Building Happiness, Resilience and Motivation in by Ruth MacConville

By Ruth MacConville

Confident psychology makes a speciality of construction strengths and constructing artistic and confident considering so as to develop happiness, healthiness and success. It is helping humans to be inspired, keep optimistic psychological wellbeing and fitness, and to flourish in all parts in their lives. This source is a fully-formed confident psychology programme designed to advertise happiness, resilience and motivation in kids elderly 11-18. It introduces the speculation and study at the back of optimistic psychology, and features a information part for facilitators on the way to convey the programme. The programme itself is made from 24 chapters which replicate all the 24 'character strengths' pointed out by way of Martin Seligman, the founding father of confident psychology. those strengths comprise inventive pondering, kindness, equity, management, forgiveness, and teamwork. actions educate scholars how one can increase those strengths and talents so that it will start up confident swap of their lives. This source offers academics, counsellors, psychologists, social staff and others operating with youngsters with an entire programme to advertise future health in children and support them flourish of their lives.

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Additional resources for Building Happiness, Resilience and Motivation in Adolescents: A Positive Psychology Curriculum for Well-Being

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30 T ob y ’ s S tor y • Consequently he became much more positive and willing to engage in all the activities carefully chosen for him by his family and teachers. Positive communication • Praise for his efforts was increased. • Toby needed to hear more positive feedback which was clear and specific. Learning strengths • Joining the story writing group made use of his imaginative strengths and created a practical outcome for his work. • His interest in music was re-examined and drums provided a lively and exciting option.

Both are passive, easy fixes for a tired child. 9. Separate social play with other children from self-discovery play which is independent. All children need to have both but learning about your strengths depends on the freedom to explore, which may not always be compatible with cooperative play with friends. Look out for signs that a child is not having enough self-discovery play. Disputes with peers and lack of interest in an adult-led activity may be signs that the child needs a different balance between formal learning, cooperative play and self-discovery learning.

7. Don’t be tempted to ask for a report as this may make children feel obliged to get results rather than explore and experiment. A happy and fulfilled child will want to tell you but not all play gets big impact results. 8. Avoid TV and computer time clashing with self-discovery play. Both are passive, easy fixes for a tired child. 9. Separate social play with other children from self-discovery play which is independent. All children need to have both but learning about your strengths depends on the freedom to explore, which may not always be compatible with cooperative play with friends.

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