Integrating Positive Psychology Principles and Exercises into a Second-Language High School Curriculum

Autor/inn/en	Gush, Marianne; Greeff, Abraham P.
Titel	Integrating Positive Psychology Principles and Exercises into a Second-Language High School Curriculum
Quelle	In: South African Journal of Education, 38 (2018) 3, Artikel 1638 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gush, Marianne) ORCID (Greeff, Abraham P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Psychology; Second Language Learning; Second Language Instruction; Indo European Languages; Official Languages; Well Being; Intervention; Self Actualization; Foreign Countries; Hidden Curriculum; Textbooks; High School Students; Content Analysis; Teaching Methods; South Africa + Suchen Sie Ihr Suchwort? Psychologie; Zweitsprachenerwerb; Fremdsprachenunterricht; Indoeuropäisch; Office language; Amtssprache; Well-being; Wellness; Wohlbefinden; Self actualisation; Selbstverwirklichung; Ausland; Heimlicher Lehrplan; Textbook; Text book; Schulbuch; Lehrbuch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study reports on the development of a textbook for a school subject (Grade 8 Afrikaans second language--an official South African language). A framework for the textbook was developed by drawing from Maslow's self-actualisation and Hettler's wellness approaches, and merging these with Seligman's PERMA and the psychosocial system approach, as well as the 24 character strengths identified by Peterson and Seligman. Positive Psychology interventions were then included systematically to match the existing framework. Positive Psychology therefore provides the framework and context for language learning, which takes place and is possibly even enhanced through the themes and context. Using existing school subjects as a means to provide wellbeing-enhancing activities to learners in a natural, but structured, framework is realistic, as it makes use of existing school infrastructure and staff, while producing what could be a powerful tool to facilitate growth and wellbeing. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01