life Satisfaction
  • Bi-Dimensional
  • California Student

Wellness Study

  • Social Emotional

Health Surveys

  • Domain Strengths
  • Monitoring, MTSS

Context

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UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

CALIFORNIA STUDENT WELLNESS STUDY

www.covitalityucsb.info

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8 CSWC CAL Student Wellness Study Slides Mar 2020 0307 - April 1, 2020

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SLIDE 3 PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

STUDY PARTICIPANTS

  • 1. Statewide Cross-sectional

Grades 7-12 (119,776) 249 Schools WestEd, CDE Online MHC-SF (11,500)

  • 2. Longitudinal Cohorts

Grades 9-12 Online Qualtrics Format SEHS-S, SEDS, BMSLSS, PANAS, MHC-SF 3-year Longitudinal (2017, 2018, 2019) Waves: Grades 9-11 and 10-12

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

SURVEY CONTENT

  • 1. Bi-dimensional Wellness

■Multidimensional Student Life Satisfaction ■Social Emotional Distress Scale

  • 4. Validity Checks

Response Honesty Response Consistency

  • 3. Climate–Context

California Healthy Kids Survey Student School Belonging Risk Behaviors

  • 2. Well-Being & Strengths

■ Social Emotional Health Survey-Secondary ■ Mental Health Continuum–Short Form

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Wellness

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

WHAT IS WELLNESS?

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Catalano, R. F., & Kellogg, E. (2020). Fostering healthy mental, emotional, and behavioral development in children and youth: A national agenda. Journal of Adolescent Health, 66(3), 265-267.

12 CSWC CAL Student Wellness Study Slides Mar 2020 0307 - April 1, 2020

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SLIDE 4 PROJECT COVITALITY

UNIVERSITY OF CALIFORNIA SANTA BARBARA

CHILDREN NOW 2020

  • Hospitalization
  • 2 CHKS Items
  • Substance use

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

MENTAL WELL-TH EQUATION

W = H + H2

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Wellness = Happy + Health2

Social Psychological

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

HOW DID WE MEASURE WELLNESS?

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Normative Approach

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SLIDE 5 PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

Past Month Distress

14 4 4 6 Low High

Dual-Factor or Bi-dimensional Mental Health

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Life Satisfaction

11 1 6

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Dowdy, E., Furlong, M. J., Nylund-Gibson, K., Moore, S., & Moffa, K. (2018). Initial validation of the social emotional distress survey–secondary to support complete mental health screening. Assessment for Effective Intervention, 43(4), 241-248. Guzmán, J., Green, J. G., Oblath, R., & Holt, M. K. (2019). Life satisfaction mediates the association between mental health risk and perceptions of school functioning among children and adolescents. Contemporary School Psychology, 1-11.

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UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

PAST MONTH EMOTIONAL DISTRESS…SEDS (N = 114,732)

% “Pretty Much” + “Very Much Like Me”

worried that I would embarrass myself in front of others was easily irritated hard time relaxing felt sad and down easily annoyed and sensitive tense and uptight hard for me to cope and I thought I would panic hard for me to get excited about anything hard time breathing because I was anxious scared for no good reason

Percent

5 10 15 20 25 30 35 40 45 50

21 21 23 24 30 34 35 36 41 41

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van Loon, A. W., et al. (2020). Can schools reduce adolescent psychological stress? A multilevel meta-analysis of the effectiveness of school-based intervention programs. Journal of Youth and Adolescence, 1-19. https://doi.org/10.1007/s10964-020-01201-5

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UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

OVERALL SATISFACTION BMSLSS (N = 11,664)

Percent

25 50 75 100

Friends Family Neighborhood Myself School

43 54 67 68 72 17 15 10 11 7

Dissatisfied + Very Dissatisfied Satisfied + Very Satisfied

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Kim, E. K., Furlong, M. J., & Dowdy, E. (2019). Adolescents’ personality traits and positive psychological orientations: Relations with emotional distress and life satisfaction mediated by school connectedness. Child Indicators Research, 12(6), 1951-1969.

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Bi-dimensional Wellness Approach

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20 CSWC CAL Student Wellness Study Slides Mar 2020 0307 - April 1, 2020

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SLIDE 6 UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

Life Satisfaction Distress

High Low High Low

1 2 3 4 5 6 7 8 9 10 . . 25 26 27 28 29 30 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Well Not Well

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Moore, S. A., Dowdy, E., Nylund-Gibson, K., & Furlong, M. J. (2019). An empirical approach to complete mental health classification in adolescents. School Mental Health, 11(3), 438-453.

