درخت حوزه‌های تخصصی

The purpose of this study was the effect of positive psychology and the being of human from the perspective of Martin Seligman. The research method is archive-based research. The sample of that include all of the human. The findings show that،Psychological phenomena such as happiness, optimism, hope, creativity and self-esteem are the result of positive experiences of the mind. Happiness and inner satisfaction are not the mainstream of psychology in the positive sense. All the clinical efforts of positive psychology focus on increasing psychological well-being and happiness. The result states: People, families, and communities need happy people to flourish.sustainable satisfaction of humans, that is, happiness, good mental state, positive emotions and a series of emotions (especially positive emotions), attitudes (life satisfaction), beliefs (such as the belief that everything is going well) and other mental states. In fact, positive psychology is a scientific study of positive emotions, positive personality traits, and the structures that make this growth. Positive approach claims the positive emotions, abilities and meaning in life.

Social health, as one of the three pillars of health, is a requirement for having a useful, effective, and satisfactory personal life and social health of members of a community, especially effective and constructive strata such as students, is a necessity for the dynamism, prosperity, and promotion of that community. Therefore, this study aimed to examine the effectiveness of World Health Organization-based life skills training on resilience and social health among sixth-grade male elementary school students. It was a quasi-experimental study followed by a pretest-posttest design with a control group regarding its research method. The current study had a statistical population including all sixth-grade male elementary school students in Zahedan in the academic year 2017-2018. To collect data, a corpus of 30 people was selected using available sampling. 9 sessions of life skills training were conducted on an experimental group; however, a control group was on a waiting list. Afterward, a pretest was carried out on both groups. Connor and Davidson Resilience Scale (2003) and Keyes Social Health Inventory (2004) were asked to complete in pretest and posttest. For data analysis, analysis of covariance. Results indicated that mean scores of resilience and social health obtained by the experimental group increased compared to those of the control group. Accordingly, it can be noted that life skills training promoted resilience and social health among the male students. According to the findings, it can be concluded that life skills training can be applied to enhance levels of resilience and social health among students.