PERMA Model-Based Positive Psychology Interventions In Enhancing Self-Compassion And Resilience Among Pre-Service Teachers

Abstract

Research on PERMA model-based positive psychology interventions has been studied in various disciplines including education, psychology, and positive psychology however, research studies have yet to address the PERMA model-based positive psychology interventions in enhancing self-compassion and resilience among pre-service teachers. Thus, the present study explored how PERMA-based positive psychology interventions enhance self-compassion and resilience among pre-service teachers. A quasi-experimental method with a single group design was employed for the present study and the sample was 20 pre-service teachers undertaking the Bachelor of Education course at Alagappa University College of Education, Alagappa University, Karaikudi, Sivagangai district, Tamil Nadu, India. The convenience sampling technique was utilized for this study. Self-compassion scale developed by Neff, K.D (2003) with a reliability coefficient of and the Resilience Appraisal Scale (RAS) developed by Johnson et al., 2010 with Cronbach’s alpha reliability of the present sample is 0.75 were used for data collection. Results revealed that PERMA-model-based positive psychology interventions significantly influence the self-compassion and resilience of pre-service teachers and considerable improvement exists in the self-compassion and resilience of pre-service teachers after the experimentation period. The venue of future research to focus on various dimensions of self-compassion and resilience for extensive knowledge and survey research would encourage to assessment of these constructs in the larger sample.