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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 substitutes 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-emotional 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 environment 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 depression 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°
