The World Health Organisation (WHO, 1948) describes health as a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity. The constitution also highlights the importance of social and emotional wellbeing as an essential part of human health and happiness promoting positive social and emotional development and wellbeing in children and young people may impact on their behavior, learning and health outcomes. My priority for this presentation is to investigate specific aspects of social and emotional wellbeing and how the concept of positive psychology affects young children's education. My aim is to understand the most effective methods and practices for developing my knowledge and skills in positive psychology for education to ensure the effective delivery, integration and sustainability of positive education initiatives that could be used affectively across a whole school community.

Positive psychology is the study of the conditions and processes that contribute to the flourishing or optimal functioning of people, groups, and institutions (Gable & Haidt, 2005). Defined as the ‘scientific’ study of ‘what makes life most worth living’, the value of positive psychology also compliments and extends the problem-focused psychology that has been dominant for many decades.

The positive psychology movement is highly recognised for engaging in the scientific exploration of human wellness and optimal functioning to help people not only to mend what is broken, but to go on to expand their potential and thrive. 

The field was founded on the believe that people want to lead meaningful and fulfilling lives, to cultivate what is best within themselves, and to enhance their experiences of love, work and play.

Implementation of positive psychology in a school setting

Professor Martin Seligman introduced the positive psychology movement for education settings by implementing the use of five factors of well-being through his model which includes positive emotion, engagement, relationships, meaning and purpose, and accomplishment (PERMA). These concepts are embedded in the Geelong Grammar School Model of Positive Education, and the evidence-based science of Positive Psychology has been used to help shape their Positive Education curriculum.

Next move begins with exploring character strength which requires the school to introduce a common language about everyone understanding ‘what is right’ and ‘what works’. It is highlighted as a language of the positive human qualities where ‘action contributes to living a good life’. Learning about these character strengths provides the students with a clear direction on how to use the six related domains of wellbeing. They include positive relationships, emotions, health, engagement, accomplishments and purpose which contributes to overall wellbeing of any person. The teachers role model the practise in school community and teach all the students explicitly and implicitly about wellbeing through various topics and it is also included in their service policies.

The implementation of this model can be thought of as a road map where everyone in the learning community is involved in the process to learn new skills that help them to identify what they want for themselves. The model implements the promotion of good health, frequent positive emotions, supportive relationships, a sense of purpose and meaning, and moments of complete immersion and absorption which creates a life where a person uses their character strengths in ways that support the self and others, and that has flourishing at the heart.

Throughout the Geelong Grammar School community, all students are taught specific positive education lessons. For example, in specific positive education classes they

1. learn to tune in to their self-talk with the goal of developing helpful and realistic thinking patterns

2. explore a range of relationship building skills and become familiar with the technique of actively and constructively responding to others good news

3. participate in a neuroplasticity project which involves a commitment to learning to juggle

4. are introduced to resilience skills which they can put into practice and reflect upon

Throughout my professional practice as an educator over the years I have observed that some children need additional support in relation to their development and wellbeing. At times, I have seen a difference in a child's capacity when compared with their peers or changes in feelings or behaviors.

Common concerns I have noticed in relation to social and emotional well

1. being anxious and withdrawn

2. persistent temper tantrums

3. harming themselves or others

4. difficulty with social interactions

5, attachment problems

As educators we face the challenge of recognizing effective strategies that could help these children to manage their thoughts, feelings and behavior positively, so they can enjoy life, maintain positive relationships and work towards their goals. There is evidence to suggest that students who thrive physically and psychologically also perform well in their studies (World Health Organization, 2011 as cited in Robison & Williams, 2011) and that health is an important factor, which contributes for effective learning. When I focus on the issues I have noticed in our current curriculum and practice, I am able to identify few gaps in our educational settings, which requires the implementation of a positive psychological model. Firstly, as teachers working in a diverse society, I believe that we have a huge responsibility to help everyone of our school community to live healthy, vital, energetic, and resilient lives which are essential to flourishing and seen as the overall goal of the positive education framework. Secondly, the model helps to promote the importance of mental and psychological heath as it is underscored by high rates of depression, anxiety, and other mental health problems during adolescence (Sawyer et al., 2000 as cited in Robison & Williams, 2011). Finally, as many major health conditions are preventable, a valuable aim  is to help children to develop health behaviors that will have a beneficial impact over the life course. In relation to my own practice, I believe that the challenge and issues related to how I could encourage students from all different backgrounds to identify, explore, use, and develop their strengths to thrive and flourish in the present and the future could also be explored and achieved through the use of this model.

