| Volume 24 Special Issue 2.4 | November 6, 2023 |
Helping Music Education Majors Through Positive Psychology: A Review of the Literature
H. Christian Bernhard II
The State University of New York at Fredonia, U.S.A.
Citation: Bernhard, H. C. (2023). Helping music education majors through positive psychology: A review of the literature. International Journal of Education & the Arts, 24(si2.4). http://doi.org/10.26209/ijea24si2.4
Abstract
Researchers and educators have documented stress and other mental health challenges among music education majors for decades. Issues related to academic workload in competitive music environments, striving to develop a teaching identity, and adjustments to college life often combine to create tension and unease. These problems were exacerbated during the COVID-19 pandemic, and many music education majors still struggle to find a sense of normalcy and routine. The purpose of this article is to offer a narrative review of the literature to suggest ways in which the PERMA model of positive psychology (positive emotion, engagement, positive relationships, meaning, and accomplishment) might help to mitigate distress among music education majors and offer pathways to enjoyment of college and flourishing in life. Specific research areas include positive emotion, engagement, positive relationships, meaning, accomplishment, and physical health.
