Educação Positiva: Inovação em Intervenções Educacionais Baseadas na Psicologia Positiva

Schiavon, Cecilia Cesa; Teixeira, Livia Padilha; Gurgel, Léia Gonçalves; Magalhães, Cleidilene Ramos; Reppold, Caroline Tozzi

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Psicologia: Teoria e Pesquisa

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School and Developmental Psychology • Psic.: Teor. e Pesq. 36 • 2020 • https://doi.org/10.1590/0102.3772e3632 copiar

Educação Positiva: Inovação em Intervenções Educacionais Baseadas na Psicologia Positiva

Autoria SCIMAGO INSTITUTIONS RANKINGS

RESUMO

A escola é um ambiente social que essencialmente pode contribuir para o desenvolvimento cognitivo e emocional dos sujeitos, surgindo como um importante recurso da Psicologia Positiva. A presente revisão objetivou avaliar estudos que apresentam intervenções baseadas em Eduação Positiva. As bases acessadas foram MEDLINE, LILACS, Psycinfo, SciELO e Scopus, por meio dos termos "Positive Education" e "Intervention". Os estudos foram analisados de forma descritiva e as características das intervenções foram descritas. Quatorze estudos satisfizeram os critérios de inclusão desta revisão. Como resultado, 9 estudos focalizaram a eduação positiva de crianças e adolescentes, 3 foram direcionados para estudantes universitários e 2 consideraram exclusivamente professores e líderes escolares. Evidenciou-se a importância de estimular o desenvolvimento da força de caráter entre os alunos.

Palavras-chave:
Educação; Psicologia Positiva; Intervenção; Psicologia Educacional

Authors (year)	Country of Origin	Periodical and IF	Sample	Intervention Used
Aldenmyr (2012Aldenmyr, S. I. (2012). Moral aspects of therapeutic education: A case study of life competence education in Swedish education. Journal of Moral Education, 41(1), 23-37. doi: 10.1080/03057240.2011.638709 https://doi.org/10.1080/03057240.2011.63... )	Sweden	Journal of Moral Education; IF= 0.69	Four secondary education teachers	"Life competence education (LCE)"
Baum et al. (2014Baum, S. M., Schader, R. M., & Hébert, T. P. (2014). Through a different lens reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58(4), 311-327. doi: 10.1177/0016986214547632 https://doi.org/10.1177/0016986214547632... )	USA	Gifted Child Quarterly; IF= 0.75	Ten students of 11 to 13 years old, with high intellectual skills and learning disorders.	Process model with multi perspectives
Niehues et al. (2013Niehues, A. N., Bundy, A., Broom, A., Tranter, P., Ragen, J., & Engelen, L. (2013). Everyday uncertainties: Reframing perceptions of risk in outdoor free play. Journal of Adventure Education and Outdoor Learning, 13(3), 223-237. doi: 10.1080/14729679.2013.798588 https://doi.org/10.1080/14729679.2013.79... )	Australia	Journal of Adventure Education and Outdoor Learning; IF= not included	Elementary school students, parents and educators.	Playing games outdoors.
Rhodes & Spiers (2013Rhodes, D. B., & Spiers, H. (2013). Creating educational equity for indigenous students through significant organisational change. International Journal of Educational Organization and Leadership, 19(4), 27-37. )	Australia	International Journal of IF= not included	Australian girls aged between 7 and 12 years.	Restorative justice and exercises in student leadership.
Bridges et al. (2012Bridges, K. R., Harnish, R. J., & Sillman, D. (2012). Teaching undergraduate positive psychology: An active learning approach using student blogs. Psychology Learning and Teaching, 11(2), 218-227. doi: 10.2304/plat.2012.11.2.228 https://doi.org/10.2304/plat.2012.11.2.2... )	USA	Psychology Learning and Teaching; IF= not included	Psychology students enrolled in the Positive Psychology module/discipline.	Student blogs based on the interventions: “Three Good things”, Signature Strengths” and “Gratitude Letter”.
Place&Talen (2013Place, S., & Talen, M. (2013). Creating a culture of wellness: Conversations, curriculum, concrete resources, and control. International Journal of Psychiatry in Medicine, 45(4), 333-344. )	USA	International Journal of Psychiatry in Medicine; IF= 1.15	126 medical residency students.	Intervention based on 4 main components: concrete resources, positive chats, control and curriculum.
Proctor et al. (2011Proctor, C., Tsukayama, E., Wood, A. M., Maltby, J., Eades, J. F., & Linley, P. A. (2011). Strengths gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents. Journal of Positive Psychology, 6(5), 377-388. )	England	Journal of Positive Psychology; IF= 1.67	319 students in the second year of elementary school.	Strengths Gym Program
Madden et al. (2011Madden, W., Green, S., & Grant, A. M. (2011). A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope. International Coaching Psychology Review, 6(1), 71-83.)	Australia	International Coaching Psychology Review; IF= not included	38 boys (average age of 10 years old).	Based on boys’ hope and engagement attributes.
Duan et al. (2014Duan, W., Ho, S. M. Y., Tang, X., Li, T., & Zhang, Y. (2014). Character strength-based intervention to promote satisfaction with life in the chinese university context. Journal of Happiness Studies, 15, 1347-1361. doi: 10.1007/s10902-013-9479-y https://doi.org/10.1007/s10902-013-9479-... )	China	J Happiness Stud; IF=1.683.	285 Chinese.	Based on strength training
Tomyn (2015Tomyn, A. J., Weinberg, M. K., & Cummins, R. A. (2015). Intervention efficacy among ‘at risk’ adolescents: a test of subjective wellbeing homeostasis theory. Social Indicators Research, 120, 883-895.)	Australia	Soc Indic Res; IF=1.4	4243 participants	Intervention based onthe “Subjective Wellbeing Homeostasis Theory”.
Shoshani e Steinmetz (2014Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-base intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies, 15, 1289-1311.)	Israel	J Happiness Stud; IF=1.683	537 seventh and ninth grade students.	Intervention based on school psychology.
Leventhal et al. (2015Leventhal, K.S., Gillham, J., DeMaria, L., Andrew, G., Peabody, J., & Leventhal, S. (2015). Building psychosocial assets and wellbeing among adolescent girls: A randomized controlled trial. Journal of Adolescence, 45, 284-295. doi: 10.1016/j.adolescence.2015.09.011 https://doi.org/10.1016/j.adolescence.20... )	India	Journal of Adolescence; IF= not included.	2308 female students from seventh and eighth grades.	Intervention program based on resilience.
White & Waters (2015White, M. A., & Waters, L. E. (2015). A case study of ‘The Good School:’ Examples of the use of Peterson’s strengths-based approach with students. Journal of Positive Psychology , 10(1), 69-76.doi: 10.1080/17439760.2014.920408 https://doi.org/10.1080/17439760.2014.92... )	Australia	Journal of Positive Psychology; IF= 2.987	Eighth and eleventh grades students (“K-12 school”).	Initiatives from Peterson's postulates/tenets/principles about strength of character in the school context.
Waters & Stokes (2015Waters, L. (2015). Stokes, H. Positive education for school leaders: Exploring the effects of emotion-gratitude and action-gratitude. The Australian Educational and Developmental Psychologist , 32(1), 1-22.doi: 10.1017/edp.2015.1 https://doi.org/10.1017/edp.2015.1... )	Australia	The Australian Educational and Developmental Psychologist; IF = 0.0	27 school leaders	Program aimed towards gratitude.

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