Social Emotional Health Survey System Publications Project Covitality: A school mental wellness and thriving student development initiative Gevirtz Graduate School of Education International Center for School Based Youth Development SOCIAL EMOTIONAL HEALTH SURVEY SYSTEM

Abstract

The Social Emotional Health Survey System includes three conceptually linked measures that assess core psychological and social mindsets associated with positive youth development from childhood through the post-high school transition. Developed primarily for use in schools-the contexts in which most youth receive mental health services-the three forms are: • Primary (20 items assessing gratitude, persistence, optimism, zest, prosocial behavior); • Secondary (36 items assessing belief in self [self-efficacy, persistence, self-awareness], belief in others [peer support, school support, family support], emotional competence [empathy, behavior self-control, emotional regulation], engaged living [gratitude, zest, optimism]; and • Higher Education (36 items assessing belief in self [self-efficacy, persistence, self-awareness], belief in others [peer support, campus support, family support], emotional competence [empathy, behavior self-control, cognitive reframing], engaged living [gratitude, zest, optimism]. All three SEHS measures assess the general construct called Covitality. Covitality is the integrated, combined influences of the individual SEHS subscales; that is, the whole is greater than the sum of the parts. The first public presentation about the SEHS Covitality model was made in 2011 at the International Association of School Psychologist conference in Velore, India. Since that time, the UC Santa Barbara Project Covitality team has conducted research to carefully build a body of evidence exploring these measures' psychometric properties and validity for use with diverse groups of children, adolescents, and young adults. Aided by funding by the U.S. Office of Education Institute of Education Sciences (Grant # R305A160157), the UC Santa Barbara Covitality team is carrying out longitudinal and cross-sectional studies to further refine the Secondary form (four-year project: 2016-2020). In addition, talented colleagues in Australia, and other countries have made substantial, important contributions. The following is a list of articles and reports that provide the psychometric evidence base for the SEHS measures, how these measures are being used for research, and their use for universal schoolwide mental wellness screening. This list will be updated on a regular basis.

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Social Emotional Health Survey System Publications
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Michael J. Furlong, PhD, Principal Investigator, mfurlong@ucsb.edu
Erin Dowdy, PhD, Co-Principal Investigator, edowdy@ucsb.edu
Karen Nylund-Gibson, PhD, Co-Principal Investigator, klnylu@ucsb.edu
Project Covitality:
A school mental wellness and thriving student development initiative
The Social Emotional Health Survey System includes three conceptually linked measures that assess core psychological and
social mindsets associated with positive youth development from childhood through the post-high school transition.
Developed primarily for use in schools — the contexts in which most youth receive mental health services — the three
forms are:
• Primary (20 items assessing gratitude, persistence, optimism, zest, prosocial behavior);
• Secondary (36 items assessing belief in self [self-efficacy, persistence, self-awareness], belief in others [peer support,
school support, family support], emotional competence [empathy, behavior self-control, emotional regulation],
engaged living [gratitude, zest, optimism]; and
• Higher Education (36 items assessing belief in self [self-efficacy, persistence, self-awareness], belief in others [peer
support, campus support, family support], emotional competence [empathy, behavior self-control, cognitive
reframing], engaged living [gratitude, zest, optimism].
All three SEHS measures assess the general construct called Covitality. Covitality is the integrated, combined influences of
the individual SEHS subscales; that is, the whole is greater than the sum of its parts.
The first public presentation about the SEHS Covitality model was made in 2011 at the International Association of School
Psychologist conference in Velore, India. Since that time, the UC Santa Barbara Project Covitality team has conducted
research to carefully build a body of evidence exploring these measures’ psychometric properties and validity for use with
diverse groups of children, adolescents, and young adults. Aided by funding by the U.S. Office of Education Institute of
Education Sciences (Grant # R305A160157), the UC Santa Barbara Covitality team is carrying out longitudinal and cross-
sectional studies to further refine the Secondary form (four-year project: 2016-2020). In addition, talented colleagues in
Australia, Indonesia, China, Korea, Japan, Mexico, Spain, Turkey, Italy, Slovakia, England, and other countries have made
substantial, important contributions. The following is a list of articles and reports that provide the psychometric evidence
base for the SEHS measures, how these measures are being used for research, and their use for universal schoolwide
mental wellness screening. This list is updated on a regular basis.
