Applied Positive School Psychology is an essential guide to help teachers regain their own and assist the school community in rebuilding their health post-pandemic. While research in positive psychology is thriving, teachers and educational practitioners find it challenging to apply it in their daily practice. This practical book fills the gap between theory and practice and provides practitioners with an evidence-based toolkit on using the positive psychology in their school communities.
With contributions from experts in their field, this important resource explores student wellbeing, teacher wellbeing, inclusion, developing positive relationships, creativity, and therapeutic art.
Written with the practitioner in mind, Applied Positive School Psychology is a must read for the teaching community and those interested in positive education. It will also be of interest to academics specialising in wellbeing or education, educational psychologists, and education policy makers.
Rezensionen / Stimmen
"This is a marvellous book by leading authorities who put across the practical gains of positive psychology in a thoroughly sensible and accessible way. Teachers and parents should all read it: there's lots in it for your too."
Sir Anthony Seldon, Vice-Chancellor, The University of Buckingham, UK
"This book is a true gift to aspiring educators and school leaders who desire to bring positive transformation to schools. It addresses the breadth of issues related to positive education and provide rich theoretical foundations and practical applications. As a positive educator, I am truly impressed and intrigued by the reflection questions and discussion points at the end of each book chapter, which allows educators to crystallise their learnings and reflect meaningfully on their teaching and learning practice."
Matthew Koh, Founder of The Positive Arena, Singapore
"This compendium of positive school philosophies provides a wealth of evidence and inspiration for educators to consider in their teaching approaches, and in terms of whole-school self-evaluation. It offers practical insights into how wellbeing can be weaved into schools' work. It is also a powerful call to action for system leaders to consider how this thinking might be embedded in future policy and resourcing of schools, particularly CPD for teachers and school leaders. I encourage educators to read it."
Pairic Clerkin, CEO of the Irish Primary Principals' Network, Ireland
"I am delighted to have this opportunity to endorse such a worthwhile compendium of expert perspectives on the application of positive psychology to schools. The need for this book is especially important at a time when so many of our children and young people are reporting threats to their mental health and positivity related to their experiences in the current pandemic, as well as the reported negative impacts of climate change on their futures. Emotional health and well-being are central to optimal development - intellectual, physical and social. In terms of education, we cannot learn optimally if we feel threatened, and this edited collection offers a wide variety of potential solutions for schools (and families) in our quest to promote a greater sense of positive agency and inclusion in future generations."
Professor Graham F Welch, UCL Institute of Education, UK
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Professional Practice & Development
Illustrationen
8 s/w Abbildungen, 2 s/w Photographien bzw. Rasterbilder, 6 s/w Zeichnungen, 5 s/w Tabellen
5 Tables, black and white; 6 Line drawings, black and white; 2 Halftones, black and white; 8 Illustrations, black and white
Maße
Höhe: 250 mm
Breite: 175 mm
Dicke: 19 mm
Gewicht
ISBN-13
978-1-032-13205-1 (9781032132051)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Andrea Giraldez-Hayes is an accredited coaching psychologist, supervisor, and consultant specialising in positive and coaching psychology. She is the Director of the MSc in Applied Positive Psychology and Coaching Psychology and the Wellbeing and Psychological Services Centre at the University of East London's School of Psychology.
Jolanta Burke is a Chartered Psychologist (British Psychological Society) specialising in positive psychology and an Associate Professor in the Centre for Positive Psychology and Health in RCSI University of Medicine and Health Sciences. She has authored eight books. For more information, go to www.jolantaburke.com.
About the Editors
About the Contributing Authors
Part 1. Positive Psychology in Schools
Chapter 1. Positive Schools: An Introduction
Chapter 2. Applying Positive Psychology in Primary Schools
Part 2. Connecting with Others
Chapter 3. Positive Relationships
Chapter 4. Self-Confidence and Self-Efficacy Development in Schools
Chapter 5. Courage in Positive Education
Chapter 6. Working with Strengths in Education: Why Educators Should Strength Spot in Their Students, And How Students Feel About This Work.
Chapter 7. Coaching Conversations to Enhance Wellbeing
Part 3. Connecting with Self
Chapter 8. Has Life No Meaning? Cultivating Youth Life Meaning in Schools
Chapter 9. Embedding Compassion in Schools: The What's, The Why's and The How's
Chapter 10. Meditation-Based Tools for Balance, Focus and Health
Chapter 11. Strength-Based Interventions for Students and Staff
Part 4. Creativity in Schools: Arts, Playing and Language
Chapter 12. Arts and Wellbeing
Chapter 13. Music, Technology and Wellbeing
Chapter 14. Playing and Thriving in School
Chapter 15. Wellbeing Lexicon in Schools
Part 5. Inclusion
Chapter 16. School Belonging as An Essential Component of Positive Psychology in Schools
Chapter 17. Positive Psychology and School Bullying
Chapter 18. Positive Psychology, Strengths-Based and Inclusive Practices, And Disability
Chapter 19. Positive Solution
Part 6. The Road Less Travelled for Wellbeing Strategies
Chapter 20. The Why and How of Whole-School Wellbeing
Chapter 21. Pedagogy for Wellbeing: A New Model for Organic Development of Wellbeing in Schools
Chapter 22. Wellbeing of School Teachers
Chapter 23. Expertise: The Problem with Experience
Part 7. Conclusion
