Page 35 [35]
2 POSITIVE EDUCATION
Seligman at the University of Pennsylvania, Philadelphia and others at univer¬
sities in the United States, Canada, Asia, Latin America, Australia and of course
in Europe: Great Britain, Germany, Spain, Croatia, Italy (Slezáéková, 2012).
Several graduates of Seligmans programs are members of associations Of sci¬
entists who are actively interested in the implementation of positive education
programs, such as:
IPEN (International Positive Education Network), is an international as¬
sociation of positive education that brings together teachers, students,
parents, schools, the society and governments to support the application
of positive education and modify educational practices and reshape gov¬
ernment policy (Seligman, 2017).
PESA (Positive Education Schools Association), aims to facilitate coopera¬
tion between students—teachers—professionals to support the personal
satisfaction of the young generation (Jans$tovä, Slezackovä, 2018).
Furlong transformed the theoretical starting points of psychologists, which
emphasize the positive effects on the development of the psychological field
of adolescents, into direct pedagogical practice (2014, 2015). He designed and
implemented them in the SEHS (Social Emotional Health Survey) psychomet¬
ric tool, which is used for research in more than 20 countries. The Social—
Emotional Health Survey for Secondary Schools is a multidimensional construct
consisting of the following domains:
+ self-belief — the indicator is self-confidence, self-efficacy and tenacity,
s faith in others — the indicator is the support of the school, the integrity
of the family and the support of peers,
+ emotional intelligence — the adaptation of emotions, empathy, resilience
and self-control,
+ commitment during life - optimism, enthusiasm, gratefulness.
It offers opportunities for creating the most favourite personality of students
and teachers and provides a diagnostic view of their mental health and socio¬
emotional competencies. Through screening methods, the sources of positive
survival are determined and more optimal interventions for the pupil and the
school are determined, when the school is monitored in the form of compari¬
son over several years and, based on the results, support conditions for the
positive development of the students’ and teachers’ health in a good and healthy
institution (Furlong, et al., 2014, 248-252, in Gajdosova, 2018).
In the conditions of the Slovak Republic, several studies on the social and
emotional health of pupils in schools were carried out in the years 2017 and
2018. Radnóti organized one of the research projects in Slovakia, in which the
33 ¢