SOCIAL EMOTIONAL HEALTH SURVEY RESEARCH
Furlong, M. J., Gilman, R., & Huebner, E. S. (Eds.). (2014). Handbook of positive psychology in schools (2nd ed.). New York,
NY: Routledge, Taylor & Francis. www.routledge.com/Handbook-of-Positive-Psychology-in-Schools-2nd-
Edition/Furlong-Gilman-Huebner/p/book/9780415621861
Social Emotional Health Survey – Primary (first called Positive Experiences at School Scale)
Furlong, M. J., You, S., Renshaw, T. L., O’Malley, M. D., & Rebelez, J. (2013). Preliminary development of the Positive
Experiences at School Scale for elementary school children. Child Indicators Research, 6, 753–775.
http://link.springer.com/article/10.1007/s12187-013-9193-7

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Kim, E., Dowdy, E., Furlong, M. J., & You, S. (2018). Complete mental health screening: Psychological strengths and life
satisfaction in Korean students. Child Indicators Research, 1–15. First online, 23 May
2018. https://doi.org/10.1007/s12187-018-9561-4
Liu Hai-ning, Han Bu-xin, LI Xiao-min, Wang Lu-yao, & Xiao Qiao-ling. (2016). Reliability and validity of Social Emotional
Health Survey-Elementary in Chinese children. Chinese Journal of Clinical Psychology, 24, 450–457.
doi:10.16128/j.cnki.1005-3611.2016.03.015
http://med.wanfangdata.com.cn/Paper/Detail/PeriodicalPaper_zglcxlxzz201603015
Pineda, D., Martinez-Martinez, A., Botiá, M. D., & Piqueras, J. A. (2018). Buffering effect of Covitality on the relationship
between verbal peer abuse and psychosocial adjustment in children [Efecto amortiguador de la Covitalidad en la
relación entre el maltrato verbal entre iguales y el ajuste psicosocial en niños]. Published on the book of abstracts
with ISBN: 84-217-285-0124-2. Presented at the 4th International Congress of Clinical and Health Psychology on
Children and Adolescents, Palma de Mallorca (Spain), November 15-17, 2018. Organized by AITANA-UMH and Illes
Balears University.
Pineda, D., Piqueras, J. A., Martinez, A., Rodriguez-Jimenez, T., Martínez Gonzalez, A. E., Santamaria, P., & Furlong, M.
J. (2017). A new instrument for covitality: The revised Social Emotional Health Survey–Primary in a Spanish
sample of children. 14th European Conference on Psychological Assessment, Lisbon, Portugal, July.
Piqueras, J. A., Martinez-Martinez, A., Botiá, M. D., & Pineda, D. (2019). Adaptation and validation of the Social Emotional
Health Survey–Primary for Spanish-speaking students. In preparation.
Renshaw, T. R. (2017). Technical adequacy of the Positive Experiences at School Scale with adolescents. Journal of
Psychoeducational Assessment, 35, 323–335. https://doi.org/10.1177/0734282915627920
Telef, B. B. (2016). Validity and reliability study of Positive Experiences at School Scale (Okulda Pozitif Yaşantılar Ölçeği
geçerlik ve güvenirlik çalışması). Journal of Human Sciences, 13(2), 2475–2487. https://j-
humansciences.com/ojs/index.php/IJHS/article/view/3562
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.
http://dx.doi.org/10.1080/21683603.2016.1272026
Wilkins, B., Boman, P., & Mergler, A. (2015). Positive psychological strengths and school engagement in primary school
children. Cogent Education, 2(1), 1–11. http://www.tandfonline.com/doi/full/10.1080/2331186X.2015.1095680
Xie, J., Liu, S., Yang, C., & Furlong, M. J. (2018). Chinese version of Social and Emotional Health Survey–Primary. Chinese
Journal of Clinical Psychology.
Social Emotional Health Survey – Secondary: Psychometrics and Rationale
Furlong, M. J., You, S., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2014). Preliminary development and validation of the
Social and Emotional Health Survey for secondary students. Social Indicators Research, 117, 1011–1032.
http://link.springer.com/article/10.1007/s11205-013-0373-0
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.
