Program of Positive Psychology Applied to Education on the Psychological Wellbeing of Educational Actors
DOI:
https://doi.org/10.15359/ree.24-1.19Keywords:
Psychological Well-Being, Character Strengths, Programmes, Positive Psychology, educationAbstract
In the context of promoting psychological wellbeing in educational settings, the following study is intended a) to determine the impact of a Positive Psychology program such as a character strengths intervention, on the education practitioners’ wellbeing and their pre- and post-modifications; b) to examine the relationship between psychological wellbeing and character strengths after the application of the program. The methodological approach used a pre- and postexploratory model and a correlational analysis. Thus, the study was conducted in two different education practitioner groups working at Uruguayan educative system levels with two sample groups: group A with 34 individuals and group B with 26 individuals. The data recollection instrument used was the Scale of Psychological Wellbeing for Adults [Bieps - A] (Casullo, 2002), and the character strengths sub-scales adapted and validated by Rojas y Feldman (2010), both with extensive evidence on validity and reliability; non parametric hypothesis tests were administered for data analysis as well. The findings showed that there were statistically significant changes in the education practitioners’ wellbeing, both in group A (Z = -4,31, p <0.05) and B (Z = -3,49, p <0.05). Likewise, significant positive correlations were observed between psychological wellbeing and character strengths after the application of the Applied Positive Psychology Educational Program. Further research should be conducted, aimed at analyzing the effects of Positive Psychology interventions on the enhancement of wellbeing in educational settings.
References
Berlanga-Silvente, V. y Rubio-Hurtado, M.J. (2012). Clasificación de pruebas no paramétricas. Cómo aplicarlas en SPSS. [En línea]. Revista d’Innovació i Recerca en Educació, 5(2), 101-113. doi: 10.1344/reire2012.5.2528
Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F. y Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysis of randomized controlled studies. BMC Public Health, 13(1), 119. doi: https://doi.org/10.1186/1471-2458-13-119
Buschor, C., Proyer, R. T. y Ruch, W. (2013). Self- and peer-rated character strengths: How do they relate to satisfaction with life and orientations to happiness? Journal of Positive Psychology, 8(2), 116-127. doi: https://doi.org/10.1080/17439760.2012.758305
Castro, A. y Cosentino, A. C. (2016). The relationships between character strengths and life fulfillment in the view of lay-people in Argentina. Interdisciplinaria Revista de Psicología y Ciencias Afines, 33(1), 65-80. doi: https://doi.org/10.16888/interd.2016.33.1.4
Casullo, M. M. (2002). Evaluación del bienestar psicológico. En Casullo, M. M. (Comp.). (2002). Evaluación del bienestar psicológico en Iberoamérica (pp. 11-29). Buenos Aires: Paidós.
Cobo-Rendón, R., Pérez, M. V., Hernández, H. y Aslan, J. (2017). Modelos multidimensionales del bienestar en contextos de enseñanza-aprendizaje: Una revisión sistemática. Ecos de la Academia, 6, 13-28. Recuperado de https://issuu.com/utnuniversity/docs/ecos-n06/15
Cuadra-Peralta, A., Veloso-Besio, C., Moya-Rubio, Y., Reyes-Atabes, L. y Vilca-Salinas, J. (2010). Efecto de un programa de psicología positiva e inteligencia emocional sobre la satisfacción laboral y vital. Salud & Sociedad, 1(2), 101-112. doi: https://doi.org/10.22199/S07187475.2010.0002.00004
