Lesson 1: What is Positive Psychology?
Given the article, students will be able to define Positive Psychology and discuss how it relates to character education.
The Positivity Project is a character education program geared towards the K-12 classroom. In this first lesson, you will learn about how the Positivity Project was developed and the ways it is rooted in Positive Psychology. Please follow the "To Do" list below as you work through Module 1, Lesson 1.
Sign up for Google Classroom- Please look for an email stating that I have invited you to the class page titled "The Positivity Project Mini-Course. Follow the directions to join the class. The discussions in each lesson will be conducted through Google Classroom. You will need to create a free Google account if you do not already have one. Once you have created an account, use the link below to join our classroom titled Positivity Project Mini-Course and to respond to the questions.
- Paul article: File:Paul.pdf
- Shankland & Rosset article(pg 363-366 and 369-375): File:Shankland & Rosset.pdf
Discuss - Respond to questions in your own post then comment on at least one of your peers threads.
Review and respond to at least one of your peers. :
- What is your definition of Positive Psychology?
- How does Positive Psychology relate to character education?
Use your personal journal to reflect on what you have learned so far. These reflections in each lesson will help in working towards the final project in Module 3:
- Why do you think character education is important?
- What you have learned about Positive Psychology and the Positivity Project?
- What do you like about the Positivity Project so far?
Course Home Page: The Positivity Project
Paul, H. A. (2017). Promoting Student Happiness: Positive Psychology Interventions in Schools, by S.M. Suldo. Child & Family Behavior Therapy, 39(2), 171-177. doi: 10.1080/07317107.2017.130768
Shankland, R, & Rosset, E. (2016). Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators. Educational Psychology Review, 29(2), 363-392. doi: 10.1007/s10648-016-9357-3