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32.0%

Languishing

10.5%

Troubled Not Well

3.5%

SBC

54.0%

Complete Mental Health Well

Very Satisfied A Little A Little Dissatisfied Very Not at Pretty Much A Little Very Much

Life Satisfaction Distress

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Criterion Metric

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W E L L N E S S

100 90 80 70 60 50 40 30 20 10

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UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

MHC-SF RESPONSES (N = 10,836)

Mental Health Continuum Short Form

SWB3 Society Good SWB1 Contribute SWB5 Society Sense SWB2 Belong SWB4 People Good PWB5 Confident Express PWB2 Manage Responsibilities PWB4 Experienced Challenge AWB3 Satisfied PWB6 Direction Meaning PWB1 Like Personality PWB3 Warm Trusting AWB2 Interested AWB1 Happy

Percent

10 20 30 40 50 60 70 80 90 100 63 60 59 57 56 53 53 49 49 44 50 39 38 33

25 23 22 22 23 25 25 27 26 28 21 25 25 27 13 17 19 21 21 22 22 24 25 28 29 36 36 41

Never / 1-2 @ Month 1 @ Week / 2-3 Times @ Week Almost EveryDay / Everyday

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Mental Health Continuum–Short Form: Social (SWB), Psychological (PWB), Affective (AWB)

24 CSWC CAL Student Wellness Study Slides Mar 2020 0307 - April 1, 2020

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SLIDE 7 PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

ARE CALIFORNIA’S STUDENTS THRIVING?

19% 35% 46%

Affective 1 of 3 (Never or 1-2 times) Psychological and Social 6 of 11 (Never or 1-2 times) All Others

LANGUISHING MODERATE MENTAL HEALTH

Affective 1 of 3 (Almost Everyday or Everyday) Psychological and Social 6 of 11 (Almost Everyday or Everyday)

FLOURISHING

How Often in Past Month? Mental Health Continuum-Short Form

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Keyes, C. L. (2006). Mental health in adolescence: Is America's youth flourishing?. American Journal of Orthopsychiatry, 76(3), 395-402. (6, 55, 40)

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

OUR SOCIETY IS A GOOD PLACE, OR IS BECOMING A BETTER PLACE, FOR ALL PEOPLE

Percent

5 10 15 20 25 30 Never 1-2 @ Month 1 @ Week 2-3 @ Week Almost Every Day Every Day

16 17 13 14 17 24

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

CALIFORNIA STUDENT WELLNESS STUDY

SUMMARY

ABOUT HALF OF STUDENTS ARE WELL

STUDENTS REPORT SOME DISTRESS SOCIAL WELL-BEING IS A PARTICULAR CONCERN

NORM-BASED

CO-NORMED: DISTRESS & WELLNESS

CRITERION-BASED REFERENCE

DEFINE ESSENTIAL WELLNESS CRITERION W E L L N E S S 27

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Surveillance… Necessary but Insufficient

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SLIDE 8 PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

HOW CAN WE FOSTER STUDENT WELL-BEING?

Psychological Well-Being Affective Well-Being Social Well-Being Life Satisfaction

Flourishing Mental Health

Surveillance…

Screening Monitoring…

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UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

Self-Efficacy Self-Awareness Persistence Peer Support School Support Family Support Empathy Self-Control Emotion Regulation Gratitude Zest Optimism

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Perspective Taking Organizational Skills Evaluating Goal Setting Teamwork Self-Compassion Forgiveness

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UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

CASEL BALANCE PRINCIPLE

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Blyth, D. A., & Borowski, T. (2018). Ten criteria for describing and selecting SEL frameworks. CASEL Frameworks Briefs, Introductory Series (3 of 3). September.

“It is not about whether the framework is exhaustive and includes all competencies but whether it is balanced enough to include major dimensions of SEL versus being focused on only a few dimensions.”

(Blyth et al., 2019, p. 3).

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UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

Self-Efficacy Self-Awareness Persistence Peer Support School Support Family Support Empathy Self-Control Emotion Regulation Gratitude Zest Optimism

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Perspective Taking Organizational Skills Evaluating Goal Setting Teamwork Self-Compassion Forgiveness

32 CSWC CAL Student Wellness Study Slides Mar 2020 0307 - April 1, 2020

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SLIDE 9 UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

Self-Efficacy Self-Awareness Persistence Peer Support School Support Family Support Empathy Self-Control Emotion Regulation Gratitude Zest Optimism

12 Individual Strengths in 4 Domains Combined effect? Is the whole greater than the sum of these parts?

Covitality

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UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

Family Support School Support Peer Support Optimism Gratitude ZEST Self-Awareness Persistence Self–Efficacy + Emotion Regulation Empathy Self-Control

12 Individual Strength Subscales

4 Domain Strengths

+ + + + + + +

Belief-in-Others Engaged Living

= =

Belief-in-Self

=

Emotional Competence

=

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Covitality

You, S., Furlong, M., Felix, E., & O’Malley, M. (2015). Validation of the Social and Emotional Health Survey for five sociocultural groups: Multigroup invariance and latent mean analyses. Psychology in the Schools, 52, 349–362.

