Promoting Students’ Positive Emotions, Character, and Purpose

2020 ◽  
pp. 282-312
Author(s):  
Shannon M. Suldo ◽  
Jenni Menon Mariano ◽  
Hannah Gilfix
Keyword(s):  
Positive Psychology ◽  
Positive Emotions ◽  
Emotional State ◽  
Character Strengths ◽  
Well Being ◽  
Positive Psychology Interventions ◽  
School Based ◽  
Measurement Tools ◽  
Via Classification

Grounded in positive psychology, this chapter focuses on constructs that increase well-being and may result in a flourishing emotional state. Within the PERMA framework, flourishing is reflected in positive emotions, engagement, relationships, meaning, and accomplishment. Specifically, this chapter takes an in-depth look into the constructs of positive emotions, character, and purpose. Information on measurement tools, correlates, and possible interventions for each of the three constructs is provided. An emphasis is also placed on promising positive psychology interventions, many of which utilize strategies involving character strengths as defined in accordance with the Values in Action (VIA) Classification of Character Strengths and Virtues. The chapter concludes with information on how a reader can implement various positive psychology activities, as well as different school based-programs that incorporate purpose and positive psychology interventions.

scholarly journals Recent Trends in Happiness Research

2019 ◽  
Vol 8 (6S) ◽  
pp. 752-757
Keyword(s):  
Positive Psychology ◽  
Classroom Management ◽  
Character Strengths ◽  
Well Being ◽  
Positive Psychology Interventions ◽  
Role Of Teachers ◽  
Via Classification ◽  
The Impact

Happiness is a subjective term conceptualized in varied ways by individuals and across disciplines. However, how it comes to be understood in reference to the educational context can provide directions for future endeavors in increasing student happiness, or well-being, the terms often used interchangeably. The term well-being, nonetheless, has gained more prominence owing to a broader spectrum of features it encompasses. The discipline of positive psychology which has received eminent advancement in recent times has offered a plethora of approaches to improve well-being of individuals. The VIA classification of strengths by Christopher Peterson and Martin Seligman (2004), offers a framework of 24 positive traits condensed further into 6 virtues, emphasizing employment of simple strategies to foster inherent strengths possessed by individuals in varying degrees, for accomplishing a greater sense of well-being. This review paper, examines the empirical evidence of the influence of various strengths and virtues as delineated in the VIA classification of strengths and other positive psychology interventions on well-being. The impact of various intervention studies with school and university students is also looked at. Evidence has revealed correlation between positive psychology interventions on strengthening character strengths and student well-being across cultures. Simple intervention strategies, such as practicing gratitude, mindfulness and social skills enhancement exercises led to decrease in negative affect and increased levels of positive affect and life satisfaction. Further, as it may be aptly believed that for any school-based intervention to reap benefits in a sustainable manner, the role of teachers cannot be undermined. The paper attempts to highlight the role of teachers in advancement of student well-being, their conceptualization, attitudes and their own sense of well-being which has a bearing on their classroom management styles as evidenced in research.

scholarly journals A Review of School-Based Positive Psychology Interventions

2011 ◽  
Vol 28 (2) ◽  
pp. 75-90 ◽  
Author(s):  
Lea Waters
Keyword(s):  
Academic Performance ◽  
Positive Psychology ◽  
Positive Emotions ◽  
Character Strengths ◽  
Psychology Programs ◽  
Positive Psychology Interventions ◽  
Student Wellbeing ◽  
School Based ◽  
School Based Interventions ◽  
Further Development

The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.

scholarly journals Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents’ Time Attitudes: A Latent Transition Analysis

2021 ◽  
Author(s):  
Claudia Tejada-Gallardo ◽  
Ana Blasco-Belled ◽  
Carles Alsinet
Keyword(s):  
Positive Psychology ◽  
Short Form ◽  
Well Being ◽  
Latent Transition Analysis ◽  
Transition Analysis ◽  
Positive Psychology Interventions ◽  
School Based ◽  
Positive Psychology Intervention ◽  
Time Attitudes ◽  
Latent Transition

AbstractTime attitudes, which refer to positive and negative feelings towards the past, present, and future, are a salient phenomenon in the developmental stage of adolescence and have been related to better well-being. Positive feelings towards time can be promoted in the school setting through empirically validated positive psychology interventions. However, the extent to which these interventions impact the time attitudes of adolescents remains unknown. The current study investigated the influence of a multicomponent positive psychology intervention on adolescents’ transitions between time attitude profiles and how these transitions are related to their emotional, social, and psychological well-being. Participants consisted of 220 (M = 14.98; 47.3% female) adolescents from two Spanish high schools who participated in the six-week Get to Know Me+ program. Adolescents’ time attitudes and well-being were measured via the Adolescents and Adult Time Inventory–Time Attitudes and the Mental Health Continuum–Short Form, respectively, at pre- and postintervention. Participants were clustered in different profiles through a latent profile analysis, and the transitions were analyzed using a latent transition analysis. Five profiles were identified (negative, present/future negative, past negative, optimistic, and positive), and results indicated that adolescents who participated in the intervention were more likely to transition to positive profiles (optimistic and positive) and generally reported higher well-being, especially those in the negative, present/future negative, and optimistic profiles. Preliminary evidence showed that school-based multicomponent positive psychology interventions can have a positive impact on adolescents’ feelings towards time and well-being.

scholarly journals Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

2021 ◽  
Vol 18 (22) ◽  
pp. 12065
Author(s):  
Valérie Benoit ◽  
Piera Gabola
Keyword(s):  
Positive Psychology ◽  
Young Children ◽  
Secondary Students ◽  
Positive Emotions ◽  
Mental Health Problems ◽  
School Context ◽  
Preschool Education ◽  
Well Being ◽  
Positive Psychology Interventions ◽  
The Impact

Over the last 20 years, the effectiveness of positive psychology interventions for the development of the well-being of children and adolescents and the moderation of high levels of anxiety and depression in this population has been largely demonstrated. Emphasis has been placed on the promotion of well-being and prevention of mental health problems in the school context in order to foster, through positive psychology, the cognitive and socio-emotional development of primary and secondary students, e.g., by strengthening positive relationships, positive emotions, character strengths, optimism, and hope. However, little is known about the impact of these interventions on young children. This systematic review aims at examining the effects of positive psychology interventions on the well-being of early childhood children (<6 years old), both in the preschool education context with educators or teachers and also in the family context with parents. Several electronic databases were searched, and the findings systematically reviewed and reported by the PRISMA guidelines. Very few studies met the inclusion criteria (n = 3), highlighting the need for further research in this area. Indeed, all of the selected studies demonstrated the importance of positive psychology interventions with young children to promote positive aspects of development, such as gratitude, positive emotions, life satisfaction, accomplishment, positive relationship, or self-esteem. Limitations in the field are discussed.

scholarly journals A Critical Overview of Research Studies on the Role of Positive Psychology Interventions in Enhancing Subjective Well-Being among High School Students

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Jayashree Sanghani ◽  
Saroj Arya
Keyword(s):  
Life Satisfaction ◽  
High School Students ◽  
Positive Psychology ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Well Being ◽  
Subjective Well Being ◽  
Positive Psychology Interventions ◽  
Critical Overview

In the present educational system, students face a lot of pressure, stress and expectation from self and others which leads to experiencing negative emotions. These factors hinder children’s all round development and scholastic achievement leading to low subjective well-being and poor life satisfaction. Hence, there is a need to foster positive emotions. A critical overview has been done on the role of Positive Psychology Interventions in enhancing positive emotions of the students in experiencing well-being, and satisfaction. School psychology has been focusing on addressing the problem and providing solutions. Experiencing positive emotions is more important for accomplishment and well-being than the absence of negative emotions. The essence of Positive Psychology Interventions is to remove what is wrong and bring in what is strong, by fostering positive factors important for flourishing and accomplishment. Research has shown that Positive Psychology Interventions are significantly related to student well-being which can augment life satisfaction.

scholarly journals Positive Psychology: A Personal History

2019 ◽  
Vol 15 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Martin E.P. Seligman
Keyword(s):  
Mental Health ◽  
Positive Psychology ◽  
American Psychological Association ◽  
Well Being ◽  
Personal History ◽  
Positive Education ◽  
Physical And Mental Health ◽  
American Psychological ◽  
Politics And Religion

As president of the American Psychological Association in 1998, I organized researchers and practitioners to work on building well-being, not just on the traditional task of reducing ill-being. Substantial research then found that well-being causes many external benefits, including better physical and mental health. Among the applications of Positive Psychology are national psychological accounts of well-being, Positive Psychotherapy, the classification of strengths and virtues, Comprehensive Soldier Fitness, and Positive Education. Positive Psychology has spread beyond psychology into neuroscience, health, psychiatry, theology, and even to the humanities. Positive Psychology has many critics, and I comment on the strongest criticisms. I conclude with the hope that the building of well-being will become a cornerstone of morality, politics, and religion.

Positive Interventions and Theoretical Assumptions

2018 ◽  
pp. 8-21
Author(s):  
Tayyab Rashid ◽  
Martin Seligman
Keyword(s):  
Life Satisfaction ◽  
Health Outcomes ◽  
Therapeutic Relationship ◽  
Positive Emotions ◽  
Character Strengths ◽  
Well Being ◽  
Clinical Settings ◽  
Positive Interventions ◽  
Theoretical Assumptions

Positive psychology interventions applied in diverse clinical settings and tackling complex clinical issues are advancing the knowledge base of psychotherapy and health outcomes. Positive psychotherapy (PPT) is based primarily on two major theories: Seligman’s PERMA (Positive emotions, Engagement, Relationships, Meaning, and Accomplishment) conceptualization of well-being and character strengths. PPT also operates on three assumptions regarding the nature, cause, course, and treatment of specific behavioral patterns: (a) inherent capacity for growth, (b) the authenticity of strengths compared to symptoms, and (c) the role of positives in fostering a of the therapeutic relationship. The notion of happiness espoused in PPT is much more than the sum of its components that can be pursued simultaneously with each individually association with life satisfaction.

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