Obstacles to Positive Psychology Interventions Among Freshmen at Universities: A Bronfenbrenner’s Ecological Systems Perspective

This chapter presents a conceptual review of the obstacles to the implementation of positive psychology interventions among first-year students at universities. The chapter begins with a brief introduction on challenges to developing psychological interventions among students in universities. It then presents Bronfenbrenner’s ecological systems as the theoretical framework. The obstacles from psychological and social perspectives are discussed at the microsystem, mesosystem, exosystem, macrosystem, and chronosystem levels. Key obstacles at the microsystem level are family dynamics and expectations, peer relationships, academic stress and adjustment. At the mesosystem, the key obstacles are school-family communication and interpersonal relationships while at the exosystem, university policies and resources as well as economic and social factors are the major obstacles. Moreover, at the macrosystem, cultural views on mental health and economic and policy context are the main obstacles. Finally, the chronosystem level comes with life transitions and developmental changes as well as historical and sociological changes are the main obstacles. Finally, the chronosystem level comes with life transitions and developmental changes as well as historical and sociological changes. The findings in this chapter provide important literature on existing obstacles and recommend alternatives for developing positive psychology interventions.