Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong

Judith Blaine

doi:doi:10.11648/j.edu.20241304.17

Research Article |

| Peer-Reviewed

Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong

Judith Blaine^*

Published in Education Journal (Volume 13, Issue 4)

Received: 11 July 2024 Accepted: 29 July 2024 Published: 15 August 2024

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

In Hong Kong adolescent mental health is of great concern, with both the number of suicides and the suicide ideation figures doubling in recent years. As such there is an increasing need to implement positive education programmes in schools in order to equip students with skills to counteract mental health crises. This study evaluated a positive education (PosEd) programme for sixth-form students attending an international school in Hong Kong. Employing a mixed methods quasi-experimental design, a purposive sample of 102 sixth-form students was recruited for this study. Quantitative data was collected utilising three norm-referenced questionnaires pre and post intervention, while semi-structured interviews with two focus groups (N =15) formed the bulk of the qualitative data. Quantitative results demonstrated a slight decrease in all self-reported measures post-intervention, which was not the desired or expected outcome. Employing the acronym EQUIP, qualitative findings provided useful information as to possible reasons why the students felt the outcomes of the programme were not helpful, affirming or constructive. The importance of the contribution of this research to addressing how such programmes can be tailored to more effectively meet the needs of the students is discussed, with recommendations for future research.

Published in	Education Journal (Volume 13, Issue 4)
DOI	10.11648/j.edu.20241304.17
Page(s)	199-210
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Positive Education, Adolescents, Mental Health, Youth Wellbeing

