Embedding positive psychology into curriculum to promote posttraumatic growth, psychological flexibility, and socio-emotional competencies in higher education DOI Creative Commons

Kathleen Chim,

JoJo T. C. Lai,

Benjamin Tak Yuen Chan

и другие.

Frontiers in Psychology, Год журнала: 2024, Номер 15

Опубликована: Сен. 27, 2024

Background The benefits of positive psychology interventions (PPIs) have become increasingly popular. While there is an emerging evidence base on the effectiveness applying in curriculum as preventive, early mental health intervention for higher education students, little known about content and pedagogy these promising courses. Objective This article describes (a) rationale development a course embedded into that aims to foster posttraumatic growth, psychological flexibility, socio-emotional competencies students; (b) mixed-method non-randomised pre-post study evaluate achieving participant outcomes. Methods Higher students from different disciplines will be enrolled general course, “Positive Psychology Personal Growth”, where they learn progressive topics complete summative assessments related key areas psychology. In addition lectures, participants engage constructivist-based experiential activities are guided by research PPIs, life-design constructivist learning principles. primary outcome secondary outcomes competencies. Expected results We hypothesised after curriculum-embedded PPI, significantly levels Results derived questionnaire survey supported corroborating identified qualitative analysis participants' follow-up semi-structured interviews their perceptions present course. Discussion current fill gap existing practise PPIs promote transparency pedagogical advancement. provides guidance recommendations educators consider embedding formal cost-effective, low-intensity, structured, sustainable educational students.

Язык: Английский

Embedding positive psychology into curriculum to promote posttraumatic growth, psychological flexibility, and socio-emotional competencies in higher education DOI Creative Commons

Kathleen Chim,

JoJo T. C. Lai,

Benjamin Tak Yuen Chan

и другие.

Frontiers in Psychology, Год журнала: 2024, Номер 15

Опубликована: Сен. 27, 2024

Background The benefits of positive psychology interventions (PPIs) have become increasingly popular. While there is an emerging evidence base on the effectiveness applying in curriculum as preventive, early mental health intervention for higher education students, little known about content and pedagogy these promising courses. Objective This article describes (a) rationale development a course embedded into that aims to foster posttraumatic growth, psychological flexibility, socio-emotional competencies students; (b) mixed-method non-randomised pre-post study evaluate achieving participant outcomes. Methods Higher students from different disciplines will be enrolled general course, “Positive Psychology Personal Growth”, where they learn progressive topics complete summative assessments related key areas psychology. In addition lectures, participants engage constructivist-based experiential activities are guided by research PPIs, life-design constructivist learning principles. primary outcome secondary outcomes competencies. Expected results We hypothesised after curriculum-embedded PPI, significantly levels Results derived questionnaire survey supported corroborating identified qualitative analysis participants' follow-up semi-structured interviews their perceptions present course. Discussion current fill gap existing practise PPIs promote transparency pedagogical advancement. provides guidance recommendations educators consider embedding formal cost-effective, low-intensity, structured, sustainable educational students.

Язык: Английский

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