Testing the validity of an integrated resilience model in predicting mental well-being in adolescents


  • A. Bastounis
  • P. Callaghan
  • A. Aubeeluck
  • M. Michail


Background: Resilience interventions have been found effective in reducing depressive and anxiety symptoms in adolescents with mental health problems. There is a dearth, however, of evidence regarding the effectiveness of the universal application of such interventions. One reason for the under-developed evidence-base of the universal resilience interventions might be the poorly understood mechanisms underpinning the relationship between individual protective factors and mental well-being. This study aims to inform the development of a school-based, universal resilience intervention within the context of MRC Framework for developing and evaluating complex interventions, by testing the validity of an integrated resilience model in predicting mental well-being in UK students. Methods: A 2-wave longitudinal, feasibility study with a baseline assessment and 6-month follow-up, testing the predictive validity of a moderated mediation model, was conducted. Participants at baseline were 561 students aged 11-16. Measures of perceived stress (PSS), self-efficacy (SEQ-C), emotion-regulation strategies (ERQ-CA), mental well-being (WEMWBS), positive & negative emotions (PANAS), anxiety (RCMAS) and social-emotional learning skills (SDQ), were collected. A multilevel modelling approach was adopted. Preliminary Findings: Significant correlations of stress perceptions and self-efficacy with anxiety, negative emotions and social-emotional learning skills were evident, while significant correlations between emotion regulation strategies and mental well-being were detected. Stress perceptions constitute a significant predictor of anxiety, negative emotions and social emotional learning skills, while self-efficacy significantly predicts mental well-being. Discussion: The preliminary findings suggest that universal, school-based, resilience interventions could be benefited, by targeting specific intrapersonal factors in relation to specific school stressors.





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