Right now, students of all ages and backgrounds are under a tremendous amount of stress. More is expected of them than ever before, and mental health issues are more common among children and teenagers than most people realize. Therefore, it is important to take a well-rounded approach that can help students to manage their emotions, control their stress levels, and remain happy as they grow and develop both academically and socially. Dr. John Froiland is world-renowned in psychology, and he has an innovative educational psychology program that helps young adults and college students to maximize their positive emotions through acts of gratitude, helping them stay as positive as possible.
A Focus on Performing Acts of Kindness for the Right Reasons
Even though there are a lot of situations where traditional mental health treatment options can be beneficial, Professor John Froiland’s program shows that simple acts of kindness can go a long way, when those acts are inspired by intrinsic life goals. Intrinsic life goals include a focus on helping others, personal growth, and living a healthy lifestyle. He works hard to drive positive emotions by encouraging and fostering gratitude, supportive self-talk, and intrinsic life goals in students of all ages. This helps students remain more engaged both academically and socially. When students are more engaged, their positive emotions are more likely to rise to the surface, fostering long-term motivation both in the classroom and in their social lives.
Increase Happiness and Gratitude
Furthermore, John Froiland’s program has already been shown to help college students increase both their happiness and gratitude by a full standard deviation. This can make a significant difference in the quality of life of college students, particularly during a time when people do a lot of maturing. Many college students have a difficult time adjusting to life on their own, and students that have had to do so in the middle of a global pandemic have been deprived of many of the rites of passage prior generations enjoyed. It should come as no surprise that a lot of college students had a difficult time managing their emotions, but Froiland’s program can help them stay motivated.
Support Autonomous Motivation and Intrinsic Learning
In addition, John Froiland’s program has also been shown to help parents support autonomous motivation in their children. In fact, his parenting intervention program has been featured in The Wall Street Journal. Even though there are some parents who are fine trying to push their kids along, children need to have some degree of internal motivation if they really want to take advantage of everything their academic programs place in front of them. By focusing on developing intrinsic learning goals, it is possible to increase happiness in children of all ages, making a significant improvement in their overall quality of life.
A Ground-Breaking Program With Amazing Results
Even though it is important to help children manage their mental health while staying motivated, the true benefit is that children can lead happier lives. Many people do not realize when children might not be happy because kids have a difficult time expressing their emotions and feelings. Now John Froiland has a program that focuses on fostering gratitude and acts of kindness, leading to tremendous results. By taking a well-rounded approach to motivation and intrinsic life goals, it is possible to significantly improve the happiness of children, teenagers, and college students everywhere.
Froiland, J.M. (2018). Promoting Gratitude and Positive Feelings About Learning Among Young Adults. Journal of Adult Development, 25, 251–258. https://doi.org/10.1007/s10804-018-9294-0 or free at: https://rdcu.be/cLqgK
Froiland, J. M. (2011). Parental autonomy support and student learning goals: A preliminary examination of an intrinsic motivation intervention. Child & Youth Care Forum, 40(2), 135–149. https://doi.org/10.1007/s10566-010-9126-2 or https://rdcu.be/cLqha
Froiland, J. M. (2021). A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets. School Psychology International, 42(2), 103-131. https://doi.org/10.1177/0143034320981393
Ansberry, C. Homework Doesn’t Have to Be a Constant Battle: As children return to school, an educational psychologist shares constructive ways to get them to do their schoolwork. https://www.wsj.com/articles/homework-doesnt-have-to-be-a-constant-battle-11566395144