Cuadra-Peralta, A., Veloso-Besio, C., Puddu-Gallardo, G., Salgado-García, P. y Peralta-Montecinos, J. (2012). Impacto de un programa de psicología positiva en sintomatología depresiva y satisfacción vital en adultos mayores. Psicologia: Reflexão e Crítica, 25(4), 644-652. doi: https://doi.org/10.1590/S0102-79722012000400003
Gancedo, M. (2007). Virtudes y fortalezas: El revés de la trama. Psicodebate, 7, 67-80. doi: https://doi.org/10.18682/pd.v7i0.428
García-Álvarez, D. y Soler, M. J. (2016). Bienestar psicológico en la secundaria: Estudio piloto con docentes y adolescentes. Convocación, 29, 34-44. Recuperado de http://www.jovenesfuertes.org/media/Bienestar-psicolo%CC%81gico-en-la-secundaria.pdf
Ghosh, A. y Deb, A. (2017). Positive psychology interventions for chronic physical illnesses: A systematic review. Psychological Studies, 62(3), 213-232. doi: https://doi.org/10.1007/s12646-017-0421-y
Gorlin, E. I., Lee, J. y Otto, M. W. (2018). A topographical map approach to representing treatment efficacy: A focus on positive psychology interventions. Cognitive Behaviour Therapy, 47(1), 34-42. doi: https://doi.org/10.1080/16506073.2017.1342173
He, Y. (2009). Strength‐based mentoring in pre‐service teacher education: A literature review. Mentoring & Tutoring: Partnership in Learning, 17(3), 263-275. doi: https://doi.org/10.1080/13611260903050205
Hettmansperger, T. P., y McKean, J. W. (2010). Robust nonparametric statistical methods (2a ed.). Boca Raton: CRC Press. doi: https://doi.org/10.1201/b10451
Jiménez, M. G., Izal, M. y Montorio, I. (2016). Programa para la mejora del bienestar de las personas mayores. Estudio piloto basado en la psicología positiva. Suma psicológica, 23(1), 51-59. doi: https://doi.org/10.1016/j.sumpsi.2016.03.001
León, O. G. y Montero, I. (2015). Metodos de investigación en psicología y educación. Las tradiciones cuantitativa y cualitativa (4ª ed.). España: McGraw-Hill.
Lomas, T., Hefferon, K. e Ivtzan, I. (2015). The LIFE model: A meta-theoretical conceptual map for applied positive psychology. Journal of Happiness Studies, 16(5), 1347-1364. doi: https://doi.org/10.1007/s10902-014-9563-y
Martínez-Martí, M. L. y Ruch, W. (2014). Character strengths and well-being across the life span: Data from a representative sample of German-speaking adults living in Switzerland. Frontiers in Psychology, 5, Art. 1253, 1-10. doi: https://doi.org/10.3389/fpsyg.2014.01253
McGrath, R. E. (2015). Character strengths in 75 nations: An update. The Journal of Positive Psychology, 10(1), 41-52. doi: http://dx.doi.org/10.1080/17439760.2014.888580
McMahan, E. A. y Estes, D. (2011). Hedonic versus eudaimonic conceptions of well-being: Evidence of differential associations with self-reported well-being. Social Indicators Research, 103(1), 93-108. doi: https://doi.org/10.1007/s11205-010-9698-0
Ovejero, M. M., Cardenal, V. y Ortiz-Tallo, M. (2016). Fortalezas humanas y bienestar biopsicosocial: Revisión sistemática. Escritos de Psicología (Internet), 9(3), 4-14. doi: http://dx.doi.org/10.5231/psy.writ.2016.2311
Palomera, R. (2017). Psicología positiva en la escuela: Un cambio con raíces profundas. Papeles del Psicólogo, 38(1), 66-71. doi: https://doi.org/10.23923/pap.psicol2017.2823
Park, N., Peterson, C. y Seligman, M. E. P. (2004). Strengths of character and well-being. Journal of Social & Clinical Psychology, 23(5), 603-619. doi: https://doi.org/10.1521/jscp.23.5.603.50748
Park, N., Peterson, C. y Sun, J. K. (2013). La psicología positiva: Investigación y aplicaciones. Terapia psicológica, 31(1), 11-19. doi: http://dx.doi.org/10.4067/S0718-48082013000100002
Peterson, C. y Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxfor University Press.
