Promoting Students' Well-Being: A Positive Psychology Approach
Major
Educational Studies
Second Major
Psychology
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
Rather than focusing on human psychopathology, positive psychology emphasizes on fostering well-being and flourishing. According to Seligman (2002), the Authentic Happiness Theory suggests that an individual’s happiness can be elevated through intentional activities that promote positive emotions about past, present and future. Consequently, an increasing number of researchers are implementing positive psychology interventions (PPIs) in educational settings, with the aim of supporting youth development. PPIs consist of intentional activities designed to enhance individuals’ positive emotions, thoughts and behaviors (Sin & Lyubomirsky, 2009). The purpose of this research synthesis is to evaluate the current implementations of PPIs in schools by reviewing the empirical studies about school-based PPIs across various domains of positive psychology (e.g., gratitude, kindness, strengths). Additionally, this synthesis explores the implementation of school-based PPIs within the framework of Multitiered Systems of Support (MTSS). Data sources included in this synthesis were selected based on their program description, empirical findings, future implications, and publication dates. This synthesis encourages educators and administrators to advocate for the implementations of PPIs in schools in efforts to foster a long term well-being in youth. Furthermore, it suggests that school psychologists and counselors consider adopting PPIs under MTSS, drawing on the examples presented in this synthesis.
Promoting Students' Well-Being: A Positive Psychology Approach
State Farm Hall
Rather than focusing on human psychopathology, positive psychology emphasizes on fostering well-being and flourishing. According to Seligman (2002), the Authentic Happiness Theory suggests that an individual’s happiness can be elevated through intentional activities that promote positive emotions about past, present and future. Consequently, an increasing number of researchers are implementing positive psychology interventions (PPIs) in educational settings, with the aim of supporting youth development. PPIs consist of intentional activities designed to enhance individuals’ positive emotions, thoughts and behaviors (Sin & Lyubomirsky, 2009). The purpose of this research synthesis is to evaluate the current implementations of PPIs in schools by reviewing the empirical studies about school-based PPIs across various domains of positive psychology (e.g., gratitude, kindness, strengths). Additionally, this synthesis explores the implementation of school-based PPIs within the framework of Multitiered Systems of Support (MTSS). Data sources included in this synthesis were selected based on their program description, empirical findings, future implications, and publication dates. This synthesis encourages educators and administrators to advocate for the implementations of PPIs in schools in efforts to foster a long term well-being in youth. Furthermore, it suggests that school psychologists and counselors consider adopting PPIs under MTSS, drawing on the examples presented in this synthesis.