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.
http://link.springer.com/article/10.1007/s40688-015-0068-4
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. http://link.springer.com/article/10.1007/s12187-014-9294-y
Pan Yan-Gu, Zhang Da-Jun, Chen Wan-Fen, & Liu Guang-Zeng. (2016). Preliminary validation of the Social and Emotional
Health Survey in Chinese secondary school students. Chinese Journal of Clinical Psychology, 24, 680–683.
https://www.researchgate.net/publication/307882691_Preliminary_Validation_of_the_Social_and_Emotional_He
alth_Survey_in_Chinese_Secondary_School_Students

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Piqueras, J. A., Rodriguez-Jimenez, T., Marzo, J. C., Rivera-Riquelme, M., Martinez-Gonzalez, A. E., & Furlong, M. J. (2019).
Adaptation and validation of the Social Emotional Health Survey–Secondary for Spanish speaking students.
Manuscript submitted.
Renshaw, T. L., Furlong, M. J., Dowdy, E., Rebelez, J., Smith, D. C., O’Malley, … Strom, I. F. (2014). Covitality: A synergistic
conception of adolescents’ mental health. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive
psychology in the schools (2nd ed., pp. 12–32). New York, NY: Routledge/Taylor & Francis.
www.tandfebooks.com/isbn/9780203106525
Rodriguez-Jimenez, T., Piqueras, J. A., Martínez Gonzalez, A. E., Garcia-Oliva, C., Garcia-Olcina, Mariola M., Leticia Chacon,
L., Furlong, M. J., & Marzo, J. C. (2017). Covitality among adolescents: Psychometric properties of the Social
Emotional Health Survey–Secondary for Spanish students. 14th European Conference on Psychological Assessment,
Lisbon, Portugal, July.
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.
http://dx.doi.org/10.1080/21683603.2016.1234988
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.
You, S., Dowdy, E., Furlong, M. J., Renshaw, T., Smith, D. C., & O’Malley, M. D. (2014). Further validation of the Social and
Emotional Health Survey for high school students. Applied Quality of Life Research, 9, 997–1015.
http://link.springer.com/article/10.1007/s11482-013-9282-2
You, S., Furlong, M. J., Felix, E., & O’Malley, M. D. (2015). Validation of the Social and Emotional Health Survey for five
sociocultural groups: Multigroup invariance and latent mean analyses. Psychology in the Schools, 52, 349–362.
http://onlinelibrary.wiley.com/doi/10.1002/pits.21828/abstract
Social Emotional Health Survey – Secondary Applications
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 http://clinical-
psychiatry.imedpub.com/the-effects-of-covitality-on-wellbeing-and-depression-in-australian-high-school-
adolescents.php?aid=20436
Carnazzo, K., Dowdy, E., Furlong, M. J., & Quirk, M. P. (2019, in press). An evaluation of the Social Emotional Health
Survey—Secondary for use with students with learning disabilities. Psychology in the Schools.
Dougherty, D., & Sharkey, J. D. (2017). Reconnecting Youth: Promoting emotional competence and social support to
improve academic achievement. Children and Youth Services Review, 74, 28–34.
https://doi.org/10.1016/j.childyouth.2017.01.021
Dowdy, E., Furlong, M. J., Raines, T. C., Price, M., Murdock, J., … Bovery, B. (2014). Enhancing school-based mental health
services with a preventive and promotive approach to universal screening for complete mental health. Journal of
Educational and Psychological Consultation, 25, 1–20.
www.tandfonline.com/doi/full/10.1080/10474412.2014.929951
Dowdy, E., Harrel-Williams, L., Dever, B., Furlong, M. J., Moore, S., Raines, T., & Kamphaus, R. (2016). Universal self-report
screening in high school to predict internalizing symptoms. School Psychology Review, 45, 458–476.
www.google.com/search?q=Universal+self-
report+screening+in+high+school+to+predict+internalizing+symptoms.+&ie=utf-8&oe=utf-8
Falco, R., Mira, F., Piqueras, J. A., Marzo, J. C., & Rodríguez-Jiménez, T. (2018). Covitality as a protective factor against
internalizing and externalizing problems in adolescents [La covitalidad como factor protector ante problemas
internalizantes y externalizantes en adolescentes]. Published on the book of abstracts with ISBN: 84-217-285-0124-
2. Presented at the 4th International Congress of Clinical and Health Psychology on Children and Adolescents,
Palma de Mallorca (Spain), November 15-17, 2018. Organized by AITANA-UMH and Illes Balears University.
Felix, E. D., Nylund-Gibson, K., Kia-Keating, M., Liu, S., Binmoeller, C., & Terzieva, A. (under review, resubmitted). The
influence of flood exposure and subsequent stressors on youth social-emotional health.

