Lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals belong to one of the most discriminated groups in Canada and abroad. Using minority stress theory, researchers have found that such a climate of homophobia and transphobia has been associated with negative mental health outcomes among LGBTQ individuals. However, despite the presence of campaigns such as the “It Gets Better Project”, few academics have explored whether it does “get better” for LGBTQ people who have experienced anti-LGBTQ prejudice in their youth; and further, few academics have explored whether such individuals who have experienced prejudice can flourish in terms of their positive mental health. Positive mental health explores how individuals can be resilient and thrive within society; it looks at positive feelings people have about themselves, others and society. However, it does not mean an absence of negative mental health outcomes, in that individuals with depression, for example, can also flourish in respect to their positive mental health. The purpose of the current thesis is to extend minority stress theory in order to consider the long-term relationship between childhood bullying and positive mental health among LGBTQ adults. Using a hierarchical ordinary least squares regression model and a sample of LGBTQ education professionals, the current study found that there was a negative long-term relationship between childhood bullying and positive mental health among LGBTQ individuals. Further, disclosing one’s LGBTQ identity, and measures of LGBTQ-inclusion and support were all associated with flourishing levels of positive mental health, although they did not fully mitigate the effects of childhood bullying. The implications of the results were discussed in relation to future practices to reduce homophobia and transphobia within society, and in turn, reduce minority stress and maintain a flourishing state of positive mental health among all LGBTQ members. / October 2016

In line with the positive psychology movement and the dual factor model of mental health, professionals are increasingly compelled to consider not only mechanisms through which mental distress can be alleviated, but also pathways through which students’ wellness can be fostered. While research in this area has primarily focused on positive indicators of adults’ and adolescents’ mental health, there is a need to address those factors that contribute to the wellness of elementary-aged youth. Participants in the current study included 179 fourth and fifth grade students from an elementary school located in a southeastern state. For this secondary analysis, a mixed methods approach with an explanatory design was adopted to investigate both the quantitative relationship between school social support variables (i.e., Teacher-Student Relations, Teacher Support, Classmate Support) and students’ subjective well-being (SWB; i.e., happiness), as well as qualitative responses of students and teachers regarding displays of support and care in the classroom. Results provide support for the existence of a relationship between Classmate and Teacher Support and elementary students’ subjective well-being, with student perceptions of Instrumental and Emotional Classmate Support and Teacher Emotional Support as unique contributors to student subjective well-being. Qualitative results supplement quantitative findings by highlighting the salience of forms of Instrumental and Emotional Support in discussions of both Teacher and Classmate Support and care. These findings add to the current knowledge base on how building supportive relationships may be incorporated in prevention efforts aimed at fostering a positive school climate and enhancing students’ complete mental health.

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Background: Psychosomatic problems are increasing among adolescent girls and levels of life satisfaction, well-being and self-esteem are lower among adolescent girls compared to boys at the same age. Aim: The aim of this thesis was to explore adolescent girls’ perceptions of the concept of PMH and to identify influential factors for PMH from their own perspectives. Methods: A qualitative explorative study was designed. The data collection was through four semi-structured focus group interviews. Participation in the study was completely voluntary and 14 high school girls aged 16-17 participated in the study. An inductive content analysis was conducted to analyze the collected data. Results: Six categories and sixteen subcategories emerged from the data analysis, answered the two objectives of the study and met the purpose of this thesis. The six categories were: 1) when you feel well and things go well; 2) school-related factors, 3) factors at home and at leisure time, 4) key personal characteristics, 5) coping skills and balanced healthy lifestyle, 6) more attention to PMH. The findings showed that PMH was perceived as a two-dimension concept of feeling well and functioning well in life. The main influential factors for PMH was healthy social relations within and outside the family, key characteristics such as optimism, high self-esteem, sense of control, purpose and progress as well as coping skills and paying more attention to PMH.     Conclusion: A combination of positive factors promoting feeling well and functioning well in life should be taken into account in the development of mental health promotion approaches and programs to improve PMH among adolescent girls. / Bakgrund: Psykosomatiska besvär ökar bland flickor och livstillfredsställelse, välbefinnande och självkänsla bland flickor är lägre än pojkar.    Syfte: Syftet med studien var att studera uppfattningar av flickor på gymnasiet om begreppet positiv psykisk hälsa (PMH) och identifiera faktorer som påverkar PMH utifrån målgruppens egna perspektiv. Metod: En kvalitativ explorativ studie utformades. Datainsamlingen skedde genom fyra fokusgruppsintervjuer och 14 gymnasieflickor i åldern 16-17 deltog i studien. Deltagande i studien var helt frivilligt. En kvalitativ induktiv innehållsanalys utfördes för att analysera insamlade data. Resultat: Sex huvudkategorier och sexton subkategorier återfanns i dataanalysen som svarade på syftet och två frågeställningarna i studien. De sex huvudkategorierna var: 1) när man mår bra och allt går bra 2) skolrelaterade faktorer 3) faktorer hemma och på fritiden, 4) viktiga personliga egenskaper, 5) coping färdigheter och balanserad hälsosam livsstil, 6) mer uppmärksamhet till PMH. Resultatet visade att PMH uppfattades som ett tvådimensionskoncept, att må bra och att fungera bra i livet. De centrala faktorerna för PMH identifierades som hälsosamma relationer inom och utanför familjen, viktiga egenskaper som optimism och bra självkänsla, känsla av utveckling, kontroll och meningsfullhet, stresshanteringsförmåga, samt att uppmärksamma PMH. Slutsats: En kombination av positiva faktorer för att må bra och fungera bra i livet, bör beaktas inom utveckling av strategier för att förbättra PMH bland flickor på gymnasiet. Nyckelord: Positiv Psykisk Hälsa, Flickor På Gymnasiet, Kvalitativ Explorativ Studie, Fokusgrupp Intervjuer.

