Table 2.

Methodological characteristics, measures, and outcome summary of positive psychology interventions on children’s well-being.

Study	PERMA(H) Model Element Measured	Key Methods/Outcome Measures	Outcome Summary (PERMAH Model)
Elfrink et al., (2017) [56] NL	Engagement Relationships Health	Longitudinal (T1/T2; 6 months); no control group Children self-reports of well-being (KINDL-R); teacher report of student–teacher relationship (LLRV); parent report of children’s emotional and behavioral functioning (SDQ) and school climate (PEP-sv).	Positive impact of PEP on children’s well-being and problem behavior; improvement in student–teacher relationship; positive impact on students’ engagement.
Owens and Patterson (2013) [57] USA	Positive emotions Health	Longitudinal (T1/T2, 4 to 6 weeks; once-weekly intervention sessions); quasi-experimental (intervention, alternative, and control group) Individual interviews with children to measure positive and negative affect (PANAS-C), life satisfaction (BMSLSS), and self-esteem (PCS-C).	No effect of the intervention on positive and negative affect and on life satisfaction; outcomes in the gratitude condition do not differ from those in the control condition; participants in the best possible selves’ condition show greater gains in self-esteem than do those in the gratitude or control conditions.
Shoshani and Slone (2017) [55] IL	Positive emotions Engagement Health	Longitudinal (T1/T2; 9 months); quasi-experimental Self-report of well-being (PANAS-C), life satisfaction (BMSLSS), empathy (FASTE), and behavioral self-regulation (HTKS); parent report of children’s well-being (PANAS-C-P), children’s mental health disorder (SDQ); preschool teacher report of children’s learning behaviors (ALS).	Significant increase in the intervention group in children’s positive emotions, empathy, and life satisfaction. No changes in negative emotions or for self-regulation. Increase in pro-social behaviors in the intervention group. No significant changes in total mental health difficulties. Effect of the intervention on children’s approaches to learning with significant increase in positive learning behaviors and engagement in the intervention group. Effect sizes for the magnitude of the significant changes in the intervention group were in the small to large range (0.34–0.81).