The Palgrave Handbook of Positive Education.

The Palgrave Handbook of Positive Education.

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Bibliographic Details
:
Kern, Margaret L.
TeilnehmendeR:
Wehmeyer, Michael L.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2021.
©2021.
Year of Publication:2021
Edition:1st ed.
Language:English
Online Access:
Physical Description:1 online resource (788 pages)
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Table of Contents:
  • The Palgrave Handbook of Positive Education
  • Contents
  • Notes on Contributors
  • List of Figures
  • List of Tables
  • 1 Introduction and Overview
  • What Is Positive Education?
  • Positive Psychology as a Discipline and as a Perspective
  • The Emergence of Positive Education
  • Handbook Overview
  • Part 1: Perspectives of and Approaches to Positive Education
  • Part 2: Core Capabilities in Positive Education
  • Part 3: Diversifying Positive Education
  • References
  • PartI Perspectives on and Approaches to Positive Education
  • 2 Approaches to Positive Education
  • An Applied Perspective of Positive Education
  • The Emergence and Growth of Positive Education
  • The Challenge of Sustainable Implementation
  • Integrating Positive Education and Coaching
  • Some Approaches Used Within Positive Education
  • Social and Emotional Learning (SEL)
  • Character Education
  • Growth Mindset
  • Resilience and Mental Toughness
  • Coaching
  • Strategically Incorporating Positive Education Approaches
  • Perth College as a Case Study
  • Practical Recommendations
  • Conclusion
  • References
  • 3 Positive Education in Practice
  • The Practice of Positive Education: Related Topics and Typical Content
  • Present Outlooks and Trends in Positive Education
  • Practical Resources for Positive Education
  • Key Factors to Successful Positive Education Practices
  • Some Common Obstacles and Possible Solutions
  • Positive Education for All Schools: Promoting a Democratic Perspective
  • Wellbeing Assessment for Schools: Guidelines from Spain
  • Educational Levels
  • What to Evaluate and How to Evaluate It
  • Available Resources
  • Procedure to Follow
  • Possibilities for Analysing Results
  • Usefulness of Wellbeing Evaluation Results
  • References
  • 4 Positive Youth Development in Education
  • What Is Positive Youth Development?
  • Philosophical Roots of PYD.
  • From Philosophical Ideals to Contemporary Views of Happiness
  • Happiness and Positive Psychology
  • Eudemonic Versus Hedonic Approaches to Happiness
  • A Eudemonic Approach in Psychology
  • Current Embodiments of Eudaimonia in Positive Youth Development
  • The 5C's Plus Contribution
  • Assessment of the "5C's Plus" Contribution
  • Developmental Assets and Thriving
  • Educational Approaches to PYD
  • Social-Emotional Learning
  • School Climate
  • Character Education
  • Organized Youth Programs
  • Civics Education
  • Service Learning
  • Conclusions and Challenges for the Future
  • References
  • 5 Systems Informed Positive Education
  • Positive Education: Activity or Impact?
  • Towards a Systems Informed Approach to Positive Education
  • Key System Elements
  • SIPP Principles
  • SIPE in Action
  • CASEL
  • Positive Youth Development
  • Schools that Learn
  • Implications
  • Conclusion
  • References
  • 6 Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms
  • Evolving the Field of Positive Education: Three Key Areas for Growth
  • Towards a Positive Education Pedagogy
  • Exploring the Role of Positive Education Pedagogy: A Case Study
  • Sample and Procedure
  • Methodological Approach
  • Pedagogical Intervention: Visible Wellbeing
  • Data Analysis
  • Results
  • Positive Education Pedagogy: Implicit Approaches, Content, and Teacher Empowerment
  • Conclusion
  • References
  • 7 Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model
  • A Need to Focus on Teacher Professional Practice
  • Intersections of Strengths and Reflective Practice
  • The Values in Action Character Strengths Classification
  • The Critical Role of Reflective Practice
  • A Strength-Based Reflective Practice Model for Teachers
  • Conclusion
  • References.
  • 8 Trauma-Aware Practice and Positive Education
  • Trauma-Aware Practice for Teachers
  • Trauma-Informed Pathways for Intervention
  • Domain 1: Increasing Self-Regulatory Capacities
  • Domain 2: Increasing Relational Capacity
  • Repositioning Positive Education in the Classroom
  • Getting Started with Incorporating TIPE into the Classroom
  • Trauma-Informed Positive Education Changes Us
  • Future Directions
  • Conclusions
  • References
  • 9 Self-Determination in Positive Education
  • From Teacher-Directed Pedagogy to Self-Determined Learning
  • Andragogy
  • Heutagogy
  • Self-Determination in Positive Psychology
  • Self-Determination Theory
  • Causal Agency Theory
  • The Development of Self-Determination
  • Creating Autonomy-Supportive Classrooms
  • Autonomy-Supportive Intervention Program
