Editorial: Introduction to the Special Issue “Well-being in Romantic Relationships”

Improving educator wellbeing presents a complex challenge due to the variety of influences on wellbeing at the individual, relational, and contextual (school and policy) levels. This complexity contributes to the gap between the effectiveness of positive psychology interventions (PPIs) and their real-world success. To bridge this gap, it is essential to understand and adapt to school context when integrating psychological interventions into educational settings. This study addresses this gap through an approach to developing an educator wellbeing program that embraces the idea of understanding and adapting to context. We use a theory of change approach to designing a program, that outlines the context, design rationale, activities, and outcomes of the program. The program is multi-level, targeting influences on educator wellbeing at the individual, relational, and contextual (school) levels. Additionally, it employs a multi-foci strategy, encompassing a range of activities that target different levels and allow for adaptation. We present a case study of program implementation in one school, exploring contextual factors, adapting the program accordingly, and evaluating the degree to which theory of change outcomes were achieved. Program participants experienced improved wellbeing and a relational space characterised by more positive interactions with colleagues. This design and case study contribute to the ongoing discourse on progressing towards context-specific, whole-school approaches to wellbeing.

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Strengthening Parents' and Children's Wellbeing Through Positive Psychology: A Qualitative Study of Parents' Experiences of a Structured Training in Mindfulness and Character Strength

von Kraemer,

Fagerlund,

Pettersson

2023

Int J Appl Posit Psychol

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Few studies have examined how positive psychology can be implemented in a family context. Further, there is a lack of qualitative research of participant's experiences of mindfulness and character strengths. This study examined how Flourishing Families, a structured training in mindfulness and character strengths, may improve parental wellbeing and family life. Data were gathered through questionnaires and a total of 37 parents participated. A qualitative thematic analysis was used to examine the parents' experiences. Three main themes arose from the analysis: positive, negative and ambivalent experiences. The results demonstrated that a majority of the parents experienced positive effects on their wellbeing, parenthood and family dynamics after the training. Some parents reported stress and performance anxiety while others were uncertain if they had benefited from the course. These findings offer insights into how individuals experience mindfulness and character strengths and shed light on some common obstacles with the practices. The results contribute to the positive psychology literature by offering insights into how parents build their wellbeing and grow as parents.

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Editorial: Introduction to the Special Issue “Well-being in Romantic Relationships”

Cited by 5 publications

References 25 publications

Enhancing Relationship Quality through Behavioral-Based Appreciation of Romantic Partner’s Character Strengths

Enhancing Relationship Quality through Behavioral-Based Appreciation of Romantic Partner’s Character Strengths

A Contextual Approach to Designing, Implementing, and Adapting a Wellbeing Program: A case Study of the MARKERS Wellbeing Program for Educators

Strengthening Parents' and Children's Wellbeing Through Positive Psychology: A Qualitative Study of Parents' Experiences of a Structured Training in Mindfulness and Character Strength

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