The effect of positive psychology interventions on hope and wellbeing among adolescents living in

153 Pages·2015·1.63 MB·English

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How to cite this thesis
Surname, Initial(s). (2012) Title of the thesis or dissertation. PhD. (Chemistry)/ M.Sc. (Physics)/
M.A. (Philosophy)/M.Com. (Finance) etc. [Unpublished]: University of Johannesburg. Retrieved
from: https://ujdigispace.uj.ac.za (Accessed: Date).
The Effect of Positive Psychology Interventions on Hope and Wellbeing Among
Adolescents Living in a Child and Youth Care Centre
by
Krysia Teodorczuk
Minor dissertation
submitted in partial fulfilment of the requirements for the degree of
MASTER OF ARTS
(CLINICAL PSYCHOLOGY)
in the
FACULTY OF HUMANITIES
at the
UNIVERSITY OF JOHANNESBURG

Supervisor: Prof T Guse
Co-Supervisor: Dr G du Plessis
Date of submission: April 2015
Acknowledgements
I
 would
 like
 to
 express
 my
 gratitude
 and
 appreciation
 to
 those
 who
 have
 contributed

to
 my
 personal
 growth,
 my
 return
 to
 study,
 and
 to
 making
 this
 research
 possible:

To
 my
 husband,
 for
 his
 silent
 support,
 patience,
 and
 love;
 my
 personal
 teacher,
 my

best
 friend,
 and
 my
 soul
 mate.

To
 my
 parents,
 for
 being
 role
 models
 that
 I
 aspire
 to,
 who
 have
 guided,
 encouraged,

and
  supported
  me
  throughout
  my
  childhood,
  adolescence,
  and
  adult
  life.
  To
  my

mother
 for
 her
 compassion,
 love,
 and
 generosity,
 and
 to
 my
 father
 for
 his
 wisdom,

insight,
 and
 resilience,
 qualities
 I
 am
 grateful
 to
 have
 inherited.

To
 my
 sisters,
 Ania,
 Monia,
 Lucy,
 and
 Mary,
 for
 their
 humour,
 friendship,
 support,

generosity,
 kindness,
 and
 love,
 without
 them
 I
 would
 be
 lonely
 and
 lost.

To
 Professor
 Tharina
 Guse,
 my
 supervisor,
 and
 Doctor
 Graham
 du
 Plessis,
 my
 co-­‐
supervisor
 for
 sharing
 their
 abundance
 of
 knowledge,
 giving
 generously
 of
 their
 time,

and
 for
 their
 patience
 in
 guiding
 me
 through
 the
 research
 process.

To
  the
  courageous
  adolescents
  who
  partook
  in
  this
  study,
  for
  their
  dedication,

hopeful
 outlook,
 strength,
 and
 resilience,
 I
 am
 grateful
 and
 honoured
 to
 have
 had
 the

pleasure
 of
 working
 with
 such
 an
 inspirational
 group.

To
 the
 child
 and
 youth
 care
 centre
 and
 the
 supportive
 childcare
 management
 team

who
 offered
 me
 the
 opportunity
 and
 facilitated
 my
 research,
 for
 their
 generosity
 and

compassion
 and
 their
 support
 and
 enthusiasm
 for
 my
 study.

To
 my
 friends,
 near
 and
 far
 afield,
 who
 have
 and
 always
 will
 be
 both
 my
 inspiration

and
 my
 supporters.

I
 dedicate
 this
 study
 to
 my
 father,
 who
 has
 always
 valued
 education,
 believed
 in
 me,

encouraged
 my
 growth
 and
 independence,
 and
 of
 whom
 I
 am
 extremely
 proud.

Mój Najdroższy Tata,
Dziękuję tobie za świat, który dla mnie stworzyles.
Będę zawsze Ciębie miała w moim sercu.
Kocham Cię.

  i
Financial assistance provided by the National Research Foundation (NRF) in respect of the
costs of this study is hereby acknowledged. Opinions or conclusions that have been
expressed in this study are those of the writer and must not be seen to represent the views,
opinions or conclusions of the NRF.

  ii
Abstract
Research within the field of positive psychology and more specifically studies
implementing positive psychology interventions (PPIs) have proved effective in building
character strengths, increasing positive affect, reducing negative affect, and ultimately
enhancing wellbeing in adults, adolescents, and children. Notably, a large proportion of
these studies focused on non-clinical populations. More recently however, studies within
clinical, susceptible, and referred populations have been successful in enhancing positive
characteristics whilst reducing psychological distress and symptoms of psychopathology.
Despite the burgeoning research within this field, little is known about the impact PPIs
have on vulnerable adolescents residing in child and youth care centres (CYCCs).
By the transformational nature of adolescence, this period of life can be experienced by
family-nurtured youths as stressful, confusing, difficult, and unsettling. These experienced
pressures and emotions may be exacerbated in less fortunate adolescents residing in
CYCCs. A
 primary
 developmental
 task
 that
 requires
 mastery
 during
 this
 frequently

