Title of the course
Evidence-Based Happiness for Teachers
What sparked the thought for the course?
I used to be discouraged. For almost three many years as a clinical psychologistI actually have trained mental health professionals in suicide assessment. The work was good but difficult.
All the while, I watched with dismay the suicide rates within the United States Increased constantly for 20 years in a rowfrom 1999 to 2018, followed by a slight decline through the COVID-19 pandemic after which a rise in 2021 and 2022 – despite more local, state and national increases Suicide prevention programming than ever before.
I consulted my wife Rita, who also happens to be my favorite psychologist. We decided to research the science of happiness. We did it together the Montana Happiness Project and started offering evidence-based happiness workshops to enrich our suicide prevention work.
In 2021, the Arthur M. Blank Family Foundationthrough the University of Montana, awarded us a $150,000 grant to support the state's K-12 public school teachers, counselors and staff. We will use the funds to supply these educators low-cost online graduate courses on happiness. In spring 2023, the inspiration granted us an extra $150,000, allowing us to increase this system through December 2025.
What will likely be examined within the course?
Using the word “happiness” will be off-putting. Sometimes people associate happiness with the advice to simply smile, cheer up and suppress negative emotions – which might result in this toxic positivity.
As mental health professionals, my wife and I reject this definition. Instead, we adopt Aristotle's concept of “eudaimonic happiness“: the day by day pursuit of meaning, mutually supportive relationships, and the belief of one of the best possible version of yourself.
The heart of the course is an instructional, personal and experiential examination Evidence-based positive psychology interventions. These are targeted practices that may improve mood, optimism, relationships, physical well-being, and supply a way of purpose. Examples include gratitude, acts of kindness, enjoyment, mindfulness, atmospheric music, practicing forgiveness, and mapping out your absolute best future self.
Students must implement at the very least 10 of 14 positive psychology interventions after which speak and write about their experiences implementing them.
Why is that this course relevant now?
teachers are more desperate than ever before. They are in some ways anxious, depressed and discouraged that affect their ability to show effectivelywhich is one reason why so lots of them leave the career after a short while. It's not only the low salary – educators need support, appreciation and coping strategies; They also must know that they are usually not alone.
What is a crucial lesson from the course?
The lesson on sleep is especially powerful for educators. This was revealed by a review of 33 studies from 15 countries 36% to 61% of K-12 teachers suffered from insomnia. Although rates varied across studies, sleep problems were generally worse when teachers were exposed to classroom violence, had low job satisfaction, and experienced depressive symptoms.
In addition to sleep hygiene strategies, the sleep lesson also features a happiness exercise and insomnia intervention called Three Good Things, developed by the renowned positive psychologist Martin Seligman.
I describe the technique in Seligman's words: “For a week before bed, write down three things that went well for you during the day, and then think about why they went well.”
Next, I make light of the concept: “I've always thought of Three Good Things as cheesy, simplistic, and silly.” I show a video during which Seligman says, “I don't usually have to recommend it for more than a week… because When you do it, you realize you like it so much that most people just keep doing it.” At this point I roll my eyes and say, “Maybe.”
Then I let you know that for years I often woke up at 4 a.m. with terribly dark thoughts. Then, strangely enough, I attempted to make use of “Three Good Things” in the midst of the night. It wasn't an ideal solution, but it surely was an enormous improvement over lying helplessly in bed with negative thoughts tormenting me.
The lesson “Three Good Things” is emblematic of how we encourage teachers in our course – with science, playful cynicism, and an open and experimental mindset Apply the evidence-based happiness practices in a way that works for them.
I also encourage students to grasp that the strategies I offer are usually not universally effective. What works for others may not work for them. Therefore, they need to experiment with many alternative approaches.
What does the course prepare students for?
Educators leave the course with a written lesson plan that they’ll implement at their school in the event that they wish. As they deepen their happiness practice, they also can share it with other teachers, their students, and their families.
Over the past 16 months, we’ve taught this course to 156 K-12 educators and other school staff. In an unpublished survey we conducted, greater than 30% of participants rated clinical depression before starting the course, in comparison with almost 13% immediately after the course.
This improvement is comparable to the outcomes of Antidepressants and psychotherapy.
The educators also reported that their overall health improved after the course. In addition to improved sleep, they took fewer sick days, had fewer headaches and reported a discount in cold, flu and stomach ailments.
As resources allow, we plan to tailor these courses to other individuals with stressful jobs. We are already receiving inquiries from cops, healthcare providers, veterinarians and construction employees.
image credit : theconversation.com