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Is There a Workout for Your Mental Wellness?

Is There a Workout for Your Mental Wellness?

For many years scientists believed that the brain stopped developing new neural pathways after the first few years of life. This meant that critical periods of development were from birth to 5 years of age and brains would only be plastic during youth. The new science of neuroplasticity has identified the brain’s ability to reorganize itself by forming new neural connections throughout life. This phenomenon explains to the brain’s ability to adjust and cope. F We’ve all heard the stories of the miraculous recovery of speech after a stroke where the speech center of the brain was entirely damaged- this is an example of neuroplasticity at work. Sometimes symptoms of disease and impairment can be entirely mitigated by the brains ability to reorganize using brain workouts or brain retraining. This is also true for anxiety. depression, and unhelpful stress. Where happiness is concerned the question of nature and nurture left us asking “how much of my happiness is up to me”? The latest positive psychology research is showing that as much as 40% of our experience of positive or negative is entirely up to our mental habits. What you focus on increases. If you are looking for negative, you will likely find it. So retraining your brain to see the positive makes sense!

Why does this matter?

Many people have limitations about themselves that they believe. Having a history of depression or mental illness in the family might previously have meant you were genetically predisposed for problems. The new research is showing that just isn’t true. If you’ve ever said or thought “I’m just not that smart” by adding the word YET and doing a little work you can maximize your brain’s capacity to learn and change and adapt. Do you need an app or screen to change your mindset or the amount of positive emotions you experience? Of course not! But at a time when technology is getting a tom of negative attention in the media, I love reminding people that technology is a tool. Like all things it can be used to help you feel worse or better. These apps all promote healthy mental growth by strengthening your mental muscle!   Check out these brain changing apps:


This memory app focuses on paying attention, problem solving, and flexibility of thinking. The constantly changing games are timed and competitive. Learn more about Luminosity



The Jiyo app connects to the Apple Health App to track your habits and suggest articles, videos and information designed to promote your greatest well-being. Ranging from meditation, finance, relationships and finding meaning and purpose the content helps identify and foster your unique strengths. Learn more about Jiyo


Happify translates the science of happiness into online activities that can be completed right from your phone or computer. With the advice of a variety of happiness experts, Happify has created a platform to engage in writing activities and games designed to increase happiness. Learn more about Happify

CogniFit Brain Fitness

Designed by neuroscientists this app begins by testing memory and concentration followed by games designed specifically to boost ultimate brain function. Learn more about CogniFit

Greater Good in Action

The Greater Good Science Center at UC Berkeley has developed a platform called Greater Good in Action to help people engage in science-based practices for a meaningful life. Based on the latest positive psychology research participants use simple activities to that enhance skills like that increase mental well-being like compassion and gratitude. Learn more about GGIA    

Super Better

Super Better has gamified brain training for happiness. Complete quests using activities designed to build happiness-boosting skills. Designed to hook you with quick wins to ignite your curiosity and keep you on the path to greater well-being.   Learn more about Super Better

Why Well-Being at School is the Elephant in the Classroom

Why Well-Being at School is the Elephant in the Classroom

The Problem

We all know that well-being (social intelligence, mindfulness, self-regulation, grit, resilience, etc.) are important.  Mental health is the number one issue in schools today as identified by our teachers, principals, superintendents, directors of education and trustees according to the Ontario School Board in 2013.[1] The epidemic of anxiety, stress, and teen depression is alarming. We are expecting this generation of students to change the world, yet we aren’t giving them all the tools they will need to be successful.

Right now, many schools are making great strides towards changing this. Across Canada we see mindfulness programs introduced, growth mindset curriculum launched, and psychology topics like gratitude and grit being applauded and encouraged.

Despite these massive efforts, mental well-being remains a tricky topic. How much is needed? (More) If you talk about it too much can it make it worse rather than better? (Yes) Are some methods more effective than others? (Absolutely!)

Let’s start by defining exactly what’s needed. According to the World Health Organization, mental health is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.

When an individual grows or develops in a healthy or vigorous way, especially as the result of a particularly favorable environment it’s called flourishing.

