Browsing by Author "Bowe, Mhairi"
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- Adolescents’ school-based universal well-being screening: a validation of the student subjective wellbeing questionnaire in PortugalPublication . Serrão, Rosário; Dias, Pedro; Andrés, Ana; Bowe, Mhairi; Renshaw, TylerSchool-based universal well-being screening is proposed within the Multi-tiered Systems of Support approach to collect data on school and individual well-being. Universal screening allows for data-based informed decision, allocating each pupil or set of pupils in universal, selective and/or indicated structured interventions and supports. However, schools require adequate and validated measures of both positive well-being and indicators of psychological health problems. This study focused on the adaptation and validation of the Student Subjective Wellbeing Questionnaire (SSWQ) in Portugal, a tool directed to positive well-being screening. After a translation process, data was collected in 10 schools. A sample of 942 school pupils in the 3rd cycle was randomly split into two subsamples. First was conducted on one subsample, and then, CFA was conducted in the other. Gender and school year invariance were also conducted with the CFA subsample. Internal consistency was likewise analysed. The analysis finished with convergent and discriminant validity. Overall, results supported a second-order factor model (subjective well-being), including four first-order factors, with the elimination of one item and changing one item to another subscale. Results showed good reliability of each factor (all above 0.70). Full measurement invariance was reached for gender (male and female) and school year (7th, 8th and 9th grades). Convergent validity was found with measures of satisfaction with school, group identification with peers and school social support, and divergent validity was found with BPM-Y. Altogether, results support that SSWQ-PG can be used to screen for subjective well-being in schools, helping schools in identifying and addressing pupils’ mental health needs more effectively.
- Developing conjoint research work through a joint PhD programmePublication . Cunha, Rosário Serrão; Sánchez, Lucia Penalba; Dias, Pedro; Bowe, Mhairi; Andrés, Ana; Cifre, Ignacio; Silva, Patricia Oliveira; Sumich, AlexanderAs mentioned in the scope of the IFCU 7th International Psychology Congress, “Catholic Universities with Psychology Departments/Academic Units have an opportunity to develop relevant conjoint work”, between each other and with other Universities. The International PhD Programme in Applied Psychology: Adaptation and change in contemporary societies is, undoubtedly, an illustration of the potential of inter-research groups cooperation. It is a Joint PhD Programme between two Catholic Universities (Universitat Ramon Llull (URL), Universidade Católica Portuguesa (UCP) with Nottingham Trent University (NTU). This poster will present a synthesis of this International Programme, its’ advantages for PhD students’ learning and development, and an example of two students being developed through this collaboration, one focused on Mental Health and Wellbeing in Schools, and another one focused on brain connectivity in Mild cognitive impairment and Alzheimer's disease. These studies are being conducted by the two first doctoral students of this Programme, and the poster will present a graphical overview of both.
- Perceptions of the social validity of school-based universal screening for wellbeing and psychological health, from students to principalsPublication . Serrão, Rosário; Dias, Pedro; Bowe, Mhairi; Andrés, Ana
- A qualitative study of school professionals’ perspectives about whole-school universal wellbeing screeningPublication . Cunha, Rosário Serrão; Dias, Pedro; Bowe, Mhairi; Andrés, AnaMental health (MH) and well-being in schools remain a contemporary international concern. The Multi-Tiered System of Supports model (MTSS) is a leading model of school-based MH and well-being interventions, which is based on universal screening power for early identification of MH needs and well-being promotion. However few applications of this framework are known in Portuguese schools using universal screening, focused on MH and wellbeing data collection, from pupils to headteachers. The following study aimed to understand the perspective of key school agents (e.g., teaching staff, managers, support service staff) from a secondary state school about the usefulness and acceptability of universal school-based MH screening for pupils and school professionals. Nine individual interviews were conducted with staff members from a secondary school in Portugal (headteacher, school psychologist, year tutor teachers, teachers from different disciplines, and non-teaching staff). This poster will present the initial results of a thematic analysis of these individual interviews which contribute to answering the following specific research questions: 1) How is screening all school staff for mental health and wellbeing perceived by participants? 2) Is it perceived as useful and acceptable? 3) What possible facilitators and barriers are pointed out to implement universal school-based screening for mental health and wellbeing in the participants’ school?.
- The influence of in-school social relationships on school professionals’ and pupils’ wellbeing: perspectives of school staff in Portugal and the UKPublication . Cunha, Rosário Serrão; Dias, Pedro; Bowe, Mhairi; Andrés, AnaMental health (MH) and wellbeing in schools remain a contemporary international concern. The Multi-Tiered System of Supports model (MTSS) is a leading model of school-based MH and wellbeing interventions, which is based on universal screening power for early identification of MH needs and wellbeing promotion. School-based universal screening should be quick and effective during the data collection and analysis process. Therefore, it is pertinent to choose the most important wellbeing indicators to be collected. The following study aimed to understand the perspective of key school agents about what the key MH and wellbeing priorities for pupils’ (12 to 15 years old) are and for school professionals to inform wellbeing screening processes. Qualitative data were collected in two secondary state schools: one in Portugal, and another in the UK. A total of 14 individual interviews were collected, nine in Portugal and five in the UK, from different professionals. This focus talk will present the initial results of a thematic analysis of these individual interviews, particularly focusing on data highlighting the relevance of social relatedness to wellbeing of school staff and pupils, both positive or negative: pupil-pupil relationships (e.g., lack of integration in the classroom, bullying), pupil-teacher/non-teaching staff relationships (e.g., positive relationships of trust influence teachers’ wellbeing and job satisfaction, as well as pupils’ willingness to search for help in ill-mental health situations), and school professional-school professional relationships (e.g., experiences of support from colleagues and leadership have positive for staff’s wellbeing at work; experiences of conflict with hierarchy has negative factor).