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PSYC FPX 4100 Assessment 4 History and Influence of the New School of Thought

Name

Capella University

PSYC FPX 4100 History and Modern Systems of Psychology

Prof. Name

Date

Introduction

Schools play a pivotal role in shaping individuals’ lives, with a typical structure in the United States including a principal overseeing classrooms, teachers facilitating education, administrators enforcing regulations, coaches offering guidance, and students engaging with peers and educators. Each area is governed by its own school district, organized by grade levels: elementary (Kindergarten through 5th grade), middle school (5th through 8th grade), and high school (9th through 12th grade). Post-high school, students often have the choice to pursue higher education. The school environment significantly impacts students’ psychological and emotional development, highlighting the need to cultivate a positive, supportive, and enriching atmosphere.

Application of Positive Psychology

Positive Psychology, developed by Martin Seligman and Mikhaly Csikszentmihalyi in 1998, focuses on enhancing human life satisfaction and fulfillment by nurturing strengths and virtues rather than solely addressing mental health concerns. Seligman’s PERMA model outlines essential components for happiness and well-being: Positive Emotions, Engagement, Relationships, Meaning, and Achievement. Creating a positive school environment is crucial for students to thrive, fostering positive emotions, active engagement, meaningful connections, and a sense of accomplishment.

Strengths and Weaknesses of Positive Psychology

Positive psychology initiatives in schools empower students to understand and enhance their character strengths, contributing to increased well-being. However, challenges exist, as some students may experience negative outcomes, such as aggression, depression, or anxiety, when pressured to identify and develop their character strengths. Moreover, individual strengths may be subject to different interpretations by others, potentially leading to misunderstandings.

Research Supporting the Application of Positive Psychology

The growing emphasis on youth development has led to a burgeoning body of research highlighting the importance of well-being in children and adolescents. Positive psychology-based programs in schools are gaining traction, with educators and professionals acknowledging the need to integrate them into educational frameworks. Despite optimism about the effectiveness of such interventions, challenges related to resources, curriculum integration, access to information, educator preparedness, and training quality require attention for successful implementation.

PSYC FPX 4100 Assessment 4 History and Influence of the New School of Thought

Conclusion

Research consistently demonstrates the positive effects of integrating positive psychology principles and character strengths into educational settings. Incorporating these principles into pedagogy benefits not only educators and administrators but also profoundly impacts students’ lives. Positive psychology, with its focus on goal-setting, fostering positive emotions, active engagement, nurturing relationships, and promoting achievement, not only shapes current experiences but also lays the foundation for future endeavors in work, education, and interpersonal relationships.

References

Chodkiewicz, A. R., & Boyle, C. (2017). Positive psychology school-based interventions: A reflection on current success and future directions. Review of Education, 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

PSYC FPX 4100 Assessment 4 History and Influence of the New School of Thought

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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