We’re aiming for well-being so students and staff can flourish.

Another Little Problem

Most schools are teaching tools. Gratitude is a tool. Growth mindset is a tool. Getting enough sleep is a mental health tool. Social capital is also a tool. But what if the students, and let’s face it the staff too, what if they are given the entire toolkit but they don’t have the blueprint to know what they are making with these tools?

“If the only tool you have is a hammer, you tend to treat everything as if it were a nail.” Abraham Maslow


It’s time to give both teachers and students a blueprint to go with their tools. Every problem doesn’t need a hammer.


One More Problem

Everyone wants to know how their child’s school ranks on standardized test scores and rankings like the Fraser Institute School Rankings for Canadian schools. School blogs, magazines, administration, students and their families all broadcast how many students got accepted to an Ivy school but nobody is talking about how many students, both those too overcome by their stress and depression to be successful and those coping with massive amount of depression, stress, and anxiety and still appearing successful,  are eventually falling prey to the lack of balance in their lives. Is it really success to land a place at Stanford or Harvard and drop out second semester? Is it a success to practice grit through med school only to have a massive breakdown and never practice medicine? Defining success to include well-being and balance is key. Research says that success and productivity drop off after 55 hours of work in a week. Many students, whose work includes not only their time in class and their homework but also their extra-curricular sports, clubs and volunteer hours are just depleted physically and mentally.

What Do Schools Need?

We cannot expect teachers to be experts at mental well-being. It wasn’t part of their bachelor’s degree in education curriculum and even if they have an area of professional development beyond their degree requirements, that only provides their students with a really useful tool. Without the entire school system continuing to teach these skills until they are embedded fully into a child’s default brain system, it just isn’t enough. It’s like watering a plant really well for one year and expecting it to thrive. Is it even the school’s role? Some believe that parents should be the primary source of well-being education. Let’s assume that we can all agree that kids with more positive emotion and less mental deficit are better students- they can be more engaged, focused, and successful (and research shows this is true). It would seem counterintuitive for schools to not deliver well-being education.

Well-Being education needs to be:


When something is quantifiable it allows us to know if it is working. It stops time and dollars from being wasted on curriculum, speakers, and lessons that aren’t makinga positive impact. How can you measure well-being? Until recently it hasn’t really been easy to do unless your school is part of a research program or study. Who had time to measure and what exactly was being measured? Recent innovations like the Flourishing at School by People Diagnostic out of Australia are changing this. This innovative cloud-based software solution uses a survey as an indicator of mental health, useful for proactive wellbeing interventions at both an individual and collective level. uses a positive psychology approach to assess the degree to which individuals have developed the “pillars” of good mental health to stay well and optimise quality of life.


Children can learn to recognize the difference between useful stress and dangerous levels of stress. They are quite capable of turning a negative downward spiral around. They are also able to form social connections with supportive peers and adults who can be mentors. Starting early teaching tools and providing a blueprint for mental wellness is important. School counselors are overwhelmed dealing with the problems and have very little time to help prevent the problems. If schools put well-being as one of the basic required skills for all students, we can prevent the epidemic of poor mental health from continuing.


Conversations about mental health more public than ever. Movements like WE Day have made strides in taking topics that used to be hidden into mainstream media and everyday conversation. Talking about suicide, bullying, cutting, and eating disorders is no longer taboo yet talking alone isn’t enough. A whole school model like Geelong Grammar School’s Learn, Live, Teach, Embed model opens conversations, teaches science-backed skills and fosters wellness across an entire community. Until everyone across a campus (parents too) has the same language and understanding of wellness, the depth required to impact community mental health cannot be reached.


Wellness is unique. Everyone’s blueprint is slightly different. There are seven domains proven to impact long-term happiness, success, and resilience according to recent research. The tools to boost an individual’s experience of each domain are universal. The blueprint, however, must be customized to match motivation, age, and habit formation tendency.

The problems around delivering well-being at school haven’t changed. But the number of tools available and experts willing to assist is growing. If your school needs help designing and implementing a program, ask for expert help from Positive Minds International and our team of experts or your local positive psychology practitioner.



