Oldal 34 [34]
OCR
POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION of adolescents decreased, and the positive school climate was supported (Seligman, 2012, 81-83). It was amore complex Program of teaching the subject of positive psychology at the Strath Haven school (Strath Haven Positive Psychology Curriculum), in which they identified and built and supported strengths of character, relationships, meaningfulness and the promotion of positive emotions. They used a classification from Peterson and Seligman (2004). They had lessons in positive psychology in their style and literature lessons. Right at the beginning and end, students filled out a standardized questionnaire. Adolescents took part in group activities and were given practical homework assignments: for example, they had to write down good things that happened to them during the day and their feelings about them. In another exercise, they discussed the strengths of the main characters and their characteristics. Subsequently, friends, classmates and yourself. The program improved empathy, cooperation, assertiveness, self-control, and resilience, which transformed into a friendlier and safer school climate (Seligman, 2012, 83-85). Geelong Grammar School in Australia is often mentioned as a model of positive education because they have applied positive education throughout the school. Positive education was taught based on 5 elements of Seligman’s PERMA program. They always filled in the VIA questionnaire, and then compiled a family tree of the family’s strengths according to their strengths. They then wrote a letter to their parents. They wrote a diary of good things. During the marathon in the mountains, they trained in psychological resilience. They incorporated positive psychology as a separate subject in the school curriculum. These interventions focused on the teacher—student relationship, in which the teachers improved themselves in giving feedback and specifically praising the students’ efforts and contributed to a comfortable and safe climate in the classroom and school. And, of course, nobody in positive education has forgotten to use the learned experience in everyday life (Seligman, 2012, 2014, 85-93). In 2014 was established a research and educational institute of positive education called The Institute of Positive Education. The most important task of this institute is to spread positive well-being to all schools in the world. Subsequently, Noble & McGrath (2015) developed the PROSPER program copying Seligman’s PERMA model and tested it at the Australian Catholic University (Janstovä, Slezäckovä, 2018, 14-15). According to Slezäckovä (2012), what became very important was the British Celebrating Strengths Program by Fox Eades (2008) and the Spanish program from Zaragoza, Aulas Felices by Rey et al. (2010). According to Slezackova, the results of research and theories of positive psychology are taught at many universities. The first course was opened in 1999 by + 32e
