This study examined the development of the therapeutic alliance within a ten-session school-based Positive Psychological Intervention (PPI) for 145 sixth-grade students (Mage = 11.08 years, SD = 0.28) whose parents experienced high levels of psychological economic hardship. Children completed the Psychoeducational Group Alliance Scale for Children after each session. A repeated-measures ANOVA and polynomial trend analyses were used to examine changes in alliance across sessions. Gender differences were tested with independent-samples t tests, and the association between early and final alliance levels was evaluated using correlations and a linear regression model. Alliance scores increased significantly across sessions, following a predominantly linear trajectory, with no significant differences between boys and girls. Early alliance scores were positively associated with final alliance levels, independent of gender, suggesting that children’s early perceptions of relational safety and collaboration may be relevant for understanding later alliance quality within the intervention. Overall, the findings highlight therapeutic alliance as an important relational process variable in school-based PPIs delivered in contexts of psychological economic strain. They further suggest the value of consistent process monitoring and facilitator development in person-centered micro-skills for supporting relational quality within positive-education settings.
The transition to university represents a critical developmental period marked by heightened psychological distress, yet conventional counseling predominantly targets symptom reduction rather than proactive well-being cultivation. This study evaluated the efficacy of a structured six-session Acceptance and Commitment Therapy (ACT) intervention organized around the GROWTH session framework in enhancing multidimensional flourishing and quality of life among first-year university students. Reporting in accordance with the Single-Case Reporting Initiative in Behavioural Interventions (SCRIBE) 2016 guidelines and What Works Clearinghouse (WWC) pilot standards, we employed an A–B–F single-case experimental design (Baseline–Intervention–Follow-up). Three participants completed repeated assessments across phases utilizing validated measures of flourishing, quality of life, and psychological flexibility. Critically, the final F phase functioned strictly as a structured maintenance monitoring period rather than an experimental withdrawal or reversal condition. Data were analyzed through systematic visual inspection, non-overlap indices (NAP, Tau-U), Reliable Change Index (RCI), and social validation interviews. Visual analysis revealed immediate, clinically meaningful improvements in flourishing and quality of life following intervention onset, with gains maintained post-treatment. NAP and Tau-U values indicated moderate-to-large intervention effects across all participants, while all RCI scores exceeded the |1.96| threshold, confirming statistically reliable change. Concurrent reductions in psychological inflexibility were observed throughout the intervention period. Social validation narratives corroborated enhanced emotional regulation, values-consistent action, and adaptive academic functioning. These findings demonstrate that brief, mechanism-focused ACT protocols effectively promote psychological thriving in higher education contexts. Results support integrating modular, process-oriented counseling into university mental health services to proactively foster student resilience and sustainable well-being.
Psychological well-being (PWB) is a multifaceted construct impacted by a variety of internal and external factors. Research across different populations highlights that social support plays a significant role in determining an individual's state of psychological well-being. Presently, no systematic review and meta-analysis have been conducted to investigate the strength of the associations between social support and Ryff’s psychological well-being globally on adult population. This meta-analytical study aims to explore the overall strength of the relationship between social support and PWB, as well as to find out the key variables that influence psychological well-being. After searching studies from Scopus, Web of Science, and Science Direct databases, a total of 36 studies were finally selected following the PRISMA guidelines and analyzed using the Jamovi application for all types of analyses (e.g., heterogeneity, publication bias, sensitivity analysis, and subgroup analysis). The results reported an overall positive effect size (r = 0.32) and high heterogeneity (99.42
Meaning in life (MIL) is widely regarded as a universal construct that reflects a fundamental aspect of human functioning across cultures. Despite increasing cross-cultural research, the psychometric properties of multidimensional MIL measures remain understudied in non-Western cultures such as Hong Kong. Addressing this gap, the present study evaluated the Hong Kong Chinese version of the Three-Dimensional Meaning in Life Scale (3DM-HKC). Using a sample of Hong Kong Chinese college students (N = 444), we examined the scale’s factor structure, dimensionality, measurement invariance, latent mean comparisons, construct validity, and reliability. Confirmatory factor analyses indicated that a bifactor model provided the best fit relative to one-factor and correlated three-factor models. Ancillary bifactor indices further supported the presence of a strong general MIL factor, suggesting that the 3DM-HKC functions as an essentially unidimensional measure in this sample. Measurement invariance was established across gender, indicating comparable interpretation of the scale among men and women; however, latent mean comparisons revealed no significant gender differences. Evidence for construct validity was demonstrated through strong positive associations with the presence of meaning and positive mental health, as well as a negative association with distress symptoms. The 3DM-HKC also showed excellent internal consistency. Overall, findings support the reliability and validity of the 3DM-HKC among Hong Kong Chinese college students and provide additional evidence that the tripartite model of MIL holds within the Hong Kong cultural context. Limitations and directions for future research are discussed.
Although prosocial behaviors benefit both actors and recipients, individuals report engaging in these behaviors less frequently than they would like. One potential barrier is that individuals may perceive common prosocial terms, such as kind, nice, and caring, differently. Although these terms are often used interchangeably, differing interpretations may influence willingness to engage in prosocial behaviors. This study addresses two questions: (1) are there differences in how individuals perceive the terms kind, nice, and caring, and (2) what contextual characteristics lead individuals to characterize behaviors as kind, nice, or caring versus not kind, nice, nor caring? Participants (N = 736) were presented with seven vignettes depicting prosocial behavior that varied on contextual dimensions associated with perceptions of prosociality (e.g., warmth, cost, anonymity). Participants rated each vignette on whether the person performing the behavior was kind, nice, and caring. Multilevel modeling analyses revealed no significant differences in perceptions of kind and nice, while individuals had a higher threshold for labeling behaviors as caring. Regression analyses revealed that across all three terms, behaviors characterized as higher in warmth and planning and lower in expected obligation were rated as more prosocial. Higher cost behaviors were perceived as nicer and more caring, while behaviors directed toward known recipients were rated as more caring. These findings suggest that although kind, nice, and caring are perceived similarly, there are varying situational differences that may assist with promoting prosocial behavior through using terms that align with the expectations of prosocial programs and interventions.
