Project Covitality International Work Groups
Since 2016, the Covitality-Spain team has administering online psychological assessments based on strengths and difficulties in children, adolescents, and university students. The first common purpose in our studies have been to validate specific instruments to assess Covitality (Spanish versions of SEHS-Primary, SEHS-Secondary, and SEHS-Higher Education), and consequently, to examine the mediational role of Covitality model in the promotion of complete mental health and the prevention of mental disorders and suicide qmong young people.
Social Emotional Health Survey-Secondary (SEHS-S): a universal screening measure of social-emotional strengths for Spanish-speaking adolescents, International Journal of Environmental Reserch and Public Health.
José Antonio Piqueras
Juan Carlos Marzo
Raquel Falcó García
Tiscar Rodríguez Jiménez
Maria Amparo Ramos
Agustin E. Martínez-González
Priority of today's educational psychologists in Lithuanian schools is psycho-educational and preventative activities, aimed on emotional and social well-being of children. The first objective of Lithuanian SEHS research is to investigate social emotional health, empathy, self-esteem and other strengths in children and adolescent sample with different social context. The second objective is the validation SEHS as a tool in Lithuania. The third objective is for school psychologists to monitor youth mental health using SEHS risk/strength profiles
Adolescents social emotional health and empathy in Lithuanian sample. International Journal of Psychology: A Biopsichosocial Approach. doi:10.7220/2345-024X.22.4
Vaiva Rimienė ( Vytautas Magnus university, Lithuania)
Since 2017, the UK Covitality team has been working towards the validation of the SEHS-Primary, SEHS-Secondary, and SEHS-Higher Education with children, adolescents and young adults in schools and universities across the UK. The team has also been examining aspects of the role of the Covitality model in the promotion of students' school belonging, well-being and mental health.
Castro, S., Palikara, O. Gaona, C., Eirinaki, V. & Furlong, M. J. (2019). Psychological sense of school membership predicts patterns of socio-emotional health. School Mental Health. First online, 11 November 2019. doi:10.1007/s12310-019-09349-7
Team: Dr. Olympia Palikara
Dr. Susana Castro-Kemp
Australia (Peter Boman <email@example.com>)
Boman P., Mergler A., & Pennell, D. (2017). The effects of covitality on well-being and depression in Australian high school adolescents. Clinical Psychiatry, 3, 2, 15. doi:10.21767/2471-9854.100045
Pennell, C., Boman, P., & Mergler, A. (2015). Covitality constructs as predictors of psychological well-being and depression for secondary school students. Contemporary School Psychology, 19(4), 276–285.
Wilkins, B., Boman, P., & Mergler, A. (2015). Positive psychological strengths and school engagement in primary school children. Cogent Education, 2(1), 1–11.
Zachariah, S., Boman, P., Mergler, A., & Furlong, M. J. (2015). Examining well-being, anxiety, and self-deception in university students. Cogent Psychology, 2, 993850, 1–17.
China (Chunyan Yang <firstname.lastname@example.org>)
Wang, C., Yang, C., Jiang, X., & Furlong, M. J. (2018). Validation of the Chinese version of the Social Emotional Health Survey-Primary. International Journal of School & Educational Psychology, 6, 62–74.
Xie, J., Liu, S., Yang, C., & Furlong, M. J. (2017). Chinese Version of Social and Emotional Health Survey–Secondary. Chinese Journal of Clinical Psychology, 25, 1012–1026.
Korea (Sukkyung You <email@example.com>) (Eui Kyung Kim <firstname.lastname@example.org>)
Lee, S., You, S., & Furlong, M. J. (2016). Validation of the Social Emotional Health Survey for Korean school students. Child Indicators Research, 9, 73–92.
Lee, S., & Ahn, S. (2018). Complete mental health screening based on a dual-factor model of mental health: Differences among mental health groups and implications on intervention. The Korean Journal of School Psychology, 15(2), 197–219. 이승연, & 안소현. (2018). 정신건강 2 요인 모델에 따른 완전정신건강 선별검사. 한국심리학회지: 학교, 15(2), 197–219.
You, S., Kim, E., & No, U. (2015). Impact of violent video games on the social behaviors of adolescents: The mediating role of emotional competence. School Psychology International, 36(1), 94–111.
You, S., Lim, S. A., & Kim, E. K. (2018). Relationships between social support, internal assets, and life satisfaction in Korean adolescents. Journal of Happiness Studies, 19(3), 897–915.
You, S., Lee, J., Lee, Y., & Kim, E. (2019). Gratitude and life satisfaction in early adolescence: The mediating role of social support and emotional difficulties. Personality and Individual Differences, 130, 122–128.
Japan (JUNKO IIDA <email@example.com>) (Ayako Ito <firstname.lastname@example.org>)
Ito, A., Smith, D. C., You, S., Shimoda, Y., & Furlong, M. J. (2015). Validation of the Social Emotional Health Survey–Secondary for Japanese students. Contemporary School Psychology, 19, 243–252.
Iida, J., Ito, A., Aoyama, I., Sugimoto, K., Endo, H., & Furlong, M. J. (2018, in press). Development of Japanese version of Social Emotional Health Survey. The Japanese Journal of Psychology. 94, 795–809. doi:
Turkey (Bulent Baki Telef <email@example.com>)
Telef, B. B. (2016). Validity and reliability study of Positive Experiences at School Scale Journal of Human Sciences, 13(2), 2475–2487.
Telef, B. B., & Furlong, M. J., (2017). Adaptation and validation of the Social Emotional Health Survey-Secondary into Turkish culture. International Journal of School & Educational Psychology, 5, 255–265.
Telef, B. B., & Furlong, M. J., (2017). Social and emotional psychological factors associated with subjective well-being: A comparison of Turkish and California adolescents. Cross-Cultural Research, 51, 491–520.
Slovakia (Eva Gajdošová <firstname.lastname@example.org>)
Gajdošová, E., Radnoti, E., & Bisaki, V. (2018). študentov stredných škôl (Socio-emotional health and survival of happiness in high school students). Školský psychológ/Školní psycholog, 19(1), 101–111.