Positive and stress-resistant activities

Many people despair of life at an early age, so that many potential possibilities often have no chance to be realized. What determines our ambition? What are the unique factors in life that really affect our goal setting? What forces drive us to achieve our goals or get further and further away from them? The Positive Series allows participants to find answers and help them take control of their own lives, understand and continuously improve their ambitions and motivations, and make life more meaningful.

There are many dormant powers deep in the human mind. If we awaken these powers that people have never dreamed of and use them skillfully, we can completely change our lives.

------ Orison Marden

Resilience is the ability to adapt to adversity• Resilience means "bouncing back" from adversity• Resilience is an ability that ordinary people have• Resilience does not mean that you will not experience difficulties and pain• Resilience is not innate, it is an ability that can be learned and developedBasic elements of resilience1. The ability to make realistic plans and implement them2. A positive view of yourself and confidence in your strengths and abilities3. Communication and problem-solving skills4. The ability to handle strong emotions and impulses

Identify and support junior high school students with low resilience as early as possible to enhance their resilience and problem-solving abilities;

Provide primary prevention school-based services for S1 to S3 students, screen S2 students in need with questionnaires and provide secondary prevention support services to establish a positive thinking school culture;

Improve parents' and teachers' understanding of "positive thinking" and strengthen support for students' growth.

To enhance parents’ and teachers’ knowledge of mental health and their ability to deal with it.

The main purpose of this study is to explore the effectiveness of using positive psychology-oriented teaching activities to enhance the positive thinking of sixth-grade students, the problems and coping strategies faced by teachers in the process of positive psychology-oriented teaching, and the teaching thinking and growth of teachers in the implementation of positive psychology-oriented teaching activities. This study uses the students of Class 3 of Grade 6 of Huoli Elementary School in Taichung City as the research objects, and conducts a ten-week positive psychology-oriented teaching activity. The action research method is adopted to collect data through surveys, observations, interviews, document analysis, etc., and then the collected data is integrated, analyzed and summarized. The main conclusions of this study are as follows: 1. Positive psychology-oriented teaching activities can help improve the sixth-grade students' positive thinking. 1. Positive psychology-oriented teaching activities can improve the performance of the sixth-grade students' "gratitude" core. 2. Positive psychology-oriented teaching activities can improve the performance of the sixth-grade students' "forgiveness" core. 3. Positive psychology-oriented teaching activities can improve the performance of the sixth-grade students' "confidence" core. 4. Positive psychology-oriented teaching activities can improve the performance of the sixth-grade students' "optimism" core. 2. The difficulties encountered by teachers in the process of positive psychology-oriented teaching can be overcome by adjustment and modification. 1. Insufficient time for students to think and discuss can be overcome by adjusting the number of questions and thinking time. 2. The standardized seating arrangement reduces the opportunity for face-to-face listening, which can be overcome by flexible seating. 1. The problem of students' learning difficulties can be overcome by adjusting the seating arrangement flexibly. 2. The writing of worksheets increases students' learning burden, which can be overcome by adjusting the writing arrangement flexibly. 3. Some core behaviors of students are difficult to observe, which can be overcome by adjusting or changing the observation method. 4. The implementation of positive psychology-oriented teaching activities helps teachers to think and grow in the teaching process. 1. Through the process of action research, researchers can constantly review and correct their own teaching and improve teaching difficulties at any time. 2. Through the interaction between teachers and students, researchers understand the influence of positive atmosphere on children and narrow the distance between teachers and students. 3. Researchers pay more attention to students' learning motivation, promote the design of teaching activities and the improvement of teaching ability. Finally, according to the above research conclusions, relevant suggestions are put forward as a reference for positive thinking teaching and subsequent research.