tumultuous
 phase
 is
 that
 of
 identity
 formation.
 As
 such,
 adolescence
 is
 a
 prime
 time
 to

introduce
  interventions
  aimed
  at
  identifying
  and
  building
  character
  strengths,

developing
  future
  aspirations,
  and
  enhancing
  wellbeing.
  Development
  of
  such

positive
  characteristics
  may
  contribute
  to
  successful
  transformation
  of
  this

psychosocial
 stage
 of
 development.
The aim of this study was to implement a PPI among a group of adolescents residing in a
CYCC within the Gauteng province of South Africa, and to evaluate its effect on levels of
hope and wellbeing within this vulnerable population. To achieve this aim, a quantitative
quasi-experimental non-equivalent control group design was implemented. Both the
presence of wellbeing and the absence of psychopathology can be viewed as symptoms of
complete mental health. As such, wellbeing and psychopathology along with hope were
measured before as well as one and five weeks after the intervention. The sample
comprised adolescents (N=29) from a single care facility, who through matched sampling
were allocated to either the experimental (N=14) or the control (N=15) group. The
experimental group partook in one-hour weekly intervention sessions for a period of six
weeks. To determine whether the PPI had a significant impact on adolescents’ levels of
hope and wellbeing, independent-­‐
  and
  paired-­‐samples
  t-­‐tests were conducted to
establish group differences at the three time intervals (before, one, and five weeks after the
intervention).

  iii
Surprisingly, the results indicated no statistically significant changes in levels of hope or
wellbeing between the experimental and control groups one week after the intervention or
at the follow-up assessment four weeks later. Additionally, neither group experienced
significant within group transformations on measures of hope or wellbeing one or five
weeks after the intervention. Further research is needed to better understand the impact
PPIs have on vulnerable adolescents. Recommendations for future research within this
context are discussed.

Key words: South Africa, vulnerable adolescents, looked-after youth, child and youth
care centres, residential care, positive psychology interventions, wellbeing, hope.

  iv
Table of Contents
Acknowledgements .................................................................................................................... i

Abstract .................................................................................................................................... iii

Chapter 1: Introduction, Research Aims and Overview ...................................................... 2

1.1
  Introduction and Problem Statement ............................................................................. 2

1.2
  Research Aims ............................................................................................................... 5

1.3
  Chapter Overview .......................................................................................................... 6

Chapter 2: Adolescence in the Context of Child and Youth Care Centres ......................... 8

2.1
  Introduction ................................................................................................................... 8

2.2
  Adolescence ................................................................................................................... 8

2.2.1
  Defining Adolescence ............................................................................................. 8

2.2.2
  Development and Developmental Tasks in Adolescence ....................................... 9

2.2.2.1
  Biological and Physical Development ............................................................. 9

2.2.2.2
  Cognitive Development ................................................................................. 10

2.2.2.3
  Psychosocial Development ............................................................................ 12

2.2.3
  Conclusion ............................................................................................................. 14

2.3
  Care Facilities .............................................................................................................. 14

2.3.1
  Child and Youth Care Centres ............................................................................... 15

2.3.2
  Adolescents Residing in Child and Youth Care Centres ....................................... 15

2.3.2.1
  Pre-Care Experience ...................................................................................... 16

2.3.2.2
  The Experience of Living in a Child and Youth Care Centre ........................ 17

2.3.2.3
  Vulnerability to and Prevalence of Mental Health Problems in Looked-
After Youth .................................................................................................... 18

2.3.2.3.1
  Risk, Resilience and Protective Factors .................................................. 18

2.3.2.3.2
  Psychological Health Difficulties ........................................................... 20

2.4
  Summary ...................................................................................................................... 21

  v
Chapter 3: Adolescent Wellbeing, Hope and Positive Psychology Interventions ............ 22

3.1
  Introduction ................................................................................................................. 22

3.2
  Historical Treatment of Mental Health Difficulties in Looked-After Youth .............. 22

3.3
  Positive Psychology as a Theoretical Framework ....................................................... 23

3.3.1
  The Development of the Field of Positive Psychology ......................................... 23

3.3.2
  Defining Positive Psychology ............................................................................... 25

3.4
  Wellbeing .................................................................................................................... 25

3.4.1
  Perspectives on Wellbeing .................................................................................... 26

3.4.1.1
  Hedonic Wellbeing ........................................................................................ 26

3.4.1.2
  Eudaimonic Wellbeing ................................................................................... 27

3.4.2
  Keyes’ Complete Model of Mental Health ........................................................... 28

3.4.2.1
  Mental Health ................................................................................................. 29

3.4.3
  Empirical Findings on Wellbeing in Adolescence ................................................ 30

3.5
  Hope ............................................................................................................................ 32

