Kelly-Ann Allen, Michael J Furlong, Dianne Vella-Brodrick, Shannon M Suldo
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.
SECTION I: CONCEPTUAL AND THEORETICAL FOUNDATIONS
SECTION II: INDIVIDUAL PSYCHOLOGICAL ASSETS
10. Social Emotional Learning: What are the Learning Outcomes from a Preschool SEL Program (COPE-Resilience) in Taiwan and Australia
11. Physical Activity and Sport
12. Conceptualizations of Well-being during Middle Childhood: Investigating Developmental Shifts through Visual Narrative Analysis
13. Academic Self-Concept: A Key Construct for Positive Psychology
14. Empathy: A Necessary Ingredient in School-Based Social-Emotional Health and Equity
15. Integrating Assessment into School Environments to Promote Students’ Psychological Well-Being
16. Coming Together: A comprehensive Overview of the Transdisciplinary Perspectives of School Belonging
17. Academic Self-Efficacy
18. Flow in Schools Reexamined: Cultivating Engagement in Learning from Classrooms to Educational Games
19. Promoting Students’ Growth Motivation: Mastery-Structured Classrooms
20. Students’ Growth Orientation: Implications for their Academic Flourishing
21. Achievement Emotions
22. Creativity in the Schools: Creativity Models and New Directions
SECTION III: WHOLE SCHOOL CLIMATE AND CULTURE
23. Prosocial Approaches to School Climate Improvement: Definitions, Measurement, and Improvement Strategies for Thriving Schools
24. Positive Psychology and School Discipline
25. Understanding and Promoting School Satisfaction in Children and Adolescents
26. Student Voice: Youth Disrupting Barriers to Achieving the Good Life
SECTION IV: POSITIVE EDUCATION IN PRACTICE
27. Using Theory of Change for Fostering Well-being and Engagement in Learning Communities
28. Tracking the Effects of Positive Education around the World
29. Enhancing Well-Being in Youth: Positive Psychology Interventions for Education in Britain
30. Application of Positive Psychology in Chinese School Contexts
31. Applications of Positive Psychology in Spain: Strengths-Based Interventions in Diverse Spanish School Ecosystems
32. Measuring and Promoting Resilience in Youth
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
34. Using Experience Sampling Methods to Understand How Various Life and School Experiences Affect Student Well-being
35. The Use of Positive Psychology Intervention to Foster Teacher Well-being
"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