Teaching happiness to students - implementation and evaluation of a program aiming at promoting wellbeing in elementary schools.

Since the beginning of the COVID-19 pandemic, the prevalence of mental disorders in children and adolescents has increased significantly. Evidence shows that childhood mental disorders can have serious consequences on psychosocial, cognitive, and physical development. Approaches from Positive Education go further than the urgently needed prevention of mental disorders by aiming directly at promoting subjective, psychological, and social wellbeing. The present study describes the implementation of a brief program to promote wellbeing in 15 elementary schools. For this purpose, in a regular university seminar, students of teaching and educational science were instructed to give 11 "happiness lessons" for fourth graders in a team of two and in the presence of the class teacher over the course of 3 months. Quantitative data were collected from children and parents in the treatment group classes and in the parallel classes serving as the waiting control group at four measurement points (pre, post, 1- and 2-month follow-up). We assessed psychological wellbeing, negative emotions and moods, parent support and home life, perception of the school environment, and self-esteem of the children with established instruments with versions for children and their parents and the frequency of positive and negative emotions of the children in self-report only. Additionally, we applied ad hoc items on subjective perception of the project and open questions in the treatment group. Data were analyzed with EffectLiteR using multigroup structural equation models. Results showed a small significant effect for negative emotions with the children's data and a medium effect for psychological wellbeing in the perception of the parents at the 1-month follow-up. Interaction effects suggest that lower baseline levels in parent support and home life and self-esteem would increase the treatment effect for these constructs. The need for more grounded framework in positive education and the inclusion of more qualitative methods as well as suggestions to improve the program in the sense of a whole school approach are discussed.

Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being.

Teachers' health is a persistent challenge for educational systems all over the world. Moreover, research results - especially in the domain of positive psychology - indicate that high levels of well-being are associated with additional benefits improving teachers' professional performance. Therefore, a training to foster subjective well-being with one training day, two booster sessions, and exercises before, during, and after the meetings was developed. It consisted of about 10 h of face-to-face time and about 3 h for the exercises in total over a 5-week training period. Main contents were conditions and consequences of positive and negative emotions and well-being, emotion regulation, time management, savoring and gratitude and the application of positive psychological interventions (like Three Good Things). Analyses of planned contrasts by means of a waiting control group design with three measurement points (pre, post, and follow-up) showed a significantly higher increase for the training group (n = 42) than for the control group (n = 47) in the frequency of positive emotions, life satisfaction, and flourishing (interaction effects d = 0.44, d = 0.31, and d = 0.32) and a significantly stronger decrease in the frequency of negative emotions, perceived stress, and experiencing emotional exhaustion (interaction effects d = 0.69, d = 0.51, and d = 0.47) from pre to 1-month follow-up. Training effects were also visible up to 5 months, although no control group could be realized for this period due to the field approach.

Measuring the frequency of emotions-validation of the Scale of Positive and Negative Experience (SPANE) in Germany.

The Scale of Positive and Negative Experience (SPANE) measures the frequency of positive and negative affect. It consists of two subscales, one for positive and one for negative affect with six adjectives each and assesses a broad range of emotions. In this study, the psychometric properties of the German version of the scale were explored with reliability and confirmatory factorial analysis by using a German sample of N = 498. To examine the convergent validity of the SPANE we correlated its subscales with other well-being and happiness measures. Retest-reliabilities were tested after four weeks, taking into account the occurrence of emotionally significant life events. The scale was also applied to evaluate a training of subjective well-being and in a study on text comprehensibility. The results confirmed the postulated two-factor structure of the SPANE and showed good psychometric properties and convergent validity. In conclusion, the German version of the scale behaves in accordance with the original scale and may be used in future studies of well-being.