My last three posts about been about the science of happiness based on ‘The How of Happiness’ by Sonja Lyubomirsky. The science of happiness is part of a growing body of research called ‘positive psychology’. The premise of the science of happiness is that we can develop a positive state of mind to live a happy and rewarding life. This is my final article in this four part series.
Sonja Lyubomirsky suggests there are five strategies that can be used to change you and your child’s happiness levels using intentional activity. In today’s article I will address the fourth and fifth strategies.
Committing to Goals
Those who strive towards achieving a project or accomplishment of personal significance display higher levels of happiness than those without clearly defined aspirations. Goals provide a sense of purpose, structure and control. They also elevate self-esteem and confidence. Goals also enable us to cope with trials and difficulties and encourage us to connect and engage with others. When you are intrinsically motivated you have a greater sense of satisfaction and meaning. Approach goals are directed towards a desirable outcome such as increasing your reading or developing greater fitness. Avoidance goals are less effective and focus on avoiding an outcome.
Classroom Application: How can you encourage your students to set goals that are personally significant and meaningful? Help your students to focus on intrinsically motivating and approach goals. Initially students may have difficulty identifying a list of goals. It can be advantageous to have students write a personal mission statement where they picture themselves at their 18th birthday or finishing school and think what they would like to be known for. Students should also consider the value be- neath the goal. It can be hard to and motivation to ‘do more homework’. Therefore, identifying the underlying value of ‘being my best learner’ is more motivating. Use your students’ goals to motivate and encourage them, so that they become self-fulfilling prophecies. Breaking a goal into smaller achievable steps is also advantageous in increasing student motivation.
Taking Care of Your Body and Soul
Happiness is a significant derivative of taking care of your body and soul. The psychological benefits of physical activity are staggering. Physical activity reduces weight, fatigue, stress, depression, anxiety and risk of disease. It also increases confidence, enhances sleep and protects against cognitive deficiencies. The sense of self-esteem and mastery in physical activity also gives a sense of control and achievement. Physical activity offers opportunity for ‘flow’ as a positive distraction that mediates daily worries and concerns.
Mindfulness and meditation are also incredibly beneficial for dealing with stress, pain and discomfort in life. ‘Mindfulness is about being fully awake in our lives. It is about perceiving the exquisite vividness of each moment’ (John Kabat-Zinn). Acting with positivity is another way to take care of your body and soul. It can be helpful to focus on physical manifestations of happiness such as smiling, using open body language or speaking with an upbeat voice tone.
Classroom Application: Can you identify opportunities to increase physical activity during the school day? Find times for your students to run around the oval, do star jumps and squats or simply go for a walk around the school. Consider incorporating physical exercise into your homework scheme where students are encouraged to do 30 minutes of exercise either through organised sport or going to the park for a run.
Can you incorporate mindfulness activities into your daily routine to encourage students to nourish positive thoughts and increase happiness? We can all recall special moments or celebrations that make us feel happy. A happiness or gratitude journal is a wonderful strategy to mindfully focus on positive emotions. There are also many mindfulness breathing practices that you can use with your class to provide opportunity for them to become more present and aware so that their response to adversity is not reactive, but rather proactive and intentional.
Question for you: How do you motive your students to commit to goals and take care of their body and soul?