References

[1]	UNICEF (2021). Mental Health: Ensuring mental health and well-being in an adolescent’s formative years can foster a better transition from childhood to adulthood. Retrieved from https://data.unicef.org/topic/child-health/mental-health/#:~:text=In%202019%2C%20it%20was%20estimated,per%20cent%20of%20mental%20disorders
[2]	Dahl, R., Allen, N., Wilbrecht, L. et al. (2018). Importance of investing in adolescence from a developmental science perspective. Nature 554, 441–450. https://doi.org/10.1038/nature25770
[3]	Sawyer, S. M., Azzopardi, P. S., Wickremarathne, D., & Patton, G. C. (2018). The age of adolescence. The Lancet. Child & adolescent health, 2(3), 223–228. https://doi.org/10.1016/S2352-4642(18) 30022-1
[4]	Rickard, N., Chin, T-C., Cross, D., Hattie, J. & Vella-Brodrick, D.A (2023). Effects of a positive education programme on secondary school students’ mental health and wellbeing; challenges of the school context, Oxford Review of Education, https://doi.org/10.1080/03054985.2023.2211254
[5]	Chang, Q., Xing, J., Ho, R. T. H., & Yip, P. S. F. (2019). Cyberbullying and suicide ideation among Hong Kong adolescents: The mitigating effects of life satisfaction with family, classmates and academic results. Psychiatry research, 274, 269–273. https://doi.org/10.1016/j.psychres.2019.02.054
[6]	Waters, L., & Loton, D. (2021). Tracing the Growth, Gaps, and Characteristics in Positive Education Science: A Long-Term, Large-Scale Review of the Field. Frontiers in psychology, 12, 774967. https://doi.org/10.3389/fpsyg.2021.774967
[7]	Catalano, R. F., Berglund M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (2004). Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs. The Annals of the American Academy of Political and Social Science, 591, 98–124. http://www.jstor.org/stable/4127638
[8]	Cohen, J. (2013). Creating a Positive School Climate: A Foundation for Resilience. In: Goldstein, S., Brooks, R. (eds) Handbook of Resilience in Children. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-3661-4_24
[9]	Chan, G. H., Lee, G. K. W., Kong, C. Y., W. & Lo, T. W. (2022). An Innovative Model of Positive Education with Traditional Chinese Moral Values: An Evaluation of Project Bridge. International Journal of Environmental Research and Public Health, 19(7), 3797. https://doi.org/10.3390/ijerph19073797
[10]	Chen, J., Liu, Y., Dai, J., & Wang, C. (2023). Development and status of moral education research: Visual analysis based on knowledge graph. Frontiers in psychology, 13, 1079955. https://doi.org/10.3389/fpsyg.2022.1079955
[11]	Kristjánsson K. (2012). Positive psychology and positive education: Old wine in new bottles? Educ. Psychol. 47: 86–105. https://doi.org/10. 1080/00461520 2011. 610678.
[12]	Dweck, C. S. (2015). Growth [Editorial]. British Journal of Educational Psychology, 85(2), 242–245. https://doi.org/10.1111/bjep.12072
[13]	Niemiec, R. M., & Pearce, R. (2021). The practice of character strengths: Unifying definitions, principles, and exploration of what’s soaring, emerging, and ripe with potential in science and in practice. Frontiers in Psychology, 11, Article 590220. https://doi.org/10.3389/fpsyg.2020.590220
[14]	Au, C. W. C., & Chow, J. K. F. (2012). The role of Hong Kong schools in promoting students' civic engagement: A qualitative study of focus group interviews with Hong Kong secondary students. Journal of Youth Studies, 15(1), 82-95.
[15]	Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York, NY, US: Free Press.
[16]	Seligman, M., & Czikszentmihalyi, M. (2000). Positive Psychology: An Introduction. American Psychologist, 55(1), 5-14.
[17]	CASEL: Collaborative for Academic, Social and Emotional Learning Guide (2013). Effective social and emotional learning programs – Preschool and elementary school edition. Chicago, IL:
[18]	Au, W. C. C., & Kennedy, K. J. (2018). A positive education program to promote wellbeing in schools: A case study from a Kong Kong school. Higher Education Studies, 8(4), 9-22.
[19]	Kern, M. L., Waters, L. E., Adler, A., & White, M. A. (2015). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The Journal of Positive Psychology, 10(3), 262–271. https://doi.org/10.1080/17439760.2014. 936962
[20]	Pulimeno, M., Piscitelli, P., Colazzo, S., Colao, A., & Miani, A. (2020). School as ideal setting to promote health and wellbeing among young people. Health promotion perspectives, 10(4), 316–324. https://doi.org/10.34172/hpp.2020.50
[21]	Madeson, M. (2017, February 24). Seligman’s PERMA+ Model Explained: A Theory of Wellbeing. Positive Psychology. https://positivepsychology.com/perma-model/
[22]	Mukhopadhyay, S., & Panda, B. (2022). Positive Education: Insights from the Geelong Grammar School (pp. 94–103). https://doi.org/10.1037/pas0000201
[23]	Norrish, J. M., Williams, P., O’Connor, M., & Robinson, J. (2013). An Applied Framework for Positive Education. International Journal of Wellbeing, 3.
[24]	Norrish, J. M., & Seligman, M. E. (2015). Positive Education: The Geelong Grammar School journey. Oxford Positive Psychology Series.
[25]	Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. https://doi.org/10.1080/03054980902934563
[26]	Vella-Brodrick, D. A., Chin, T.-C., & Rickard, N. S. (2020). Examining the processes and effects of an exemplar school-based wellbeing approach on student competency, autonomy and relatedness. Health Promotion International, 35(5), 1190–1198. https://doi.org/10.1093/heapro/daz115
[27]	White, M. A. (2016). Why won't it Stick? Positive Psychology and Positive Education. Psychology of well-being, 6, 2. https://doi.org/10.1186/s13612-016-0039-1
[28]	Coulombe, S., Hardy, K., & Goldfarb, R. (2020). Promoting wellbeing through positive education: A critical review and proposed social ecological approach. Theory and Research in Education, 18(3), 295-321. https://doi.org/10.1177/1477878520988432
