شناسایی اهداف برنامه درسی آموزش مبتنی بر مغز و تربیت مثبت

نوع مقاله : مقاله مروری

نویسندگان

1 Assistant Professor, Department of Educational Sciences, Islamic Azad University, Khorasgan .Branch, Isfahan, Iran

2 Assistant professor, Department of Educational Sciences, Farhangian .University, Tehran, Iran

چکیده

مقدمه: هدف روانشناسی مثبت گرا شناسایی عوامل افزایش دهنده سلامت و بهزیستی روان است. آموزش مثبت گرا از روانشناسی مثبت برای ارتقای سلامت، رفاه، شادی و شکوفایی فراگیران استفاده می کند. شناسایی اهداف آموزشی مثبت و ادغام آنها با یادگیری مبتنی بر مغز و استفاده از آنها در مراکز آموزشی و توانبخشی موجب افزایش سلامت، رفاه و رشد فراگیران می شود.
روش‌ کار: این پژوهش کیفی با روش اسنادی و مروری نظام‌مند انجام و با تکنیک تحلیل محتوا مورد تجزیه و تحلیل قرار گرفت. جامعه پژوهشی شامل منابع منتشر شده و دیجیتالی مرتبط با آموزش مثبت، روانشناسی مثبت گرا و یادگیری مبتنی بر مغز است. یافته‌ها از طریق نمونه‌گیری هدفمند با استفاده از ابزارهای یادداشت‌برداری با کلیدواژه روان‌شناسی مثبت، آموزش مثبت و یادگیری مبتنی بر مغز با استفاده از کتاب‌ها و سایت‌های علمی معتبر مانند Elsevier، PubMed، Google Scholar و Science Direct از سال 2000 تا 2021 جمع‌آوری شد. داده ها با استفاده از تحلیل محتوای استقرایی مورد تجزیه و تحلیل قرار گرفت و روایی آن با استفاده از نسبت روایی محتوا محاسبه شد.
یافته‌ها: اهداف به‌دست‌آمده شامل پنج دسته اصلی هدفمندی، اخلاق، هویت، افزایش مهارت‌ها و عواطف و شانزده زیرمجموعه بود.
نتیجه گیری: نتایج نشان داد که استفاده از این اهداف با توجه به تأثیر آموزش مثبت در پیشگیری و درمان مشکلات عاطفی، افزایش سلامت روان، کاهش افسردگی و خودکشی، دستیابی به پیشرفت تحصیلی و یادگیری، افزایش مقابله با استرس، خودکارآمدی و امید. ، بهزیستی را بهبود می بخشد و مشکلات روانی را کاهش می دهد.

