Positive Psychology
A part of my doctoral training that I have really enjoyed is learning about positive psychology. Often when discussing mental health, a lot of people jump to the conclusion that the term is ‘negative’. However, mental health is ‘not merely the absence of disease or infirmity‘ (WHO, 2001, 2004), but:
a state of wellbeing in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community
‘Mental health’ should not just be referred to in terms of discussing challenges or difficulties, but also in terms of what supports positive mental health and builds resilience. Something I think staff can find difficult is dealing with the fact that they cannot always change children and young people’s (CYP) circumstances. However, we can lessen the extent to which CYP struggle by nurturing resilience in the environment. As a reminder of previous blog posts, resilience is more than just “bouncing back”, it’s the capacity to adapt, recover, and grow through challenges. In educational psychology, we recognise that resilience is not an innate trait but a set of skills and protective factors that can be nurtured through environment. Positive psychology offers a valuable lens through which to do this, particularly through the work of Martin Seligman and the PERMA model.
The PERMA Model
The PERMA model (Seligman, 2011) offers a simple, evidence-based framework for understanding and enhancing wellbeing. When schools intentionally support the five pillars (Positive emotion, Engagement, Relationships, Meaning, and Accomplishment), they help create the kind of psychological soil in which resilience can flourish. The PERMA model can be used directly with CYP – trusted adults could support the exploration of gaps that may be in CYPs’ lives (e.g., do they have quality positive relationships in school with peers?), but also to take a positive view of the strengths elicited (e.g., this young person experiences a state of high engagement – flow – daily when they play football). Not only this, but adults can can incorporate elements of PERMA into their teaching practices and personal lives.
Positive Emotion
Small moments of joy, humour, kindness and gratitude matter. Staff can encourage these by starting the day with a positive check-in, celebrating effort, or modelling gratitude. It’s important to note that ‘negative’ emotions can also result in positive action, and this should also be recognised (e.g., ‘you felt lonely so you decided to be brave and ask Joe to play.’
Engagement
Engagement happens when students are immersed in meaningful tasks, this is often referred to as “flow” – a state of high engagement where you lose track of time and your focus is unmoving. Staff can support this by providing appropriately challenging work, offering choice, and helping students recognise what they’re good at.
Positive Relationships
Strong, supportive relationships are central to resilience. Staff who take time to connect, listen, and show unconditional positive regard help students feel safe and valued. As social creatures, it is really important that children and young people have meaningful connections with peers and adults.
Meaning
Students need to feel that what they’re doing matters. Staff can nurture this by linking learning to real-world issues, involving students in decisions, and helping them see how their efforts contribute to something larger, whether it’s the school community, a cause, or their own future goals.
Accomplishment
Accomplishment can be objective (e.g., through awards and certificates), but it can also be subjective (elg, feelings of mastery and achievement). Staff should be supporting children to recognise what their goals are and supporting them with goal-directed actions.
For more information on mental health in schools using a resilience-based approach, you can find our online training here, written and delivered by educational psychologist, Dr Amy Sweet.
References
WHO. (2001, 2004).
Seligman. (2011). Flourish: A Visionart New Understanding of Happiness and Well-being.
