Name
Capella University
PSYC FPX 4110
Prof. Name
December, 2024
Introduction
The practices of mindfulness in schools have been very powerful in enhancing the student’s attentiveness and self-regulation as well as their general well-being (Gao et al., 2022). Mindfulness is helping students understand how to focus on and pay attention to what is going on in the present, as well as thoughts and feelings going through them at the moment while doing so without passing any kind of value judgment on it. To reduce stress, relaxation exercises such as breathing drills, meditation, and body scans are introduced into normal school schedules. For example, spending 5 minutes or so before teaching our students, freshens up their minds and they can even cut on indiscipline in class time. Furthermore, mindfulness programs have been shown to act as anxiety relievers; enhance emotional well-being, and increase empathy that equals better, healthier, less disruptive peer relations and less bullying. Students also appear to benefit from it since mindfulness enables teachers to manage such teaching hurdles diligently and motivate with more patience as compared to other teachers.
Application of Positive Psychology
Positive psychology is the process of achieving strength, constructing happiness, and offering protection. It has a wide range of applicability that involves sectors like education, the workplace, and mental health services (Wu et al., 2022). The education system implements positive words and positive attitude that students have to embrace and develop into a positive frame of mind strength to develop idxes and sound mental health. Some of the programs include: gratitude, skills in positivity, resilience, and mindfulness. They assist learners to find ways of coping and force them to study to do well in class. For instance, some intervention strategies as maintaining a gratitude list or engaging in mindfulness activities are advantageous in rebuilding focus, decreasing levels of anxiety, and creating a better learning climate in class. Strengths-based learning involves enabling students to focus on their strengths and, of course, boost confidence hence increased participation results in increased achievement both academically, and in other aspects of life (Santos et al., 2021). Teachers also have a major role to play since they ensure they post positive psychological interventions to assist in creating a positive learning environment. Positive organizational scholarship or positive psychology which is defined as the study of the strength and virtues promotes well-being, work productivity, and work satisfaction. Basic need fundamentals such as appreciation of employee accomplishment, encouragement of thankfulness, and enhancement of work-life balance have lifted the morale of employees, reduced exhaustion rates, and in general, improved the environment. Positive psychology interventions as goal and strengths identification, and resilience-building, enhance employees’ commitment and productivity regardless of the adversity. They enhance togetherness, rapport, and unity amongst employees, group/ team achievements, and cohesion. Interventions of this nature would improve organizational work climate in a way that brings high productivity complemented by high job satisfaction and thus increases the prospects of individual growth and development.
Strengths and Weaknesses of Positive Psychology
The following are paradigms in positive psychology that make positive psychology a more favorable approach to individuals and society. Most stress is laid on the acquisition of strength, positive thinking, and resources to thrive not just to exist (Santos et al., 2021). Positive psychology differs from the previous science that, for many years, focused on the identification of diseases and psychological disorders, offering treatment and cure; instead, positive psychology is interested in happiness, in the explanations of the mechanisms that lead to the experiences of happiness, and in people’s strengths. It makes provision for a positive and optimal mental state which not only helps in maintaining health but in flourishing. Moreover, the application of the positive psychology approach includes simple-to-use methods like gratitude interventions, mindfulness, and strength-based approaches in school settings, workplaces, and other healthcare institutions (Fält et al., 2024). It has been ascertained that these techniques contribute to the improvement of the management of emotions, decrease stress levels, and optimize the quality of life. Positive psychology enhances sustainable learning and practice by helping an individual focus on what is good and creating a new and better attitude.
Secondly, while positive psychological interventions are effectively translated frequently, it is not widely so for all cultures. It is always well understood that cultures globally have varying meanings, in aspects such as happiness, strengths, and well-being. When it comes to some fundamentals of positive psychology, such as gratitude journaling or setting personal goals, it may turn out that they hardly will succeed in a collectivistic culture, where the given values focus more on community or family as opposed to individuality (Horikoshi, 2023). However, it should be noted that as a movement, positive psychology is rather relatively young, and the scientific foundation for the interventions is increasing in size only, while some of the interventions are not thoroughly evidence-based. Positive psychology remains a viable model of practice, offering resources for meaningful change that, if implemented appropriately and relevant, add up to human quality, coping, and satisfaction. An appreciation of both the strengths and weaknesses of the approach is the first step towards benefitting optimally from it while at the same time trying to cope with the weaknesses.
Research Supporting the Application of Positive Psychology
Evidence shows repeatedly that positive psychology positively affects well-being, resilience, and performance in various areas of functionality. A study conducted by Wang & Hu in 2022 presented evidence that intervention included practicing gratitude, personal strength development, and doing acts of kindness will lead to significant increases in happiness and a reduction in levels of depressive symptoms. Another study, in educational contexts, has also shown that it is through strengths-based learning and mindfulness-based programs that improved students’ performance on academic tasks, reduced emotional reactions, and better mental health. A similar study done in workplaces indicates that studies involving positive psychology interventions like writing positive things about employees received some places in workplaces boost organizational commitment, job satisfaction, and efficiency and decrease burnout. The study done by Wissing et al., 2022 established that happiness and success are correlated; those who are cultivating positivity will be successful regardless of the domain of life they are in. These results are easily generalized for positive psychology applications because they spell out how to build resilience, well-being, and performance.
PSYC FPX 4110 assessment 4 References
Fält, S., Fagerlund, Å., Londen, M., & Lagerström, M. (2024). Using evidence-based applied positive psychology to promote student well-being. Frontiers in Psychology, 15, 1415519. https://doi.org/10.3389/fpsyg.2024.1415519
Gao, C., Li, X., Peng, J., & Liu, M. (2022). Application of virtual reality with positive psychology in adjusting methods of college student’s mental health. Mathematical Problems in Engineering, 2022, 1–10. https://doi.org/10.1155/2022/4900890
Horikoshi K. (2023). The positive psychology of challenge: Towards interdisciplinary studies of activities and processes involving challenges. Frontiers in Psychology, 13, 1090069. https://doi.org/10.3389/fpsyg.2022.1090069
Santos Alves Peixoto, L., Guedes Gondim, S. M., & Pereira, C. R. (2021). Emotion regulation, stress, and well-being in academic education: analyzing the effect of mindfulness-based intervention. Trends in Psychology, 30(1), 33–57. https://doi.org/10.1007/s43076-021-00092-0
Wang, W., & Hu, J. (2022). Extraction of pe online teaching resources with positive psychology based on advanced intelligence algorithm. Frontiers in Psychology, 13, 948721. https://doi.org/10.3389/fpsyg.2022.948721
Wissing M. P. (2022). Beyond the “Third wave of positive psychology”: Challenges and opportunities for future research. Frontiers in Psychology, 12, 795067. https://doi.org/10.3389/fpsyg.2021.795067
Wu, Y., & Kyungsun, K. (2022). The curriculum reform of design education is based on the orientation of positive psychology. Frontiers in Psychology, 13, 836909. https://doi.org/10.3389/fpsyg.2022.836909