Happy thoughts: Enhancing well-being in the classroom with a positive events diary. Issue 2 (4th March 2018)

• Record Type: Journal Article
• Authors: Carter, Paul J.; Hore, Brendan; McGarrigle, Leona; Edwards, Manon; Doeg, Gavin; Oakes, Rachel; Campion, Aisling; Carey, Grace; Vickers, Katie; Parkinson, John A.
• Is Part Of: Journal of positive psychology. Volume 13:Issue 2(2018)
• Page Start: 110
• Page End: 121
• Publication Date: 2018-03-04
• Subjects: Positive psychology -- positive thinking -- resilience -- well-being -- positive psychology intervention -- PPI -- children -- education -- attribution; Positive psychology -- Periodicals; Quality of life -- Psychological aspects -- Periodicals; Happiness -- Psychological aspects -- Periodicals; 158
• DOI: 10.1080/17439760.2016.1245770
• Languages: English
• ISSNs: 1743-9760

Abstract

Abstract: Positive psychology interventions (PPIs) are effective in increasing well-being across the population. Whilst educators are recognising the importance of well-being in the classroom and of its long-term impact on life trajectory, the transformative potential of PPIs in educational settings is yet to be fully realised. This study investigates, for the first time, the effects of a PPI in school children by means of a daily dairy. Self-report questionnaires were used to measure well-being in school children aged 8–11 years. Across two studies, children kept a positive events diary, recording three experiences every day for a week. The intervention led to an increase in happiness and a decrease in depressive symptoms immediately following the intervention and at a three-month follow-up. Children who had unhappier baseline scores benefitted more from the intervention. This study demonstrates significant scope, in school settings, for targeted light-touch interventions to promote well-being in those with the greatest need.