PSYC FPX 4110 Assessment 4 Positive Psychology Applied to Educational Institutions

Assessment 4 Positive Psychology Applied to Educational Institutions

Name

Capella University

PSYC FPX 4110 Positive Psychology

Prof. Name

Date

Introduction

School serves as a pivotal experience for all individuals, with the typical structure in the United States comprising a principal overseeing classrooms, teachers facilitating education, administrators enforcing regulations, coaches offering guidance, and students interacting with peers and educators. Each locality has its designated school district, organized by grade levels: elementary (Kindergarten through 5th grade), middle school (5th through 8th grade), and high school (9th through 12th grade). Following high school, students often have the option to pursue higher education. The school environment significantly influences students’ psychological and emotional development, underscoring the importance of fostering a positive, supportive, and enriching atmosphere.

Application of Positive Psychology

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

Strengths and Weaknesses of Positive Psychology

Positive psychology programs in schools empower students to comprehend and enhance their character strengths, thereby contributing to heightened well-being. Nonetheless, challenges persist, as some students may encounter adverse outcomes, such as aggression, depression, or anxiety, when pressured to identify and cultivate their character strengths. Furthermore, individual strengths may be subject to varying interpretations by others, potentially leading to misinterpretations.

PSYC FPX 4110 assessment 4 Positive Psychology Applied to Educational Institutions

Research Supporting the Application of Positive Psychology

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.

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.

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

PSYC FPX 4110 assessment 4 Positive Psychology Applied to Educational Institutions

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

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSYC FPX 4110 Assessment 4 Positive Psychology Applied to Educational Institutions

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. PSYC FPX 4110 Assessment 4 Positive Psychology Applied to Educational Institutions

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. PSYC FPX 4110 Assessment 4 Positive Psychology Applied to Educational Institutions

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. PSYC FPX 4110 Assessment 4 Positive Psychology Applied to Educational Institutions

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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