Engagement
Engagement (E) involves living life high in interest, curiosity, and absorption and pursuing goals with determination and vitality (Norrish, Robinson & Williams 2013). Engagement is linked to wellbeing, learning, and the accomplishment of important goals (Froh et al 2010; Hunter & Csikszentmihalyi 2003).¹
"Connecting mindfully with yourself and the present moment. Developing the capacity to pay attention to what you need to pay attention to." ²
"Activities that meet our need for engagement flood the body with positive neurotransmitters and hormones that elevate one’s sense of wellbeing. This engagement helps us remain present, as well as synthesize the activities where we find calm, focus, and joy." - Positive Psychology
"Engagement can be deep states in which we purposely create an extended period of time that includes a passion such as a hobby, a technique or a skill, and commitment to performance. " - The Positive Psychology People
"Flow is the state of intense absorption and optimal experience that results from taking part in intrinsically motivating challenges." - Mihaly Csikszentmihalyi
An important aspect of engagement is being able to contribute. We contribute at work, to our friends and family, and our community. Our efforts connect to the Character Strength of purpose and the PERMAH pillar of meaning. Contributing as part of our engagement is especially the case for people in the helping professions. - Author of This Site
Resources to Learn More About Engagement>
Engagement descriptor by The Positive Psychology People
Find flow at work from Positive Psychology
Flow descriptor from John Spencer
Flow for creativity & productivity
How To Care Less About Work - The COVID pandemic has led many to rethink their engagement in work. This article goes on to remind us about the importance of hobbies while also giving our brains time to not be engaged. :)
Motivating our students for engagement from Positive Psychology
TED Talk about flow by Mihaly Csikszentmihalyi
Positive Engagement literature review from Geelong Grammar
Living It and Teaching with Positive Engagement: Which strengths in which situations help us engage within this PERMAH pillar?
Living and Teaching Resources>
Facilitating student engagement that leads to students in total absorption of the task at hand, in other words, the state of flow, can bring about more profound understanding. Teachers working as designers creating learning experiences can infuse more potential for flow into their classrooms. The following are some strategies provided by Positive Psychology based on research to support your efforts to bring flow into your classroom.
Challenge Without Overwhelming. An activity must be challenging at a level just above one's current abilities. If a challenge is too hard, students will become anxious and give up; if it's too easy, they'll become bored. It's crucial to find the sweet spot. Students may require a lesson to be scaffolded, break it down into manageable pieces, and find the right balance.
Create experiences through hands-on exercises by making things, solving problems, and creating artwork.
Create interest through making assignments relevant to students' lives: encourage students to discover the relevance for themselves, as interest in the subject is a fundamental part of flow.
Cultivate deep concentration and foster a feeling of complete absorption by limiting distractions and interruptions.
Foster positive relationships by valuing student inputs.
How Is the E of My PERMAH Today & Tomorrow? - Use this worksheet to drill down on the current state of your positive emotions while also planning for tomorrow.
Me at My Best - Think of a time when you were at your best, engaging in something fully, supporting someone, and making a difficult decision. What might others have seen if they observed you? What were you feeling? Now do a write-up answering the questions while describing the character strengths you employed. (Making Wellbeing Practical)
Model enthusiasm for the subject, make them laugh and speak their language.
Name Your Strengths. Either pause during or after you experience deep engagement to list and reflect upon the strengths you exercised.
New Applications. As you prepare to engage in an activity, preload the experience with at least one new way in which you will apply a strength.
Provide structure by setting clear goals and giving feedback along the way: students help define their goals and remain aware of how or whether their efforts are moving toward the goal.
Support Their Autonomy and Encourage Choice. When students can choose their activities and work with autonomy, they will engage more with the task.
All of this resonates with Csíkszentmihályi's original research on flow, which found that there must be a good balance between the level of challenge required by the activity and the person's skills engaged in it.