Social Emotional Health Survey System(also see“Conferences" LINK)

American Psychological Association (August 7, 2014)

The Role of Schoolwide Mental Health Screening to Promote Safe and Thriving Schools

(presentation slides)(resources) (slides with audio)

Publications (download list)

Jones, C. N., You, S., & Furlong, M. J. (2013). A preliminary examination of covitality as integrated wellbeing in college students. Social Indicators Research, 111, 511–526. doi:10.1007/s11205-012-0017-9

Furlong, M. J., You, S., Renshaw, T. L., O’Malley, M. D., & Rebelez, J. (2013). Preliminary development of the Positive Experiences at School Scale for elementary school children.Child Indicators Research, 6, 753–775. doi:10.1007/s12187-013-9193-7 (download)

You, S., Dowdy, E., Furlong, M. J., Renshaw, T., Smith, D. C., & O’Malley, M. D. (2013). Further validation of the Social and Emotional Health Survey for high school students.Applied Research in Quality of Life.First published online December 2103.doi:10.1007/s11482-013-9282-2(download)

Furlong, M. J., Gilman, R., & Huebner, E. S. (Eds.). (2014).Handbook of positive psychology in the schools, second edition.New York, NY: Routledge, Taylor & Francis. www.michaelfurlong.info/HPPIS2e

Dowdy, E., Furlong, M. J., Kaufman, B., Raines, T. C., Price, M., Murdock, J., … Bovery, B. (2014). Enhancing school-based mental health services with a preventive and promotive approach to universal screening for complete mental health.Journal of Educational and Psychological Consultation. (download)

Furlong, M. J., You, S., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2014).Preliminary development and validation of the Social and Emotional Health Survey for secondary students.Social Indicators Research, 117,1011–1032.doi:10.1007/s11205-013-0373-0doi:10.1007/s11205-013-0373-0

Renshaw, T. L., Furlong, M. J., Dowdy, E., Rebelez, J., Smith, D. C., O’Malley, … Strom, I. F. (2014).Covitality: A synergistic conception of adolescents’ mental health. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in the schools(2nd ed.). New York, NY: Routledge/Taylor & Francis. (download)

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

Social Emotional Health Survey System (SEHS-S)

Content and Scoring Summary download

The SEHSS is a set ofassessmentsdesigned to measure corepsychologicalcomponents of covitality.

  • Social Emotional Health Survey–Elementary (SEHS-E; previously Positive Experiences at Schools Scale)
    • Contact Dr. Furlong for information
  • Social Emotional Health Survey—Secondary (SEHS-S)
  • Social Emotional Health Survey—Higher Education (SEHS-HE)
    • In final stages of development

Overview of the Social Emotional Health Survey

Webinar presentation by Mike Furlong (January 31, 2013) Audio and Slides (link)

March 22, 2013, VCASP Presentation download

The Building Blocks of Adolescent Psychological Wellbeing.

Keynote address, American Psychological Association, Student Affiliates in School Psychology, Student Research Forum. August 2, 2012, Orlando, Florida download

What is Covitality (The CoVi Factor)?

Currently, no single term consensus term has emerged to describe the co-occurrence of human strengths in the positive psychology literature, as with comorbity when psychopathology is considered; however, researchers have begun to explore this concept. In the field of organizational leadership and human resource management, Luthans et al. (2007) have proposed a model to study workplace performance, which has been extended to study psychological well-being (Avery et al. 2011). Luthans et al. (2007) used the term psychological capital to refer to the combined effects of hope, optimism, self-efficacy, and resilience to predict workplace success. Similarly, in the field of behavioral biology, Weiss, King, and Enns (2002) used of the term covitality to describe the relations among positive traits such as well-being, self-confidence, and general health. In our research, we use the term covitality to describe the co-occurrence among positive constructs. Our aim is to explore the viability of covitality as a possible conceptual organizer for the synergy of positive psychology constructs and their relations with psychological well-being from elementary school children through college students. We chose to use the term covitality because it captures a broad conceptualization that encompasses healthy and positive functioning across life domains. In brief, our research aims to contribute to the study of optimal human functioning by examining the hypothesis that a combination of first-order positive psychology constructs map onto the second-order covitality construct, and that a model including covitality enhances the prediction of psychological well-being. Our preliminary research is finding support for this hypothesis.