3.5.1
  Snyder’s Hope Theory ........................................................................................... 33

3.5.1.1
  Goals .............................................................................................................. 33

3.5.1.2
  Pathways Thinking ......................................................................................... 34

3.5.1.3
  Agency Thinking ............................................................................................ 34

3.5.1.4
  Putting the Components of Hope Together .................................................... 35

3.5.2
  Hope as a Character Strength ................................................................................ 35

3.5.3
  Empirical Findings on Hope in Adolescence ........................................................ 36

3.5.4
  Hope in Vulnerable Adolescents ........................................................................... 37

3.5.5
  Conclusion ............................................................................................................. 38

3.6
  Positive Psychology Interventions .............................................................................. 39

3.6.1
  Defining Positive Psychology Interventions ......................................................... 39

3.6.2
  Theoretical Considerations for the Design of PPIs ............................................... 39

  vi
3.6.3
  Specific Positive Interventions Applied in this Study ........................................... 40

3.6.3.1
  Gratitude Interventions .................................................................................. 40

3.6.3.1.1
  ‘Counting Blessings’ ............................................................................... 41

3.6.3.2
  Interventions Aimed at Increasing Present Moment Enjoyment ................... 43

3.6.3.2.1
  ‘Acts of Kindness’ ................................................................................... 43

3.6.3.2.2
  ‘Savouring’ .............................................................................................. 44

3.6.3.2.3
  ‘Loving-Kindness Meditation’ ................................................................ 45

3.6.3.2.4
  Character Strength Building Interventions .............................................. 46

3.6.3.2.4.1
  ‘You at Your Best’ ........................................................................... 47

3.6.3.2.4.2
  ‘Strength Spotting’ ........................................................................... 47

3.6.3.2.4.3
  ‘Using Character Strengths in a New Way’ ..................................... 48

3.6.3.3
  Hope-Based Interventions .............................................................................. 50

3.6.3.3.1
  ‘Best Possible Future Self’ ...................................................................... 51

3.6.3.3.2
  ‘Goal Mapping’ ....................................................................................... 53

3.6.4
  Conclusion ............................................................................................................. 53

3.7
  Concluding Summary .................................................................................................. 54

Chapter 4: Research Methodology ....................................................................................... 57

4.1
  Introduction ................................................................................................................. 57

4.2
  Research Question and Aims ....................................................................................... 57

4.3
  Research Design .......................................................................................................... 58

4.4
  Sampling ...................................................................................................................... 58

4.5
  Demographic Characteristics of Participants .............................................................. 59

4.6
  Procedures ................................................................................................................... 60

4.6.1
  Procedural Overview ............................................................................................. 60

4.6.2
  Intervention Content and Implementation ............................................................. 61

4.6.2.1
  Gratitude – ‘Counting Blessings’ ................................................................... 62

 vii
4.6.2.2
  Kindness – ‘Acts of Kindness’ ...................................................................... 62

4.6.2.3
  Character Strengths – ‘You at Your Best’ ..................................................... 63

4.6.2.4
  Character Strengths – ‘Strength Spotting’ and ‘Using Character Strengths
in a New Way’ ............................................................................................... 63

4.6.2.5
  Hope – ‘Best Possible Future Self’ ................................................................ 64

4.6.2.6
  Hope – ‘Goal Mapping’ ................................................................................. 64

4.7
  Measuring Instruments ................................................................................................ 65

4.7.1
  Biographical Questionnaire ................................................................................... 65

4.7.2
  Mental Health Continuum Short Form (MHC-SF) (Keyes, 2005b) ..................... 65

4.7.2.1
  Rationale ........................................................................................................ 65

4.7.2.2
  Nature and Administration ............................................................................. 65

4.7.2.3
  Scoring and Interpretation .............................................................................. 66

4.7.2.4
  Reliability and Validity .................................................................................. 66

4.7.3
  Children’s Hope Scale (CHS) (Snyder et al., 1997b) ............................................ 67

4.7.3.1
  Rationale ........................................................................................................ 67

4.7.3.2
  Nature and Administration ............................................................................. 67

4.7.3.3
  Scoring and Interpretation .............................................................................. 67

4.7.3.4
  Reliability and Validity .................................................................................. 67

4.7.4
  Revised Child Anxiety and Depression Scale - Short Version (RCADS-SV)
(Ebesutani et al., 2012) .......................................................................................... 68

4.7.4.1
  Rationale ........................................................................................................ 68

4.7.4.2
  Nature and Administration ............................................................................. 68

4.7.4.3
  Scoring and Interpretation .............................................................................. 69

4.7.4.4
  Reliability and Validity .................................................................................. 69

4.8
  Data Analysis ............................................................................................................... 69

4.9
  Ethical Considerations ................................................................................................. 70

 viii