Course Title
Evidence-Based Happiness for Teachers
What sparked the concept for the course?
I used to be discouraged. For nearly three a long time, As a clinical psychologistI trained mental health professionals on suicidality assessment. The work was good but hard.
All the while, I watched the American suicide rate with dismay Continuously increased for 20 consecutive yearsfrom 1999 to 2018, followed by a slight decrease through the COVID-19 pandemic, after which a rise in 2021 and 2022—albeit more local, state, and national. Suicide prevention program more than ever.
I consulted my wife, Rita, who can also be my favorite clinical psychologist. We decided to explore the science of happiness. Together, we established Montana Happiness Project And began offering evidence-based happiness workshops to enrich our suicide prevention work.
In 2021, Arthur M. Blank Family FoundationThrough the University of Montana, we now have been awarded a US$150,000 grant to support the state's K-12 public school teachers, counselors and staff. We are using the funds to supply low-cost online graduate courses to those educators at pleasure. In spring 2023, the muse awarded us a further $150,000 to increase this system through December 2025.
What does the course explore?
The word “happiness” will be difficult to make use of. Sometimes, people associate happiness with recommendations to easily smile, cheer up, and suppress negative emotions—which Toxic positivity.
As mental health professionals, my wife and I reject this definition. Instead, we accept Aristotle's concept of “eudaimonic happiness”: the day by day quest for meaning, supportive relationships and becoming the most effective possible version of yourself.
The core of the course is an educational, personal and experiential research. Evidence-based positive psychology interventions. These are intentional actions that may improve mood, optimism, relationships and physical well-being, and offer a way of purpose. Examples include gratitude, acts of kindness, savoring, mindfulness, mood music, practicing forgiveness and journaling about your best future.
Students are required to implement at the very least 10 of the 14 positive psychology interventions, after which talk and write about their experiences implementing them.
Why is that this course relevant now?
There are teachers. More worried than ever. They are restless, depressed and discouraged in ways. which adversely affects their ability to teach effectively.which has a reason. Many of them leave the profession. After a brief time frame. It's not only low pay – teachers need support, appreciation and tools to manage. They also must know that they usually are not alone.
What is a crucial lesson from the course?
The lesson of sleep is particularly powerful for teachers. A review of 33 studies from 15 countries reported this. Between 36% and 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 were experiencing depressive symptoms.
Sleep lessons include sleep hygiene strategies, happiness exercises, and insomnia interventions called the Three Good Things. Renowned positive psychologist Martin Seligman.
I describe this system, in Seligman's words: “Before you go to bed, write down for a week three things that went well for you during the day, and then reflect on why they went well.”
Next, I highlight the concept: “I've always thought three good things were hooky, simple, and stupid.” I show a video of Seligman saying, “I usually don't recommend more than a week, because when you do, you think you like it so much, most people would do it.” live.” At that point, I roll my eyes and say, “Maybe.”
Then I explain that I often get up at 4am for years with horrible dark thoughts. Then – funnily enough – I attempted to make use of three good things in the midst of the night. It wasn't an ideal solution, nevertheless it was an enormous improvement over lying helpless in bed while negative thoughts plagued me.
The Three Good Things lesson is emblematic of how we encourage teachers in our course – using science, playful cynicism and an open and experimental mindset. Implement evidence-based happiness practices. In ways in which work for them.
I encourage students to know that the strategies I present usually are not universally effective. What works for others may not work for them, in order that they should experiment with many alternative methods.
What will the course prepare students to do?
Teachers leave the course with a written lesson plan, which they'll implement of their school in the event that they wish. As they deepen their joy practice, they'll share it with other teachers, their students, and their families.
Over the past 16 months, we now have taught this course to 156 K-12 educators and other school personnel. In a yet-to-be-published survey we conducted, greater than 30% of participants scored as clinically depressed before starting the category, in comparison with slightly below 13% immediately after the category.
This improvement is analogous to the outcomes obtained. Antidepressant medications and psychotherapy.
Teachers also reported higher overall health after taking the category. With higher sleep, they took fewer sick days, experienced fewer headaches and reported fewer cold, flu and stomach symptoms.
As resources allow, we plan to develop these courses for other individuals who have high-pressure jobs. Already, we're getting requests from law enforcement officials, health care providers, veterinarians and construction staff.