[29]	Romo-González, T., Ehrenzweig, Y., Sánchez-Gracida, O. D., Enríquez-Hernández, C. B López-Mora, G., Martínez, A. J., & Larralde, C. (2013). Promotion of individual happiness and wellbeing of students by a positive education intervention. J. behav. health soc. ISSUES [online]. 5(2). 79-102. https://doi.org/10.5460/jbhsi.v5.2.42302.
[30]	Lou, J., & Xu, Q. (2022). The development of positive education combined with online learning: Based on theories and practices. Frontiers in psychology, 13, 952784. https://doi.org/10.3389/fpsyg.2022. 952784
[31]	Vella-Brodrick, D. A., Richard, N. S., Hattie, J., Cross, D., Chin, T-C., & Ng, A. (2017). Enhancing adolescent mental health through positive education. A longitudinal evaluation of Year 10 Positive Education: Findings from 2014-2016. The University of Melbourne, VIC, Australia.
[32]	Waters, L., & Charles Higgins, M. (2022). The impact of a teacher-based positive education intervention on student wellbeing literacy. Journal of School and Educational Psychology, 2(1), 22–43. https://doi.org/10.47602/josep.v2i1.12
[33]	Lazarus, R. S. (2003). Does the Positive Psychology Movement Have Legs? Psychological Inquiry, 14(2), 93–109. https://doi.org/10.1207/S15327965PLI1402_02
[34]	Miller, A. (2008). A Critique of Positive Psychology—or ‘The New Science of Happiness’. Journal of Philosophy of Education, 42: 591-608. https://doi.org/10.1111/j.1467-9752.2008.00646.x
[35]	Robson-Kelly, L. (2018). ‘Is positive education too positive for the UK? Do we require a more nuanced approach to positive education in the UK?’, European Journal of Applied Positive Psychology, 2, 4, 1-5. Retrieved from: https://www.nationalwellbeingservice.org/volumes/volume-2-2018/volume-2-article-4/
[36]	Halliday, A. J., Kern, M. L., Garrett, D. K., & Turnbull, D. A. (2019). The student voice in well-being: A case study of participatory action research in positive education. Educational Action Research, 27(2), 173–196. https://doi.org/10.1080/09650792.2018.1436079
[37]	Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55(1), 68–78.
[38]	Andersen, J. P., Prause, J., & Silver, R. C. (2011). A step-by-step guide to using secondary data for psychological research. Social and Personality Psychology Compass, 5(1), 56–75. https://doi.org/10.1111/j.1751-9004.2010.00329.x
[39]	Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3, 77-101.
[40]	Halliday, A. J., Kern, M. L., Garrett, D. K., & Turnbull, D. A. (2020). Understanding factors affecting positive education in practice: An Australian case study. Contemporary School Psychology, 24(2), 128–145. https://doi.org/10.1007/s40688-019-00229-0
[41]	Lind, C. (2007). The power of adolescent voices: co-researchers in mental health promotion. Educational Action Research, 15(3), 317-383. https://doi.org/10.1080/09650790701514309
[42]	Rodkin, P. C., & Ryan, A. M. (2012). Child and adolescent peer relations in educational context. In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA handbooks in psychology. APA educational psychology handbook, Vol. 2. Individual differences and cultural and contextual factors (pp. 363-389). Washington, DC, US: American Psychological Association.
[43]	Lamboy, B., Beck, F., Tessier, D., Williamson, M. O., Fréry, N., Turgon, R., Tassie, J. M., Barrois, J., Bessa, Z., & Shankland, R. (2022). The Key Role of Psychosocial Competencies in Evidence-Based Youth Mental Health Promotion: Academic Support in Consolidating a National Strategy in France. International journal of environmental research and public health, 19(24), 16641. https://doi.org/10.3390/ijerph192416641
[44]	Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939-944.
[45]	Durlak, J. A., Weissberg, R. P., Dymniki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
[46]	Laakso, M., Fagerlund, Å., Pesonen, AK. et al. (2021). Flourishing Students: The Efficacy of an Extensive Positive Education Program on Adolescents’ Positive and Negative Affect. Int J Appl Posit Psychol 6, 253–276. https://doi.org/10.1007/s41042-020-00048-2
[47]	Park, T., Reilly-Spong, M., & Gross, C. R. (2013). Mindfulness: a systematic review of instruments to measure an emergent patient-reported outcome (PRO). Quality of life research: an international journal of quality of life aspects of treatment, care and rehabilitation, 22(10), 2639–2659. https://doi.org/10.1007/s11136-013-0395-8
[48]	Seligman, M. (2018): PERMA and the building blocks of well-being, The Journal of Positive Psychology, https://doi.org/10. 1080/17439760. 2018. 1437466
[49]	Ragelienė T. (2016). Links of Adolescents Identity Development and Relationship with Peers: A Systematic Literature Review. Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal de l'Academie canadienne de psychiatrie de l'enfant et de l'adolescent, 25(2), 97–105.
[50]	Tomé, G., Matos, M., Simões, C., Diniz, J. A., & Camacho, I. (2012). How can peer group influence the behavior of adolescents: explanatory model. Global journal of health science, 4(2), 26–35. https://doi.org/10.5539/gjhs.v4n2p26
[51]	Organisation for Economic Co-operation and Development (OECD, 2019). OECD Future of Education and Skills 2030. Retrieved from https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
[52]	Zimmer-Gembeck, M. J., Chipuer, H. M., Hanisch, M., Creed, P. A., & McGregor, L. (2006). Relationships at school and stage-environment fit as resources for adolescent engagement and achievement. Journal of Adolescence, 29(6), 911–933. https://doi.org/10.1016/j.adolescence.2006.04.008
[53]	McDonald, J. D. (2008). Measuring Personality Constructs: The Advantages and Disadvantages of Self-Reports, Informant Reports and Behavioural Assessments. Enquire, 1(1), 75-94.

