PSY FP4110 ASSESSMENT 4 1.docx PSYC-FPX-4110 Positive Psychology Applied to Educational

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PSY FP4110 ASSESSMENT 4 1.docx PSYC-FPX-4110 Positive Psychology Applied to Educational Institutions Capella University PSYC-FPX-4110 Positive Psychology Introduction Education is about maximizi... ng a child's potential for growth, development, and learning. Teachers and educators are concerned with the social and psychological well-being of their pupils. This is also true of individuals who operate in the area of positive psychology. Psychology and education has the potential to support one another. Implementing the positive psychology in an educational system could support a generation of individuals who are aware of their strengths, and how to use them to evolve into productive adults. The positive effects of fostering and nurturing emotional wellbeing in children has influenced a recent advocacy for positive education. “Positive education is described as 'education that focuses on both traditional skills and enjoyment.' Positive schools are characterized as those in which children have a predominance of positive feelings and attitudes toward school.” (V. N. Borkar, 2016). Positive education is a combination of conventional educational ideas and the use of the PERMA model and VIA classifications. PERMA integrates positive psychology with educational paradigms to help students overcome depression and increase their general well-being and happiness. Teachers and educators may promote positive mental health in their students and colleagues by implementing Seligman's PERMA model in the classroom (Moo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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