Part A

When self-esteem and resilience are reinforced in students, they are equipped with the crucial skills they require to triumph academically and socially. Self-esteem and confidence in the classroom come naturally for some students but some might question their struggle and abilities with the strain of matching the daily necessities in school leading to frustration and anxiety. Therefore, in the creation of a program to elevate the self-esteem of these students and the class in general certain factors have to be considered. A teacher should influence his or her students positively for better outcomes in improving confidence and self-esteem (Gregersen, 2019).

In the creation of a program to elevate self-esteem seven secondary school students, it should consider the teacher's action in acknowledging and praising accomplishments (Gregersen, 2019). Students that lack self-esteem and confidence tend to concentrate on the negative aspects of their actions. Praising and acknowledging their actions both in front of their peers and in private would greatly influence their self-esteem positively. Also, the programs should embrace a mindset of growth. It is normal for making mistakes but for the low esteemed students, making mistakes is embarrassing making them believe they are incapable of doing things like other students. They should always be reminded that there are always shortcomings and that they should trying and adopt a mindset that is positive in whatever they do.

The program should encourage a sense of ownership by these students. They should be urged to take ownership of their studies by being provided with decision-making opportunities concerning classroom rules and assignments. Lastly, the program should encourage differentiated learning and disapprove of comparing a student to the other. Each student has their talents, strengths, and needs which always divides them. The program should allow the consideration of their difference in strengths and weaknesses and create a classroom setting that adopts the distinctive abilities of each student (Gregersen, 2019). This would help in improving the student's self-esteem.

Part B

Unfolding positive psychology as a method of reviewing motivated conduct is a scientific approach to reviewing human feelings, behavior, and thoughts, with an emphasis on strengths rather than weaknesses. It shapes the good rather than patching up the bad and making the life of an average person great rather than making them struggle to be normal. Positive psychology pays attention to the positive influences and events in life (Park & Corn, 2017).

As an area of study, positive psychology focuses greatly on character strengths, well- being, life satisfaction, compassion in addition to self-compassion, happiness, gratitude, optimism, self-confidence, elevation, hope, and self-esteem. Generally, the utmost probable positive psychology benefit is that it instills the power of changing a person’s perspective (Park & Corn, 2017). A reasonably small shift of a person's perspective can result in a shocking change in the quality of life and well-being. Instilling a little gratitude and optimist in a person’s life for instance is a mere action that could make a person have a positive viewpoint on life.

Research has shown that positive psychology demonstrates how to harness the shifting power of a person’s perspective to exploit the possibility for happiness in most of our daily conducts. For instance, positive emotions and thoughts could add so much to a student with low self-esteem and low confidence in believing in themselves. Basically, positive psychology outlook on things not only does it make people happier, lead to positive emotion, but it also increases the chances of success.