Positive Psychology Concepts Research Articles

Positive psychology: humour and its role within mental health nursing

This is the eleventh article in a series that explores the meaning of positive psychology and the importance it has on the wellbeing of the mental health workforce. It focuses on positive psychology interventions that help to develop humour and considers how the uplifting effect of humour can be experienced through contemporary use in the field of mental health nursing. This article will connect theories of humour that link to wellbeing. It introduces the concept of positive psychology and its links with humour. Finally, it follows with the application of humour within the nursing context. The practical activities provided in the article will help the reader increase their own awareness of their own character strength of humour, observe the type of humour they use and consider ways to develop its use and transferability within their own lifestyle.

A remote self-directed psychological intervention for the public: The PAUSE programme protocol

Background: This protocol outlines procedures for the development and evaluation of a remotely accessible intervention tool known as the ‘Psychology And yoU: Self-Enhancement programme’ (i.e., PAUSE programme). The PAUSE programme aims to support and promote psychological well-being using positive psychological concepts and principles. The programme has been developed in the context of the coronavirus disease 2019 pandemic, where effective and evidence-based remote interventions are needed. The PAUSE programme will provide users with valuable tools and skills that they may choose to implement in their daily lives, in order to foster and support positive mental well-being. The programme includes six modules: Well-being and Happiness; Healthy Body and Mind; Being Grateful and Savouring Life; Thought and Action; Strengthening Relationships; and Overcoming Challenges. Methods: Participants will be recruited using media outlets, social media, and professional networking websites in Ireland. Those who choose to participate in this study will be asked to complete a set of measures at baseline, immediate follow-up, and six weeks post-intervention. This will allow for changes in subjective well-being scores to be analysed and interpreted over time. This study adopts a Groups x Time design, with participants being randomly assigned to either an intervention or wait-list control group. Ethical approval is currently under review at the host institution. Dissemination: The dissemination strategy will follow the Evidence-based model for the Transfer and Exchange of Research Knowledge (EMTReK) and study findings will be prepared in line with various formats (e.g. study newsletters, conferences/meetings) in order to meet the needs of different audiences. Targeted and timely dissemination activities are anticipated, and the team intends to disseminate research in an ongoing manner, throughout the lifetime of the project. Registration: This RCT protocol is pre-results and has been registered with an international database resulting in an International Standard Randomised Controlled Trials Number (ISRCTN14772616)

New horizons in understanding the experience of Chinese people living with dementia: a positive psychology approach.

As the global average age increases, the incidence of dementia is also rising. Given improvements in diagnosis and life expectancies, people now live longer with dementia. Thus, the wellbeing and quality of life among people living with dementia are increasingly important areas for research. Research with Western populations has recently begun to apply positive psychology concepts to understand wellbeing in people with dementia. Positive psychology focuses on positive emotions and traits that allow individuals to flourish and thrive-it highlights the possibility of positive subjective experiences in the face of loss and functional decline, and contrasts the traditional deficit-focused perception of dementia. Despite being a major driver in the global growth of dementia prevalence, there is a dearth of research using such positive concepts to understand people with dementia in non-Western communities. This review contains discussion of research on positive constructs in Chinese older adults, and parallels between traditional Chinese cultural values and positive psychology. On this basis, we propose the applicability of a positive psychology framework to Chinese people with dementia, and that 'harmony' is an important culturally specific concept to consider in this area of research. A positive psychology approach acknowledges that strengths and positive experiences can endure after dementia diagnosis. This not only adds to the under-researched area of lived experience of dementia in Chinese people, but highlights areas that could be the focus of interventions or measured as outcomes. By improving understanding, this approach also has potential to reduce carer burden and stigma around dementia.

Humor in Psychiatry: Lessons From Neuroscience, Psychopathology, and Treatment Research.

Humor is a ubiquitous human characteristic that is socially motivated at its core and has a broad range of significant positive effects on emotional well-being and interpersonal relationships. Simultaneously, however, impairments in humor abilities have often been described in close association with the occurrence and course of neuropsychiatric disorders, such as schizophrenia, social anxiety, or depression. In the past decade, research in the neuroimaging and psychiatric domain has substantially progressed to (i) characterize impaired humor as an element of psychopathology, and (ii) shed light on the neurobiological mechanisms underlying the role of humor in neuropsychiatric diseases. However, (iii) targeted interventions using concepts of positive psychology have revealed first evidence that a systematic training and/or a potential reactivation of humor-related skills can improve rehabilitative outcome in neuropsychiatric patient groups. Here, we sought to integrate evidence from neuroscience, as well as from psychopathology and treatment research to shed more light on the role of humor in psychiatry. Based on these considerations, we provide directions for future research and application in mental health services, focusing on the question of how our scientific understanding of humor can provide the basis for psychological interventions that foster positive attitudes and well-being.

