Happy thoughts: Enhancing well-being in the classroom with a positive events diary
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In: Journal of Positive Psychology, Vol. 13, No. 2, 02.2018, p. 110-121.
Research output: Contribution to journal › Article › peer-review
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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 -