Ages 10-12

Positive Experiences at School Scale

Positive Experiences at School Scale:Measuring Positive Psychology Traits (Grades 4-6) download

Abstract: (Forthcoming)The Positive Experiences at School Scale (PEASS) was developed to measure core positive psychology traits associate with psychological wellbeing. The PEASS aims to fill a research-practice gap by filling the need for an assessment that measures positive traits from a child’s perspective based upon her of his school experiences. We will report on the preliminary development of a brief strengths-based assessment that could be used in the evaluation of universal prevention programs and/or to monitor school children’s positive orientations in the school context.

Ages 12-17

The Covitality (CoVi) Factor

Based upon resilience research, positive youth development research, and principles from positive psychology, we identified key building blocks of adolescent social and emotional health. The model is based on an affirming perspective on youth development that ultimately considers youth as actively engaged in answering two basic questions that are critical for healthy development: Can I trust myself? and Can I trust others? How youths consider these questions is fundamental to how they negotiate life. The four traits in this model are: Belief-in-Self (i.e., self awareness, grit, self-efficacy), Belief-in-Others (i.e., peer support, teacher support, family support), Emotional Competence (i.e., empathy, emotional regulation, delay of gratification), and Engaged Life (i.e., gratitude, zest, optimism). Research shows that all of these psychological building blocks as correlated with positive mental health.

Building upon the CHKS RYDM and other research, we identified the most psychometrically robust items that measure the 12 core psychological factors that, in turn, measure Belief-in-Self, Belief-in-Others, Emotional Competence, and Engaged Life. These psychological factors expand beyond the RYDM internal assets (e.g., self-efficacy, empathy, problem solving, and self-awareness) by investigating the transaction between a youth and her or his environment. The CoVi items describe how an individual youth regulates and conceptualizes internal states of being, interacts with others in the social environment, and approaches life’s opportunities and challenges.

This produced a 36-item scale, which we have now been able to show has full factorial invariance across males and females in Grades 8, 10, and 12 (total sample of more than 4,000). Our model shows that the 12 core psychological factors (e.g., gratitude) fit into the second-order factors (e.g., Engaged Life). An exciting development is that these second-order factors strongly predict an independent measure of psychological wellbeing, which we have labeled “covitality.” This CoVi construct represents a general index of youth positive mental health, which could be used as a single indicator of adolescent psychological wellbeing.

Our preliminary evidence suggests that we can efficiently measure key developmental indicators that are strongly associated with youths’ thriving mental health. For example, based on our pilot sample, 94% of youths who had high scores on all 12 core psychological factors agreed (moderately or strongly) to the statement “My life is going well.” This contrasted to just 7% of those youths who had zero of these core factors (see the Figures on below of selectedrelations for SEHS strengths).

SMHS Staff SEHS Presentation copy.014 copy

Ages 18-26

Available Fall 2014, Social Emotional Health Survey–Higher Education version

A Preliminary Examination of Covitality as Integrated Well-Being in College Students (published in the journalSocial Indicators Research) download

Abstract:The emergence of positive psychology has generated increased interest about the correlates of positive psychological functioning. Researchers have identified andstudied various positive psychological constructs (e.g., hope, optimism, self-efficacy, gratitude, and life satisfaction) and found them to covary and to be positively associatedwith optimal human functioning and negatively associated with mental illness. This study of 528 college students examined the co-occurrence of selected positive psychologicaltraits and explored their relations with a proposed second-order latent construct called covitality and with psychological well-being. Structural equation modeling examined eachfirst-order positive psychology construct related to the second-order concept of covitality. Findings supported the second-order latent factor model of covitality, which was also significantly related to indicators of psychological well-being. Implications for theory development related to understanding positive human resources and applications within thecontext of college student populations are discussed.

mjfurlong 2012