The graduate student population faces unique pressures from academics, employment, interpersonal relationships, and various other stressors, with their mental health issues increasingly drawing attention. Traditional mental health education models often focus on problem correction and crisis intervention, whereas the perspective of positive psychology emphasizes discovering and cultivating individuals’ strengths, resilience, and wellbeing; it offers a new theoretical paradigm for graduate student mental health education. This paper aims to systematically review the application of core theories of positive psychology in the field of graduate student mental health education and, based on existing empirical research, thoroughly explore effective pathways for translating theoretical construction into specific practice. The article analyzes the integration of positive psychological qualities cultivation into the entire process of graduate education and evaluates the effectiveness and challenges of different intervention models, with the goal of providing theoretical foundations and practical references for constructing a systematic, developmental, and preventive mental health support system for graduate students.
Sun et al. (Thu,) studied this question.