Using the PERMA Model in a Strengths-Based Intervention to Influence Self-Esteem in Secondary Students

Abstract

This exploratory case study focused on the use of a strengths-based intervention to determine if it would have any positive influences on self-esteem among secondary adolescent students as qualitatively measured by the PERMA Model within the Positive Psychology Framework. Self-esteem has a direct relationship to the social-emotional learning of adolescents in the high school setting which can be complex as they navigate transitions in life. Understanding ways in which schools can positively influence self-esteem is essential to the overall success of the students as they plan for their future. Positive Psychology is the theoretical framework in this qualitative study which focuses what is going right in life as introduced by Martin E.P. Seligman (Seligman & Csikszentmihalyi, 2000). Seligman (2001) conceptualized happiness and well-being into five measurable components known as the PERMA model: (1)positive emotion; (2) engagement; (3) relationships; (4) meaning and (5) accomplishment and fulfillment (Rashid, 2015). The PERMA Model is grounded in the Positive Psychology and serves as the Conceptual Framework of this study. In this study, the researcher embarked on a five-week intervention in which students were taught about their strengths and how they could apply them within different areas of their life such as home, school and sports. Pre- and Post-questionnaires and closing interviews were conducted with all participants of the study. Key findings support the positive influence of the use of a strengths-based intervention on self-esteem among the study participants and shows the benefit of use within the school setting as it relates to strengths.