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

SEHS-S (2020) TECHNICAL REPORT

Rationale Method Confirmatory Factor Analyses Invariance Analyses Reliability Criterion Validity Normative Information Items and Forms

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Furlong, M. J., Nylund-Gibson, K., Dowdy, E., Wagle, R., Hinton, T., & Carter, D. (2020). Modification and standardization of Social Emotional Health Survey-Secondary— 2020 edition. University of California Santa Barbara, International Center for School Based Youth Development.

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

WHAT IS YOUR COVITALITY METAPHOR?

SYNCHRONICITY RHYTHM, COORDINATION, MOMENTUM FOUNDATION SCAFFOLDING, SUPPORT STRENGTH NEW INGREDIENTS YUMMY, NUTRITIOUS, LIFE SUSTAINING DYNAMIC RENEWAL BUILD, SUSTAIN, CHALLENGE, FOSTER 36

Lenzi, M., Dougherty, D., Furlong, M. J., Dowdy, E., & Sharkey, J. D. (2015). The configuration protective model: Factors associated with adolescent behavioral and emotional problems. Journal of Applied Developmental Psychology, 38, 49–59.

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SLIDE 10 PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

DOMAIN STRENGTHS

SEHS-S Response Options 1 = Not at true 2 = A little true 3 = Pretty much true 4 = Very much true

Strength = > 3.0

COVITALITY BONES

BELIEF IN SELF + BELIEF IN OTHERS + EMOTIONAL COMPETENCE + ENGAGED LIVING

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

HOW MANY COVITALITY BONES DO STUDENTS REPORT?

Percent

5 10 15 20 25 30

SEHS (Bones) Domain Strengths

1 2 3 4

27 17 18 19 18

Belief in Self + Belief in Others + Emotional Competence + Engaged Living (N = 105,383, Grades 7-12)

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Fullchange, A., & Furlong, M. J. (2016). An exploration of effects of bullying victimization from a complete mental health perspective. Sage Open, (January-March), 1–12. doi:10.1177/2158244015623593

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

ARE COVITALITY BONES ASSOCIATED WITH STUDENT WELLNESS?

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

“MY LIFE IS GOING WELL”

Percent

10 20 30 40 50 60 70 80 90 100

Number of SEHS-S Domain Strengths 1 2 3 4

91 79 62 43 34

Percent “Moderate” + “Strongly Agree” (N = 10,525)

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  • E. Scott Huebner Life Satisfaction Measures
https://sc.edu/study/colleges_schools/artsandsciences/psychology/our_people/directory/huebner_scott.php

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SLIDE 11 PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

ARE COVITALITY BONES ASSOCIATED WITH STUDENT DISTRESS?

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

“…sad or hopeless almost every day for two weeks or more in a row that you stopped doing some usual activities?”

Percent Yes

10 20 30 40 50 60

CHKS Sadness Item CHKS Suicide Item 1 2 3 4 1 2 3 4

5 14 11 26 18 39 27 49 26 46

1 2 3 4

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“…considered suicide in past year…”

(N = 105,383)

Number SEHS Domain Strengths

PAST MONTH EMOTIONAL DISTRESS…CHKS - YRBS ITEMS 42

PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

STRENGTHS BY MHC-SF GROUPS (N = 10,836)

Number Strengths 1 2 3 4

Percent

10 20 30 40 50 60 70 80 90 100

2 4 12 30 44 10 30 44 47 41 88 66 44 23 15 Flourishing Moderate Mental Health Languishing

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

ARE COVITALITY BONES ASSOCIATED WITH SCHOOL CONTEXT?

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SLIDE 12 PROJECT COVITALITY

University of California Santa Barbara

“I FEEL CLOSE TO PEOPLE AT THIS SCHOOL”

Percent

20 40 60 80 100

SEHS Domain Strengths

1 2 3 4

82 70 63 49 42

Percent “Agree” + “Strongly Agree” (N = 10,816)

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Furlong, M. J., O’Brennan, L. M., & You, S. (2011). Psychometric properties of the Add Health School Connectedness Scale for 18 sociocultural groups. Psychology in the Schools, 48, 986–997.

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

Percent

10 20 30 40 50 60 70 80 90 100

SEHS-S Domain Strengths

1 2 3 4

83 64 51 37 22

Percent “Very Much True” (N = 10,779)

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“I HAVE HIGH EXPECTATIONS FOR MYSELF”

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

SCHOOLS MONITORING WELLNESS

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

DISTRICTS TAKE ACTION!