Proyer, R. T., Gander, F., Wyss, T. y Ruch, W. (2011). The relation of character strengths to past, present, and future life satisfaction among German-Speaking women. Applied Psychology: Health and Well-Being, 3(3), 370-384. doi: https://doi.org/10.1111/j.1758-0854.2011.01060.x
Proyer, R. T., Ruch, W. y Buschor, C. (2013). Testing strengths-based interventions: A preliminary study on the effectiveness of a program targeting curiosity, gratitude, hope, humor, and zest for enhancing life satisfaction. Journal of Happiness Studies, 14(1), 275-292. doi: https://doi.org/10.1007/s10902-012-9331-9
Reppold, C. T., Gurgel, L. G. y Schiavon, C. C. (2015). Research in positive psychology: A systematic literature review. Psico-Usf, 20(2), 275-285. doi: http://dx.doi.org/10.1590/1413-82712015200208
Rojas, R. y Feldman, L. (2010). Validación del inventario de fortalezas (VIA) en trabajadores venezolanos del sector público. En Memorias del Tercer Foro de las Américas en Factores Psicosociales: Estrés y Trabajo. México: Red de investigadores sobre factores psicosociales en el trabajo.
Ruch, W., Weber, M., Park, N. y Peterson, C. (2014). Character strengths in children and adolescents: Reliability and initial validity of the german values in action inventory of strengths for youth (german VIA-youth). European Journal of Psychological Assessment, 30(1), 57-64. doi: https://doi.org/10.1027/1015-5759/a000169
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069-1081. doi: http://dx.doi.org/10.1037/0022-3514.57.6.1069
Ryff, C. D. (2014). Psychological well-being revisited: Advances in the science and practice of eudaimonia. Psychotherapy and psychosomatics, 83(1), 10-28. doi: https://doi.org/10.1159/000353263
Schueller, S. M. y Seligman, M. E. P. (2010). Pursuit of pleasure, engagement, and meaning: Relationships to subjective and objective measures of well-being. The Journal of Positive Psychology, 5(4), 253-263. doi: https://doi.org/10.1080/17439761003794130
Seligman, M. E. P. (2011). Flourish: A Visionary New Understanding of Happiness and Well-being. New York: Free Press.
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K. y Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford review of education, 35(3), 293-311. doi: https://doi.org/10.1080/03054980902934563
Seligman, M. E., Steen, T. A., Park, N. y Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American psychologist, 60(5), 410-421. doi: https://doi.org/10.1037/0003-066X.60.5.410
Shankland, R. y Rosset, E. (2017). Review of brief school-based positive psychological interventions: A taster for teachers and educators. Educational Psychology Review, 29(2), 363-392. doi: https://doi.org/10.1007/s10648-016-9357-3
Sheldon, K. M., Jose, P. E., Kashdan, T. B. y Jarden, A. (2015). Personality, effective goal-striving, and enhanced well-being: Comparing 10 candidate personality strengths. Personality and Social Psychology Bulletin, 41(4), 575-585. doi: https://doi.org/10.1177/0146167215573211
Sin, N. L. y Lyubomirsky, S. (2009). Enhancing well‐being and alleviating depressive symptoms with positive psychology interventions: A practice‐friendly meta‐analysis. Journal of clinical psychology, 65(5), 467-487. doi: https://doi.org/10.1002/jclp.20593
Vázquez, C., Hervás, G., Rahona, J. J. y Gómez, D. (2009). Bienestar psicológico y salud: Aportaciones desde la psicología positiva. Anuario de Psicología Clínica y de la Salud, 5, 15-28. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=3328166
Veloso-Besio, C., Cuadra-Peralta, A., Gil-Rodríguez, F., Quiroz-Cornejo, A. y Meza-Castro, S. (2015). Capacitación en trabajadores: Impacto de un programa, basado en psicología positiva y habilidades sociales, en satisfacción vital, satisfacción laboral y clima organizacional. Interciencia, 40(11), 736-743. Recuperado de http://www.redalyc.org/articulo.oa?id=33942541002
Vielma, J. y Alonso, L. (2010). El estudio del bienestar psicológico subjetivo. Una breve revisión teórica. Educere, 14(49), 265-275. Recuperado de http://www.redalyc.org/articulo.oa?id=35617102003
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
