Construction of a Mental Health Course Teaching Model from the Perspective of Positive Psychology

Abstract

Traditional mental health courses, which are based on the pathological psychology model and focus on problem prevention and intervention, have limitations in promoting students' psychological flourishing and potential development. Positive psychology expands the connotation of mental health to include the realization of positive psychological functioning, thereby providing a critical perspective for the reform of the course model. This study aims to construct a systematic teaching model oriented toward positive psychology, covering theoretical reconstruction, element design, and evaluation system. At the theoretical level, it redefines the connotation of mental health, establishes the cultivation of positive psychological qualities as the goal, and achieves a deep integration of core theories with teaching logic. In terms of element design, it builds a strength-oriented content system, integrates experiential immersion and interactive generative teaching methods, and creates a supportive classroom psychological environment. As for the evaluation system, it establishes multidimensional developmental indicators, comprehensively employs process-oriented and performance-based assessments, and forms an empowering feedback mechanism for development. This model seeks to promote the transformation of mental health education from a remedial paradigm to a developmental paradigm, thereby providing a pedagogical basis for systematically cultivating learners' positive qualities and enhancing their overall well-being.