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Fullchange, A., & Furlong, M. J. (2016). An exploration of effects of bullying victimization from a complete mental health
perspective. Sage Open. (January-March), 1–12. http://sgo.sagepub.com/content/6/1/2158244015623593
Furlong, M. J., Dowdy, E., Carnazzo, K., Bovery, B., & Kim, E. (2014). Covitality: Fostering the building blocks of complete
mental health. NASP Communiqué, (June issue). Available from
www.readperiodicals.com/201406/3346560221.html
Furlong, M. J., Fullchange, A., & Dowdy, E. (2017). Effects of mischievous responding on the results of school-based mental
health screening: I love rum raisin ice cream, really, I do! School Psychology Quarterly, 32, 320–335.
https://www.ncbi.nlm.nih.gov/pubmed/27441548
Kim, E., Dowdy, E., Furlong, M. J., & You, S. (2016). Mental health profiles and quality of life outcomes among Korean
adolescents. School Psychology International, 38(1), 98–116. https://doi.org/10.1177/0143034316682296
Kim, E. K., Dowdy, E., & Furlong, M. J. (2014). Exploring the relative contributions of the strength and distress components
of dual-factor complete mental health screening. Canadian Journal of School Psychology, 29, 127–140.
http://cjs.sagepub.com/content/29/2/127.abstract
Kim, E. K., Furlong, M. J., & Dowdy, E. (2019, press). Adolescents’ personality traits and positive psychological orientations:
Relations with emotional distress and life satisfaction mediated by school connectedness. Child Indicators
Research.
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.
Lenzi, M., Dougherty, D., Furlong, M. J., Dowdy, E., & Sharkey, J. D. (2015). The configuration protective model: Factors
associated with adolescent behavioral and emotional problems. Journal of Applied Developmental Psychology, 38,
49–59. http://www.sciencedirect.com/science/article/pii/S0193397315000179
Lenzi, M., Furlong, M. J., Dowdy, E., Sharkey, J. D., Gini, G., & Altoè, G. (2015). The quantity and variety across domains of
psychological and social assets associated with school victimization. Psychology of Violence, 5, 411–421.
http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2015-45377-002
Lenzi, M., Sharkey, J., Wroblewski, A., Furlong, M. J., & Santinello., M. (2018). Protecting youth from gang membership:
Individual and school–level emotional competence. Journal of Community Psychology. Available online, 2018 Oct
29. https://www.ncbi.nlm.nih.gov/pubmed/30370925
Marzo, J. C., Piqueras, J. A., Rodríguez-Jiménez, T., Rivera-Riquelme, M., Martínez-González, A. E., & Ramos, M. A. (2018).
Differences in covitality in adolescents according to age and gender. [Diferencias en covitalidad en adolescentes en
función de la edad y el sexo]. 6th International Congress Of Educational Sciences And Development, Setúbal,
Portugal, June.
Moffa, K., Dowdy, E., & Furlong. M. J. (2016). Exploring the contributions of school belonging to complete mental health
screening. The Educational and Developmental Psychologist, 33, 16–32. Link
Moore, S., Dowdy, E., Nylund-Gibson, K., & Furlong, M. J. (2019a, in press). An empirical approach to complete mental
health classification in adolescents. School Mental Health. Contact Stephanie Moore:
stephanie.moore0707@gmail.com
Moore, S., Dowdy, E., Nylund-Gibson, K., & Furlong, M. J. (2019b). A latent transition analysis of the longitudinal stability of
dual-factor mental health in adolescence. Journal of School Psychology, (revised and resubmitted). Contact
Stephanie Moore: stephanie.moore0707@gmail.com
Moore, S. A., & Widales-Benitez, O., & Carnazzo, K. W., Kim, E. K., Moffa, K., & Dowdy, E. (2016). Conducting universal
complete mental health screening via student self-report. Contemporary School Psychology, 19, 253–267.
http://link.springer.com/article/10.1007/s40688-015-0062-x
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.
https://doi.org/10.1007/s40688-015-0067-5

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Piqueras, J. A. (2018). Covitality: Social-emotional competencies and mental health in children, adolescents and university
students [Covitalidad: Competencias socioemocionales y salud mental en niños, adolescentes y universitarios].
Keynote lecture at IV Congreso de Educación Emocional. Pamplona, Spain, December.
Ramos, M. A., Marzo, J. C., Garcia-Oliva, C., & Piqueras, J. A. (2018). What role do adolescent social-emotional competencies
and parenting styles play in adolescent family setting? [¿Qué papel juegan las competencias socioemocionales del
adolescente y los estilos de crianza de la madre y del padre en el ajuste familiar adolescente?]. III Congreso
Internacional de Psicologia Social, Cuenca, Spain, October.
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.
https://doi.org/10.1177/1069397117694815
Wroblewski, A. P., Dowdy, E., Sharkey, J. D., & Kim, E. K. (2019). Social-emotional screening to predict truancy severity:
Recommendations for educators. Journal of Positive Behavior Interventions, 21(1), 19–29.
doi:10.1177/1098300718768773
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.
https://doi.org/10.1177/0143034314562921
Social Emotional Health Survey – Higher Education (SEHS-HE) and Adults
Allenden, N., Boman, P., Mergler, A., & Furlong, M. J. (2018). Positive psychology constructs as predictors of depression in
retirees. Ageing & Society, 38(5), 995–117. https://doi.org/10.1017/S0144686X16001410
Furlong, M. J., You, S., Shishim, M., & Dowdy, E. (2017). Development and validation of the Social Emotional Health Survey–
Higher Education version. Applied Research in Quality of Life, 12, 343–367.
http://link.springer.com/article/10.1007/s11482-016-9464-9
Jones, C. N., You, S., & Furlong, M. J. (2013). A preliminary examination of covitality as integrated wellbeing in college
students. Social Indicators Research, 111, 511–526. http://link.springer.com/article/10.1007/s11205-012-0017-9
Kia-Keating, M., You, S., Moore, S. Furlong, M. J., & Liu, S. (2018). Structural validity of the Depression, Anxiety, and Stress
Scales-21 adapted for U.S. college students. Emerging Adulthood, 6(6), 434–440.
https://doi.org/10.1177/2167696817745407
Kurniawan, I. N. (2018). Cultivating spiritual resources for improving undergraduate student’s mental health. International
Journal of Research in Counseling and Education, 1(3), 14–20.
http://ppsfip.ppj.unp.ac.id/index.php/ijrice/article/view/24
Marino, C., Vieno, A., Lenzi, M., Fernie, B. A., Nikčević, A. V., & Spada, M. M. (2018). Personality traits and metacognitions as
predictors of positive mental health in college students. Journal of Happiness Studies, 19(2), 365–379.
https://doi.org/10.1007/s10902-016-9825-y
Piqueras Rodríguez, J. A., Marzo, J. C., Rivera Riquelme, M., Soto Sanz, V., Moreno Amador, B., Falcó, R., Ramos, M., Macià,
D., Mira, F., & Furlong, M. J. (2018). Datos preliminares de la validación del social emotional health survey-higher
education en universitarios españoles. Published on the book of abstracts with ISBN: 84-217-285-0124-2.
Presented at the 4th International Congress of Clinical and Health Psychology on Children and Adolescents, that
has taken place in Palma de Mallorca (Spain), from the 15th to the 17th of November 2018, organized by AITANA-
UMH and Illes Balears University.
Piqueras, J. A., Soto Sanz, V., Marzo, J. C., Rodríguez-Jiménez, T., Martínez-González, A. E., Rivera-Riquelme, M., & Furlong,
M. J. (2018). Validation of the social emotional health survey-higher education in Spanish university students. In
preparation.
Ransdell, S., Borror, J., & Boucher, L. (2018). Social emotional health with self-awareness predicts first-year college student
success. International Journal of Education and Social Science, 5(6), 28. https://doi.org/10.1007/s11482-016-
9464-9

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Soto-Sanz, V., Mira, F., Marzo, J. C., Piqueras, J. A., and Covitality Research Group. (2018). Internalising and externalising
symptomatology and covitality as a protective factor in university students [Sintomatología internalizante y
externalizante y la covitalidad como factor protector en estudiantes universitarios]. Published on the book of
abstracts with ISBN: 84-217-285-0124-2.Presented at the 4th International Congress of Clinical and Health
Psychology on Children and Adolescents, Palma de Mallorca (Spain), November 15-17, 2018. Organized by AITANA-
UMH and Illes Balears University.
