Background
Positive CBT (Bannink & Geschwind, 2021) integrates the research and practice of positive psychology and solution-focused brief therapy within the cognitive behavioral therapeutic framework. CBT integrates cognitive restructuring of thoughts With feelings and behavioral modification techniques, applying evidence-based treatment. PP focus on bringing out the best in oneself and others with the aim of functioning optimally, increasing strengths and well being and SFBT aims at finding the direct route to what works, focus on concrete results and take action.
Amal High School in Israel is a multicultural low SES public school, accepting students who were rejected by other educational frameworks due to their low achievements, learning disabilities and emotional problems. Over 50% of these students come from families of new immigrants. Recently, 20 students from Ukraine joined after fleeing the war.
Aims
Create an integrating school system which enables all students to achieve academic success, feeling of self competence and a sense of belonging to the community. Grant a training program and toolkit which will promote teachers and students flourishing within educational settings.
Method
First, teachers were interviewd and each student filled out Strengths (VIA), Self-Esteem Scale (Rosenberg, 1965) and Self-Efficacy for Learning and Performance (Klobas, Renzi, Nigrelli, 2007). Teachers and students were divided into groups. In each session we explored a concept within the framework of positive psychology like happiness, mind-body, motivation-goals-vision, love, relationships, community and belonging, and practiced a CBT tool.
Results
The program has had a tremendous impact showing significant improvement in school climate and emotional well being of students and teachers, higher school grades, the number of anti-social incidents in which students were involved has been reduced by 50% and the rate of matriculation certificate was higher.
Conclusion
Educational systems are uniquely placed to provide important life skills to teachers and students. Positive CBT programs could be targeted and sensitive to the context of each school and the specific needs of teachers and students.