  • The Deeper Living, Deeper Learning Curriculum
  • Promoting Self-Determined Learning
  • Conclusion
  • References
  • 10 Life Design for an Inclusive and Sustainable Future
  • Career Guidance, Career Design, and Career Counselling: Past, Present, and Future
  • The Life Design Approach
  • Starting from Inclusion and Sustainability
  • Career and Life Design for an Inclusive and Sustainable Future
  • Conclusions
  • References
  • PartII Core Capabilities in Positive Education
  • 11 Wellbeing and Flourishing
  • Childhood Mental Health
  • The Architecture of Wellbeing
  • Feeling Good During Childhood
  • Functioning Well: Analysis of Personal Strengths
  • Doing Good for Others
  • Wellbeing Interventions in Children
  • Wellbeing in Schools
  • Wellbeing in the Family
  • Policies for Wellbeing in Childhood
  • Conclusions and Future Steps
  • References
  • 12 Assessing Wellbeing in School Communities
  • Assessment Basics
  • What Is Assessment?
  • Principles of Good Assessment
  • Wellbeing Assessment
  • Defining Wellbeing
  • Models of Wellbeing
  • The Content of Assessment.
  • The Process of Assessment
  • The Systems Being Assessed
  • Wellbeing Assessment Tools
  • Examples of a Wellbeing Assessment Tool in Practice
  • Questions to Consider for an Assessment
  • Conclusion
  • References
  • 13 Wellbeing Literacy and Positive Education
  • Capabilities as Central to Twenty-First Century Pedagogy
  • Wellbeing Literacy
  • Wellbeing Literacy as a Capability
  • The Five Components in Action
  • Why Does Wellbeing Literacy Matter?
  • Implications for Educators
  • Wellbeing Literacy Offers a Measurement Tool
  • Wellbeing Literacy as a Frame for Educational Practices
  • Wellbeing Literacy as a Conduit for Positive Education
  • Wellbeing Literacy as a Language System
  • Conclusion
  • References
  • 14 The Role of Coping Skills for Developing Resilience Among Children and Adolescents
  • The Effects of Changes, Crises, and Traumas on Children and Adolescents
  • Resilience: Definitions and Ecological Levels
  • Basic Components Encompassing Resilience
  • The Role of the Individual in Developing Resilience
  • The Role of the Family and Peers in Developing Resilience
  • The Role of Schools in Developing Resilience
  • Resilience-Promoting Projects
  • Conclusion
  • References
  • 15 Developing Coping Skills in the Early Years: A Positive Educational Approach
  • Coping in the Context of Policies and Standards
  • Unpacking Coping
  • The Nature of Coping
  • Cognitive Appraisal in Coping
  • Coping in Childhood
  • The Early Years Coping Project
  • Overview of the Early Years Coping Project
  • Understanding Coping in Young Children
  • Building Family Resilience Through the Families Coping Program
  • Extensions to Other Populations
  • COPE-Resilience
  • A Cultural Adaptation
  • An Intergenerational Approach
  • Conclusion
  • References
  • 16 Character Strengths Interventions in Education Systems.
  • Why Character Strengths? the Meeting of Science and Practice
  • Defining Character Strengths Programs
  • Prescriptive Versus Descriptive
  • Terminal Versus Intermediate
  • Implementing Character Strengths Interventions
  • Inviting Participation
  • Answering Why First
  • Building Capacity from the Inside
  • Creating Connections, Practically and Personally
  • Learning Continuously
  • Conclusion
  • References
  • 17 Building Positive Emotions and Playfulness
  • Positive Emotions and Somatic Markers
  • Playfulness and Play
  • Vygotsky's View on Play and Playfulness
  • What Happens in the Brain During Play
  • Positive Emotions and Playfulness as Part of the Educational and Work Culture
  • Building Positive Emotions and Playfulness in Pedagogical Practice
  • Conclusion
  • References
  • 18 Engaging Education: The Foundation for Wellbeing and Academic Achievement
  • From Boredom to Engaging Education
  • Student Engagement
  • SOLO Taxonomy
  • Learning Theories
  • The 5E Model
  • Wellbeing in Education
  • Positive Education and the PERMA Model of Wellbeing
  • Using PERMA as a Framework for Engaging Education
  • PERMA and Experiential Learning
  • An Example of Engaging Education
  • Conclusion
  • References
  • 19 Creative Learning in Education
  • What's Creative About Creative Learning?
  • Locating Creative Learning in Schools and Classrooms
  • The Role of Students in Creative Learning
  • The Role of Teachers in Creative Learning
  • The Role of Academic Subject Matter in Creative Learning
  • The Role of Uncertainty in Creative Learning
  • The Role of Context in Creative Learning
  • Future Directions
  • Conclusion
  • References
  • 20 Shifting Mindsets: Transforming Self, School, and Society
  • Mindsets and Human Potential
  • Mindsets in Education
  • Benefit Mindset as a Compassionate and Transformative Evolution of Fixed and Growth Mindset Theory.
  • Ten Example Transformations of a Benefit Mindset.

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