TY - JOUR

T1 - Happy thoughts

T2 - Enhancing well-being in the classroom with a positive events diary

AU - Carter, Paul

AU - Hore, Brendan

AU - McGarrigle, Leona

AU - Edwards, Manon

AU - Doeg, Gavin

AU - Oakes, Rachel

AU - Campion, Aisling

AU - Carey, Grace

AU - Vickers, Katie

AU - Parkinson, John

N1 - 2016 Taylor & Francis. This is the author accepted manuscript. The final version is available from Taylor & Francis via the DOI in this record.

PY - 2018/2

Y1 - 2018/2

N2 - 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.

AB - 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.

KW - Positive Psychology

KW - Positive Thinking

KW - Resilience

KW - Well-being

KW - Positive Psychology Intervention

KW - PPI

KW - Children

KW - Education

KW - Attribution

U2 - 10.1080/17439760.2016.1245770

DO - 10.1080/17439760.2016.1245770

M3 - Article

VL - 13

SP - 110

EP - 121

JO - Journal of Positive Psychology

JF - Journal of Positive Psychology

SN - 1743-9760

IS - 2

ER -