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2 POSITIVE EDUCATION Seligman at the University of Pennsylvania, Philadelphia and others at universities 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 scientists who are actively interested in the implementation of positive education programs, such as: IPEN (International Positive Education Network), is an international association 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 government policy (Seligman, 2017). PESA (Positive Education Schools Association), aims to facilitate cooperation 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) psychometric 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 socioemotional 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 comparison 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 ¢
