The role of wellbeing and wellness: A positive psychological model in supporting young people with ASCs

Abstract

In the last 10 years sport psychology expanded its applicability in a variety of fields which have helped to address some of the challenges related to high level performance and sport competition. When we talk about performance in its wider sense, sport psychology is able to help develop a better understanding on how strategies can be adopted in improving general human performance levels. This includes increasing the knowledge of key concepts such as motivation, self-confidence and resilience. Furthermore performance in its wider sense helps in the understanding of the impact of stress and arousal and how these can affect both positively and negatively performance levels including appreciating individual differences as well as dynamics between groups of individuals. In this paper performance rather than solely be related to the field of competitive or professional sport has been discussed in people with ASCs and aims to explore how by adopting a positive psychological model in the formulation of individual assessments and subsequent interventions have led to improvement in individual skills, participation, engagement and ultimately quality of life. Positive psychological principles, such as the role of wellbeing and wellness, the PERMA Model has increased our understanding of human potentials, performance and wellbeing. The aim of this paper is to present and reflect on the applicability and benefits of adopting sport psychology models, the PERMA model and positive psychological principles in special education and care settings with the presentation and discussion of their theoretical and some practical implementation in two case studies.

The Importance of Well-Being on Resiliency of Filipino Adults During the COVID-19 Enhanced Community Quarantine: A Necessary Condition Analysis

“…This infers that experiencing a state of “flow,” or being absorbed in an activity ( Nakamura and Csikszentmihalyi, 2014 ) and feeling loved, supported, and valued by others are also necessary to the quarantined individuals’ capacity to recover quickly from their daily difficulties. This ties well with previous studies ( Eaude, 2009 ; Svence et al, 2015 ; Abiola et al, 2017 ; Gerino et al, 2017 ; Roncaglia, 2017 ; Cobo-Rendón et al, 2020 ), where well-being elements were observed to be related with the occurrence of resiliency in individuals from a different context. Well-being elements allow quarantined individuals to focus their attention on alleviating harm, preventing negative mental health consequences, and finding positive outcomes in the presence of difficulty.…”

Adaptasi dan uji properti psikometrik The PERMA-Profiler pada orang Indonesia

“…Karenanya, penting untuk menemukan profil komponen kebahagiaan, dalam hal ini adalah PERMA, untuk musisi di berbagai bidang dan menyusun program pengembangan menuju karir profesional (Ascenso dkk, 2017). Penelitian pada mahasiswa yang mengalami disabiitas menunjukkan bahwa pengukuran PERMA berkorelasi negatif dengan kesulitan akademik dan berkorelasi positif dengan faktor-faktor yang berhubungan dengan keberhasilan di perguruan tinggi (Tansey dkk, 2018 dapat meningkatkan performa kedua siswa di masing-masing elemen PERMA (Roncaglia, 2012). Di sisi lain, The PERMA-Profiler yang pada awalnya dikembangkan di negara yang berbudaya individualitik tidak lepas dari bias budaya.…”

Transdisciplinary approaches embedded through PERMA with autistic individual: A case study

“…This paper presents and discusses through a single-subject case study how a comprehensive transdisciplinary embedded approach through a well-being model -PERMA model (Seligman, 2011) has guided reflections, discussions, assessment and formulation of a comprehensive and individualized positive support plan implemented consistently over a period of 9 months for an autistic individual in a specialist autism specific educational setting. The PERMA model includes five areas: a) positive emotions, b) engagement, c) relationships, d) meaningful activities, e) accomplishments and has been previously adopted in the formulation and implementation of interventions with autistic individuals (Roncaglia, 2017). Success factors and lesson learnt are presented and discussed to hopefully inform future research and evidence-based practices.…”