Prevention and Intervention Strategies

One of Project Covitality’s objectives is to compile information about promising and effective school-based prevention and intervention straits, both for the individual student and schoolwide contexts. This section of the website will be regularly updated with information about research and best practices that provide strategies to foster the SEHS core 12 positive self-schemas. 

The SEHS is a multidimensional assessment of adolescent’s psychological strengths. The SEHS conceptual foundation is based on the supposition that as all youth develop they address fundamental developmental tasks that have implications for their subjective well-being. 

As this developmental process unfolds, a youth builds basic self-other attitudes or cognitive dispositions. These dispositions help a youth organize his or her world and his or her place in it to foster positive development and protect against psychological distress. In addition, the SEHS model suggests that these dispositions work in tandem to foster higher levels of subjective well-being. The combined and interactive effect of positive psychological dispositions has been called covitality

The SEHS-S assesses core psychosocial strengths based on a higher-order model that consists of four latent traits (each comprised of three measured subscales): belief-in-self (with subscales of self-efficacy, self-awareness, and persistence), belief-in-others (with subscales of school support, peer support, and family coherence), emotional competence (with subscales of emotional regulation, behavioral self-control, and empathy), and engaged living (with subscales of gratitude, zest, and optimism (Furlong et al., 2013). The following figure shows the SEHS-Secondary conceptual model around which strategies will be organized.

© iCSBYD 2016