The Palgrave Handbook of Positive Education

ISBN-13: 9783030645366 / Angielski / Twarda / 2021 / 777 str.

Margaret L. Kern; Michael L. Wehmeyer

Spis treści

Foreword: Martin Seligman, Ph.D., Director of the Penn Positive Psychology Center, Zellerbach Family Professor of Psychology in the Penn Department of Psychology, and Director of the Penn Master of Applied Positive Psychology program (MAPP), University of Pennsylvania, United States.

Section I:  Overview of Positive Education

Chapter 1: An Introduction to Positive Education

Margaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, The University of Melbourne, Australia.

Chapter 2: Positive Education Around the World 

Sylvia Kwok, Ph.D., Associate Professor, Department of Applied Social Sciences and convenor of the Positive Education Laboratory, City University of Hong Kong, Hong Kong. 

Section II: Core Goals for Positive Education

Chapter 3: Wellbeing and Flourishing 

Covadonga Chaves Vélez, Ph.D., Professor of Clinical Psychology, Complutense University, Madrid, Spain and Research Director, Institute of Happiness Sciences, Tecmilenio University, Mexico

Chapter 4: Resilience  

Tammie Ronen, Ph.D., Professor and Head, Renata Adler Memorial Research Center for Child Welfare and Protection, Gershon H. Gordon Faculty of Social Sciences, Shapell School of Social Work, Tel Aviv University, Israel

Chapter 5: Social and Emotional Learning

Erica Fryenberg, Ph.D., Associate Professor and Honorary Principal Fellow, Melbourne Graduate School of Education, University of Melbourne, Australia

Chapter 6: Skills for the 21st Century Workplace 

Shiri Lavy, Ph.D., Lecturer, Faculty of Education, Department of Leadership and Policy in Education, University of Haifa, Israel

Chapter 7: Approaches to Positive Education 

Denise Quinlan, Ph.D., Senior Facilitator, Diploma of Positive Psychology and Wellbeing, and Research Fellow, University Of Otago, New Zealand

Suzy Green, D.Psyc., Clinical and Coaching Psychologist and Founder, The Positivity Institute, New South Wales, Australia

Section III:  Foundations of Positive Education

Chapter 8: Strength-Based Interventions in Educational Systems

Ryan Niemiec, Ph.D., Licensed psychologist, and Education Director, VIA Institute on Character, Cincinnati, Ohio, United States

Chapter 9: Building Positive Emotions and Playfulness 

Frans Orsted Andersen, PH.D., Associate Professor, Danish School of Education, Aarhus University, Denmark

Chapter 10: Creativity and Intelligence 

Scott Barry Kaufman, Ph.D., Lecturer, Department of Psychology and Scientific Director, Imagination Institute, Positive Psychology Center, University of Pennsylvania, Philadelphia, United States

Chapter 11: Growth Mindset 

Carol Dweck, Ph.D., Lewis and Virginia Eaton Professor of Psychology, Stanford University.

Chapter 12: Perseverance, SelfC-control, and Grit 

Angela Duckworth, Ph.D., Christopher H. Browne Distinguished Professor of Psychology, Senior Advisor, Positive Psychology Center, School of Arts and Sciences, University of Pennsylvania, United States 

Chapter 13: Engagement 

Mette Marie Ledertoug, Ph.D., Postdoctoral Fellow, Danish School of Education, Aarhus University, Denmark

Chapter 14: Mindfulness, Meditation, and Related Practices

Nimrod Sheinman, M.D., Director, Israel Center for Mindfulness in Education, School of Education, Haifa University, Israel

Chapter 15: Relationships

Kelly-Ann Allen, Ph.D., Educational and Developmental Psychologist, Melbourne Graduate School for Education, University of Melbourne, Australia

Chapter 16: Meaning and Purpose in Life 

Michael Steger, Ph.D., Professor, Applied Social and Health Psychology, Counseling Psychology, Director, Laboratory of the Study of Meaning and Quality of Life, Department of Psychology, Colorado State University, United States

Chapter 17: Civic Character 

Reed W. Larson, Ph.D., Professor, Human Development and Family Studies, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois, United States.

