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<p>This study explored the social validity and participant knowledge gains associated with a virtual professional development (PD) tailored for school mental health professionals (SMHPs) who are interested in learning how to implement positive psychology interventions. A total of 84 SMHPs from primarily small and rural districts participated in a six-session online workshop series accompanied by hands-on self-study materials. The voluntary learning opportunity was offered during the global pandemic, and participant attrition over time was high. Utilizing quantitative surveys with open-ended qualitative questions, we assessed participants' acceptability of the PD, including their confidence in implementing PPIs. To assess knowledge, we used a multiple-choice test of positive psychology theory and applications before and after the PD, along with qualitative methods to understand their learning after each workshop. Our findings suggest that the PD’s online format significantly enhanced accessibility for SMHPs operating in underserved rural districts. Participants reported marked improvements in their understanding of positive psychology principles, increased confidence in implementing the interventions, and high acceptability of the online PD format. The implications of this study suggest that virtual PD initiatives can serve as viable and efficient solutions for SMHPs’ training needs relevant to wellness promotion and direct service provision utilizing PPIs.</p>

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Preparing School Mental Health Professionals to Promote Student Well-Being Using Positive Psychology Interventions: A Case Study of Virtual Professional Development

  • 期刊论文

  • 发表日期：

    2026年7月7日

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  • Kai Zhuang Shum,
  • Shannon M. Suldo,
  • Sarah Fefer,
  • Cydney Williams

摘要

This study explored the social validity and participant knowledge gains associated with a virtual professional development (PD) tailored for school mental health professionals (SMHPs) who are interested in learning how to implement positive psychology interventions. A total of 84 SMHPs from primarily small and rural districts participated in a six-session online workshop series accompanied by hands-on self-study materials. The voluntary learning opportunity was offered during the global pandemic, and participant attrition over time was high. Utilizing quantitative surveys with open-ended qualitative questions, we assessed participants' acceptability of the PD, including their confidence in implementing PPIs. To assess knowledge, we used a multiple-choice test of positive psychology theory and applications before and after the PD, along with qualitative methods to understand their learning after each workshop. Our findings suggest that the PD’s online format significantly enhanced accessibility for SMHPs operating in underserved rural districts. Participants reported marked improvements in their understanding of positive psychology principles, increased confidence in implementing the interventions, and high acceptability of the online PD format. The implications of this study suggest that virtual PD initiatives can serve as viable and efficient solutions for SMHPs’ training needs relevant to wellness promotion and direct service provision utilizing PPIs.