Handbook of Positive Psychology in Schools : Supporting Process and Practice book cover
3rd Edition

Handbook of Positive Psychology in Schools
Supporting Process and Practice





ISBN 9780367855864
Published March 22, 2022 by Routledge
600 Pages 35 B/W Illustrations

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Book Description

The Handbook of Positive Psychology in Schools offers the most current and comprehensive insights into how positive psychology principles provide a framework for young people to become active agents in their own learning. The third edition of this groundbreaking volume assembles the latest global research identifying fundamental assets—hope, optimism, gratitude, self-efficacy, emotional regulation, among others—that support students’ learning and well-being. Chapters examining social-ecological perspectives on classroom quality and school climate provide best practice guidance on schoolwide policies and practices. These 35 new chapters explore positive psychology’s ongoing influence and advances on prevention, intervention, and assessment practices in schools.

Table of Contents

SECTION I: CONCEPTUAL AND THEORETICAL FOUNDATIONS

1. A Selected Introduction to the Science and Practice of Positive Psychology in Schools

E. Scott Huebner

Department of Psychology, University of South Carolina, Columbia, SC, USA

Michael J. Furlong

International Center for School Based Youth Development, University of California Santa Barbara, USA

Kelly-Ann Allen

Faculty of Education, Monash University, Australia and

Centre for Wellbeing Science, Melbourne Graduate School of Education, Melbourne University, Australia

Dianne Vella-Brodrick

Centre for Wellbeing Science, Melbourne Graduate School of Education, Melbourne, Australia University

Shannon M. Suldo

Department of Educational and Psychological Studies, University of South Florida, Tampa, Florida, USA

Rich Gilman

Terrace Metrics, Inc.

Cincinnati, Ohio, USA

2 PERMAH: A Useful Model for Focusing on Wellbeing in Schools

Margaret L. Kern

Melbourne Graduate School of Education, The University of Melbourne

3 Capacities and Vulnerabilities in the Classroom: Self-Determination Theory and the Promotion of Proactive Human Nature among Students

Christopher P. Niemiec

Department of Psychology, University of Rochester

4 Covitality: Cultivating Psychosocial Strengths and Well-Being

Jennica Lee Paz

Department of Counseling and School Psychology, San Diego State University, San Diego, California, USA

Eui Kyung Kim

Graduate School of Education, University of California, Riverside, California, USA

5 Adapting the Dual-Factor Model for Universal School-Based Mental Health Screening: Bridging the Research to Practice Divide

Michael J. Furlong and Erin Dowdy

University of California Santa Barbara

Stephanie Moore and Eui Kim

University of California Riverside

SECTION II: INDIVIDUAL PSYCHOLOGICAL ASSETS

PART A. Emotional and Physical Development

6 Wellbeing Literacy: Language Use as a Way to Contextualize the Process of Positive Education

Lindsay G. Oades, Hanchao Hou, Jacqueline J. Francis, Lisa M. Baker, and Lanxi Huang

Centre for Wellbeing Science, Melbourne Graduate School of Education, University of Melbourne

7 Optimism in the Classroom and Beyond

Peter Boman and Timothy Hsi

Australian College of Applied Psychology, Adelaide, South Australia, Australia

8 Gratitude in School: Benefits to Students and Schools

Giacomo Bono, Taylor Duffy, and Selena Moreno

Department of Psychology, California State University, Dominguez Hills

9 Cultivating Mindfulness in Schools to Promote Well-Being

Tyler L. Renshaw1, Sean N. Weeks1, Anthony J. Roberson2, Shelley R. Upton1,

John D. Barr1, Mary L. Phan1, & Caleb D. Farley1

1Department of Psychology, Utah State University

2Department of Psychological Services, Cypress-Fairbanks Independent School District

10 Social Emotional Learning: What are the Learning Outcomes from a Preschool SEL Program (COPE-Resilience) in Taiwan and Australia

Erica Frydenberg, Marissa Yi-Hsuan Wu and Vicki McKenzie

Melbourne Graduate School of Education, University of Melbourne

11 Physical Activity and Sport

Lara H. Mossman and Lindsay G. Oades

Melbourne Graduate School of Education, University of Melbourne

12 Conceptualizations of Well-being during Middle Childhood:

Investigating Developmental Shifts through Visual Narrative Analysis

Lea Waters,1 Denise Dussert,1 Daniel Loton1,2 and Guadalupe Sánchez Martínez3

1 Centre for Wellbeing Science, Melbourne Graduate School of Education, University of Melbourne, 100 Leicester Street, Carlton, Melbourne, VIC 3010, Australia

2 Connected Learning Centre, University of Victoria, 300 Flinders Street, Melbourne, VIC 3000, Australia

3 FPT University, Hanoi, Vietnam

13 Academic Self-Concept: A Key Construct for Positive Psychology

Geetanjali Basarkod, Herbert W. Marsh, Theresa Dicke, Jiesi Guo, and Philip Parker

