ABSTRACT

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.

part Part 1|19 pages

Positive psychology in schools

chapter 1|6 pages

Positive schools

An introduction
ByJolanta Burke, Andrea Giraldez-Hayes

chapter 2|11 pages

Applying positive psychology in primary schools

BySue Roffey

part Part 2|49 pages

Connecting with others

chapter 3|6 pages

Positive relationships

ByJolanta Burke

chapter 4|15 pages

Self-confidence and self-efficacy development in schools

BySuzy Green, Daniela Falecki, Clive Leach

chapter 5|8 pages

Courage in positive education

ByCynthia L.S. Pury

chapter 6|11 pages

Working with strengths in education

Why educators should strength spot in their students, and how students feel about this work
ByDenise Quinlan, Lucy Hone

chapter 7|7 pages

Coaching conversations to enhance well-being

ByAndrea Giraldez-Hayes

part Part 3|52 pages

Connecting with self

chapter 8|8 pages

Has life no meaning? Cultivating youth life meaning in schools

ByGökmen Arslan, Murat Yıldırım

chapter 9|20 pages

Embedding compassion in schools

The what's, the why's, and the how's
ByFrances A. Maratos, Julie Hurst, Caroline Harvey, Paul Gilbert

chapter 10|14 pages

Meditation-based tools for balance, focus, and health

ByPadraic J. Dunne

chapter 11|8 pages

Strengths-based interventions for students and staff

ByChristian van Nieuwerburgh, Ashley Green

part Part 4|34 pages

Creativity in schools: Arts, playing, and language

chapter 12|9 pages

Arts and well-being

ByAndrea Giraldez-Hayes

chapter 13|8 pages

Music, technology, and well-being

ByEvangelos Himonides

chapter 14|8 pages

Playing and thriving in school

ByTrudy Meehan

chapter 15|7 pages

Well-being lexicon in schools

ByTim Lomas

part Part 5|43 pages

Inclusion

chapter 16|14 pages

School belonging as an essential component of positive psychology in schools

ByKelly-Ann Allen, Christopher Boyle, Denise Wong, Rebecca G. Johnson, Fiona May

chapter 17|7 pages

Positive psychology and school bullying

ByJolanta Burke

chapter 18|12 pages

Positive psychology, strengths-based and inclusive practices, and disability

ByMichael L. Wehmeyer

chapter 19|8 pages

Positive solution

ByConor Mc Guckin, Mary Quirke, Patricia McCarthy

part Part 6|37 pages

The road less travelled for well-being strategies

chapter 20|9 pages

The why and how of whole-school well-being

ByLucy Hone, Denise Quinlan

chapter 21|8 pages

Pedagogy for well-being

A new model for organic development of well-being in schools
ByMajella Dempsey, Jolanta Burke

chapter 22|12 pages

Well-being of school teachers

ByElaine Wilson, Jude Brady

chapter 23|6 pages

Expertise

The problem with experience
ByDavid Bott

part 239Part 7|5 pages

chapter |3 pages

Conclusion

ByAndrea Giraldez-Hayes, Jolanta Burke