Looking Beyond Psychopathology: The Dual-Factor Model of Mental Health in Youth

By Shannon M. Suldo, Emily J. Shaffer. 2008

946 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1bcf8400f99c3248888a4150ff93c03ce89a3b39

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In Experimental and Cognitive Psychology

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Citations in the corpus

Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Students (2014, background): “That is, mental health and mental illness are not on a continuum but are separate (Suldo & Shaffer, 2008).”
Relationships among school climate domains and school satisfaction (2011, background): “This study thus confirmed previous research suggesting school climate differences (e.g., teacher–student relationships, peer social relations) between students who like and dislike their schooling experience (DeSantis et al., 2006; Huebner & Gilman, 2006; Suldo & Shaffer, 2008).”
Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “…have been found to serve as an important determinant of school satisfaction (DeSantis et al., 2006; Huebner & Gilman, 2006; Ito & Smith, 2006; Suldo & Shaffer, 2008), these findings might also explain the negative relation between teachers’ levels of emotional exhaustion and students’…”
Does Social Connectedness Promote a Greater Sense of Well-Being in Adolescence Over Time? (2012, background): “These students demonstrate lower levels of school achievement, social adjustment, and physical health than youth with low psychopathology and high life satisfaction, suggesting the need for comprehensive models of health that incorporate both negative and positive indicators (Suldo & Shaffer, 2008).”
Mental health in elite athletes: International Olympic Committee consensus statement (2019) (2019, neutral): “Creating an environment that supports mental well-being and resilience The diagnosis and management of mental health symptoms and disorders is a separate but related continuum with athlete wellbeing.(695) 696 Within sport, coaches are often the primary interpersonal interface with the athlete.”
A meta-analysis of the trait resilience and mental health (2015, background): “The proposition of a dual-factor model of mental health has laid a solid foundation for a more comprehensive and accurate assessment of individual mental health (Greenspoon & Saklofske, 2001; Suldo & Shaffer, 2008).”
Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model (2011, methodology): “…(i.e., SWB) as well as traditional indicators of psychopathology (i.e., internalizing and externalizing symptoms of mental disorders) in understanding children and adolescents’ physical health, social functioning, and academic adjustment (Greenspoon & Saklofske, 2001; Suldo & Shaffer, 2008).”
Conceptualizing High School Students' Mental Health Through a Dual-Factor Model (2016, methodology): “These features include strong social relationships with parents, teachers, and classmates (Suldo & Shaffer, 2008), high global self-worth (Greenspoon & Saklofske, 2001), academic engagement (Antaramian et al., 2010), and greater gratitude (Eklund et al., 2011).”
Subjective well-being and academic achievement: A meta-analysis (2018, neutral): “Some results indicate that higher academic functioning leads to higher SWB and lower levels of psychopathology (Suldo & Shaffer, 2008) and that students’ great point average (GPA) positively predicts changes in life satisfaction (Steinmayr et al., 2015).”
The Incremental Validity of Positive Emotions in Predicting School Functioning (2009, methodology): “The use of self-reported GPA may explain the discrepancy between the findings of this study and those of Suldo and Shaffer (2008) who used schoolcalculated GPA.”
Wellbeing, academic buoyancy and educational achievement in primary school students (2013, methodology): “Suldo and Shaffer (2008) defined wellbeing as the scientific term for happiness and a positive indicator”
Life Satisfaction as a Distinguishing Indicator of College Student Functioning: Further Validation of the Two-Continua Model of Mental Health (2014, methodology): “…health science, scholars advocating the two-continua model have re-described the notion of mental health using various monikers, including positive mental health (e.g., Antaramian et al. 2010), complete mental health (e.g., Suldo and Shaffer 2008), and human flourishing (e.g., Keyes et al. 2010).”
Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation (2009, methodology): “Students participated in the quantitative stage of the current study as part of a larger investigation of subjective well-being in adolescence (see Suldo & Shaffer, 2008).”
The bidirectional relation between positive mental health and psychopathology in a longitudinal representative panel study (2015, neutral): “…model of mental illness and mental health (Compton, Smith, Cornish, & Qualls, 1996; Greenspoon & Saklofske, 2001; Headey, Kelley, & Wearing, 1993; Keyes, 2006; Keyes, Eisenberg, Dhingra, Perry, & Dube, 2012; Keyes et al., 2008; Massé et al., 1998; Suldo & Shaffer, 2008; Westerhof & Keyes, 2009).”
Mental Illness and Mental Health: The Two Continua Model Across the Lifespan (2009, result): “Using other measures of mental illness and health, other studies have come to similar conclusions (Compton et al. 1996; Greenspoon and Saklofske 2001; Headey et al. 1993; Masse et al. 1998; Suldo and Shaffer 2008).”