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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
best results were achieved by high-school students in life commitment and the
worst in self-confidence. According to Radnöti, this fact is caused by the search
for his own identity and distrust in his ability, but the author also mentions
the possibility of poor communication in schools, when there is no discussion
with the opportunity to express themselves openly on possible problems. Fol¬
lowing orders, the students lost the opportunity to make their own decisions.
Radnoti expects to find the weak use of positive evaluation when students
stopped experiencing success in school and beyond (Radn6ti, 2017, in Gajdosova,
2018). Research conducted by Bittner showed that high-school students who
achieved higher social and emotional health outcomes showed low levels of
depression, bad mood, interpersonal suffering, and inefficiency, but more joy
and self-confidence (Bittner, 2018; in GajdoSova, 2018).
The positive impact of the programs was characterized by Seligman (2014)
as a reduction of anxiety, depression, helplessness, problem behaviour, im¬
provement of physical health, relaxation, love of learning, creativity, curiosity,
empathy, cooperation, assertiveness, self-esteem, self-control, and resilience.
The main elements of the studies are the strengths of the positive develop¬
ment of the adolescent and its impact on his socio-emotional health and
empathy, and the young person shows positive emotions multiplied by proso¬
cial behaviour and positive self-esteem, which brings a comfortable climate in
joint activities for adolescents, thus improving social relations and learning
outcomes. Over the years, the screening method will determine the develop¬
ment of quality indicators of school health of students and teachers in a good
school (Furlong, et al., 2014, Furlong, 2015; in Petrulyté, Rimiené, Guogiené,
2019).
Research findings have revealed that the model of socio-emotional health
and strengths coincides with a high level of mental health, resilience and
well-being. In Slovakia, they use the SEHS-S model in the research at Radnóti
and Holbling secondary schools. In 2019-2020, they found a lower average
overall level of social-emotional health, a high level of confidence and a me¬
dium level of engagement and self-confidence, but a strong relationship between
the individual dimensions of the SEHS-S model and the well-being of high¬
school students — grammar school in Modra (Radnoti, Holbling, 2022) was
confirmed.
According to Larson, the dominant aim of youth development during edu¬
cation is to arouse the interest of adolescents in developing the complex
abilities and skills needed to take responsibility for their lives (Larson, 2000;
in Moore, 2021).
In the conditions of the Slovak Republic, we find the application of elements
of positive psychology in several programs such as:
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