Enlightenment of Positive Psychology on Human Resource Management

This paper analyzes the concept and main ideas of positive psychology, discusses the theoretical basis of applying the principle of positive psychology to human resource management, analyzes the problems encountered in the development of modern enterprise organization from a practical point of view, and discusses its enlightenment to human resource management of enterprises. From how to establish enterprise culture and create a positive working environment for enterprise organization, to training enterprise employees, including employee recruitment, employee motivation, employee training and career planning. It has good practical value for the management and development of human resources in enterprises.

The Association between Self-Compassion and Academic Well-Being with the Mediating Role of Perceived Academic Stress and Academic Optimism in Female Students

Background: Academic well-being is among the most recent concepts of positive psychology, which greatly contributes to the students’ sense of security and health in the academic setting and improves their academic performance. The study aimed to investigate the association between self-compassion and academic well-being with the mediating role of perceived academic stress and academic optimism in female students in Kermanshah, Iran. Methods: The study was a descriptive correlation. The statistical population comprised all the female high-school students in Kermanshah in the academic year 2020-2021. Through the use of stratified random sampling method, 226 of the female students were selected as the sample. The research tools included the Academic Well-Being Scale, the Self-Compassion Scale, the Academic Stress Questionnaire, and the Life Orientation Test. The path analysis method was used to investigate the proposed model. Results: The results showed that there was a direct and crucial association between self-compassion and academic optimism (p <0.001), and between academic optimism and academic well-being (p <0.001). Moreover, there was a negative association between self-compassion and perceived academic stress (p <0.001), and between perceived academic stress and academic well-being (p <0.001). There was no significant relationship between self-compassion and academic well-being (P= 0.381). The path analysis results indicated that the perceived academic stress and academic optimism had a mediating role in the association of self-compassion with academic well-being (p <0.001). Conclusion: The proposed model had a good fit. Consequently, improving self -compassion and academic optimism could improve the academic well-being of female students.

Correlating the concepts of positive psychology and homoeopathy

Positive psychology, a branch of psychology, is the study of positive aspects of human being’s thoughts, feelings, behaviours, emphasising strengths instead of weakness, in order to improve good in life instead of trying to fix the bad. Homoeopathy is a system of medicine known for its holistic approach in treating a person with illness. The system considers a man as a whole and has a constitutional mind-body approach in the treatment of diseases. This system considers a person’s traits, attributes, temperaments and diathesis in the treatment of chronic diseases. An assessment of a person’s mind and body together is an important part of the history taking in homoeopathy. Samuel Hahnemann, the father of homoeopathy, has emphasised the importance of disposition and psychoanalysis in the aphorisms dealing with the mental diseases. Here, is an attempt to correlate the concepts of positive psychology and homoeopathy.

Digitalization of education and mental health

IntroductionVarious social problems, financial difficulties and academic factors contribute to the fact that more and more students around the world experience mental health problems (Chen et al., 2013; Gotlib et al., 2019). On the other hand, all the sides of students’ lives – from education to family relationships – are mediated by information communication technologies, that may have broad and ambiguous influence on students mental health. What is undoubtedly that youth mental health can no longer be considered without touching on the digitalization, including in education.ObjectivesThe current study aims to point up positive and negative examples of intersection of education digitalization and mental health of modern youth.MethodsTheoretical analysis of research publications and conceptualization of practical applications in education mediated by digital technologies.ResultsA striking example of the negative impact of total digitalization of education was the sharp deterioration in mental health in the context of the transition to fully distant learning in conditions of the spread of coronavirus infection. Positive education as teaching form for both traditional skills and positive functioning and happiness provides a broad opportunities to combine the concepts of positive psychology with cutting-edge high-tech education approaches.ConclusionsDigitalization of modern education can be accompanied by both mental health risks and new opportunities. Mental health support can be based on finding information about good functioning, learning and participating in community activities that are provided through websites and mobile applications. The reported study was funded by the Russian Foundation for Basic Research, project number 18-29-22049.