[1] https://static1.squarespace.com/static/586814ae2e69cfb1676a5c0b/t/5894ceede58c62b3280ff685/1486147328328/Leading-Mentally-Health-Schools.pdf

Why Focusing on What’s “Right” is Positive Psychology’s Best Parenting Strength

Why Focusing on What’s “Right” is Positive Psychology’s Best Parenting Strength

In her parenting book The Strength Switch, Lea Waters looks at parenting through the lens of strengths. Strengths-based parenting is a technique that encourages you to see what’s “right” about your children. Discovering and fostering their strengths rather than focusing on their weaknesses and fixing their areas of detriment is a somewhat novel approach. But are we doing children a disservice by turning a blind-eye to some aspects while embracing others?

What defines a strength?

It’s important to be clear on what Professor Waters defines as a strength. Strengths need three elements:

  1. Performance (being good at something)
  2. Energy (felling good while doing it)
  3. High use (choosing to do it regularly)

Based on this definition, being good at something alone doesn’t mean it’s a strength. When I was a child I was a gifted dancer and a competitive gymnast. Dance was something I did on the beach, in the grocery store, and in the kitchen. Even after three hours of ballet I would still want more. Gymnastics on the other hand was something I was talented at. I was naturally strong and flexible, and I learned knew tricks and routines with ease. It took me quite few years of actively pursuing both dance and gymnastics to choose dance. One day I recognized that I really never enjoyed gymnastics despite my skill. Looking through Professor Waters criterion, dance was a strength for me and gymnastics was not.

Strengths Change as a Child Grows

Different strengths present at different times child development. In the early years Waters recommends parents let children develop passions by providing low-pressure opportunities of discovery- let them play! In the middle years, starting at pre- adolescence the role of the parent changes. During these years providing opportunities and resources to support the development of areas of identified strength is what helps children learn how to use their strength. This is the busiest time for most parents where children prepare for the demands of adulthood but don’t have adequately formed brains to make good decisions and make plans for their future. We also see some strengths pruned in this phase which can be hard on a parent who has enjoyed the relationships with other parents at a specific activity. As a parent your instinct might be to encourage your child to keep going at a tennis or soccer but the important thing to do in these situations is to help your child decide and then support their decision. In late adolescence the brain development allows teens to use their strengths more consistently and appropriately. This is the beginning of high performance becoming part of your child’s unique identity. These years are where kids reap the rewards of their areas of strength.

Helping Avoid Strength Distractions

As parents we want to help our children, but often. in the age of the helicopter-parent, helping turns into doing it for them. You know you are off track in your parenting if you’ve become more of a coach/agent/manager than a mom or dad. If you see yourself falling into this trap, using your desire to help in a better way will help you to avoid a major parenting pitfall. Helping your child stay focused without becoming a taskmaster means teaching them to:

  • Recognize the difference between useful stress and dangerous levels of stress
  • See emotions as a useful part of our physiology- encourage your kids to feel them and express them
  • Make their own decisions and choices
  • Resist impulses that are distracting or detrimental

What You Focus on Matters

Parenting through strengths becomes essential when you have a child who has an area of challenge. I have four children, one with severe autism and one with dyslexia. If I spend all my parenting time focusing on the things my daughter with autism and son with dyslexia need help with I might think I am helping them to overcome their greatest challenges. But what am I missing? My son is fabulously creative in design and art, he has a brilliant memory and a gift for spotting details that most people don’t notice. My daughter has a keen sense of smell, a memory for music, and she enjoys nature. When I spend regular time encouraging them to use their strengths they can see themselves as successful, vital, individuals. This positivity provides a foundation that protects them from the epidemic of anxiety and depression that is challenging our youth. Knowing their strengths fosters resilience, optimism and a sense of achievement. To learn more about strengths-based parenting, I recommend looking at Dr. Water’s work and familiarizing yourself with another type of strengths, the VIA character strengths. Parenting can be both more difficult than you ever imagined and more rewarding. If you are struggling, reach out. Form a parenting book club and maybe spend a little time thinking about YOUR strengths too!