This article reports on a study investigating the effectiveness of positive psychology interventions (PPIs) in an Intensive English Program (IEP) for non-matriculated university students. Interventions based on the PERMA model for wellbeing (positive emotion, engagement, relationships, meaning, and accomplishment) were implemented through weekly 65-minute lessons and short daily activities. Each lesson introduced an aspect of the PERMA model such as positive emotion or achievement. Along with this focused instruction, students concurrently engaged in language learning activities. Teachers also provided short daily activities for reinforcement throughout the week. Six classes received these interventions, while three classes served as a control group and did not receive any treatment. Students' wellbeing, anxiety, and depression were measured pre-, mid-, and post-semester. Language proficiency was also measured pre- and post-semester and compared with the control group. Qualitative data, which were collected through questionnaires and semi-structured interviews, were analyzed following an iterative (constant comparative) method where open coding occurred first, followed by axial coding and selective coding (Glaser and Strauss 2017). This facilitated an understanding of patterns indicative of how the PPIs might have affected student engagement and enjoyment. The quantitative analysis did not reveal any significant gains in well-being or any reductions in anxiety or depression. Despite spending 25% of instruction time on PPIs, there were no statistically significant differences in language proficiency gains compared to the control group meaning that the time taken from teaching language did not in any way reduce linguistic gains. However, the qualitative data do suggest a positive impact from the PPIs. Thus, the results of this study confirmed the findings of Seligman et al. (2009) and Gush and Greeff (2018) that PPIs can be implemented without detracting from language instruction and although gains were not statistically significant, qualitative data showed that the participants felt more positive as a result of the interventions.

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With the high prevalence of mental illnesses in university students worldwide, researchers are investigating the effectiveness of mental health practices geared toward this subpopulation. Two encouraging approaches to promote student well-being are positive education (i.e., the teaching of applied positive psychology) and yoga. Nonetheless, few researchers have studied the combined effect of positive education and yoga on mental health. Thus, the purpose of this study was to examine the immediate and prolonged impact of integrating a yoga program into a positive education course offered at the University of Ottawa on undergraduate students’ mental health, affect, self-compassion, and vitality. In this mixed method single case experimental A1BA2 design, seven volunteer students completed a two-week baseline (A1), followed by a six-week yoga program including two weekly virtual yoga classes (B), and another two-week baseline (A2; post-yoga), all while taking the positive education course. Trait variables (i.e., mental health, trait self-compassion, and trait subjective vitality) were assessed via validated questionnaires during the baseline phases preceding and following the yoga program, while state variables (i.e., affect, state self-compassion, and state subjective vitality) were evaluated immediately before and after one of the weekly yoga sessions. Participants also completed diary entries guided by open-ended journal prompts related to the outcome variables following one of the weekly yoga sessions. Differences in trait and state quantitative variables pre- and post-yoga were compared by means of visual, stability, level, and trend analyses, while the qualitative data were analyzed using reflexive thematic analysis. Practicing yoga was found to improve all trait and state well-being outcomes, especially trait self-compassion and state subjective vitality, via greater pride, self-kindness, serenity, energy, and alertness. Results demonstrate that yoga and positive education mutually enhance university students’ mental health, affect, self-compassion, and vitality both immediately and prolongedly. This study addressed gaps in the literature and will help inform future implementation of yoga and positive education courses on university campuses.

Background & Purpose: University students have lower levels of mental health compared to the general population (Twenge et al., 2019). Since the beginning of the COVID-19 pandemic, a further decline in university student mental health has been reported, emphasizing the growing concern for this population (Chen & Lucock, 2022). Positive education (i.e. courses grounded in positive psychology) could provide undergraduate students with techniques to cope with life, academic, and pandemic stress as growing research has shown its effectiveness in improving well-being (Smith et al., 2021; Yurayat & Seechaliao, 2021). However, to our knowledge, no studies have qualitatively investigated the long-term impact of a semester-long positive education course on university students mental health. Further, no studies have been found that examine the long-term impact of positive education on student mental health during the COVID-19 pandemic. Therefore, the first purpose of the thesis is to explore the perspectives of students who took a Quality of Living course on if and how they believe the course influenced their mental health a) 1-year after taking the course and b) during the ongoing COVID-19 pandemic (RQ1). Additionally, physical activity is a well-researched predictor of mental health and is a first-line treatment for depression (Fortier et al., 2020; Ravindran et al., 2016). There are studies that suggest a bi-directional relationship between physical activity and mental health may exist (Da Silva et al., 2012; Kim et al., 2017). Yet the influence of mental health on physical activity is just emerging. To our knowledge, no studies have used a mixed methods approach to investigate the potential bi-directional relationship between physical activity and mental health in university students and during the COVID-19 pandemic. Thus, a secondary aim of this thesis is to use a mixed-methods approach to explore the bi-directional relationship between physical activity and mental health over time amongst the students who took the QOL course during the ongoing COVID-19 pandemic (RQ2). It was hypothesized that there would be a bi-directional relationship between physical activity and mental health (Kim et al., 2017). Methods: RQ1: The sample consisted of 10 university students who took the course in the Winter 2020 semester. Participants were chosen using purposive sampling from those who indicated interest and were interviewed. Semi-structured interviews were conducted 1-year after the class ended using an interview guide and a pre-interview package was sent prior to the interview. Thematic analysis of the transcripts was performed to generate common themes once data saturation occurred. RQ2: As part of a larger study investigating the Quality of Living course, quantitative data was collected (n=57). Physical activity and mental health were measured before (baseline) and after (endpoint) the course through validated self-report questionnaires and was analyzed using cross-lagged correlational analysis. For the qualitative component, during the semi-structured interviews additional questions were asked to address RQ2. Abductive thematic analysis was used to analyze the transcripts and generate common themes. Results: RQ1: Overall, there were three primary themes identified in the data including The Influence of the Course on Mental Health, Helpful Course Components, and Transferring the Course Topics to One’s Personal Life During the COVID-19 Pandemic. RQ2: The quantitative data were non-significant and did not support the hypothesis. However, the qualitative data supported the presence of a bi-directional relationship and the students agreed that physical activity influences mental health and vice versa. Conclusions: These results suggest that positive education courses like the one investigated in this study could play a valuable role in improving undergraduate students' mental health long-term. These results can be used to inform the development and implementation of future positive psychology courses. Finally, a bi-directional relationship was qualitatively shown to exist and should be further investigated as understanding this relationship can help inform wellness interventions. Future research is recommended on these topics.

This thesis looks into evidence-based character education as it is researched and applied in the Anglo-Saxon countries, particularly in the United States and the United Kingdom, as a parallel to Personal and Social Education in the Czech Republic. Its aim is to provide an overview of scientifically studied approaches to the development of human character, inclusive of efficient means of their dissemination. The first part of the thesis includes definition of terms, philosophical and historical foundations of character education, description and classification of character strengths, and their effects on human flourishing. Based on analysis of available sources, the next part of the thesis presents empirically tested examples of best practices being applied in families, schools, and other organizations. It is followed by a part describing certain problems which character education is currently facing and finally a summary of possible solutions. It becomes apparent that character needs to be approached in its entirety with focus aimed toward harmonious development of a wide range of character strengths. Their cultivation by means of upbringing and education shows positive effect on individual as well as societal flourishing - it builds a strong base for the evolution of cognitive skills by developing...