Relationships with members from their learning community play an integral part in children’s lives. Bronfenbrenner (2005 as cited in Robison & Williams, 2011) recognises that child and adolescent development does not occur in isolation and that social context has a powerful impact on adaptive and healthy growth. Other research also suggest that social support is integral to wellbeing and mental health while social isolation is identified as a risk factor for depression, substance abuse, suicide, and other symptoms of mental ill-health (Hassed, 2008 as cited in Robison & Williams, 2011 ) in the future life. Similarly, social support has been found to provide a buffer in times of stressful and adverse life events (i.e., the buffering hypothesis) thus contributing to coping and resilience (Cohen & Wills, 1985, as cited in Robison & Williams, 2011). Supportive school relationships have been linked with child and adolescent wellbeing and resilience whereas critical and turbulent school environments have been linked with adverse mental health outcomes (Stewart, Sun, Patterson, Lemerle, & Hardie, 2004 as cited in Robison & Williams, 2011). The aim of the positive education model helps students to develop social and emotional skills in order to create and promote strong and nourishing relationships with self and others. 

In addition to benefits for mental health and wellbeing there is substantial evidence that social support is good for physical health. Uchino, Cacioppo, and Kiecolt-Glaser (1996 as cited in Robison & Williams, 2011) found that social support was consistently linked with cardiovascular, endocrine, and immune functioning. Similarly relationships are believed to foster good health by increasing the desire to care for oneself, encouraging healthy behaviors such as good diet and exercise, and increasing positive emotions that have a beneficial impact on bodily systems (Cohen, 2004 as cited in Robison & Williams, 2011).

Overall, there is a strong case for a focus on enhancing positive relationships within the model of positive education. Skills that are believed to help students nurture positive relationships include: emotional and social intelligence, active-constructive responding, the strengths of gratitude and forgiveness, and self compassion. 

A focus on effective relationships in schools is also believed to be leading increased student wellbeing, engagement, and accomplishment (Greenberg et al., 2003 as cited in Robison & Williams, 2011). The students from diverse backgrounds could be supported to create strong and nourishing relationships with self and others by encouraging them to build social and emotional skills. Since the objectives of the model of positive education include helping students to develop emotional and social intelligence and the ability to communicate effectively with others it could also help students with language and other communication issues. Finally, learning about self- compassion, kindness, and forgiveness ensures the relationship with the self is not overlooked. 

Underpinning the model of positive education is a strengths approach. From a strengths perspective, everyone has unique abilities and capacities that come help them to flourish and perform at their best (Wood, Linley, Maltby, Kashdan, & Hurling, 2011 as cited in Robison & Williams, 2011). In addition to being valuable in their own right, strengths are proposed to have important benefits for wellbeing and to contribute to success in important life domains (Peterson & Seligman, 2004 as cited in Robison & Williams, 2011). Therefore, while equipping students with academic skills and knowledge is important, it is also worthwhile to help students develop strengths such as love, curiosity, creativity, and persistence so that they can make valuable contributions to society (Park & Peterson, 2006 as cited in Robison & Williams, 2011). 

Cultivating student engagement is an important  element of the model of positive education. Being engaged involves living a life high on interest, curiosity, and absorption, and pursuing goals with determination and vitality. It is proposed that engaged individuals are curious (Kashdan, Rose, & Fincham, 2004), interested (Hunter & Csikszentmihalyi, 2003 as cited in Robison & Williams, 2011), and passionate about worthwhile pursuits (Vallerand et al., 2003 as cited in Robison & Williams, 2011). 

 

In my view, it is unlikely that any one theory could ever adequately explain the complexities of children’s behaviour related to psychology and how it affects their education and future. Most related theories have contributed in different ways to build an understanding about the multiple and complex factors which highlights the importance of implementing positive psychology to education settings. Knowing that they reflect the prevailing beliefs and conditions such as social, economic, religious and political aspects from a certain historical point, existing theories are often revisited and refined by educators and researchers and are likely to continue changing over time.

