Being Happy in the 21st Century. Educational Programs for Psychological Well-Being
DOI:
https://doi.org/10.37467/gka-revedu.v9.2918Keywords:
happiness, wellbeing, education, happiness and education, educational philosophy, curriculum development, positive educationAbstract
The WHO calls for a qualitative change in education to teach how to be happy. This requires research based on a solid theoretical framework. This documentary research based on the PRISMA protocol offers an international panorama of positive education interventions as a contribution to this theoretical framework. This brief overview covers all stages of education and the regions of Europe, North America, Latin America, Oceania, Asia, and the Middle East, prioritizing conciseness so that the information is easily accessible. After the documentary research, it is concluded that both the implementation of more positive education interventions and corresponding research are necessary.
References
Adler, A., Seligman, M. E. P., Tetlock, P. E., & Duckworth, A. L. (2016). Teaching well-being increases academic performance: Evidence from Bhutan, Mexico, and Peru. Philadelphia, PA: University of Pennsylvania.
Arguís, R., Bolsas, A.P., Hernández, S. y Salvador, M.M. (2010). Programa Aulas Felices. Psicología Positiva aplicada a la educación. Zaragoza: Equipo SATI.
Collaborative for Academic, Social, and Emotional Learning. (2012). 2013 CASEL guide: Effective social and emotional learning programs—Preschool and elementary school edition. Chicago, Illinois: Collaborative for Academic, Social, and Emotional Learning.
Day, R. A. (2005). Cómo escribir y publicar trabajos científicos. Washington, DC: Organización Panamericana de Salud.
Faure, E., Herrera, F., Kaddoura, A., Lopes, H., Petrovski, A., Rahnema, M., & Ward, F. C. (1972). Apprendre à étre. Paris: United Nations Educational, Scientific and Cultural Organization – Fayard
Gardner, H. (1995). Inteligencias múltiples. Barcelona: Editorial Paidós.
Gerdtham, U. y Johannesson, M. (1997). The relationship between happiness, health and socio-economic factors: results based on Swedish micro data. Working Paper Series in Economics and Finance, 207, 1- 27.
Goleman, D. (1997). La inteligencia emocional. Barcelona: Editorial Kairós.
Hartog, J. y Oosterbeek, H. (1998). Health, Wealth and Happiness: Why Pursue a Higher Education? Economics of Education Review, 17(3), 245–256.
Icart Isern, M. T., y Canela Soler, J. (1994). El artículo de revisión. Enferm Clin, 4(4), 180- 184.
Jongbloed, J. (2018). Higher education for happiness? Investigating the impact of education on the hedonic and eudaimonic well-being of Europeans. European Educational Research Journal, 17(5), 733–754.
Kern, M. L., Benson, L., Steinberg, E. A., & Steinberg, L. (2016). The EPOCH measure of adolescent well-being. Psychological Assessment, 28, 586-597.
Lekfuangfu, W.N., Powdthavee, N., & Wooden, M. (2013). The Marginal Income Effect of Education on Happiness: Estimating the Direct and Indirect Effects of Compulsory Schooling on Well-Being in Australia. IZA Discussion Paper, 7365, 1 – 40.
Lordan, G., & McGuire, A. (2019). Healthy Minds: the positive impact of a new school curriculum. CVER Papers & Briefing Notes, CEPCP558, 1-3. Recuperado de https://cep.lse.ac.uk/pubs/download/cp558.pdf
Michalos, A.C. (2008). Education, Happiness and Wellbeing. Social Indicators Research, 87, 347–366. doi: 10.1007/s11205-007-9144-0
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., ... & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic reviews, 4(1), 1. doi: 10.1186/2046-4053-4-1
Morris, I. (2013) A Place for Well-being in the Classroom? En C. Proctor y A.P. Linley (Eds.), Research, Applications and Interventions for Children and Adolescents (pp.185-198). London: Springer.
Naciones Unidas (2011). Resolución aprobada por la Asamblea General el 19 de julio de 2011. 65/309. La felicidad: hacia un enfoque holístico del desarrollo. Recuperado de:
Naciones Unidas (2015). Millenium Development Goals and beyond 2015. Recuperado de: https://www.un.org/millenniumgoals/
Nikolaev, B. (2018). Does Higher Education Increase Hedonic and Eudaimonic Happiness? Journal of Happiness Studies, 19, 483–504. doi: 10.1007/s10902-016-9833-y
O'Brien, C. (2013). Who is Teaching Us about Sustainable Happiness and Well-Being? Health, Culture and Society, 5(1), 1-16. doi: 10.5195/hcs.2013.122
RGoB [Royal Government of Bhutan]. (2008). The Constitution of the Kingdom of Bhutan. Thimphu: KUENSEL Corporation Ltd.
Romo-González, T., Ehrenzweig, Y., Sánchez-Gracida, O.D., Enríquez-Hernández, C.B., López-Mora, G., Martínez, A.J., & Larralde, C. (2013). Promotion of Individual Happiness and Wellbeing of Students by a Positive Education Intervention. Journal of Behavior, Health & Social Issues, 5(2), 79-102. doi: 10.5460/jbhsi.v5.2.42302
Schroeder, K. (2014). The Politics of Gross National Happiness: Image and Practice in the Implementation of Bhutan’s Multidimensional Development Strategy. Ontario, Canada: University of Guelph.
Seligman, M.E.P. (1990). Learned Optimism. New York: Knopf.
Seligman, M. E. P., Reivich, K., Jaycox, L., & Gillham, J. (1995). The optimistic child. Houghton: Mifflin and Company.
Seligman, M.E.P. y Adler, A. (2018). Positive Education. En J.F. Helliwell, R. Layard, y J. Sachs (Eds.), Global Happiness Policy Report: 2018 (pp. 53 - 73), New York: Sustainable Development Solutions Network.
Seligman, M.E.P. y Adler, A. (2019). Positive Education. En J.F. Helliwell, R. Layard, y J. Sachs (Eds.), Global Happiness Policy Report 2019 (pp. 52-71), New York: Sustainable Development Solutions Network.
Shimer, D. (2018). Easier Taught Than Done? Yale’s Most Popular Class Tackles Happiness. En The New York Times, 28 de Enero de 2018 (p.19). New Haven: New York Times.
Striessnig, E. (2015). Too Educated to be Happy? An Investigation into the Relationship between Education and Subjective Well-being. Laxenburg: International Institute for Applied Systems Analysis.
UNESCO [United Nations Educational, Scientific and Cultural Organization]. (2017). Unpacking Sustainable Development Goal 4 Education 2030. Recuperado de https://unesdoc.unesco.org/ark:/48223/pf0000246300
UNESCO [United Nations Educational, Scientific and Cultural Organization]. (2021). COVID-19 Impact on Education. Recuperado de https://en.unesco.org/covid19/educationresponse
UNICEF [United Nations International Children's Emergency Fund]. (2019). Education overview. Recuperado de https://data.unicef.org/topic/education/overview
World Health Organization (2013). Mental health action plan 2013-2020. Geneva, Switzerland: WHO Document Production Services.
World Health Organization Depression Fact sheet February 2017. Recuperado de http://www.who.int/mediacentre/factsheets/fs369/en/
Young, T., Macinnes, S., Jarden, A., & Colla, R. (2020). The impact of a wellbeing program imbedded in university classes: the importance of valuing happiness, baseline wellbeing and practice frequency. Studies in Higher Education, 1–20. doi: 10.1080/03075079.2020.1793932
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org