Original article | Journal of Innovative Research in Teacher Education 2022, Vol. 3(1) 50-57
Review of Positive Psychology Applications in the Field of Education (Argumentative Essay)
Ahmed Gamal Ahmed Gawas
pp. 50 - 57 | DOI: https://doi.org/10.29329/jirte.2022.436.4 | Manu. Number: MANU-2203-04-0003.R1
Published online: April 19, 2022 | Number of Views: 182 | Number of Download: 732
Abstract
Positive psychology emerged at the end of the twentieth century as a new trend in psychology. This new trend focuses on the positive traits and strengths of a person. It also argues that psychology aims not only to treat mental illnesses or problems but also to promote positive values, behaviours, and concepts. This paper focuses on the interventions and applications of positive psychology in the field of education. The most prominent forms and types of positive psychology interventions in education were reviewed through four types. They are (1) teaching positive psychology, (2) training students for positive skills, (3) enhancing positive skills for teachers, and (4) interventions to improve the school environment. For each type of intervention of positive psychology in education, there was one application addressed in this review. Finally, it was recommended to adopt educational strategies that concentrate on positive concepts and promote positive educational behaviours in the school environment.
Keywords: Positive psychology, positive education, positive interventions, positive application.
| How to Cite this Article? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| References |
|---|
|
Abdelati, S. B., & Salama-Younes, M. (2016). Passion types and subjective well-being for Saudi women: Exploratory study. Indian Journal of Positive Psychology, 7(3), 325-334. http://www.iahrw.com/index.php/home/journal_detail/19#list Al-Mansoori, R. S., Kayan-Fadlelmula, F., & Abdeen, D. H. (2017). Implementing Positive Education in a Preparatory School: A Case Study from Qatar. International Journal of Information and Education Technology, 7(9), 654-660. https://doi.org/10.18178/ijiet.2017.7.9.948 Alaasemy, R. (2015). Role of education in the development of wisdom in the school curriculum. Criticism and Enlightenment Journal, 3(15), 15–51. https://platform.almanhal.com/Files/2/76951 Aspinwall, L. G., & Staudinger, U. M. (2003). A psychology of human strengths: Fundamental questions and future directions for a positive psychology. Washington, DC, US: American Psychological Association. Bentea, C. C. (2018). Posıtıve psychology in school–A brief overview. International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, 2(2), 261–268. https://doi.org/10.26520/mcdsare.2018.2.262-268 Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V, Abbey, S., Speca, M., & Velting, D. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. https://psycnet.apa.org/doi/10.1093/clipsy.bph077 Blair-Broeker, C. T., & Ernst, R. E. (2013). Thinking about psychology. NY: Worth. Cutuli, J. J., Chaplin, T. M., Gillham, J. E., Reivich, K. J., & Seligman, M. E. P. (2006). Preventing co‐occurring depression symptoms in adolescents with conduct problems: the Penn Resiliency Program. Annals of the New York Academy of Sciences, 1094(1), 282–286. https://doi.org/10.1196/annals.1376.035 Dreer, B. (2020). Positive Psychological Interventions for Teachers: a Randomised Placebo-Controlled Field Experiment Investigating the Effects of Workplace-Related Positive Activities. International Journal of Applied Positive Psychology, 5(1–2), 77–97. https://doi.org/10.1007/s41042-020-00027-7 Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2011). Self‐regulation strategies improve self‐discipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1), 17–26. https://doi.org/10.1080/01443410.2010.506003 Eyal, T., & Epley, N. (2010). How to seem telepathic: Enabling mind reading by matching construal. Psychological Science, 21(5), 700–705. https://doi.org/10.1177/0956797610367754 Fineburg, A. C. (2004). Introducing positive psychology to the introductory psychology student. P. A. Linley & S. Joseph (Eds.), in Positive Psychology in Practice, (p.p. 197–209). Canada: John Wiley & Sons, Inc. Fineburg, A. C., & Monk, A. (2015). Different Approaches to Teaching Positive Psychology. S. Joseph (ed.), in Positive Psychology in Practice: Promoting Human Flourishing in Work, Health, Education, and Everyday Life, (pp. 267–278). Canada: John Wiley & Sons, Inc. Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology? Review of General Psychology, 9(2), 103–110. https://doi.org/10.1037%2F1089-2680.9.2.103 Gillham, J. E., Reivich, K. J., Freres, D. R., Chaplin, T. M., Shatté, A. J., Samuels, B., Elkon, A. G. L., Litzinger, S., Lascher, M., & Gallop, R. (2007). School-based prevention of depressive symptoms: A randomized controlled study of the effectiveness and specificity of the Penn Resiliency Program. Journal of Consulting and Clinical Psychology, 75(1), 9-19. https://psycnet.apa.org/doi/10.1037/0022-006X.75.1.9 Green, S., Oades, L. G., & Robinson, P. (2011). Positive education: Creating flourishing students, staff and schools. InPsych, 33(2), 37-43. https://bit.ly/3usikHB Hodges, T. D., & Clifton, D. O. (2004). Strengths-based development in practice. P. A. Linley & S. Joseph (Eds.), in Handbook of positive psychology in practice (pp. 256–268). Wiley. Huebner, E. S., Gilman, R., & Furlong, M. J. (2009). A conceptual model for research in positive psychology in children and youth. R. Gilman, E. S. Huebner & M. J. Furlong (Eds), in Handbook of Positive Psychology in Schools, (pp. 3–8). New York & UK: Routledge. Jennings, P. A. (2015). Mindfulness for teachers: Simple skills for peace and productivity in the classroom (the Norton series on the social neuroscience of education). London & New York: W. W. Norton & Company. Inc. Jenson, W. R., Olympia, D., Farley, M., & Clark, E. (2004). Positive psychology and externalizing students in a sea of negativity. Psychology in the Schools, 41(1), 67–79. https://doi.org/10.1002/pits.10139 Lassoued, Z. (2018, December). Educational Applications of Positive Psychology in the Field of School Learning. Paper presented at the International Conference about Positive Psychology: Reality and Prospects, The University of Algiers, Algiers. Retrieved from https://bit.ly/3xzgUx5 Lottman, T. J., Zawaly, S., & Niemiec, R. (2017). Well-being and well-doing: Bringing mindfulness and character strengths to the early childhood classroom and home. In C. Proctor (Ed), Positive psychology interventions in practice (pp. 83–105). New York: Springer. Lyubomirsky, S., & Layous, K. (2013). How Do Simple Positive Activities Increase Well-Being? Current Directions in Psychological Science, 22(1), 57–62. https://doi.org/10.1177/0963721412469809 Marques, S. C., Pais-Ribeiro, J. L., & Lopez, S. J. (2009). Validation of a Portuguese version of the children’s hope scale. School Psychology International, 30(5), 538–551. https://doi.org/10.1177/0143034309107069 Mooneyham, B. W., & Schooler, J. W. (2013). The costs and benefits of mind-wandering: A review. Canadian Journal of Experimental Psychology, 67(1), 11–18. https://doi.org/10.1037/a0031569 Myers, D. G. (2014). Myers' Psychology for AP (2nd ed.). New York, NY: Worth. Niemiec, R. M. (2014). Character and strengths: a practical guide to flourishing. Canada: Hogrefe Publishing. Niemiec, Ryan M. (2013). Mindfulness and character strengths. Canada: Hogrefe Publishing. Norrish, J. M., & Vella-Brodrick, D. A. (2009). Positive psychology and adolescents: Where are we now? Where to from here? Australian Psychologist, 44(4), 270–278. https://doi.org/https://doi.org/10.1080/00050060902914103 Norrish, J. M., Williams, P., O’Connor, M., & Robinson, J. (2013). An applied framework for positive education. International Journal of Wellbeing, 3(2), 147-161. https://doi.org/10.5502/ijw.v3i2.2 Park, N., & Peterson, C. (2008). Positive Psychology and Character Strengths: Application to Strengths-Based School Counseling. Professional School Counseling, 12(2), 85–92. https://doi.org/10.1177/2156759x0801200214 Pluskota, A. (2014). The application of positive psychology in the practice of education. SpringerPlus, 3(1), 1–7. https://doi.org/10.1186/2193-1801-3-147 Roberts, C., Kane, R., Bishop, B., Matthews, H., & Thomson, H. (2004). The prevention of depressive symptoms in rural school children: A follow-up study. International Journal of Mental Health Promotion, 6(3), 4–16. https://doi.org/10.1080/14623730.2004.9721934 Salama-Younes, M. (2018). Positive psychology in physical education and sport sciences: Interference and interaction. Middle East Journal of Positive Psychology, 4(1), 65–79. https://bit.ly/3LWDcfX Segal, Z. V, Teasdale, J. D., Williams, J. M., & Gemar, M. C. (2002). The mindfulness‐based cognitive therapy adherence scale: Inter‐rater reliability, adherence to protocol and treatment distinctiveness. Clinical Psychology & Psychotherapy, 9(2), 131–138. https://doi.org/10.1002/cpp.320 Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. https://doi.org/10.1080/03054980902934563 Seligman, M. E. P., & Fowler, R. D. (2011). Comprehensive soldier fitness and the future of psychology. American Psychologist, 66(1), 82-86. https://psycnet.apa.org/doi/10.1037/a0021898 Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well‐being and alleviating depressive symptoms with positive psychology interventions: A practice‐friendly meta‐analysis. Journal of Clinical Psychology, 65(5), 467–487. https://doi.org/doi:10.1002/jclp.20593 Terjesen, M. D., Jacofsky, M., Froh, J., & Digıuseppe, R. (2004). Integrating positive psychology into schools: Implications for practice. Psychology in the Schools, 41(1), 163–172. https://doi.org/10.1002/pits.10148 White, M. A. (2016). Why won’t it stick? Positive psychology and positive education. Psychology of Well-Being, 6(1), 1–16. https://doi.org/10.1186/s13612-016-0039-1 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. https://doi.org/10.1080/17439760.2014.920408 |
