People with this quality, no matter what kind of team they belong to, will generally be loyal and responsible. When individuals integrate their energy into the group for the same goal, they gain respe

People with this quality, no matter what kind of team they belong to, will generally be loyal and responsible. When individuals integrate their energy into the group for the same goal, they gain respect. Its reverse standards are selfishness, self-centeredness, and individualism. 3. Facilitators and barriers to successful project experiences include an emphasis on the collective nature rather than the individual; a leadership style that puts the team first, different roles that provide opportunities for all members, and a balance of freedom and structure; adults As mentors and coaches, but not leaders, young people have a formal role in decision-making; the goals are socially beneficial and provide benefits to the community. 3. Intervention (1) Extracurricular activities: Participation in high school extracurricular activities (except sports) and participation in courses that discuss current events can predict participation in civic and political activities in adulthood. (2) Youth clubs: Young people’s clubs with the same mission can train young people to integrate into the mainstream of social order. These activities provide the structure of free time, socially oriented peer groups, and mentoring by adults (who are often also volunteers). This informal learning atmosphere, the egalitarian structure, and the fact that young people themselves often take responsibility provide unique opportunities for civic learning. Young people can work together to shape the nature of the organization, jointly determine the group's goals, and trust each other. (3) Volunteer activities and community activities: For young people, volunteer activities organized by the community give them the opportunity to practice "citizenship". Such activities are meaningful, conducted by a team, and reflect the team rather than the individual. It is best to connect current service actions with the history of the organization. Participating in a specific service reflects the philosophy of the organization. Making this clear can let young people know that they belong to an organization with history and are also making history. (2) Fairness 1. The definition refers to the quality of treating people equally and without partiality in accordance with universal principles. Treat everyone equally according to the principle of fairness; do not let personal emotions affect the judgment of others, and give everyone a fair opportunity. Fairness means treating everyone according to universal principles of equality or justice. A fair person is one who is not biased by personal feelings when making moral or ethical decisions concerning others, but is able to rely on a broader set of moral values ??to make judgments. True fairness includes both respect for moral principles and kindness to others. This excellent quality applies to all levels of society, from daily interactions to discussions of international issues of social justice. 2. Research has found that overall cognitive development is a prerequisite for developing fairness. Furthermore, fairness is the product of moral judgment. A person decides what is morally right, what is wrong, what is morally prescribed. Logical reasoning is key to moral development and ethical behavior. Fairness enables people to take responsibility for all social relations, develop abstract logic for fair arrangements, oppose various social injustices, bring kindness and care to others, and develop the insights necessary to bring about good development results. 3. Facilitating and hindering factors (1) Parental parenting style: A parenting style that provides both adequate guidance and adequate care for children, a family atmosphere with more participation and interaction, and a more democratic parenting style in family decision-making is beneficial to the development of children's fair reasoning. (2) Environment: The peer environment and school have an important impact on the formation of equity. Providing an environment of care, encouragement, and social support can promote the formation of equity. 4. Intervention School-based intervention includes both intervention on the overall school climate and specific courses, such as peer discussions under the guidance of adults and cognitive in-depth discussions through moral dilemmas to promote The development of moral reasoning. Section 5: Moderation: The positive psychological quality of avoiding extremes. Avoiding extremes is the moderation dimension of positive psychological quality. It is the positive psychological characteristic of positive psychological quality toward others, oneself, and society. The moderation dimension of Chinese primary and secondary school students includes three factors: tolerance, modesty and prudentness, among which prudentness includes two elements: prudence and self-control. 1. Quality of Tolerance (1) Definition Tolerance refers to the quality of accepting the weaknesses of others, forgiving others’ transgressions, and not holding grudges for revenge. When someone is hurt or offended by another person in a relationship, tolerance can bring about a change that can be beneficial to society.In everyday life, examples of prudence include saving money for the future, preparing for emergencies and unforeseen events, avoiding situations where impulsive decisions have been made in the past, and making life decisions with both near-term and long-term benefits and considerations in mind. Costs, be mindful of how they relate to other current goals, and think carefully about your own personal goals in a practical way. Prudence is not excessive caution, stinginess, timid obedience, lack of spontaneity, or cold shrewdness. Prudence involves flexible and moderate self-management. Although prudent people value their personal goals and interests, many of their goals and interests are also related to social ethics. 