<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582020000100370</article-id>
<article-id pub-id-type="doi">10.15359/ree.24-1.19</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Programa de psicología positiva sobre el bienestar psicológico aplicado a personal educativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Program of Positive Psychology Applied to Education on the Psychological Wellbeing of Educational Actors]]></article-title>
<article-title xml:lang="pt"><![CDATA[Programa de psicologia positiva aplicada à educação sobre o bem estar psicológico de pessoas nela atuantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Álvarez]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soler]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Achard-Braga]]></surname>
<given-names><![CDATA[Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cobo-Rendón]]></surname>
<given-names><![CDATA[Rubia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Rafael Urdaneta  ]]></institution>
<addr-line><![CDATA[Maracaibo ]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Asociación Jóvenes Fuertes  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Administración Nacional de Educación Pública  ]]></institution>
<addr-line><![CDATA[Punta del Este ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>370</fpage>
<lpage>393</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582020000100370&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582020000100370&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582020000100370&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el marco de la promoción del bienestar psicológico en contextos educativos se presenta la siguiente experiencia de investigación con los objetivos de: a) determinar el efecto del programa basado en psicología positiva sobre el bienestar psicológico de personas actoras educativas antes de la intervención basada en fortalezas del carácter y después de esta, b) analizar las relaciones entre bienestar psicológico y las fortalezas del carácter luego de la aplicación del programa. A nivel metodológico corresponde a un diseño cuasi experimental pre y post, además de correlacional. De ahí que se llevó a cabo con dos grupos independientes de varios individuos actores educativos del sistema educativo uruguayo con una muestra en dos grupos: A de 34 sujetos y B de 26 sujetos, la técnica de recolección de datos fue a través de la escala de bienestar psicológico BIEPS-A de Casullo (2002) y sub escalas de fortalezas del carácter de la versión adaptada y validada por Rojas y Feldman (2010), ambas con adecuadas evidencias de confiabilidad y validez, se emplearon pruebas de contrastes de hipótesis no paramétricas para el análisis de datos. A modo de resultados, se obtuvo que hubo cambios estadísticamente significativos en bienestar psicológico antes y después de realizado el programa de psicología positiva, tanto en el grupo A (Z = -4,31, p &lt;0.05) como en el grupo B (Z = -3,49, p &lt;0.05). De igual manera, se encontraron correlaciones estadísticamente significativas entre el bienestar psicológico y las fortalezas del carácter luego de la aplicación del programa psicología positiva aplicada a la educación. De modo que se recomienda la profundización en estudios dedicados a examinar el efecto de intervenciones orientadas a la promoción del bienestar psicológico en contextos educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the context of promoting psychological wellbeing in educational settings, the following study is intended a) to determine the impact of a Positive Psychology program such as a character strengths intervention, on the education practitioners&#8217; wellbeing and their pre- and post-modifications; b) to examine the relationship between psychological wellbeing and character strengths after the application of the program. The methodological approach used a pre- and postexploratory model and a correlational analysis. Thus, the study was conducted in two different education practitioner groups working at Uruguayan educative system levels with two sample groups: group A with 34 individuals and group B with 26 individuals. The data recollection instrument used was the Scale of Psychological Wellbeing for Adults [Bieps - A] (Casullo, 2002), and the character strengths sub-scales adapted and validated by Rojas y Feldman (2010), both with extensive evidence on validity and reliability; non parametric hypothesis tests were administered for data analysis as well. The findings showed that there were statistically significant changes in the education practitioners&#8217; wellbeing, both in group A (Z = -4,31, p &lt;0.05) and B (Z = -3,49, p &lt;0.05). Likewise, significant positive correlations were observed between psychological wellbeing and character strengths after the application of the Applied Positive Psychology Educational Program. Further research should be conducted, aimed at analyzing the effects of Positive Psychology interventions on the enhancement of wellbeing in educational settings.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta experiência de investigação é apresentada no marco da promoção do bem estar psicológico em contextos educacionais, com o objetivo de a) determinar o efeito do programa baseado na psicologia positiva sobre o bem estar psicológico de pessoas atuantes na educação antes e depois da intervenção orientada no fortalecimento do caráter, b) analisar as relações entre bem estar psicológico e as fortalezas do caráter, logo depois da aplicação do programa. A nível metodológico, corresponde a um projeto quase experimental antes e após, além de correlacional. Foi feito com grupos independentes de vários indivíduos-atores educativos do sistema educacional do Uruguai com uma amostra feita em dois grupos: um grupo A de 34 pessoas e outro B de 26, a técnica de coleta de dados foi feita através da escala de bem-estar psicológico BIEPS-A de Casullo (2002) e sub escalas de fortalecimento do caráter da versão adaptada e validada por Rojas e Feldman (2010), as duas com evidências de confiabilidade e validade; foram feitas provas de contrastes de hipóteses não paramétricas para análises dos dados. Como resultados, se constata que aconteceram mudanças estatisticamente significativas no bem-estar psicológico antes e depois de realizar o programa de psicologia positiva, tanto no grupo A (Z = -4,31, p &lt;0,05) como no grupo B ( Z = -3,49, p &lt;0,05). De igual modo, foram encontradas correlações estatisticamente importantes entre o bem estar psicológico e as fortalezas de caráter, logo após a aplicação do programa psicologia positiva aplicada à educação. Desse modo, a recomendação feita sugere um aprofundamento nos estudos dedicados ao efeito das intervenções orientadas à promoção do bem-estar psicológico nos contextos educativos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Bienestar psicológico]]></kwd>
<kwd lng="es"><![CDATA[fortalezas del carácter]]></kwd>
<kwd lng="es"><![CDATA[programas]]></kwd>
<kwd lng="es"><![CDATA[psicología positiva]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[Psychological Well-Being]]></kwd>
<kwd lng="en"><![CDATA[Character Strengths]]></kwd>
<kwd lng="en"><![CDATA[Programmes]]></kwd>
<kwd lng="en"><![CDATA[Positive Psychology]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="pt"><![CDATA[Bem-estar psicológico]]></kwd>
<kwd lng="pt"><![CDATA[fortalezas do caráter]]></kwd>
<kwd lng="pt"><![CDATA[programas]]></kwd>
<kwd lng="pt"><![CDATA[psicologia positiva]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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