Why positive psychology has a place in schools

Why positive psychology has a place in schools

Could the field of positive psychology be a lever in education for schools that focus more on children's happiness and health, rather than on academic knowledge, goals and motivation?

 

Certainly education is not independent of the trends that generally move in our economic system or society. It would be a mistake to treat education as dependent on teachers' knowledge or educational level as something independent.

 

But there is an appreciation that scientists in positive psychology can provide ideas and solutions for a school that is happier, more productive, and more adapted to the needs of children.

 

Psychology has been involved in education generally since the 1930s in many developed countries, so its theoretical reinforcement with elements of positive psychology would have been more of a form of upgrading. We should not consider that the idea of education as a means of happiness and fulfillment for man is new. Aristotle from his time argued that this should be the goal.

 

How is education related to positive psychology?

 

According to research, teachers realize that education is inevitably linked to students' emotional health and well-being. Finally, in the hierarchy of needs for good education, emotional support is perhaps also a prerequisite for the process of knowledge and assimilation.

 

A 2013 study confirms that the emotional health of young children can lead to improved performance at older ages. In other words, positive education does not focus on one's mental health at the expense of academic knowledge, but it lays the groundwork and provides the opportunity for more effective education.

 

In-class discussion is considered one of the key aspects of this endeavor, in particular combined with teacher-defined recognition. This method not only ensures that the children are ready for the next day, but also ready to participate in a live discussion.

 

Happy teacher means happy students too

 

The issue of positive education is not just about students but also about teachers. It is part of the broader objective of teacher happiness and satisfaction. A happy teacher can best convey the message that knowledge is joy and power in the end.

 

Of course, the happiness of a person - as well as that of an educator - cannot be guaranteed unless their income is examined. It is certainly not a coincidence, as research shows, that the teachers of those who receive a lower salary are not able to offer the same psychological support in their class as those who are well-paid. And if not, this is perfectly reasonable and next. The fact that a system that is concerned with the mental health and well-being of students and teachers must surely capture valuable pay and employment relationships to achieve the goals.

 

 

Practicing emotional intelligence

 

Social and emotional knowledge are issues that usually go through the education cycle itself. However, this knowledge is undoubtedly valuable both for the present and for the future of children, as they can be a means of avoiding problematic behaviors and promoting spiritual balance and well-being.

 

In particular, children manage to:

- discover their personal sources of joy

- learn to express gratitude

- freely express their feelings through art, movement, speech

- express their happy thoughts and memories

 

It is a chapter that is deeply rooted and has a great deal of research and development potential. And if the system responds with a commitment to how it can introduce integrated programming that covers all aspects of education, positive school psychology, then only society should win.

 

By Dr Angel,

Aggeliki Koskeridou

Holistic Doctor – Counseling Psychotherapist

Doctor of Naturopathic Medicine

MSc Health Psychology

www.AggelikiKoskeridou.com

insta: dr_aggelikikoskeridou_official 

 

 

 

Sources:

 

 

Connor-Greene, P.A. (2005). Fostering meaningful classroom discussion: Student-generated questions, quotations, and talking points. Teaching of Psychology, 32(3), 173-175. doi:10.1207/s15328023top3203_10

 

Maslow, A.H. (1943). A theory of human motivation. Psychological Review 50(1), 370-396. doi:10.1037/h0054346

 

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. doi:10.1080/03054980902934563

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