3rd Edition
Handbook of Positive Psychology in Schools Supporting Process and Practice
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
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
2
Department of Psychological Services, Cypress-Fairbanks Independent School District10 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, Australia3
FPT University, Hanoi, Vietnam13 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, Spain32. 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.
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.
"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