Evaluation of the Strengths-Based Identity Transition Interventions: A Two-Year One-Group Pretest–Posttest Study on Establishing Sustainable Well-being Among Freshmen

Background: Maladaptive responses during the university transition period constitute critical factors for a series of physical and mental problems among freshmen. This study aims to evaluate the effectiveness of Strengths-based Identity Transition Interventions in helping freshmen establish sustainable well-being, that is, in promoting college adaptation, improving mental health efficacy, and reducing negative emotional states, during the college transition. Method: The research was conducted in two phases. In phase one, a five-week, one session per week intervention was implemented. Five independent samples were recruited to conduct paired-sample t-test to validate effective activities within intervention. In phase two, the refined intervention consisting of three effective activities was assessed on a campus-wide scale. Results: The study indicates that the college adaptation of freshmen was significantly enhanced and maintained at a high level over the subsequent two years. Mental health efficacy also showed a marked improvement, despite some fluctuation during this period, the overall mental health efficacy remained superior to baseline. However, the intervention did not significantly improve negative emotional states. Discussion: This study attempts to integrate the strengths perspective and the “Groups 4 Freshmen” framework to develop an empirically supported intervention. It provides school social workers and educators with effective approaches for preventing and intervening in students’ college adaptation and mental health issues.