РЕСУРСИ ТА БАР’ЄРИ ІНФОРМАЦІЙНО-ПСИХОЛОГІЧНОЇ БЕЗПЕКИ ВЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ В УМОВАХ ОНЛАЙН-НАЧАННЯ: РЕЗИЛІЄНС ПІДХІД

The article investigates the problem of informational-psychological safety of educators. The main focus in the study is based on the organization of the resources and barriers on the resilience approach at online learning for primary school teachers. The study describes open questions of psychological and didactic readiness of primary school teachers in a situation of compulsory online learning. Also, it characterizes the orientations of their solution which are outlined through the prism of the analysis of researches carried out on the basis of Scientific Centers «Institute of Practical Psychology and Psychotherapy» and «Sanogenic Pedagogy and Psychology» at the National University of Ostroh Academy. It is emphasized that the unpreparedness for the innovative activity of teachers at the initial stages of the introduction of educational reforms and the importance of developing their personal readiness for change, in the first place. Also, highlighted is the relevance of the formation of emotional competence of teachers through the virtue of specific problem-solving and the prevention of emotional burnout of teachers. In the text, the main difficulties of teachers in the conditions of online learning is delineated. Also particularly described are their main needs, such as: technical support; interpersonal relationships with colleagues and parents; fear of self-presentation in an online space. Also, the author’s attention concentrates on the importance of teachers developing adaptive and emotional resources, the formation of their digital competence, their development of media literacy, sanogenic and critical thinking to confront negatively colored information factors, as well as the organization of their information-psychological safety. In the context of the resilience approach, the author’s attention is focused on the constructs of informational-psychological safety as emotional intelligence, critical and sanogenic thinking, pedagogical reflection and media literacy. An algorithm is also proposed for the formation of psychological stability of teachers in the online space in the context of the function of psychological defense mechanisms. Additionally presented are vectors for solving these problems through the prism of the resilience approach. The main focus is on the methods of development within the constructs of information-psychological safety as emotional intelligence, critical and sanogenic thinking and pedagogical reflection. It represents effective programs for their optimization. In particular, the program “Emotional first aid kit” (polish authors – S. Veshkhovska and E. Nervinska), which is formed on the basis of two scientific concepts: the concept of positive psychology M. Selligman and Mindfulness Based Stress Reduction authored by J. Kabat Zinna, and the program «Reboot +» for educators (author – G. Handzilevska), whose main task is to restore and develop the resources of the professional script of teachers in measuring the correction of script settings. It suggests an algorithm for the development of the resilience of teachers in the online space in the context of healthy functions of psychological mechanisms on the tasks of Gestalt therapy, which includes the development of emotional-volitional, intellectual, moral and creative-volitional resources. Metaphorically, the tactics of recovery and the development of psychological resources in the dimension of information-psychological safety are defined as «Faith», «Hope», «Love» and «Wisdom». To summarize, each stage should be accompanied by a set of exercises aimed at preventing emotional burnout through the development of sanogenic and critical thinking, emotional intelligence and the correction of scenarios.

The Flow Observational Grid: an Observation-Based Solution to Assess Flow States

The flow experience is a state in which people are completely concentrated and immersed in an activity. This positive psychology concept is relevant to both performance and subjective well-being in a range of activities, but it is difficult to measure: the usual methods of questionnaires and physiological measurements are inappropriate for many applied settings and may interfere with the flow state itself. The aim of the present study was to demonstrate the feasibility of a third approach, observation-based flow measurement, by developing and validating the Flow Observational Grid (FOG). The FOG is composed of three dimensions scored by an independent observer: concentration, joy and frustration. The psychometric properties of the grid were assessed in a sample of 50 participants each playing nine short video game sessions. Recordings of the 450 video game sessions were coded by two observers with the FOG, and the convergence between FOG scores and a flow questionnaire was assessed. The FOG demonstrated very good inter-rater reliability, as well as convergent validity with the short version of the FSS. Our results show that it is possible to assess flow using observation-based methods as an alternative to more accurate measures, which may be useful in many contexts where physiological and self-reported measures are not practical.