I strongly believe that, to promote social and emotional wellbeing and positive development teachers needs to create safe and supportive environments where wellbeing, personal development and learning is at the heart. Without exploring the existing theories related to children’s development, it is difficult to understand how the concept of positive psychology is fundamental to education. When I focus on contemporary theories, an argument commonly referred to as the ‘nature vs.nurture’ controversy (Tucker-Drob, Briley, & Harden, 2013 as cited in Marotz & Allen, 2016) could be identified as the long standing debate which explores whether the children’s learning is the result of heredity (innate abilities) or the environment (experiences). Philosophers from the past, such as Plato and Aristotle believed that all human behaviour was biologically predetermined (nature) and children were born hardwired to think and act in specific ways. Similarly, maturational theories such as the one described in Arnold Gesell’s historic research based on his belief that all development is governed primarily by internal forces of biologic and genetic origin (Dalton, 2005, Gesell & Ilg,1949 as cited in Marotz & Allen, 2016) focuses on a biological or nature approach to human development. I strongly disagree with the maturational theory as it argues that, children perform certain skills only when his or her neurological system has matured sufficiently to permit this activity regardless of any other factors including environment and opportunity. I also believe that the maturational theory overlooks the differences in children as individuals and how they influence their learning outcomes and experiences. 

As an educator coming from a different cultural back ground, I also agree with Vygotsky’s view on children’s development as he strongly believed that social and cultural environments such as values, beliefs, and practices shaped and ultimately determined the nature of children’s learning (Vygotsky,1986 as cited in Marotz & Allen, 2016). He describes how culture provided the mental framework for all thoughts and behavior. 

Other philosophers such as John Locke suggested that, children were born with blank minds (tabula rasa, or clear slate) and that all behavior is learned and a product of one’s environment and experiences (nurture). When I analyse all these theories it is clear to me that children's overall development depends greatly on emotional wellbeing. Wellbeing is also recognised as a key component of outcome 3 of the Early Years Learning Framework for Australia (DEEWR, 2009)

What is Wellbeing ?

According to EYLF "sound wellbeing results from the satisfaction of basic needs - the need for tenderness and affection; security and clarity; social recognition; to feel competent; physical needs and for meaning in life. It includes happiness and satisfaction, effective social functioning and the dispositions of optimism, openness, curiosity and resilience" (DEEWR, 2009, p.46)

When I reflect on this unit, I have identified the importance of developing emotional and social intelligence as the most powerful strategy for promoting positive relationships among the members of any learning community. My new understanding has also opened my eyes to reflect deeply on my abilities on creating and implementing the use of positive psychology for education. Similar to the way most of my fellow educators express their view on wellbeing, up until now I have also focused more on the physical and cognitive aspects of children's development than on the emotional aspect. With the learnings from this unit, I have learned that it is important to rethink my emphasis as wellbeing starts with emotional wellbeing. 

2. Gable, S.L., Haidt, J. (2005). What (and Why) is Positive Psychology?. Review of General Psychology, 9(2), 103-110. doi: https://journals.sagepub.com/doi/10.1037/1089-2680.9.2.103

3. Marotz, L. R., & Allen, K. E. (2016). Development Profiles: Pre-Birth through Adolescence. Boston, USA: Cengage Learning.

4. Robinson, N. J., & Williams, P. (2011). Positive Relationships. Retrieved from https://www.ggs.vic.edu.au/School/Positive-Education/What-is-Positive-Education-/Key-Concepts.

5. Robinson, N. J., & Williams, P. (2011). Positive Emotions. Retrieved from https://www.ggs.vic.edu.au/School/Positive-Education/What-is-Positive-Education-/Key-Concepts

6. Robinson, N. J., & Williams, P. (2011). Character Strengths. Retrieved from https://www.ggs.vic.edu.au/School/Positive-Education/What-is-Positive-Education-/Key-Concepts

7. Robinson, N. J., & Williams, P. (2011). Positive Engagement. Retrieved from https://www.ggs.vic.edu.au/School/Positive-Education/What-is-Positive-Education-/Key-Concepts

8. Robinson, N. J., & Williams, P. (2011). Positive Health. Retrieved from https://www.ggs.vic.edu.au/School/Positive-Education/What-is-Positive-Education-/Key-Concepts

9. Snyder, C.R., & Lopez, S.J. (2009). Oxford Handbook of Positive Psychology. NY: Oxford University Press.

9. World Health Organisation. (1948). The Constitution of world health organization. Retrieved from https://www.who.int/governance/eb/who_constitution_en.pdf