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. www.tandfonline.com/doi/full/10.1080/23311908.2014.993850
Other Studies Using the Social Emotional Health Surveys
Albertová, S. M. (2017). Vplyv pozitívnej psychológie na sociálno-emocionálne zdravie žiakov základných škôl. Školský
psychológ/Školní psycholog, 18(1), 180–185. Link
Árpová, L. (2018). Well-being a sociálno-emocionálne zdravie pedagogických a odborných zamestnancov inkluzívnej
základnej školy (Wellbeing and social-emotional health of educational workers in the inclusive primary school).
[Bachelor thesis]. Pan-European university, Faculty of Psychology. Department of school and work psychology.
Supervisor: prof. PhDr. Eva Gajdošová, PhD. Qualification level: Master. Bratislava, Slovakia: FPs PEVŠ, 60 p.
Arslan, G. (2018a). Exploring the effects of positive psychological strengths on psychological adjustment in
adolescents. Child Indicators Research, 1–16. https://doi.org/10.1007/s12187-018-9589-5
Arslan, G. (2018b). Social exclusion, social support and psychological wellbeing at school: A study of mediation and
moderation effect. Child Indicators Research, 11, 897–918. https://doi.org/10.1007/s12187-017-9451-1
Azuela, D., May, B., & Ortega, R. (2016). Grantee research outcome: High school to community college – preparing for
transition. California State University East Bay. Available from,
https://www.socialpublishersfoundation.org/knowledge-base/grantee-research-outcome-high-school-to-
community-college-preparing-for-transition/
Baranič, R. (2017). Sociálno-emocionálne zdravie a prežívanie šťastia detí v detských domovoch a v profesionálnych rodinách
(Social-emotional health and subjective happiness of children of orphanages and in foster care famailies) [Bachelor
thesis]. Pan-European university, Faculty of Psychology. Department of school and work psychology. Supervisor:
prof. PhDr. Eva Gajdošová, PhD. Qualification level: Bachelor. Bratislava, Slovakia: FPs PEVŠ, 48 p.
Bisaki, V. (2018). Sociálno-emocionálne zdravie učiteľov v slovenských inkluzívnych základných školách v kontexte ich
wellbeing a prežívaného stresu (Social-emotional health of teachers in Slovak inclusive primary schools in context
with their wellbeing and subjective stress). In E. Gajdošová, M. Madro, & M. Valihorová (Eds.), Duševné zdravie a
wellbeing virtuálnej generácie. Zborník príspevok z medzinárodnej vedeckej konferencie (Mental health and
wellbeing of the virtual generation Proceedings of the International Scientific Conference 21.11.2018 (pp. 323–
329). Bratislava, Slovakia: IPčko. http://www.virtualnageneracia.sk
Bittner, I. (2017). The relationship between social-emotional health and depression of secondary-school students. [Diploma
thesis]. Pan-European University. Faculty of Psychology. Department of school and work psychology. Supervisor:
prof. PhDr. Eva Gajdošová, PhD. Qualification level: Master. Bratislava, FP PEVŠ, 2017, 72 p.
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Gajdošová, E., Bisaki, V., & Sodomová, S. (2016). An inclusive secondary school in Bratislava. Acta Technologica Dubnicae,
6(3), 44–65. https://doi.org/10.1515/atd-2016-0019
Gajdošová, E., & Radnoti, E. (2016). Social and emotional health of students in Slovak republic. In Book of papers, 36th
conference of International School Psychology Association, Amsterdam, Netherland.
Gajdošová, E., Radnoti, E., & Bisaki, V. (2018). Sociálno-emocionálne zdravie a prežívanie šťastia u študentov stredných škôl
(Socio-emotional health and survival of happiness in high school students). Školský psychológ/Školní
psycholog, 19(1), 101–111. http://testforum.cz/domains/testforum.cz/index.php/skolnipsycholog/article/view/202
Hidayati, R. (2018). Kesehatan Sosial dan Emosi (Social Emotional Health) dan Perilaku Konsumtif Pada Mahasiswa (Social
and emotional health and consumptive behavior in students). Program Studi Psikologi Fakultas Psikologi Dan Ilmu
Sosial Budaya Universitas Islam Indonesia, Yogyakarta.
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Lim, S., Lee, K., & Ryu, T. (2016). The effect of social support on achievement emotion mediated self-regulated learning.
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Marino, C., Hirst, C. M., Murray, C., Vieno, A., & Spada, M. M. (2017). Positive mental health as a predictor of problematic
Internet and Facebook use in adolescents and young adults. Journal of Happiness Studies, 19, 2009,1–14.