Institute for Positive Psychology and Education, Australian Catholic University

PART B. Social Development

14 Empathy: A Necessary Ingredient in School-Based Social-Emotional Health and Equity

Aileen Fullchange

Momentous Institute, Dallas, TX

15 Integrating Assessment into School Environments to Promote Students’ Psychological Well-Being

Beth Doll

University of Nebraska Lincoln

16 Coming Together: A comprehensive Overview of the Transdisciplinary Perspectives of School Belonging

Kelly-Ann Allen1, Kathryn Riley2, Annie Gowing3, Michelle H Lim4, Christopher Boyle5 Roby Michalangelo Vota6, Mark Richardson6, Melissa J Wolfe1, Tegan Cruwys7, Mark Stevens7, Erin Leif1, Syed Marwan 8, Rick van Der Zan9 and Mark Ammermann1

1Faculty of Education, Monash University, 2Institute of Education, University College London 3Melbourne Graduate School of Education, University of Melbourne, 4Iverson Health Innovation Research Institute, Swinburne University of Technology, 5Graduate School of Education, University of Exeter, 6 Art, design and Architecture Department, Monash University, 7 Research School of Psychology, Australian National University, 8 Institute of Islamic Banking and Finance, International Islamic University Malaysia, 9 Extol Analytics

PART C. Academic Development

17 Academic Self-Efficacy

Dale H. Schunk

Department of Teacher Education and Higher Education

Maria K. Dibenedetto

Bryan School of Business and Economics

The University of North Carolina at Greensboro

18 Flow in Schools Reexamined: Cultivating Engagement in Learning from Classrooms to Educational Games

David Shernoff and Shalva Twersky

Center for Mathematics, Science, and Computer Education, and Department of School Psychology, Graduate School of Applied and Professional Psychology, Rutgers University

19 Promoting Students’ Growth Motivation: Mastery-Structured Classrooms

Helen Patrick

College of Education at Purdue University, USA

Avi Kaplan

College of Education and Human Development at Temple University, USA

20 Students’ Growth Orientation: Implications for their Academic Flourishing

Keiko C. P. Bostwick, Andrew J. Martin, Rebecca J. Collie, and Tracy L. Durksen

School of Education, University of New South Wales, Sydney

21 Achievement Emotions

Reinhard Pekrun

Department of Psychology, University of Essex

Institute for Positive Psychology and Education, Australian Catholic University

Department of Psychology, University of Munich

22 Creativity in the Schools: Creativity Models and New Directions

James C. Kaufman

Department of Educational Psychology, University of Connecticut, Storrs, Connecticut, USA

Ronald A. Beghetto

Department of Educational Psychology, Arizona State University, Tempe, AZ, USA

Anne M. Roberts

Department of Educational Psychology, University of Connecticut, Storrs, Connecticut, USA

SECTION III: WHOLE SCHOOL CLIMATE AND CULTURE

23 Prosocial Approaches to School Climate Improvement: Definitions, Measurement, and Improvement Strategies for Thriving Schools

Jonathan Cohen,

University of Seville, Columbia University

Philip Brown and Allison Rae Ward-Seidel

Rutgers University

24 Positive Psychology and School Discipline

George G. Bear, Angela B. Soltys and Fiona H. Lachman

School of Education, University of Delaware, Newark, Delaware, USA

25 Understanding and Promoting School Satisfaction in Children and Adolescents

Shannon M. Suldo, Hannah L. Gilfix, Myesha M. Morgan

Department of Educational and Psychological Studies, University of South Florida, Tampa, Florida, USA

26 Student Voice: Youth Disrupting Barriers to Achieving the Good Life

Meagan O’Malley

Graduate and Professional Studies in Education, School Psychology Program, California State University, Sacramento

Adam Voight

Department of Curriculum and Foundations, College of Education and Human Services,Cleveland State University

Lisa Romero

Graduate and Professional Studies in Education, Doctorate in Educational Leadership, California State University, Sacramento

Regina Giraldo-Garcia

Department of Educational Studies, Teachers College, Ball State University. Munice, Indiana

SECTION IV: POSITIVE EDUCATION IN PRACTICE

27 Using Theory of Change for Fostering Well-being and Engagement in Learning

Communities

Tan-Chyuan Chin1, Edwina Ricci2, Adam Cooper3, Andrea Downie4, & Dianne Vella-Brodrick1

1Melbourne Graduate School of Education, The University of Melbourne; 2Maroondah Positive Education Network, Department of Education and Training (Victoria); 3Maroondah City Council; 4Project Thrive.