کلیدواژه‌ها

مراجع

  1. Carr A. Positive psychology: The science of happiness and human strengths. New York: Routledge; 2013.
  2. White MA, Waters LE. A case study of ‘The Good School:’Examples of the use of Peterson’s strengths-based approach with students. J Posit Psychol 2015; 10(1): 69-76.
  3. Waters L, Loton D. SEARCH: A meta-framework and review of the field of positive education. International journal of applied positive psychology 2019; 4(1): 1-46.
  4. Sachs J, Adler A, Bin Bishr A, de Neve JE, Durand M, Diener E, et al. Global happiness and wellbeing policy report 2019. Global happiness and wellbeing policy report 2019; 2019: 3-7.
  5. Borkar VN. Positive school climate and positive education: impact on students well-being. Indian J Health Wellbeing 2016; 7(8): 861.
  6. Käferböck SJ. The positive EFL classroom: A conceptual analysis of Positive Education (PE) and its compatibility with Austrian EFL education. CELT Matters 2019; 3: 25-37.
  7. Laakso M, Fagerlund Å, Pesonen A-K, Lahti-Nuuttila P, Figueiredo RA, Karlsson C, et al. Flourishing students: The efficacy of an extensive positive education program on adolescents’ positive and negative affect. Int J Appl Posit Psychol 2021; 6: 253-76.
  8. Petersen EB, Millei Z. Interrupting the psy-disciplines in education. New York: Springer; 2016.
  9. Morrish L, Rickard N, Chin TC, Vella-Brodrick DA. Emotion regulation in adolescent well-being and positive education. J Happiness Stud 2018; 19(5): 1543-64.
  10. White MA, Kern ML. Positive education: Learning and teaching for wellbeing and academic mastery. International journal of wellbeing 2018; 8(1): 7-12.
  11. Seligman M, Csikszentmihalyi M. Positive psychology: An introduction. Am Psychol 2000; 55(1): 5-14.
  12. Ching SKLY. Positive education calls for immediate attention. Acta Psychopathol 2016; 2: 17.
  13. Mirhashemi M, Sharifi JM. [The effectiveness of coping skills training with a positive-cognitive behavioral approach on happiness in high school students with compliance problems]. Educational research 2015; 10: 54-71. (Persian)
  14. Lyubomirsky S, King L, Diener E. The benefits of frequent positive affect: Does happiness lead to success? Psychol Bull 2005; 131(6): 803-55.
  15. Williamson I, Cullingford C. Adolescent alienation: Its correlates and consequences. Educ Stud 1998; 24(3): 333-43.
  16. Allison L, Waters L, Kern ML. Flourishing classrooms: Applying a systems-informed approach to positive education. Contemp Sch Psychol 2021; 25(4): 395-405.
  17. Green S, Lloyd K. Positive education: The key role of the school counsellor. J Psychol Couns Sch 2021; 31(2): 195-204.
  18. John Bozorgi M MHK. [Survey of depression among school students in Tehran]. Researcher's journal 2006; 1(6): 9-15. (Persian)
  19. Hajarian A, Qanbari Y. [Recognition and analysis of the effective social dimensions on the tendency of rural youths to addiction in rural areas of Isfahan city]. Scientific quarterly journal of research on addiction 2013; 7: 67-78. (Persian)
  20. Kern ML, Wehmeyer ML. The Palgrave handbook of positive education. Germany, Berlin: Springer Nature; 2021.
  21. YarMohammadian MH. [Fundamentals and principles of curriculum development]. 2nd ed. Tehran: Yadvare; 2014. (Persian)
  22. Fuller JL. An integrated hands-on inquiry based cooperative learning approach: The impact of the PALMS approach on student growth. [cited 2001]. Available from: https://eric.ed.gov/?id=ED453176.
  23. Nouri A, Mehrmohammadi M. [Critical explanation of the place of neuroscience in the field of educational knowledge and practice]. Advances in cognitive science 2010; 12(2): 83-100. (Persian)
  24. Jensen E. Brain-based learning: The new paradigm of teaching. Thousand Oaks, California: Corwin; 2008.
  25. Talkhabi M. [Brain-based curriculum]. Journal of educational innovations 2008; 7: 127-50. (Persian)
  26. Hsieh H-F, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res 2005; 15(9): 1277-88.
  27. Flick U. An introduction to qualitative research. New York: SAGE; 2018.
  28. Newman I, Lim J, Pineda F. Content validity using a mixed methods approach: Its application and development through the use of a table of specifications methodology. J Mix Methods Res 2013; 7(3): 243-60.
  29. Lawshe CH. Inferences from personnel tests and their validity. Journal of Applied Psychology. 1985;70(1):237.