Cite This Article

Plain Text BibTeX RIS

APA Style

Blaine, J. (2024). Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong. Education Journal, 13(4), 199-210. https://doi.org/10.11648/j.edu.20241304.17

Copy | Download

ACS Style

Blaine, J. Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong. Educ. J. 2024, 13(4), 199-210. doi: 10.11648/j.edu.20241304.17

Copy | Download

AMA Style

Blaine J. Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong. Educ J. 2024;13(4):199-210. doi: 10.11648/j.edu.20241304.17

Copy | Download

@article{10.11648/j.edu.20241304.17,
  author = {Judith Blaine},
  title = {Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong
},
  journal = {Education Journal},
  volume = {13},
  number = {4},
  pages = {199-210},
  doi = {10.11648/j.edu.20241304.17},
  url = {https://doi.org/10.11648/j.edu.20241304.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241304.17},
  abstract = {In Hong Kong adolescent mental health is of great concern, with both the number of suicides and the suicide ideation figures doubling in recent years. As such there is an increasing need to implement positive education programmes in schools in order to equip students with skills to counteract mental health crises. This study evaluated a positive education (PosEd) programme for sixth-form students attending an international school in Hong Kong. Employing a mixed methods quasi-experimental design, a purposive sample of 102 sixth-form students was recruited for this study. Quantitative data was collected utilising three norm-referenced questionnaires pre and post intervention, while semi-structured interviews with two focus groups (N =15) formed the bulk of the qualitative data. Quantitative results demonstrated a slight decrease in all self-reported measures post-intervention, which was not the desired or expected outcome. Employing the acronym EQUIP, qualitative findings provided useful information as to possible reasons why the students felt the outcomes of the programme were not helpful, affirming or constructive. The importance of the contribution of this research to addressing how such programmes can be tailored to more effectively meet the needs of the students is discussed, with recommendations for future research.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong

AU  - Judith Blaine
Y1  - 2024/08/15
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241304.17
DO  - 10.11648/j.edu.20241304.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 199
EP  - 210
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241304.17
AB  - In Hong Kong adolescent mental health is of great concern, with both the number of suicides and the suicide ideation figures doubling in recent years. As such there is an increasing need to implement positive education programmes in schools in order to equip students with skills to counteract mental health crises. This study evaluated a positive education (PosEd) programme for sixth-form students attending an international school in Hong Kong. Employing a mixed methods quasi-experimental design, a purposive sample of 102 sixth-form students was recruited for this study. Quantitative data was collected utilising three norm-referenced questionnaires pre and post intervention, while semi-structured interviews with two focus groups (N =15) formed the bulk of the qualitative data. Quantitative results demonstrated a slight decrease in all self-reported measures post-intervention, which was not the desired or expected outcome. Employing the acronym EQUIP, qualitative findings provided useful information as to possible reasons why the students felt the outcomes of the programme were not helpful, affirming or constructive. The importance of the contribution of this research to addressing how such programmes can be tailored to more effectively meet the needs of the students is discussed, with recommendations for future research.

VL  - 13
IS  - 4
ER  -

Copy | Download

Author Information

Judith Blaine

Department of Psychology, Rhodes University, Makhanda, South Africa

Contact Email

http://orcid.org/0000-0002-6442-8044

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Blaine, J. (2024). Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong. Education Journal, 13(4), 199-210. https://doi.org/10.11648/j.edu.20241304.17

Copy | Download

ACS Style

Blaine, J. Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong. Educ. J. 2024, 13(4), 199-210. doi: 10.11648/j.edu.20241304.17

Copy | Download

AMA Style

Blaine J. Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong. Educ J. 2024;13(4):199-210. doi: 10.11648/j.edu.20241304.17

Copy | Download

@article{10.11648/j.edu.20241304.17,
  author = {Judith Blaine},
  title = {Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong
},
  journal = {Education Journal},
  volume = {13},
  number = {4},
  pages = {199-210},
  doi = {10.11648/j.edu.20241304.17},
  url = {https://doi.org/10.11648/j.edu.20241304.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241304.17},
  abstract = {In Hong Kong adolescent mental health is of great concern, with both the number of suicides and the suicide ideation figures doubling in recent years. As such there is an increasing need to implement positive education programmes in schools in order to equip students with skills to counteract mental health crises. This study evaluated a positive education (PosEd) programme for sixth-form students attending an international school in Hong Kong. Employing a mixed methods quasi-experimental design, a purposive sample of 102 sixth-form students was recruited for this study. Quantitative data was collected utilising three norm-referenced questionnaires pre and post intervention, while semi-structured interviews with two focus groups (N =15) formed the bulk of the qualitative data. Quantitative results demonstrated a slight decrease in all self-reported measures post-intervention, which was not the desired or expected outcome. Employing the acronym EQUIP, qualitative findings provided useful information as to possible reasons why the students felt the outcomes of the programme were not helpful, affirming or constructive. The importance of the contribution of this research to addressing how such programmes can be tailored to more effectively meet the needs of the students is discussed, with recommendations for future research.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Schools Are in the Future Business: Exploring Outcomes of a Positive Education Programme for Adolescents in Hong Kong

AU  - Judith Blaine
Y1  - 2024/08/15
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241304.17
DO  - 10.11648/j.edu.20241304.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 199
EP  - 210
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241304.17
AB  - In Hong Kong adolescent mental health is of great concern, with both the number of suicides and the suicide ideation figures doubling in recent years. As such there is an increasing need to implement positive education programmes in schools in order to equip students with skills to counteract mental health crises. This study evaluated a positive education (PosEd) programme for sixth-form students attending an international school in Hong Kong. Employing a mixed methods quasi-experimental design, a purposive sample of 102 sixth-form students was recruited for this study. Quantitative data was collected utilising three norm-referenced questionnaires pre and post intervention, while semi-structured interviews with two focus groups (N =15) formed the bulk of the qualitative data. Quantitative results demonstrated a slight decrease in all self-reported measures post-intervention, which was not the desired or expected outcome. Employing the acronym EQUIP, qualitative findings provided useful information as to possible reasons why the students felt the outcomes of the programme were not helpful, affirming or constructive. The importance of the contribution of this research to addressing how such programmes can be tailored to more effectively meet the needs of the students is discussed, with recommendations for future research.

VL  - 13
IS  - 4
ER  -

Copy | Download