Позитивная психология как инструмент модерации процесса социализации школьников

Today Russian schools face the need of involving the upbringing process as controlled socialization in their educational program, in order to both increase psychological well-being of students and invest in building a prosocial model of future adults' behavior. This article examines the possibilities of practical application for the concepts of positive psychology as a tool for controlled socialization of school-age children. The problem field of challenges is viewed in general, as educational process in school and within the framework of direct educational communication between teacher and student. The main goal of the article is to outline the challenges related with socialization during educational process of school-aged children in Russia and show the efficiency of positive psychology approach and tools. We managed to perform a brief review of positive psychological interventions (PPI), in form of educational programs implemented all over the world with empirically proven effectiveness, such as “The Penn Resiliency Program” (PRP), “The SPARK Resiliency Program”, “Bounce Back!”, “Going for the goal”, “Personal Synthesis Program” (PSP), etc. Furthermore, we try to outline main strategic concepts of implementing positive psychology as a tool for controlled socialization of school-age children in Russia, as well as state the efficiency of using PPI in schools, matching their outcome effects with the challenges of socialization process of students in schools. We suppose that practical implementation of PPI will effectively influence not only psychological well-being and social skills of students, but professional skills of teachers too. We call scientists working in a field of education and psychology in Russia to put more attention on developing PPI methodological materials for schools. Keeping in mind, that the form of these practical materials should be done in a way, which will allow teacher, even with no special expertise in psychology, to be able to perform positive psychological intervention in a classroom. Moreover, we do believe that well-constructed PPI presented in a form of methodological materials for teachers and school administration will have the positive multiplication effect on every significant aspect, which we outline as main strategic concepts of implementing positive psychology as a tool for controlled socialization of school-age children.

Personal strength in the “VIA” model as a predictor of a teacher’s well-being in the professional sphere

This article examines the “predictive model of personal well-being of a teacher in the professional sphere” developed by the authors based on a study conducted on a wide sample of teachers in the Russian Federation (N=7946). The presented model is based on the VIA (Values in Action) model, one of the key measures in the scientific direction of positive psychology. In the course of the study, 14 personal strengths out of 24 in the original model, which have the greatest multiplier effect of usefulness for personal well-being in the professional sphere of education were identified. Personal well-being in the professional sphere is described as a set of personal factors, including, first of all, high self-efficacy of the individual and the absence of professional burnout, and secondly, the individual’s general psychological well-being represented by life satisfaction and self-esteem. The authors believe that the resulting model can become an effective tool for the practical application of the concepts of positive psychology. On the one hand, it can be applied in the field of vocational guidance of young people. On the other hand, the model can be used as a tool for the development of professional competence of teachers in the field of personal well-being in the professional sphere, for example, in the form of selecting the most effective positive psychological interventions (PPI). The authors con clude that in the future, it is possible to scale the presented concept to other professional areas.

Місце поняття «особистісне благополуччя» в системі категорій позитивної психології

The purpose of the article is to analyze modern concepts that are used to describe the optimal functioning of an individual. The most common concepts in positive psychology are: happiness, psychological well-being, flourishing. The plurality of terminology is associated with the existence of different approaches to determining the existential goal of human life: pleasure or benefit. Attempts to operationalize the components of well-being cause some difficulty. They are difficult to separate from predictors and psychological consequences of well-being. Attempts to overcome the methodological limitations of each of the approaches are concentrated in two directions. The structural-tiered approach focuses on identifying structural components, types of well-being, and finding ways to relate them to each other. The integral approach tries to find a new generalizing definition for all concepts of optimal human functioning. Personal well-being is a concept that unites all the signs of optimal conditions and human functioning. First, subjectivity is the individual experience of their own functioning in everyday life as a result of self-determination in the present and expectations for the future, which depend on the implicit concept of well-being. Second, the affective component is emotional and evaluative attitude to individual events and life in general. Third, a prerequisite is the positivity of such an assessment – the presence of certain positive experiences as a result of perception of an objective life situation, the balance of positive and negative emotions. Fourth, the presence of external and internal criteria: on the one hand, compliance with the system of values inherent in this culture, on the other, the assessment of daily efforts and living conditions. Fifth, self-determination is the ability of a person to determine the nature of the optimal interaction between him and the environment, to some extent to control it and be responsible for the consequences. Personal well-being is interpreted as an existential multi-concept that reflects the balance between the subject’s search for satisfaction in various spheres of life according to the implicit concept of well-being and the disclosure of personal potential and harmony between inner and outer world, based on significant emotional characteristics and positive personality traits. Key words: happiness, psychological well-being, flourishing, subjective well-being, personal well-being.

Work-Related Flow: The Development of a Theoretical Framework Based on the High Involvement HRM Practices With Mediating Role of Affective Commitment and Moderating Effect of Emotional Intelligence.