Chapter 17: Moral Education 

Theodore McCall, M.Div, Ph.D., School Chaplain, St. Peter’s College, Adelaide, Australia

Chapter 18: Trauma Informed Approaches 

Tom Brunzell, MS, Ph.D. Candidate, University of Melbourne and Senior Advisor, Berry Street Childhood Institute, Richmond, Victoria, Australia

Chapter 19: Reaching the Disadvantaged 

Denise Quinlan, Ph.D., Senior Facilitator, Diploma of Positive Psychology and Wellbeing, and Research Fellow, University Of Otago, New Zealand

Sue Roffey, Ph.D., Honorary Associate Professor, University of Exeter, England Adjunct Associate Professor, Western Sydney University, Australia

Chapter 20: Making positive education fun 

Ilona Boniwell, Ph.D., Visiting Principal Lecturer, Department of Psychology, Cambridge University, England, and Head, MSc in Applied Positive Psychology, Angela Ruskin University, England and France

Section IV: Enablers of Wellbeing and Resilience

Chapter 18: Self-Determination 

Michael Wehmeyer, Ph.D., Ross and Marianna Beach Distinguished Professor in Special Education, Chair, Department of Special Education, Senior Scientist and Director, Beach Center on Disability, University of Kansas

Richard Ryan, Ph.D., Professor, Institute for Positive Psychology and Education, Australian Catholic University, New South Wales, Australia and Research Professor in Psychology, University of Rochester, New York, United States

Edward Deci, Ph.D., Professor of Psychology and Gowen Professor in the Social Sciences, University of Rochester, New York, United States

Chapter 19: Positive Youth Development 

Richard Lerner, Ph.D.,  Bergstrom Chair, and Director, Institute for Applied Research in Youth Development, Eliot Pearson Department of Child Study and Human Development, Tufts University, Medford, Massachusetts, United States. 

Dan Romer, Ph.D., Research Director, Annenberg Public Policy Center, Director, Adolescent Communication Institute, University of Pennsylvania, United States.

Chapter 20: Career and Life Design 

Mark Savickas, Ph.D., Adjunct Professor of COunselor Education, Kent State University, Professor Extraordinaire, University of Pretoria, South Africa. 

Laura Nota , Ph.D., Professor, Department of Philosophy, Sociology, Education and Applied Psychology, Director, Laboratory for Research and Intervention in Vocational Designing and Career Counselling, University of Padova, Italy 

Chapter 21: Assessing and Enabling Wellbeing in the Community 

Aaron Jarden, Ph.D., Associate Professor, Melbourne Graduate School of Education, and Director, Masters of Applied Positive Psychology, Centre for Positive Psychology, University of Melbourne, Australia

Chapter 22: Teacher and Staff Wellbeing 

Matthew White, Ph.D., Associate Professor and Program Director, Master of Education, School of Education, University of Adelaide, Honorary Fellow, Melbourne Graduate School of Education, University of Melbourne, Australia

Chapter 23: Positive Leadership 

Emily Heaphy, Ph.D., Assistant Professor of Management, University of Massachusetts, Amherst, United States

Jane Dutton, Ph.D., Robert L. Kahn Distinguished Emerita Professor of Business Administration and Psychology, Co-Founder, Center for Positive Organizations University of Michigan, United States

Kim S. Cameron, Ph.D., William Russell Kelly Professor of Management and Organizations, Ross School of Business, Professor of Higher Education, School of Education, University of Michigan, United States

Chapter 24: Positive Communities 

Lindsay Oades, PhD., Professor, Melbourne Graduate School of Education, Director, Centre for Positive Psychology, University of Melbourne, Australia

Lea Waters, Ph.D., Professor and Founding Director, Positive Psychology Centre, University of Melbourne, Australia

Section VI: Applications and Implications

Chapter 25: Systems Approaches to Positive Education

Margaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, Australia

Chapter 26: Cultural issues in positive education 

Joseph Ciarrochi, Ph.D., Professor, Institute of Positive Psychology and Education, Australian Catholic University, New South Wales, Australia

Chapter 27: Positive Education in Practice 

Ricardo Arguis Rey, Ed.D., Special Education, IES Santiago Hernández, Zaragoza, Spain

Chapter 28: Integration and Visions for the Future

Margaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, Australia

Michael Wehmeyer, Ph.D., Ross and Marianna Beach Distinguished Professor, Senior Scientis, University of Kansas

O autorze

Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne’s Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern’s work at www.peggykern.org.

 Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for theEducation Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor on 42 texts. 

Blurb

“The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings.”

— Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021

This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience.

 The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies.

This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy.

 

Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne’s Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern’s work at www.peggykern.org.

 Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts.