scholarly journals Psychological Well-Being in Teachers During and Post-Covid-19: Positive Psychology Interventions

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego García-Álvarez ◽  
María José Soler ◽  
Lourdes Achard-Braga
Keyword(s):  
Positive Psychology ◽  
Well Being ◽  
Psychological Well Being ◽  
Positive Psychology Interventions

scholarly journals Promoting psychological well-being in doctoral students: a qualitative study adopting a positive psychology perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Patricia C. Jackman ◽  
Kelly Sisson
Keyword(s):  
Positive Psychology ◽  
Doctoral Students ◽  
Well Being ◽  
Structured Interview ◽  
Support Network ◽  
Psychological Well Being ◽  
Doctoral Graduates ◽  
Content Type ◽  
Psychology Perspective ◽  
Pathological Focus

Purpose Concerns about psychological well-being (PWB) in doctoral students have grown in recent years. The purpose of this study was to explore qualitatively doctoral students’ perceptions of factors that promoted their PWB during the doctoral journey. Design/methodology/approach Nine recent doctoral graduates at an English university participated in the study. Participants recalled their experience and PWB during the doctoral journey via a life grid and semi-structured interview. The life grids were visually inspected to identify high points in PWB whilst the interview data were analysed thematically. Findings The analysis produced the following seven themes representing factors that participants described during periods of better PWB: accomplishments; intrinsic rewards; self-efficacy; comprehension and understanding; supervisor support; wider support network; and self-care and lifestyle. Originality/value By adopting a positive psychology approach and exploring qualitatively factors that promoted PWB in doctoral students, this study offers an alternative perspective to research on doctoral student well-being, which has largely adopted a pathological focus. As such, the study demonstrates the utility of approaching research on doctoral students’ PWB from a positive psychology perspective. Findings are discussed in relation to the extant literature, and future directions for research are outlined.

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 Fostering Positive Communities: A Scoping Review of Community-Level Positive Psychology Interventions

2021 ◽  
Vol 12 ◽  
Author(s):  
Corentin Montiel ◽  
Stephanie Radziszewski ◽  
Isaac Prilleltensky ◽  
Janie Houle
Keyword(s):  
Positive Psychology ◽  
Scoping Review ◽  
Well Being ◽  
Community Level ◽  
Psychology Research ◽  
Positive Psychology Interventions ◽  
Individual Level ◽  
Target Populations ◽  
Marginalized Groups ◽  
Group Outcomes

Historically, positive psychology research and practice have focused on studying and promoting well-being among individuals. While positive psychology interventions focusing on the well-being of communities and marginalized groups have recently been developed, studies reporting on their nature and characteristics are lacking. The aim of this paper is to examine the nature of community-level positive psychology interventions. It reviews the target populations, intervention modalities, objectives, and desired effects of 25 community-level positive psychology interventions found in 31 studies. This scoping review shows that community-level programs based on positive psychology vary greatly in all these aspects. However, most interventions are aimed at individual-level changes to achieve target group outcomes. Contextual issues such as social conditions, values, and fairness affecting well-being are rarely considered. Discrepancies between community-level positive psychology interventions and community psychology in terms of values and social change are discussed.

Sign in / Sign up

Export Citation Format

Share Document