The long-term success of organizations is mainly attributable to employees’ psychological health. Organizations focusing on promoting and managing the flow (an optimal experience and optimal functioning state) may enhance employees’ well-being and performance to an optimum level. Surprisingly, the literature representing the role of HRM practices for their effect on work-related flow (i.e., intrinsic motivation, absorption, and work enjoyment) is very sparse. Accordingly, by drawing primarily on the job demands-resources model and HRM specific attribution theory, this paper develops a theoretical framework that unravels the effectiveness of specific organizational level High Involvement HRM (HIHRM) practices (i.e., recognition, empowerment, information sharing, fair rewards, and competence development) in activating the individual level work-related flow with beneficial effect and mediating role of affective commitment. In addition to highlighting the underlying mechanisms that may cause HIHRM practices to be regarded as resources and sometimes as demands, this paper especially proposes that these practices implemented with a focus to promote employee well-being are perceived as job resources and may positively influence affective commitment and flow, whereas these practices used as a demand to increase performance are perceived as job demands and may hinder affective commitment and flow. It is further significant to understand the possible moderating effects of emotional intelligence on the relationships among HIHRM practices, affective commitment, and flow. The paper augments the knowledge and understanding of the impact process of HIHRM practices, in particular how the HIHRM effect is sensed by the workers and thus, influences their succeeding job attitude and work experience. Finally, this work, as the first paper to link HIHRM practices with work-related flow, promotes the concept of positive psychology in the workplace.

Flow. An exploration of the mindsets and behaviours of designers in their creative ecosystem

How might Designers transcend the barriers to creativity to achieve an ideal state of flow during their Design process? What type of ecosystems and other environmental agents affect their creative mindsets and behaviours during their process? How resilience and mental wellbeing play a role in their work during challenging times? How different cultural environmental backgrounds could play a role in troubleshooting roadblocks for creativity? What are the personal, societal and cultural impacts of recent Covid lockdowns in the Design process and do digital environments affect the ability to sustain a healthy design practice? How having the recent mindset of designing for a globalised world reacts to the reality of being in –and designing from– Aoteroa New Zealand’s safe ‘bubble’? How this new fluid reality could affect the mindset and behaviours of current and future Designers?&#x0D; Tracing parallels between Design education and industry-based practice, Flow is a research project that explores the mindsets and behavious of Designers during their creative process. Particularly, it delves into the Designers’ ecosystems taking into consideration the impact and influence of the different components and the conditions of digital and physical environments both chosen or imposed both in academic world and in industry. Flow goes beyond researching mindsets and behaviours. It also explores what could constitute potential bridges and barriers to creativity and what could ignite or enable positive and productive creative attitudes in Designers.&#x0D; Based on foundational art essays, such as Wassily Kandinsky’s classic ‘Concerning the Spiritual in Art’ and Hundertwasser’s ‘Five Skins’; and blending in points of view of traditional graphic or brand designers (such as Milton Glaser and Michael Bierut) and combining this with Positive Psychology concepts (such as Csikszentmihalyi’s optimal experience) and primary research done specifically by the author, this presentation challenges paradigms and contrasts core design principles and philosophies. It balances the tensions between the individual spark of creativity, the playful serendipity and the ‘inventor’s ligthbulb mindset’ and contrasts it with different creative processes, from the specialist’s apprentice/master craftsmanship model to more contemporary methodologies or techniques such as Design Thinking or Agile and their co-creation, prototyping and iteration modules. This provides the backdrop where mindsets and behaviours and the creativeecosystems are explored.&#x0D; As a piece of research, Flow doesn’t offer final crystalised answers or solutions yet instead poses critical questions and offers an open dialogue with diverse points of view based not only on specific primary and secondary research conducted over the last 5 years by the author yet also feeds from the author’s insights, a designer and academic with 30 years experience of combined practice in academia and industry field-work at a global scale.

INTRODUCTION - Latest developments in Positive Psychology: The case of Greece

In the last two decades, there is a rapid growth of the research initiative on Positive Psychology not only internationally but also in Greece. The present special issue aims at bringing together, highlighting, and promoting research and applications of Positive Psychology in Greece. At first, the authors introduce readers to the history and roots of Positive Psychology and focus on how research on Positive Psychology flourished in Greece. Moreover, emphasis is given on the core concepts of Positive Psychology, namely wellbeing, experiencing positive emotions, psychological resilience, and character strengths. Authors focus on the research conducted in Greece, the psychological instruments that measure them, and the applications of Positive Psychology, e.g. positive education, positive organizations, positive psychotherapy, and positive psychology interventions. To close with, the authors introduce readers to the eleven articles, which are included in the present special issue by presenting their main findings.

