Recommendations for positive psychology interventions in school settings

摘要

As positive psychologists learn more about what makes people feel happier, more productive, and more connected, it is natural to wonder how these lessons can be applied to our younger citizens. In this paper, we use data from a series of intervention studies to highlight several challenges of testing positive interventions in educational contexts, such as validity threats related to school events. Strategies for addressing these issues include having a control group, measuring proximal outcomes, and measuring or manipulating contextual factors. This work could help researchers more effectively test methods of promoting well-being among youth.