The Experience of Running Happiness Groups in a Montana High School
Presentation Type
Poster Presentation
Category
Social Sciences/Humanities
Abstract/Artist Statement
There is a growing concern that adolescents are experiencing an escalation in depression, anxiety, and suicidality. The 2021 National Youth Risk Behavior Survey says that 1 in 3 students reported that their mental health was ‘not good’ always or most of the time. It also reported that in the previous 12 months 42.3% of high school students felt sad or hopeless and 22.2% seriously considered suicide. Now, more than ever, adolescents are in need of easily accessible mental health supports in order to bolster positive mental health. Positive Psychology helps individuals focus on strengths and behaviors to create a meaningful life. It offers a framework to help individuals understand mental health and develop coping skills when encountering overwhelm and stress.
School counselors are often the first referrals that students receive for acute mental healthcare. School counselors often provide counseling services for students who may not have access to outside mental health services, whether due to financial barriers, stigma, or physical access. The American School Counseling Association’s position statement clearly outlines that one of the ways that school counselors advocate for student mental health is to provide psychoeducation in schools. Strength-based school counseling aligns with Positive Psychology’s emphasis on noticing what individuals do well instead of dwelling on weaknesses.
The poster will highlight the experience of a school counseling intern currently running Happiness Groups based on the curriculum from the Montana Happiness Project, which uses Positive Psychology interventions. Additionally, it will describe future considerations and recommendations for other counselors interested in using Positive Psychology in a school setting.
Mentor Name
Emily Sallee
The Experience of Running Happiness Groups in a Montana High School
UC North Ballroom
There is a growing concern that adolescents are experiencing an escalation in depression, anxiety, and suicidality. The 2021 National Youth Risk Behavior Survey says that 1 in 3 students reported that their mental health was ‘not good’ always or most of the time. It also reported that in the previous 12 months 42.3% of high school students felt sad or hopeless and 22.2% seriously considered suicide. Now, more than ever, adolescents are in need of easily accessible mental health supports in order to bolster positive mental health. Positive Psychology helps individuals focus on strengths and behaviors to create a meaningful life. It offers a framework to help individuals understand mental health and develop coping skills when encountering overwhelm and stress.
School counselors are often the first referrals that students receive for acute mental healthcare. School counselors often provide counseling services for students who may not have access to outside mental health services, whether due to financial barriers, stigma, or physical access. The American School Counseling Association’s position statement clearly outlines that one of the ways that school counselors advocate for student mental health is to provide psychoeducation in schools. Strength-based school counseling aligns with Positive Psychology’s emphasis on noticing what individuals do well instead of dwelling on weaknesses.
The poster will highlight the experience of a school counseling intern currently running Happiness Groups based on the curriculum from the Montana Happiness Project, which uses Positive Psychology interventions. Additionally, it will describe future considerations and recommendations for other counselors interested in using Positive Psychology in a school setting.