Spillover effect, positive emotions and savouring processes: Airbnb guests’ perspective

ABSTRACT The present study examines spillover from being at home versus away in terms of activities undertaken during on-site Airbnb experiences. This study also integrates the positive psychology concept of savouring by examining the positive emotions savoured by guests based on broaden-and-build theory as well as the savouring processes used when recalling their recent Airbnb experiences. The findings show that informants undertook similar activities while staying at an Airbnb and while at home. The most common positive emotion savoured by guests when remembering their Airbnb experiences was joy, with a homey feeling eliciting this emotion. Location, togetherness and a homey feeling were identified as the dominant factors that intensified informants’ savouring of their Airbnb experiences.

La croissance post-traumatique : un concept méconnu de la psychiatrie française

ObjectivePost-traumatic growth (PTG) is a quite new concept of positive psychology proposed in the mid-1990s which is still rather confidential in France. This article aims to propose a full description of this concept from an historical view to epidemiological data through underlying mechanisms and evaluation. MethodsA literature search identifying relevant results was performed through the Pubmed database. ResultsPTG refers to positive psychological changes experienced as a result of a traumatic life event in order to rise to a higher level of functioning. That is to say that people experiencing psychological struggle following adversity may often see positive outcomes in the aftermath of trauma. Domains of PTG include appreciation of life, relationships with others, new possibilities in life, personal strength and spiritual change. A self-report scale, the Post-Traumatic Growth Inventory (PTGI), has been developed. PTG has been demonstrated after various traumatic events such as transport accidents, natural disasters, interpersonal violence or medical problems, with a prevalence ranging from 3 to 98 % depending on the type of trauma. DiscussionThe concept of resilience and some evaluation bias may have been deleterious for the development of the PTG concept in the French-speaking world. There is a need to consolidate data to understand the pathway leading to PTG, noticeably to identify factors contributing to PTG that can help to promote the growth as a new therapy for trauma.

The Hummingbird Project: A Positive Psychology Intervention for Secondary School Students.

Mental health in schools has attracted a lot of attention in recent years. Positive Psychology Interventions (PPIs) in secondary schools have been shown to improve mental health outcomes for students. Previous PPIs have tended to be delivered by trained Psychology specialists or have tended to focus on a single aspect of Positive Psychology such as Mindfulness. The current study involved 2 phases. Phase 1 was a pilot PPI, delivered by current university students in Psychology, which educated secondary school students (N = 90) in a variety of Positive Psychology concepts. Phase 2 involved delivering the PPI to secondary school students (N = 1,054). This PPI, the Hummingbird Project, led to improvements in student well-being, as measured by the World Health Organization Well-Being Index (WHO-5). The intervention also led to improvements in student resilience, as measured by the Bolton Uni-Stride Scale (BUSS), and hope, as measured by the Children’s Hope Scale (CHS). Results are discussed in the context of their implications for the future of psychological intervention in secondary school settings.

The extent to which kindergarten teachers in Zliten City schools have some positive indicators (psychological satisfaction, self-efficacy, and emotional effort) and its relationship to the level of mental health they have

The purpose of the present research is to examine the level of some concepts of positive psychology (psychological satisfaction, self-efficacy, emotional effort) with kindergarten teachers, and extract the relationship between the level of those concepts of positive psychology and level of mental health with 86 kindergarten teachers in Zliten city. The Psychological Satisfaction Scale and the Self-Effectiveness Scale had been used. Results show that kindergarten teachers have an acceptable level of psychological satisfaction, furthermore, high level of self-efficacy, and emotional effort, whilst, the level of mental health was within the average range, the results also showed positive related statistically significant between the concepts of positive psychology and mental health terms of Strength of the relationship were as follows: (emotional effort, psychological satisfaction, self-efficacy), these concepts have a moderate impact on the level of mental health, and this means that there are other factors that affect mental health in addition to these factors, which necessitate subsequent studies dealing with other variables. Furthermore, there are now statistically significant differences in the level of psychological satisfaction and the level of self-efficacy attributable to years of experience, while at the level of emotional effort there were differences due to the variable years of experience, as well as the existence of differences in the level of mental health attributable to years of experience.