Promoting and Intervening in University Staff Mental Health from a Positive Psychology Perspective

Abstract

Amidst the rapid advancement of higher education, university faculty members serve as the core force in knowledge transmission and innovation. Their mental well-being not only concerns individual professional fulfilment but directly impacts teaching quality and student development. However, amidst multiple intertwined stressors, university staff commonly face challenges such as weakened professional psychological foundations, intensified work-family conflicts, and fractured social support networks. These factors lead to diminished self-efficacy, accumulated negative emotions, and pervasive feelings of isolation. This paper adopts a positive psychology perspective to systematically explore intervention strategies. These include cultivating positive personality traits, establishing social support networks, refining comprehensive psychological service systems, and promoting work-family coordination and balance. The aim is to provide theoretical underpinnings and practical pathways for enhancing university faculty mental health, thereby supporting the harmonious coexistence of professional fulfilment and personal well-being.