Oldal 33 [33]
2 POSITIVE EDUCATION
they do not experience a state of flow when they are learning, which signals
that depression persists and will lag in school. Ihey will start looking for sub¬
stitutes in the form of alcohol and drug use, which is just a step towards violence
and exclusion from schools.
Goleman (2017, 301-326) sees the only solution to the problem in prevention
in schools during the education of teenagers, i.e. in building social-emo¬
tional competencies. Emotional skills include self-awareness, expression and
control of emotions, impulses, satisfaction for later and the ability to cope with
stress and anxiety. Social skills include distinguishing social signals, the art
of listening and resisting negative influences, understanding the other person’s
position, and distinguishing what behaviour certain life situations require.
Eliminating inappropriate, unacceptable and even pathological behaviour at school
requires a differentiated and comprehensive approach with the active cooperation
of school management, teachers, students, parents, school teachers, psychologists,
and trained school professionals in the form of group work and prevention programs.
(Rosová, 2018).
Due to the unfavourable socio-mental development of young people around
the world, Seligman (2012) incorporated positive psychology into educational
projects as a way to prevent and reduce the depressive states of the young
generation.
2.4 INTERVENTION PROGRAMS IN THE SCHOOL ENVIRONMENT
Applying the elements of positive psychology to the pedagogical reality requires
knowledge of the theoretical basis, and the philosophy of the elements processed
in the following programs.
According to Seligman, the first intervention programs in the school envi¬
ronment were:
Pennsylvania program (Penn Resiliency Program) promotes psychological
resilience with the main aim: to make adolescents to be able to solve everyday
problems during their adolescence. The program involved more than three
thousand students and adults under the age of twenty-two. The subject of
positive education is the promotion of optimism, assertiveness, creativity,
determination, and it is more realistic and flexible problem-solving than de¬
pression prevention. The program leaders were trained educators, psychologists,
counsellors, sociologists, military officers, and college students. During the
interventions, the incidence of depression, anxiety and problematic behaviour
+ 31°