Design of a positive interventions program in the educational community of the Edupraxis Higher Technological Institute

Abstract

The objective of this research was to design a program of positive interventions for the educational community of the Edupraxis Higher Technological Institute. The study utilized a non-experimental, quantitative research design with a descriptive-correlational and cross-sectional approach. The study included 273 participants from the Edupraxis community, categorized as follows: 243 students, 16 teachers, and 14 administrators. The instruments administered to the participants were the 39-item version of the Carol Ryff Psychological Well-being Scale, the Rosenberg Self-Esteem Scale (RSE), and Diener's Life Satisfaction Scale (SWLS).

The results indicated moderate to high positive correlations between the constructs examined. Participants reported very high levels of psychological well-being, normal self-esteem, and life satisfaction. However, two dimensions of psychological well-being—positive relationships with others and purpose in life—showed decreased levels among the student population.

These findings informed the selection of the intervention model and the types of positive interventions to be implemented, focusing on Emotional Intelligence (EI) for the Edupraxis community.