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 The Intertwined Relationship Between Job Crafting, Work-Related Positive Emotions, and Work Engagement. Evidence from a Positive Psychology Intervention Study

2018 ◽  
Vol 11 (1) ◽  
pp. 210-221 ◽  
Author(s):  
Arianna Costantini ◽  
Riccardo Sartori
Keyword(s):  
Positive Psychology ◽  
Work Engagement ◽  
Positive Emotions ◽  
Well Being ◽  
Job Crafting ◽  
Work Related ◽  
Positive Psychology Intervention ◽  
Public Organisation ◽  
Emotions In The Workplace ◽  
The Impact

Purpose: The present study examines the impact of a positive psychology intervention on job crafting, positive emotions and work engagement. Design: A sample of 43 employees working in a public organisation received a three day-long resource-based intervention grounded on meaningfulness and practical exercises. Findings: Results showed that the intervention had a positive effect on job crafting, positive job-related affective well-being and work engagement. Moreover, findings from a mediation model show that the intervention was effective in sustaining work engagement resulting from experienced positive emotions, which in turn resulted from job crafting behaviours. Originality/Value: To the best of our knowledge, this study is the first to investigate the intertwined relationships between job crafting behaviours, positive emotions in the workplace, and work engagement. Moreover, our findings provide evidence of the effectiveness of the proposed positive psychology intervention to support work engagement resulting from proactive adjustment to the work environment and the positive emotions deriving from it.

scholarly journals Positive psychology and the training of psychologists: Students’ perspectives

2010 ◽  
Vol 36 (2) ◽  
Author(s):  
Tharina Guse
Keyword(s):  
Positive Psychology ◽  
Professional Training ◽  
Positive Emotions ◽  
Sense Of Self ◽  
Well Being ◽  
Psychological Well Being ◽  
Qualitative Research Design ◽  
Managerial Implications ◽  
Value Add ◽  
The Impact

Orientation: The development of positive psychology interventions have burgeoned internationally and are relevant to the professional training of psychologistsResearch purpose: The aim of this study was to explore the personal and professional impact of including positive psychology in the professional training of clinical and counselling psychologists.Motivation for the study: It is not known how students previously educated in a pathogenic paradigm experience the exposure to positive psychology, and resultant paradigm shift, as part of their professional training.Research design, approach and method: A qualitative research design was implemented. Data consisted of written documents submitted by the participants and was analyzed by means of thematic analysis.Main findings: Integrating positive psychology in the professional training curriculum was valuable and enriching on both a professional and personal level. The participants reported an experience of positive emotions and increased sense of self-understanding and psychological well-being. Professionally they experienced a sense of increased self-efficacy.Practical/managerial implications: Positive psychology should be considered as part of the basic training of psychologists since it may enhance the development of trainee psychologists’ professional self, enhance aspects of psychological well-being as well as prevent stress and burnout.Contribution/value-add: This is the first South African study to explore the impact of including positive psychology principles and interventions in professional training.

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 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.

Student engagement: The impact of positive psychology interventions on students

2020 ◽  
pp. 146978742095058
Author(s):  
Jackie Hammill ◽  
Thinh Nguyen ◽  
Fiona Henderson
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Positive Psychology ◽  
Research Study ◽  
Well Being ◽  
Psychology Students ◽  
Control Group ◽  
Positive Psychology Interventions ◽  
Primary And Secondary Education ◽  
The Impact

Positive psychology interventions are widely used in primary and secondary education to enhance student engagement and well-being. When used in the higher education sector, interventions tend to be used in psychology, psychotherapy and mindfulness programmes with successful outcomes in terms of student engagement, learning and well-being. However, there is little evidence to support the effectiveness of such interventions in disciplines outside of psychology. This triangulated action research study utilised student self-reported feedback to explore the link between positive psychology interventions and student engagement in a non-psychology related classroom. The study involved two intervention and one control group. In contrast to results obtained from psychology students, findings in this study showed a lack of student engagement in both intervention groups and a significant increase in student engagement in the control group compared to one of the intervention groups. The findings suggest that further consideration needs to be given to identify positive psychology interventions that might achieve a better fit with non-psychology students.

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 The Influence of Connectedness to Nature on Psychological Well-Being: Evidence from the Randomized Controlled Trial Play&Grow

Challenges ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 12
Author(s):  
Tanja Sobko ◽  
Gavin T. L. Brown
Keyword(s):  
Randomized Controlled Trial ◽  
Young Children ◽  
Psychological Health ◽  
Mental Health Problems ◽  
Controlled Trial ◽  
Well Being ◽  
Path Model ◽  
Psychological Well Being ◽  
Connectedness To Nature ◽  
Randomized Controlled

Urbanized children today have fewer opportunities to interact with nature which may lead to a greater risk of mental health problems. The objective of this randomized controlled trial was to investigate which particular changes in connectedness to nature (CN) would improve psychological well-being (PW) in young children. Six hundred and thirty-nine preschoolers (52.0% boys, age 34.9 ± 9.5 months) participated in Play&Grow, an early environmental education intervention. Children’s CN and PW were evaluated by parents before and after the program with validated measures; the CNI-PPC (four factors) and the SDQ, Strength and Difficulties questionnaire (five factors), respectively. The effectiveness of the intervention on the primary outcomes (CN, PW) as well as the relationship between them was analyzed in a repeated measures path model with intervention status as a causal predictor. Specific CN factors consistently increased ProSocial behavior and reduced Hyperactivity and Emotional problems. In summary, this study showed that the previously reported impact shifted from the total CN score to the specific CN factors. The Play&Grow intervention positively increased children’s CN and improved some aspects of psychological well-being in children which is a preliminary evidence of developmental benefits of connecting young children with nature. Our results indicate promising direction of action for the improvement of families’ psychological health.

scholarly journals Contributing Factors in Adolescents’ Mental Well-Being—The Role of Socioeconomic Status, Social Support, and Health Behavior

2020 ◽  
Vol 12 (22) ◽  
pp. 9597
Author(s):  
Gabriella Nagy-Pénzes ◽  
Ferenc Vincze ◽  
Éva Bíró
Keyword(s):  
Social Support ◽  
Socioeconomic Status ◽  
Life Satisfaction ◽  
Health Behavior ◽  
Mental Health Problems ◽  
Well Being ◽  
Cross Sectional ◽  
Unhealthy Eating ◽  
The Impact ◽  
Mental Well Being

Mental disorders are common in adolescents, and for effective interventions we should be aware of their determinants. However, there are only a small number of studies investigating the combined effect of multiple factors. Therefore, our aim is to assess the impact of socioeconomic status, social support, and health behavior on adolescents’ mental well-being. A cross-sectional health survey of 1641 children was carried out in accordance with the study protocol of the Hungarian Health Behavior in School-aged Children survey. Multivariate multiple regression was used to analyze the main determinants of mental well-being. The boys’ mental well-being was favorable compared to girls; lower subjective family wealth was associated with lower life satisfaction and depressive mood. Life satisfaction was positively related to healthy eating, social support, and physical activity. Unhealthy eating, sedentary lifestyle, and lower social support were associated with higher depression scores. Higher social support reduces psychosomatic symptoms, while unhealthy eating and spending a lot of time in front of the computer increase them. Both social support and healthy lifestyle seem to be protective against mental health problems among adolescents, and thus interventions should focus on these factors regardless of the socioeconomic status of the participants, with special attention given to girls.

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