PSYC FPX 4110 assessment 4 Positive Psychology Applied to Educational Institutions
Phillip March 30, 2024 No Comments

PSYC FPX 4110 assessment 4 Positive Psychology Applied to Educational Institutions

PSYC FPX 4110 assessment 4 Positive Psychology Applied to Educational Institutions


Capella University

PSYC FPX 4110 Positive Psychology

Prof. Name



School serves as a pivotal experience for all individuals, with the typical structure in the United States comprising a principal overseeing classrooms, teachers facilitating education, administrators enforcing regulations, coaches offering guidance, and students interacting with peers and educators. Each locality has its designated school district, organized by grade levels: elementary (Kindergarten through 5th grade), middle school (5th through 8th grade), and high school (9th through 12th grade). Following high school, students often have the option to pursue higher education. The school environment significantly influences students’ psychological and emotional development, underscoring the importance of fostering a positive, supportive, and enriching atmosphere.

Application of Positive Psychology

Positive Psychology, pioneered by Martin Seligman and Mikhaly Csikszentmihalyi in 1998, concentrates on enhancing human life satisfaction and fulfillment by nurturing strengths and virtues rather than solely addressing mental health concerns. Seligman’s PERMA model delineates crucial components for happiness and well-being: Positive Emotions, Engagement, Relationships, Meaning, and Achievement. Cultivating a positive school environment is paramount for students to flourish, fostering positive emotions, active engagement, meaningful connections, and a sense of accomplishment.

Strengths and Weaknesses of Positive Psychology

Positive psychology programs in schools empower students to comprehend and enhance their character strengths, thereby contributing to heightened well-being. Nonetheless, challenges persist, as some students may encounter adverse outcomes, such as aggression, depression, or anxiety, when pressured to identify and cultivate their character strengths. Furthermore, individual strengths may be subject to varying interpretations by others, potentially leading to misinterpretations.

PSYC FPX 4110 assessment 4 Positive Psychology Applied to Educational Institutions

Research Supporting the Application of Positive Psychology

The burgeoning emphasis on youth development has spurred a growing body of research that underscores the significance of well-being in children and adolescents. Positive psychology-based initiatives in schools are gaining momentum, with educators and professionals recognizing the imperative to incorporate them into educational frameworks. Despite optimism regarding the efficacy of such interventions, hurdles concerning resources, curriculum integration, accessibility to information, educator readiness, and quality training necessitate attention for successful implementation.


Research consistently underscores the affirmative impacts of integrating positive psychology principles and character strengths within educational environments. The integration of these principles into pedagogy not only benefits educators and administrators but also profoundly influences the lives of students. Positive psychology, with its emphasis on goal-setting, fostering positive emotions, active engagement, nurturing relationships, and fostering achievement, not only shapes present experiences but also lays the groundwork for future endeavors in work, education, and interpersonal dynamics.


Chodkiewicz, A. R., & Boyle, C. (2017). Positive psychology school-based interventions: A reflection on current success and future directions. Rev Educ, 5, 60-86. doi:10.1002/rev3.3080 (2012). What is PERMA? Retrieved from

Positive Psychology. (n.d.). In’s online glossary. Retrieved from

PSYC FPX 4110 assessment 4 Positive Psychology Applied to Educational Institutions

White, M. A., & Waters, L. E. (2015). A case study of “The Good School:” Examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology, 10(1), 69-76. doi:10.1080/17439760.2014.920408

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