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EB

ONLINE

Cham : Springer International Publishing AG, 2021

1 online resource (788 pages)

ISBN 9783030645373 (electronic bk.)

ISBN 9783030645366

Print version: Kern, Margaret L. The Palgrave Handbook of Positive Education Cham : Springer International Publishing AG,c2021 ISBN 9783030645366

References -- 4 Positive Youth Development in Education -- What Is Positive Youth Development? -- Philosophical Roots of PYD.

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.

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) ---

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 ---

COPE-Resilience -- A Cultural Adaptation -- An Intergenerational Approach -- Conclusion -- References -- 16 Character Strengths Interventions in Education Systems.

Mindsets and Human Potential -- Mindsets in Education -- Benefit Mindset as a Compassionate and Transformative Evolution of Fixed and Growth Mindset Theory.

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 ---

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 ---

Ten Example Transformations of a Benefit Mindset.

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 ---

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 ---

A Strength-Based Reflective Practice Model for Teachers -- Conclusion -- References.

COPE-Resilience -- A Cultural Adaptation -- An Intergenerational Approach -- Conclusion -- References -- 16 Character Strengths Interventions in Education Systems.

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.

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 ---

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 ---

Wellbeing Assessment -- Defining Wellbeing -- Models of Wellbeing -- The Content of Assessment.

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 ---

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 ---

Ten Example Transformations of a Benefit Mindset.

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 ---

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 ---

001895845

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(Au-PeEL)EBL6676595

(MiAaPQ)EBC6676595

(OCoLC)1313895059