28 Tracking the Effects of Positive Education around the World

Dianne Vella-Brodrick, Jessica Frisina and Tan-Chyuan Chin

Melbourne Graduate School of Education, Centre for Wellbeing Science, University of Melbourne

Mohsen Joshanloo

Department of Psychology, Keimyung University, Daegu, South Korea

29 Enhancing Well-Being in Youth: Positive Psychology Interventions for Education in Britain

Carmel Proctor

Positive Psychology Research Centre, Guernsey, Great Britain

30 Application of Positive Psychology in Chinese School Contexts

Chunyan Yang

Graduate School of Education, University of California, Berkeley

31 Applications of Positive Psychology in Spain: Strengths-Based Interventions in Diverse Spanish School Ecosystems

Jose A. Piqueras1, Juan C. Marzo1, Raquel Falcó1, Beatriz Moreno-Amador1, Victoria Soto-Sanz1, Tiscar Rodriguez-Jimenez2, and Maria Rivera-Riquelme1

1 Department of Health Psychology, Faculty of Social and Health Sciences, Miguel Hernandez University (UMH), Elche, Spain

2 Department of Psychology, Catholic University of Murcia (UCAM), Murcia, Spain

32. Measuring and Promoting Resilience in Youth

Gökmen Arslan

Burdur Mehmet Akif Ersoy University, Turkey

SECTION V: PERSPECTIVE

33 "Smart" Technology has an Important Role to Play in Making Learning about Well-being in Schools Engaging and Real for Students

Monique West, Dr Kent Patrick and Prof Dianne Vella-Brodrick

Centre for Wellbeing Science,

Melbourne Graduate School of Education, University of Melbourne

34 Using Experience Sampling Methods to Understand How Various Life and School Experiences Affect Student Well-being

Rowan Jacques-Hamilton, Tan-Chuan Chin and Dianne Vella-Brodrick

Centre for Wellbeing Science, Melbourne Graduate School of Education, University of Melbourne, Australia

35 The Use of Positive Psychology Intervention to Foster Teacher Well-being

Duyen T Vo1, Kelly-Ann Allen2 & Margaret L Kern2

1 Faculty of Education, Monash University, Clayton, Victoria, Australia.

2 Centre for Wellbeing Science, The Melbourne Graduate School of Education, The University of Melbourne, Parkville, Australia.

 

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Editor(s)

Biography

Kelly-Ann Allen is Senior Lecturer in the Faculty of Education, Monash University, Australia, and Honorary Senior Fellow of the Centre for Wellbeing Science in the Melbourne Graduate School of Education at the University of Melbourne, Australia. She is a Fellow for the Australian Psychological Society and the College of Educational and Developmental Psychologists and is currently Editor-in-Chief of the Educational and Developmental Psychologist as well as Co-Founder and Co-Editor-in-Chief of the Journal of Belonging and Human Connection. In 2020, Dr Allen was recognized by the The Australian as one of Australia’s top 40 early career researchers, listed within the top five for her discipline.

Michael J. Furlong is Distinguished Professor Emeritus and Research Professor in the International Center for School-Based Youth Development at the University of California Santa Barbara, USA. There, he is also Principal Investigator of Project Covitality, which supports schools’ efforts to foster social-emotional development for all students. He is currently Associate Editor of the Educational and Developmental Psychologist. He was awarded a 2021–2022 University of California Edward A. Dickson Emeritus Professorship.

Dianne Vella-Brodrick is Professor and Gerry Higgins Chair in Positive Psychology at the Melbourne Graduate School of Education and Deputy Director and Research Director at the Centre for Wellbeing Science at the University of Melbourne, Australia. She founded the Australian Positive Psychology Network and directed the inaugural Master of Applied Positive Psychology program at the University of Melbourne. She is a Fellow and serves on the Council of Advisors of the International Positive Psychology Association. Dianne is also the founder of the innovative Bio-Dash wellbeing program which aims to make learning about well-being engaging for students through the use of biofeedback.

Shannon Suldo is Professor and Director of Clinical Training in the School Psychology Program at the University of South Florida, USA. There, she is Principal Investigator of a federally funded study to evaluate the efficacy of the Well-Being Promotion Program, a manualized small group positive psychology intervention for middle school students with low life satisfaction. She is a Licensed Psychologist and provides school-based mental health services to youth in the Tampa area. She is currently Associate Editor of School Mental Health and President of the Society for the Study of School Psychology.

Reviews

"An expert team of editors and contributors from around the globe has joined forces to produce a comprehensive, scientific, cross-cultural snapshot of contemporary positive psychology in schools. This book offers a refreshing array of perspectives, processes, and practices that can transform schools into places that intentionally promote wellness and success for students of all ages and levels."
—John J. Murphy, Professor of Psychology at the University of Central Arkansas, USA

"The Handbook of Positive Psychology in Schools, Third Edition, is a major accomplishment and an immense body of knowledge for anyone interested in children’s well-being and positive development. Since its initial study by a small group of devoted experts, positive psychology has grown and developed into a scientific movement. These thirty-five chapters, sorted into five sections, presents a thoughtful effort to better understand not only the positive psychology of children, especially in schools, but also how the COVID-19 pandemic has caused significant changes in schools and learning as well as in children’s lives."
—Asher Ben-Arieh, Full Professor in the Paul Baerwald School of Social Work and Social Welfare at the Hebrew University of Jerusalem, Israel