doi: 10.1037/0033-2909.88.3.588. The high prevalence of depression among young people worldwide, the well-documented small rise in life … Int. 28, 586–597. Good internal reliability (Cronbach's alpha = 0.81) and concurrent validity with suicidal thought intensity in a large Hong Kong adolescent sample was reported (Chan et al., 2010). Since no subscale of APASO-II indicates character strengths of Positive Emotions and Positive Health, the Subjective Happiness Scale (Lyubomirsky and Lepper, 1999) and the Physical Health Subscale of the PERMA-profiler (Butler and Kern, 2016) were adopted and an evaluation framework under the positive education model was formed to evaluate a Hong Kong whole-school positive education program. Use of strengths has been proposed as another important component in the study of positive psychology and well-being, and the Strengths Use Scale (Govinjdi and Linley, 2007; Wood et al., 2011) was validated and tested showing good reliability (Cronbach's α > 0.90) and construct validity. It is a key objective of PESA to promote Positive Education nation-wide and to facilitate collaboration between educators, school leaders, teachers and other professionals by growing professional networks, and encourage sharing of ideas and knowledge on a local level. Our anubhava, experience is actually as per our expectations. Govinjdi, R., and Linley, P. A. KEY REFERENCE. Nunnally, J. C. (1978). Soc. J. Pers. . Derived from past cultural materials and recent literatures in wellbeing and happiness, twenty-four character strengths were identified and the Value in Action Inventory of Strengths (VIA-IS) was developed to measure these strengths. Positive psychology and positive education: old wine in new bottles? Both having and using positive personal strengths lead to psychological well-being and the subscale General Satisfaction of School Life in APASO-II was the outcome measure of the positive education program. Evaluate your results to assess your effectiveness. (2015). In parallel, the multidimensional PERMA-H positive education model was validated by a confirmatory factor analysis (CFA) with the identified APASO-II measurements, the Subjective Happiness Scale (SHS) for positive emotions (Lyubomirsky and Lepper, 1999), and Physical Health Subscale (PHS) of the PERMA-profiler for positive health (Butler and Kern, 2016) as the latter two dimensions were not captured by APASO-II subscales. PERMA-V is the St Andrew’s College framework for well-being. PERMA: a model for institutional leadership and culture change Acad Med. This important breakthrough in the realization of implementing positive education in the schools, apart from what parents want and what schools teach, is a timely response to the general phenomenon of a high level of prosperity in the society but also a high prevalence of psychological issues, especially among the student population, in recent years (Seligman et al., 2009). The multidimensional understanding of APASO-II subscales under the PERMA-H positive education model should be evaluated empirically. The PERMA model: Strategies for promoting workplace flourishing. Workshop on “Application of the Assessment Program for Affective and Social Outcomes (2nd Version)” Training Manual (For Primary Schools). Assess. 50, 15–19. Psychol. Only if she did this,we travellers could be happy. In the studied sample, good internal consistency (Cronbach's α = 0.97) was achieved. Scand. Education Bureau HKSAR (2016b). Psychometric evaluation of the Chinese virtues questionnaire. The multidimensional understanding would allow students to utilize signature strengths and address the other strengths, improve and develop strengths through Positive Psychology Intervention activities at schools (Kern et al., 2015). THE PERMA MODEL. Seligman, defined 5 pillars of well-being that he calls PERMA - positive emotion, engagement, relationships, meaning, and accomplishment. PERMA: a model for institutional leadership and culture change. Dif. Apart from the Positive Emotion (P), Engagement (E), and Meaning and Purpose (M), the two additional elements Relationships (R) and Achievement (A) covers wellbeing cultivate through human interactions and mastery goal pursuit (Norrish et al., 2013). Dr. Seligman’s PERMA™ theory of well-being is an attempt to answer these fundamental questions. It’s called engagement, or involvement- how much involvement we show. Educ. doi: 10.1007/s11205-011-9966-7. PERMA model as an organizing framework for measur-ing student well-being in a large sample of Australian adolescent students. The model exhbits the five core elements that promote happiness and what we can do to maximise each of them to achieve a happy and fullfilling life. She replied, ”I have been doing this since a very young age.” I said, “You have been doing this from a very young age. Res. If there is some other work,it will be like torture,and you may feel,”There are not letting me do my work!Teaching is my passion,not this!” Then how does our anubhava become? 19, 865–873. Together with the Positive Emotions and Positive Health, the PERMA-H positive education model as strength possessed and the mediating role of strengths use in relationship with the outcome variable of General Satisfaction under Quality of School Life, and the direct association between PERMA-H domains with state of anxiety and depression were evaluated with path analysis. The purpose of flourishing and utilization of character strengths can meet the opportunities for practice positive knowledge and skills provided in the school community (Noble and McGrath, 2015). In this model, well-being is understood as being more than experiencing positive emotions and feeling happy. Analyses will be performed on responses of the 726 students providing information with less than 20% item missing in any single studied scale. Linley, P. A., Joseph, S., Harrington, S., and Wood, A. M. (2006). A multidimensional approach to measuring well-being in students: application of the PERMA framework. Martínez-Martí, M. L., and Ruch, W. (2014). The PERMA-Profiler measures these five pillars, along with negative emotion and health. In his 2011 book Flourish, Dr. Martin E.P. 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