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    The enhanced Aussie Optimism Positive Thinking Skills Program: The relationship between internalizing symptoms and family functioning in children aged 9-11 years old

    229822_229822.pdf (320.0Kb)
    Access Status
    Open access
    Authors
    Kennedy, P.
    Rooney, Rosanna
    Kane, Robert
    Hassan, S.
    Nesa, M.
    Date
    2015
    Type
    Journal Article
    
    Metadata
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    Abstract

    © 2015 Kennedy, Rooney, Kane, Hassan and Nesa. The family context plays a critical role in the health of the child. This was the first study to examine the usefulness of the General Functioning subscale of the Family Assessment Device (FAD-GF) in assessing family functioning and its relationship to internalizing symptoms in school-aged children aged between 9 and 11 years of age. Eight hundred and forty-seven year 4 and 5 students from 13 schools (607 intervention students, and 240 control students) participated in the Aussie Optimism Positive Thinking Skills Program (AO-PTS) - a universal school-based program targeting internalizing symptoms. Students rated how 'healthy' they perceived their family to be at pre-test and at 6-months follow-up. Although some aspects of validity and reliability could be improved, results indicated that perceptions of family functioning at pre-test were predictive of internalizing symptoms at the 6-months follow-up. The FAD-GF therefore showed promise as a potential measure of family functioning for children as young as 9 years old. Regardless of children's pre-test levels of perceived family functioning, no intervention effects were found on the anxiety and depression scales; this finding suggests that child perceptions of family functioning may act as a general protective factor against internalizing symptomology.

    Citation
    Kennedy, P. and Rooney, R. and Kane, R. and Hassan, S. and Nesa, M. 2015. The enhanced Aussie Optimism Positive Thinking Skills Program: The relationship between internalizing symptoms and family functioning in children aged 9-11 years old. Frontiers in Psychology. 6: 504.
    Source Title
    Frontiers in Psychology
    DOI
    10.3389/fpsyg.2015.00504
    School
    School of Psychology and Speech Pathology
    Remarks

    This open access article is distributed under the Creative Commons license http://creativecommons.org/licenses/by/4.0/

    URI
    http://hdl.handle.net/20.500.11937/46329
    Collection
    • Curtin Research Publications

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