The burgeoning emphasis on youth development has spurred a growing body of research that underscores the significance of well-being in children and adolescents. Positive psychology-based initiatives in schools are gaining momentum, with educators and professionals recognizing the imperative to incorporate them into educational frameworks. Despite optimism regarding the efficacy of such interventions, hurdles concerning resources, curriculum integration, accessibility to information, educator readiness, and quality training necessitate attention for successful implementation.
Conclusion
Research consistently underscores the affirmative impacts of integrating positive psychology principles and character strengths within educational environments. The integration of these principles into pedagogy not only benefits educators and administrators but also profoundly influences the lives of students. Positive psychology, with its emphasis on goal-setting, fostering positive emotions, active engagement, nurturing relationships, and fostering achievement, not only shapes present experiences but also lays the groundwork for future endeavors in work, education, and interpersonal dynamics.
References
Chodkiewicz, A. R., & Boyle, C. (2017). Positive psychology school-based interventions: A reflection on current success and future directions. Rev Educ, 5, 60-86. doi:10.1002/rev3.3080
Gostrengths.com. (2012). What is PERMA? Retrieved from https://www.gostrengths.com/whatisperma/ Positive Psychology. (n.d.). In Alleydog.com’s online glossary. Retrieved from https://www.alleydog.com/glossary/definition-cit.php?term=Positive+Psychology
White, M. A., & Waters, L. E. (2015). A case study of “The Good School:” Examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology, 10(1), 69-76. doi:10.1080/17439760.2014.920408
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