A Dual-Factor Model of Mental Health in High School Students: Group Characteristics and Social Functioning

viii Chapter 1: Introduction 1 Statement of Problem 1 Definition of Key Terms 8 Dual-Factor 8 Psychopathology 9 Subjective Well-Being 9 Social Functioning 10 Purpose of Current Study 10 Hypotheses 11 Contributions to the Literature 14 Chapter 2: Review of the Literature 16 Modern Approaches to Defining Mental Health: Subjective Well-Being 16 Life Satisfaction 18 Positive and Negative Affect 21 Traditional Approaches to Defining Mental Health: Psychopathology 23 Internalizing Problems 26 Externalizing Problems 28 Models that Examine Psychopathology and SWB in Defining Mental Health 30 Keyes (2002) 31 Keyes (2006) 33 Greenspoon and Saklofske (2001) 35 Suldo and Shaffer (2008) 38 Antaramian, Huebner, and Valois (2010) 41 Eklund, Dowdy, Jones, and Furlong (2011) 43 Social Functioning 46 Social Skills and Social Support 47 Relations with Educators 49 Relations with Parents and Family Members 50 Social support 51 Parent-child relations: Conflict and quality 53 Relations with Peers 56 Social support 57 Experiences of victimization 59 Romantic relationships 60 Conclusions and Purpose of the Current Study 64 Chapter 3: Method 67 Research Design 67 Procedures 68 Setting 68 School A 69 School B 69 Overview of Dataset 69 Recruitment of Participants 70 School A 71 iii School B 72 Data Collection 74 Measures 77 Demographics Form 79 Students' Life Satisfaction Scale 79 Positive and Negative Affect Scale for Children 80 Self Report of Personality Form of the Behavior Assessment System for ChildrenAdolescent Version, 2 Edition 81 Teacher Rating Scale Form of the of the Behavior Assessment System for ChildrenAdolescent Version, 2 Edition 82 Child and Adolescent Social Support Scale 83 Social Experiences Questionnaire-Self Report 84 Dating History QuestionnaireShort Form 85 Romantic Partner subscale of the Network of Relationships InventoryShort Form 86 Data Entry and Screening 87 Overview of Data Analysis Plan 88 Preliminary Analyses 88 Correlational Analyses 88 Dual-Factor Model 88 Mental Health Group Membership and Mental Health Problems 91 Mental Health Group Membership and Indicators of SWB 91 Mental Health Group Membership and Social Functioning 91 Ethical Considerations 93 Chapter 4: Results 95 Preliminary Analyses 95 Validity of Data 95 Accuracy of Data 96 Student self-report 96 Teacher report 97 Handling of Missing Data 97 Missing student self-report data 97 Missing teacher-reported data 98 Data Screening 99 Descriptive Statistics 103 Comparison of Data from Students at Separate Schools 106 Measure Reliability 109 Correlational Analyses 110 Dual-Factor Model 113 Mental Health Group Membership and Mental Health Problems 119 Mental Health Group Membership and Indicators of SWB 123 Mental Health Group Membership and Social Functioning 125 Mental Health Group Membership and Differences in Social Skills 127 Mental Health Group Membership and Differences in General Interpersonal Relationships 128 Mental Health Group Membership and Differences in Teacher-Student Relationships 129 Mental Health Group Membership and Differences in Parent-Child Relationships 131 Mental Health Group Membership and Differences in Peer Relationships 133 iv Mental Health Group Membership and Differences in Romantic Relationships 135 Chapter 5: Discussion 141 Assessment of Mental Health with a Dual-Factor Model 141 Mental Health Group Membership: Further Evaluation of Mental Health Profiles 145 Youth Social Functioning 150 Social Skills and Self-Perceptions of Interpersonal Relationships 150 Relations with Educators 152 Relations with Parents 153 Relations with Peers 154 Support from peers 155 Bullying 155 Romantic experiences 156 Contributions to the Literature 160 Implications for School Psychologists 161 Limitations and Delimitations 163 Summary and Future Directions 166 References 169 Appendices 204 Appendix A: Institutional Review Board Approval 205 Appendix B: Recruitment Script for Teachers 207 Appendix C: Recruitment Script Teachers Were Instructed to Read to Students 208 Appendix D: Parent Consent Form 209 Appendix E: Student Assent Form 212 Appendix F: Demographics Form 214 Appendix G: Teacher Consent Form 216 Appendix H: Students' Life Satisfaction Scale 218 Appendix I: Positive and Negative Affect Scale for Children 219 Appendix J: Child and Adolescent Social Support Scale 220 Appendix K: Social Experiences Questionnaire-Self Report 222 Appendix L: Dating History QuestionnaireShort Form 223 Appendix M: Romantic Partner subscale of the Network of Relationships InventoryShort Form 224