  30. Noble T, McGrath H. PROSPER: A new framework for positive education. Psychol Well Being 2015; 5(1): 1-17.
  31. Brewer A, Brewer AM. Mentoring from a positive psychology perspective. New York: Springer; 2016.
  32. Samadieh H, Gholamali Lavasani M, Khamesan A. [Causal modeling of student's academic achievement based on achievement goals and achievement emotions]. Journal of applied psychological research 2017; 8(2): 17-34. (Persian)
  33. Lane FC, Chapman NH. The relationship of hope and strength's self-efficacy to the social change model of leadership. The journal of leadership education 2011; 10(2): 116-37.
  34. Peterson C, Seligman ME. Character strengths and virtues: A handbook and classification. Oxford: Oxford University; 2004.
  35. Ruini C. Positive psychology in the clinical domains: Research and practice. New York: Springer; 2017.
  36. Bennett KS, Shepherd JM. Depression in Australian women: The varied roles of spirituality and social support. J Health Psychol 2013; 18(3): 429-38.
  37. White MA, Murray AS. Building a positive institution. Evidence-based approaches in positive education.  New York: Springer; 2015: 1-26.
  38. Riedel R. What is the relationship between meaning in life, purpose in life and secondary student wellbeing?. Ph.D. Dissertation. School of Education, Faculty of Social Sciences, University of Wollongong, 2014.
  39. White MA. Why won’t it stick? Positive psychology and positive education. Psychol Well Being 2016; 6(1): 1-16.
  40. Blasi P. The European University–towards a wisdom‐based society. Higher education in Europe 2006; 31(4): 403-7.
  41. Sue DW, Sue D, Neville HA, Smith L. Counseling the culturally diverse: Theory and practice. New Jersey: John Wiley and Sons; 2019.
  42. Shapiro SL, Carlson LE. The art and science of mindfulness: Integrating mindfulness into psychology and the helping professions. 2nd ed. Washington. D.C.: American Psychological Association; 2017.
  43. Seligman ME. Flourish: A visionary new understanding of happiness and well-being. New York: Simon and Schuster; 2012.
  44. Rai TS, Fiske AP. Moral psychology is relationship regulation: Moral motives for unity, hierarchy, equality, and proportionality. Psychol Rev 2011; 118(1): 57-75.
  45. Norman K. Forgiveness: How it manifests in our health, well-being, and longevity. 2017.
  46. Enright R. Psychological science of forgiveness: Implications for psychotherapy and education. 2011.
  47. Leimon A, McMahon G. Positive psychology for dummies. New Jersey: John Wiley and Sons; 2012.
  48. Rubin G. The happiness project: Or, why I spent a year trying to sing in the morning, clean my closets, fight right, read aristotle, and generally have more fun. New York: Harper; 2018.
  49. [The Qur'an of Surah Baqarah verse 158 and Sura Fater verse 30]. (Arabic)
  50. Magyar-Moe JL. Therapist's guide to positive psychological interventions. Cambridge, Massachusetts: Academic press; 2009.
  51. Neziek JB. Causal relationships between perceived social skills and day-to-day social interaction: Extending the sociometer hypothesis. J Soc Pers Relat 2001; 18(3): 386-403.
  52. Hullfish HG, Smith PG. Reflective thinking: The method of education. New York: Dodd, Mead; 1961.
  53. Yalom ID. Existential psychotherapy. United Kingdom: Hachette; 2020.
  54. Bahari F. [Foundations of hope and hope therapy. Playing hope guide]. Tehran: Danzheh; 2011. (Persian)
  55. Weldon S. The role of hope in school leadership. Ph.D. Dissertation. Auburn University, College of Philosophy, 2016.
  56. McDermott D, Snyder CR. The great big book of hope. Oakland, California: New Harbinger; 2000.
  57. Pedrotti JT, Edwards LM, Lopez SJ. Positive psychology within a cultural context. Oxford handbook of positive psychology; 2009: 49-57.
  58. Lopez SJ, Pedrotti JT, Snyder CR. Positive psychology: The scientific and practical explorations of human strengths. New York: SAGE; 2018.
  59. Snyder CR. Handbook of hope: Theory, measures, and applications. Cambridge, Massachusetts: Academic press; 2000.
  60. Ramachandram V. Positive education and higher achievers role of positive psychology. Indian J Health Wellbeing 2016; 7(8): 848-50.
  61. Skly C. Positive education calls for immediate attention. Acta Psychopathologica 2016; 2.
مجله اصول بهداشت روانی
دوره 25، شماره 2
فروردین و اردیبهشت 1402
صفحه 67-78

فایل ها

هم رسانی

ارجاع به این مقاله

آمار