■Laguna Unified School District ■Visalia Unified School District ■San Dieguito Schools ■El Capitan High (Merced) ■Marin County Schools ■Santa Cruz City Schools ■North Monterey County Unified School District ■Baldwin Park Unified School District ■18 States, 20+ Countries

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Paz, J., Kim,. E., Dowdy, E., & Furlong, M. J., Hinton, T., Piqueras, J. M., Rodriguez-Jiménez, T., Marzo, J. C., & Coats,
  • S. (in press). Contemporary assessment of youth comprehensive psychosocial assets: School-based approaches and
applications In W. Ruch, A. B. Bakker, L. Tay, & F. Gander (Eds.), Handbook of positive psychology assessment: Science and practice. Springer.

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SLIDE 13 PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

SECONDARY

SEHS-S

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Suldo, S. (2016). Promoting students’ happiness: Positive psychology intervention strategies in school-based
  • practice. Guilford. www.guilford.com/books/Promoting-
Student-Happiness/Shannon-Suldo/9781462526802/ reviews

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

PRIMARY

SEHS-P

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Naples, L. N. (2019, March). Neurodivergence in early childhood: Deriving a dual-factor model of educational well-being through a design-based research pilot
  • program. A Dissertation submitted to The Faculty of The
Graduate School of Education and Human Development of The George Washington University. Washington, DC. Contact: lhunternaples@gmail.com

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

HIGHER EDUCATION

SEHS-HE

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Furlong, M. J., You, S., Shishim, M., & Dowdy, E. (2017). Development and validation of the Social Emotional Health Survey–Higher Education version. Applied Research in Quality of Life, 12, 343–367. http://link.springer.com/article/ 10.1007/s11482-016-9464-9

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

WELLNESS RESOURCES

WWW.COVITALITYUCSB.INFO General Mental Wellness Belief in Self Belief in Others Emotional Competence Engaged Living SEL Resources

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SLIDE 14

Languishing Troubled SBC Complete Mental Health

Very Satisfied A Little A Little Dissatisfied Very Not at Pretty Much A Little Very Much

Life Satisfaction Distress

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Tier 1 Service Learning Leadership Mental Health Advocacy Tier 2 Group Supports Watch Care, Respond Checkins Tier 3B MHC-SF, PQ-7 Targeted Supports Regular Monitoring Tier 3A SP ED Wrap Around

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UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

Moving toward your blue sky vision. How might you use this session’s information?

  • Idea 1: __________________________________________________________
  • Idea 2: __________________________________________________________

What questions do you have?

  • Ques 1: __________________________________________________________
  • Ques 2: __________________________________________________________

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PROJECT COVITALITY UNIVERSITY OF CALIFORNIA SANTA BARBARA

SUMMARY AND RECOMMENDATIONS

mfurlong on iPhone 2020

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PROJECT COVITALITY UNIVERSITY FO CALIFORNIA SANTA BARBARA

46%-54% ??? FLOURISHING

STUDENT WELLNESS

INTEGRATE WITH MTSS APPROACH

PRACTICE

ANNUAL WELLNESS SURVEILLANCE (K-16) SOCIAL WELL-BEING EMERGING CONCERN

POLICY

Work Hard, Have Fun, Be Good, Do Good, Spread Good, Be Well

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Wellness is a Process …a Journey… Not an End Point

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SLIDE 15 PROJECT COVITALITY

UNIVERSITY OF CALIFORNIA SANTA BARBARA

WAIT, THERE IS A LITTLE MORE…

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Past Month Substance Use by DFM Groups

  • Number of the following substances used
  • n one or more days:
  • Cigarettes
  • E-cigs, vaping
  • Alcohol
  • Marijuana
  • 82.9% of students indicated that had not

used any of these substances in the past month.

10 20 30 40 50 60 70 80 90 100 Troubled Languishing SBC CMH

1 1 1 2

2 3 4 6

3 3 7 7

6 11 11 11

88 82 77 74

1 2 3 4

Number of Substances used

58 Past Month Substance Use by MHCSF Groups

  • Number of the following substances used
  • n one or more days:
  • Cigarettes
  • E-cigs, vaping
  • Alcohol
  • Marijuana
  • 82.9% of students indicated that had not

used any of these substances in the past month.

10 20 30 40 50 60 70 80 90 100 Languishing MMH Flourishing

1 1 2

2 3 5

4 6 7

7 9 11

87 81 76

1 2 3 4

Number of Substances used

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UNIVERSITY OF CALIFORNIA SANTA BARBARA PROJECT COVITALITY

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