Since its birth, the field of psychology has been preoccupied with what is wrong. This is not surprising given that this is a question that has dominated education, media, politics and even how we connect with each other.

Apart from a few like Thomas Edison, inventor of the first commercially viable light bulb, who remained steadfast with the image of what he wanted until it came about, enquiry into what is not working has guided much of our individual and collective thinking, in addition to funded research.

Just to add a little perspective, psychology has produced an estimated 40,000 labels identifying dysfunction, with only 4,000 labels addressing what is wonderful about human beings.

Indeed an examination of a century of psychological literature revealed 58,000 articles on anxiety and 71,000 on depression with only 850 articles on joy and 3,000 on happiness (The Gallup Organisation, 2010). It is safe to say that we have here evidence of a statistically significant negative bias.

While happiness might sound fluffy, the wonderful news is that [it] is ‘measurable, skill-based and can be taught’

Like many of his successful psychologist friends, Martin Seligman spent years focused on depression and how to cure it. It was during this time that his theory of learned helplessness took form. This came about because of research that revealed that when a person or animal is repeatedly exposed to an aversive stimulus which it cannot escape, eventually the organism will stop trying to avoid the stimulus even if opportunities arise for it to escape.

Subsequent research confirmed that pessimism is learned and that, with intervention, this pattern and learned helplessness can be changed. Seligman wondered if optimism could also be learned. The answer was yes. And so, the seeds of Positive Psychology were sown.

Fortunately, in 1998, Seligman was elected to the prestigious position of president of the American Psychological Association, and a year later, he established the branch of Positive Psychology.

From his perspective, the aim of Positive Psychology was “to catalyse a change in psychology from a preoccupation only with repairing the worst things in life to also building the best qualities in life” (Seligman, 2002).

In short, Positive Psychology highlights what is right about individuals, communities and organisations and endeavours to reverse the direction from negative states toward human flourishing, from disengagement to being engaged fully.

As a result of this departure from the negative, happiness is one area that has been in the research spotlight in recent years and this has resulted in very valuable insights.

The field of Positive Psychology divides happiness into three distinct areas including:

• The pleasant life, which includes positive emotions like joy and love;

• The engaged life, which occurs when one is totally absorbed in a task, and

• The meaningful life, which comes about through knowing what your positive strengths are, and using them to belong to and serve something you believe is larger than yourself (Seligman, 2002).

While happiness might sound fluffy, the wonderful news is that each of these areas, according to Seligman, is “measurable, skill-based and can be taught”. Indeed, Seligman and his colleagues in 2009 concluded that well-being (Positive Psychology principles) should be taught in schools for three reasons:

• As a proven antidote to depression;

• As a proven vehicle for increasing life satisfaction, and

• As a proven aid to better learning and creative thinking.

The research is very clear. Happiness is good for us and it belongs in the classroom.

Positive education, which is Positive Psychology applied in an educational context, is still in its infancy. Just a few years ago in 2008, Geelong Grammar in Melbourne, Australia, became the first school to live and breathe the principles of Positive Psychology.

A simple example of one of these proven strategies in action in the classroom setting is the habit of asking children ‘What went well’ about the day or the event.

Children and adults who cultivate this practice are happier and more available to learn and create. In addition, the process of reflecting positively facilitates resiliency and provides children with a way of thinking that can support them when life is meandering in a direction different to the one they had hoped for.

Identifying one’s signature strengths and using them regularly also leads to greater happiness. Therefore, exploring with child-ren new ways of using their signature strengths, which they will already have identified as part of the programme, is fundamental in this approach. In so doing, a child’s natural strengths are nourished and valued and they get to spend more time using them.

Workshop on Positive Psychology in the classroom

The School of Positivity Project Malta is creating a school that incorporates the principles of Positivity Psychology throughout its programme and system. With this project, Malta has an opportunity to play a leading role in this new paradigm in education.

We currently have a playgroup for children aged between three and five, with the plan to extend it to primary school. But the gifts of Positive Psychology belong in every classroom, to every child and educator.

For this reason, Deirdre Morris is running a workshop on Positive Psychology in the Classroom in which she will be sharing techniques to use with children, strategies that teachers can use to support themselves and insights into how to thrive within the system.

The workshop will be held on March 29 from 9am to 12.30pm at the Archbishop’s Seminary, Rabat. It is open to teachers, educators, psychologists, social workers and others interested in education.

The participation fee of €25 will be invested in the Positive Education Foundation.

To reserve a place, e-mail contact@schoolofpositivity.com.