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Michálková, J. (2017). Social emotional health, personality and school achievement in adolescents. [Master thesis].
Paneuropean university. Faculty of psychology. Supervisor: Prof. PhDr. Eva Gajdošová, PhD. Bratislava: FPS, 2017,
62 p.
Mošovská, K. (2017). Attitudes of adolescents to themselves, to their family and to school depending on level of social and
emotional health [Master thesis]. Paneuropean university in Bratislava. Faculty of psychology; Institute of school
and organizational psychology. Thesis supervisor: Prof. PhDr. Eva Gajdošová, PhD. Degree of classification: Master
(Mgr.). Bratislava: FP, 2017. 60 pages
Petrina, A. (2016). Analisi di dati Facebook: Studio delle relazioni tra attività in Facebook e scale psicologiche di benessere e
personalità (Analysis of Facebook data: Study of relations between Facebook activities and psychological scales of
well-being and personality). http://tesi.cab.unipd.it/53104/1/Petrina_Anna.pdf
Pašková, L. (2017). Social emotional health of secondary school students. The New Educational Review, 48, 117–131.
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Petrulytė, A. (2018). Sociálno-emocionálne zdravie adolescentov empatia z perspektívy pozitívnej psychológie (Adolescents
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Petrulytė, A., & Guogienė, V. (2017). Paauglių psichologinės sveikatos vertinimas vykdant tiriamąją ir prevencinę veiklą
mokykloje (Adolescents’ psychological health evaluation using investigative and preventive activities at school).
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Petrulytė, A., & Guogienė, V. (2018a) Adolescents social emotional health and empathy in Lithuanian sample. International
Journal of Psychology: A Biopsichosocial approach (in press).
Petrulytė, A., & Guogienė, V. (2018b). Paauglių socialinės ir emocinės sveikatos ryšys su empatija (Adolescent social and
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Radnoti, E. (2017). Sociálno-emocionálne zdravie v školách v kontexte kvality školy. (Social-emotional health in schools in
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Radnoti, E. (2018). Sociálno-emocionálne zdravie stredoškolských študentov v kontexte depresie (Social-emotional health of
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Related School Mental Health and Wellness Resources
Dowdy, E., Dever, B. V., Raines, T. C., & Moffa, K. (2016). A preliminary investigation into the added value of multiple gates
and informants in universal screening for behavioral and emotional risk. Journal of Applied School
Psychology, 32(2), 178–198. https://doi.org/10.1080/15377903.2016.1165327
Dowdy, E., Furlong, M. J., Nylund-Gibson, K., Moore, S., & Moffa, K. (2018). Initial validation of the Social Emotional Distress
Scale to support complete mental health screening. Assessment for Effective Intervention, 43, 241–248.
https://doi.org/10.1177/1534508417749871
Furlong, M. J. (2015). Introduction to special issue school-based approaches to promote complete mental health: School
psychologists working to foster students’ thriving well‐being. Contemporary School Psychology, 19, 231–232.
http://link.springer.com/article/10.1007/s40688-015-0078-2

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Furlong, M. J. (2018). A comment on school safety and mental wellness, including covitality. In E. Gajdošová, M. Madro, &
M. Valihorová (Eds.), Duševné zdravie a wellbeing virtuálnej generácie Zborník príspevkov z medzinárodnej vedeckej
konferencie 21.11.2018. [Intellectual health and wellbeing of the virtual generation: Proceedings of the
International Scientific Conference 21.11.2018.] (pp. 12–19). Bratislava, Slovakia.
Furlong, M. J., Dowdy, E., Moffa, K., Moore, S., Bertone, A., Yang, C., Kim, E., & Ito, A. (2019). Assessment of complete social
emotional wellness: An international school psychology perspective. In C. Hatzichristou & B. Nastasi (Eds.),
Handbook of school psychology in a global context. Dordrecht, Netherlands: Springer.
