The Penn Resilience Program (PRP)

The Penn Resilience Program: The Penn Resilience Program (PRP) was developed to help combat the increased percentage of depressed individuals in society. The roots of the program come from resilience training for soldiers, the concept of learned optimism, and cognitive behavioral therapy developed by Albert Ellis,12 in order to see whether or not it would be possible to input positive psychology teachings into the Geelong Grammar School, amongst other schools.13 These ideals, more specifically, was to improve and refine mental toughness - the ability to set aside emotions when necessary and learning how to cope with them, be versatile, and understand others, through recognizing strengths, role playing, and classroom discussions.14 But, as

For example, students are taught to write down three good activities, actions, or things that happen to them or that they accomplished over a span of time, but then are asked to reflect on the experience, or rather, introspect to find out why something makes them happy, and why it matters.28 This same activity can be done by identifying failure and rejection in order to personalize it. To personalize failure and rejection means to ask questions such as, “What does that person have that you do not?”, “Can you work upon it?”, “Can you try again?”, and this helps to foster resiliency, the basis to the PRP. PPIs help one become aware of who one is as a person, and who others are. By adapting to everyone’s strengths and weaknesses, students learn that everyone is different and handle situations in different matters which helps one take care of others as well as oneself. Overall, the PRP, PERMA model, and PPIs help students recognize their own and others accomplishments, identify their feelings and learn how to proceed through their lives, and learn that it is reasonable to have weaknesses as long as they are working on it, whether it be looking to others for help, and simply not giving

With teachers teach well-being, have students realize who are good role models, slowly increase student’s ability to handle day to day stress and problems. Because of this, students have become realistic dreams by setting optimistic flexible goals. However, even though there are a multitude of studies that bolster the conclusion that positive education does have an effect on students, the field is still relatively new and there is still more testing to be done in this field. Whether it be positive education being taught internationally to teachers, students knowing what positive education is, or running studies on the effect of positive education on scholars in higher level education to see if positive education is only effective in the youth, only time will tell the true effectiveness of positive