2. Interventions There are no interventions that explicitly promote prudence, except for individual programs that promote financial self-discipline and promote safer sex. Some cognitive psychotherapies are relevant to deliberation, such as developing realistic reasoning skills to promote emotional monitoring and correct cognitive distortions and inflexibility. There are many behavioral therapies that deal with overcoming impulses (e.g., drinking, binge eating) and also with the self-control element of deliberation. (2) Self-control 1. Definition Self-control refers to the quality of regulating one's emotions and behaviors according to principles and goals. It is when a person gains control over his or her reactions in order to pursue a goal or meet a certain standard. These reactions include thoughts, emotions, impulses, expressions, and other behaviors. These standards include concepts, moral prohibitions, routines, behavioral goals, and expectations of others. The term self-control is sometimes synonymous with self-regulation, but here it refers specifically to controlling one's impulses so that one behaves in an ethical manner. Self-discipline is similar to self-regulation, but has a narrower meaning. It specifically refers to making oneself do things one does not want to do and resisting temptation. Particularly important for self-control is refusing or changing one's reactions. For complex living organisms like humans, they often respond to internal and external stimuli, but all responses may not be the best or most adaptive. In this way, it is important to reject and modify initial reactions. For example, making your thoughts go in a direction that is not your usual reaction, or trying to make your emotions respond differently to your first reaction, performing better than your average performance, etc. Many self-control behaviors include suspending one's own reactions, such as dieters who avoid eating tempting but fattening foods. However, there are also examples of using self-control to elicit a response, such as dragging yourself out of bed on a cold morning. 2. Facilitating and hindering factors Effective self-control depends on several factors, any one of which is lacking will result in failure. (1) Resources: Psychological resources (such as advantages or energy) will help people change their reactions, and when resources are exhausted, it becomes more difficult for people to control themselves. Therefore, when a person temporarily deprives himself of important resources, it will be difficult for him to exercise self-control in subsequent situations. (2) Self-monitoring: Attention is important for self-control because we need to pay attention to our own behavior in order to consciously control it. Reducing self-monitoring causes people to begin to lose track of their own state, so they begin to relax. (3) Environment: The environment will teach people whether it is worth exercising self-restraint and rejecting temptations. Learning to delay gratification can promote self-control, but if adults promise long-term rewards but fail to deliver, children will feel that it is better to get gratification immediately. 3. Intervention with cognitive-behavioral conditioning strategies can help promote self-control. First, establish goals, prepare students to deal with setbacks through cognition, and stimulate relevant behaviors. The realization of the goal is conditional, letting students know what behavior should occur when what conditions exist. For example, people who are trying to lose weight can set the condition to "If I am in a restaurant, I only order salad." Parents can tell their children: "If someone gives you drugs, tell them, I don't want anything. I have to go home now." Conditions. Strategies can help people achieve their goals by bringing more spontaneity, making reactions require less energy and actions become more automatic. This way people will experience fewer self-control failures. Section 6 Transcendence: Positive psychological quality in the dimension of connection with the world of meaning. Being connected with the universe and the world of meaning is the transcendent dimension of positive psychological quality, and it is also the highest level of positive psychological characteristics in positive psychological quality.

Therefore, humor is different from happiness. The former is thoughtful and profound, while the latter is superficial and shallow. Humor is traditionally a trait that is explicitly situational, serving as a defense mechanism in times of adversity. As a personality trait, humor can help people cope better when encountering adversity and reduce the negative impact of adversity. A lot of black humor emerged in concentration camps, repressive social atmosphere, and war. (4) Intervention From a psychoanalytic perspective, humor is only a by-product of maturity or treatment. But from a cognitive behavioral perspective, humor can be learned like any other skill. Therefore, in hospitals, educational institutions and therapeutic facilities, there are programs to develop a sense of humor. McGhee's hypothesis is that playfulness is the basis of humor, and rediscovering playfulness is effective in changing people's sense of humor. Humor can be taught in groups and practiced in families. It consists of 8 stages ranging from easy (enjoying humor in daily life) to difficult (laughing at yourself, finding humor in stress). Complete the previous step before proceeding to the next step. Neto et al designed a systematic project to improve humor in Israel. The program consists of 14 units that teach cognitive, motivational, emotional and social elements related to humor. It turns out humor is partly teachable. For example, participants were rated by their peers as more capable of appreciating humor, but there was no difference in their ability to create humor. 3. Faith and Hope (1) Spiritual Faith 1. Definition Spiritual faith can be defined as the quality of believing in the higher purpose and meaning of life. In the West it mainly refers to religious belief, spirituality or a sense of religion, that is, based on the belief and action that there is a transcendent dimension in life, which is widespread and stable. 2. Research