2nd Edition

Handbook of Positive Psychology in Schools

Edited By Michael J. Furlong, Rich Gilman, E. Scott Huebner Copyright 2014
    530 Pages
    by Routledge

    536 Pages
    by Routledge

    Understanding the factors that encourage young people to become active agents in their own learning is critical. Positive psychology is one lens that can be used to investigate the factors that facilitate a student’s sense of agency and active school engagement. In the second edition of this groundbreaking handbook, the editors draw together the latest work on the field, identifying major issues and providing a wealth of descriptive knowledge from renowned contributors. Major topics include: the ways that positive emotions, traits, and institutions promote school achievement and healthy social and emotional development; how specific positive-psychological constructs relate to students and schools and support the delivery of school-based services; and the application of positive psychology to educational policy making. With thirteen new chapters, this edition provides a long-needed centerpiece around which the field can continue to grow, incorporating a new focus on international applications of the field.

    Section I. CONCEPTUAL FOUNDATIONS, Chapter 1. Toward a Science and Practice of Positive Psychology in Schools: A Conceptual Framework, Chapter 2. Covitality: A Synergistic Conception of Adolescents’ Mental Health, Section II. INDIVIDUAL POSITIVE PSYCHOLOGY ASSETS, Chapter 3. Measuring and Promoting Hope in Schoolchildren, Chapter 4. Optimism: What It Is and Its Relevance in the School Context, Chapter 5. Gratitude in School: Benefi ts to Students and Schools, Chapter 6. Empathy, Prosocial Behavior, and Positive Development in Schools, Chapter 7. Emotion Regulation: Implications for Positive Youth Development, Chapter 8. Academic Self-Efficacy, Chapter 9. Promoting Positive Motivational Goals for Students, Chapter 10. Achievement Emotions, Chapter 11. Creativity in the Schools: Renewed Interest and Promising New Directions, Chapter 12. Student Engagement, Chapter 13. Life Satisfaction and Schooling, Section III CONTEXTUAL EDUCATIONAL FACTORS AND RESOURCES, Chapter 14. Flow in Schools Revisited: Cultivating Engaged Learners and Optimal Learning Environments, Chapter 15. Meaningful Activity Participation and Positive Youth Development, Chapter 16. Cultivating Mindfulness in Students, Chapter 17. Peer Relationships and Positive Adjustment at School, Chapter 18. ClassMaps Consultation: Integrating Evaluation Into Classrooms to Promote Positive Environments, Chapter 19. Building Resilience in Schools Through Social and Emotional Learning, Chapter 20. School Climate: Defi nition, Measurement, and Application, Chapter 21. Engaging Students in School Climate Improvement: A Student Voice Strategy, Chapter 22. Positive Psychology and School Discipline, Chapter 23. Understanding and Promoting School Satisfaction in Children and Adolescents, Chapter 24. Innovative Models of Dissemination for School-Based Interventions That Promote Youth Resilience and Well-Being, Section IV. SCHOOL-BASED INTERNATIONAL PERSPECTIVES, Chapter 25. Positive Education: An Australian Perspective, Chapter 26. Enhancing Well-Being in Youth: Positive Psychology Interventions for Education in Britain, Chapter 27. Applications of Positive Psychology to Schools in China, Chapter 28. Emotional Intelligence: School-Based Research and Practice in Italy, Chapter 29. Hope in Students: Theory, Measures, and Applications to Portuguese Schools, Chapter 30. Positive Psychological Interventions in U.S. Schools: A Public Health Approach to Internalizing and Externalizing Problems, Section V. PERSPECTIVE, Chapter 31. Positive Psychology in Schools: Good Ideas Are Never Enough, Index


    Michael J. Furlong is a professor in the Department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara

    Rich Gilman is in the Division of Child and Adolescent Psychiatry at Cincinnati Children’s Hospital Medical Center, and Professor in the Department of Pediatrics at the University of Cincinnati Medical School, US

    Scott Huebner is Professor in the School Psychology Program in the Department of Psychology at the University of South Carolina