Furlong, M. J., Froh, J., Muller, M., & Gonzalez, V. (2014). The role of student engagement in engaged living and
psychological and social well-being: The centrality of connectedness/relatedness. In D. J. Shernoff & J. Bempechat
(Eds.), National Society for the Study of Education Yearbook—Engaging youth in schools: Empirically-based models
to guide future innovations. New York, NY: Columbia Teachers College.
https://searchworks.stanford.edu/view/10572754
Fullchange, A., Furlong, M. J., Gilman, R., & Huebner, E. S. (2017). Interventions for subjective well-being. In L. Theodore
(Ed.), Handbook of applied interventions for children and adolescents (pp. 43–54). New York, NY: Springer.
www.springerpub.com/handbook-of-applied-interventions-for-children-and-adolescents.html
Griffiths, A-J., Diamond, E., Greif Green, J., Kim E., Alsip, J., Dwyer, K., Mayer, M., & Furlong, M. J. (2019). Understanding the
critical links between school safety and mental health: Creating pathways toward wellness. In D. Osher, R., Jagers,
K. Kendziora, M. Mayer, & L. Wood (Eds.). Keeping students safe and helping them thrive: A collaborative
handbook for education, safety, and justice professionals, families, and communities (Volume 1). New York, NY:
Praeger.
Griffiths, A-J., Morrison, G., Furlong, M. J., & Alsip, J. (2019, in press). School-wide positive behavioral interventions and
supports in the alternative education setting: Examining the risk and protective factors of responders and non-
responders. Preventing School Failure.
Huebner, E. S., & Furlong, M. J. (2014). Subjective well-being: A key component of children's rights monitoring plans. ISPA
World Go Round, 41(2), 6–8.
Huebner, E. S., & Furlong, M. J. (2016). Measuring youth well-being. In S. Suldo (Ed.), Promoting students’ happiness:
Positive psychology intervention strategies in school-based practice (chapter 2), New York, NY: Guilford.
www.guilford.com/books/Promoting-Student-Happiness/Shannon-Suldo/9781462526802/reviews
Kim, E. K., Furlong, M. J., Zi, J. N., & Huebner, E. S. (2019). Child well-being. In S. Hart & B. Nastasi (Eds.), International
handbook on child rights in school psychology. New York, NY. Springer.
Moffa, K., Dowdy, E., & Furlong, M. J. (2018). Does including school belonging measures enhance complete mental health
screening in schools? In K. Allen & C. Boyle (Eds.), Pathways to belonging (pp. 65–81). Leiden, Netherlands: Brill.
Moore, S., Dowdy, E., & Furlong, M. J. (2017). Using the Depression, Anxiety, Stress Scales–21 with U.S. adolescents: An
alternate models analysis. Journal of Psychoeducational Assessment, 35, 581–598.
http://jpa.sagepub.com/content/early/2016/05/28/0734282916651537.abstract
Wagle, R., Dowdy, E., Yang, C., Pailkara, O., Castro, S., Nylund-Gibson, K., & Furlong, M. J. (2018). Preliminary investigation
of the Psychological Sense of School Membership Scale with primary school students in a cross-cultural context.
School Psychology International, 39, 568–586. doi:10.1177/0143034318803670
Social Emotional Health Survey related articles have appeared in these peer-reviewed journals.
Acta Technologica Dubnicae
Ageing & Society
Applied Quality of Life Research
Assessment for Effective Intervention
Canadian Journal of School Psychology
Child Indicators Research
Children and Youth Services Review
Chinese Journal of Clinical Psychology
Clinical Psychiatry
Cogent Education
Cogent Psychology
Contemporary School Psychology
Cross-Cultural Research
Emerging Adulthood
International Journal of Education and Social Science
International Journal of Psychology: A Biopsichosocial Approach
International Journal of Research in Counseling and Education
International Journal of School & Educational Psychology

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ISPA World Go Round
Journal of Applied Developmental Psychology
Journal of Applied School Psychology
Journal of Community Psychology
Journal of Educational and Psychological Consultation
Journal of Happiness Studies
Journal of Human Sciences
Journal of Positive Behavior Interventions
Journal of Psychoeducational Assessment
Journal of School Psychology
Pedagogika / Pedagogy
Practice of Research Grant Papers
Preventing School Failure
Procedia Computer Science
Psychology in the Schools
Psychology of Violence
Sage Open
School Mental Health
School Psychology International
School Psychology Quarterly
School Psychology Review
Signum Temporis
Školský psychológ/Školní psychology
Social Indicators Research
The Educational and Developmental Psychologist
The Korean Journal of School Psychology
The New Educational Review
Youth Studies
Contact information:
Michael Furlong, PhD
University of California Santa Barbara, Gevirtz Graduate School of Education, Education Building, 2238, Santa Barbara, CA 93106
mfurlong@ucsb.edu, www.project-covitality.info, https://twitter.com/PCovitality