This study details the development and qualitative evaluation of a positive psychology-based psychoeducational group intervention aimed at promoting self-actualization and self-compassion among emerging adults (ages 18-25). Grounded in Maslow's self-actualization theory, Neff's self-compassion model, Seligman's positive psychology framework, and Turkle's insights into the digital impact on communication, the intervention sought to enhance identity formation, psychological resilience, and interpersonal skills. Core themes addressed include self-awareness, identifying personal strengths, setting healthy boundaries and communicating effectively, and managing digital influences on relationships.
Qualitative data from thematic analysis of participant observation notes revealed five principal domains of change: heightened self-awareness and recognition of strengths, improved communication and boundary-setting, increased emotional regulation and resilience, critical awareness of digital impacts, and enhanced social connection and sense of belonging. Participants reported gains in self-reflection, emotional balance, and coping skills through experiential group dynamics, scenario work, and mindfulness techniques. The group context fostered empathy, mutual support, and reframed digital-to-face relational priorities. Overall, this intervention exemplifies how applied psychological science can innovate to bolster individual well-being and societal cohesion, especially amid challenges posed by digital culture. The findings underscore the transformative potential of structured group-based, positive psychology applications in promoting psychological resilience and well-being in a critical developmental phase.