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Mise en contexte : Afin d’assurer le développement de la santé globale et de la réussite éducative des jeunes, il importe de soutenir d’abord le développement d’une santé mentale positive (SMP) chez les enseignantes (Conseil supérieur de l’éducation, 2020). Actuellement, la plupart des initiatives visant le développement du bienêtre des enseignantes proposent des approches individuelles (Goyette, 2020; Vlasie, 2021). Les écrits scientifiques s’intéressent peu au rôle que peuvent jouer des composantes plus structurelles pour le développement de la SMP des enseignantes. Objectifs : Cette recherche vise à documenter, d’un point de vue écosystémique, les éléments qui facilitent et contraignent le développement de la SMP des enseignantes du Québec. Elle vise à orienter et influencer les décideurs et gestionnaires en éducation sur des mesures pouvant être mises en place pour favoriser la SMP des enseignantes. Méthode : Une étude qualitative écosystémique incluant une approche semi-inductive et un processus itératif a été menée. Des entrevues semi-dirigées ont été réalisées auprès de 7 enseignantes francophones qualifiées du Québec, ayant de 3 à 20 années d’expérience en enseignement. Analyse : Dans un premier temps, les transcriptions fidèles des entrevues ont été analysées à l’aide d’une démarche thématique (Paillé et Mucchielli, 2016) inspirée du cadre référentiel écologique de Bronfenbrenner (1979) et Théorêt (2005). Dans un second temps, les différents éléments ont été distingués comme facilitant ou contraignant le développement de la SMP des enseignantes. Résultats : Cinq éléments ressortent de nos analyses et semblent influencer autant positivement que négativement le développement de la SMP des enseignantes: La formation initiale, les débuts de carrière, la présence de violence psychologique dans les relations avec les acteurs du milieu scolaire, la relation avec la direction d’école et la responsabilité d’agir du gouvernement au regard de la profession enseignante. / Context: To ensure the development of the overall health and educational success of young people, it is important to first support the development of positive mental health (PMH) among teachers (Higher Council for Education, 2020). Currently, most initiatives aimed at developing the well-being of teachers offer individual approaches (Goyette, 2020; Vlasie, 2021). The scientific literature is little interested in the role that more structural initiatives could play for the development of the SMP of teachers. Objectives: This research aims to document, from an ecosystem point of view, the elements that facilitate and constrain the development of the SMP of teachers in Quebec. It aims to guide and influence decision-makers and managers in education about measures that can be put in place to promote the SMP of teachers. Method: An eco-systemic qualitative study including a semi-inductive approach and an iterative process was conducted. Semi-structured interviews were conducted with 7 qualified french-speaking teachers from Quebec, with 3 to 20 years of teaching experience. Analysis: Initially, the verbatims were analyzed using a thematic approach (Paillé and Mucchielli, 2016) inspired by the ecological reference framework of Bronfenbrenner (1979) and Théorêt (2005). Secondly, the different elements were distinguished as facilitating or constraining the development of the SMP of teachers. Results: Five elements appear to have the greatest impact, both positively and negatively, on the development of the SMP of teachers: Initial training, the beginnings of their career, the presence of psychological violence in relations with school actors, the relationship with the school administration and the government's responsibility to act regarding the teaching profession.