لایب سان

In 2009, Professor Martin Seligman and his colleagues declared positive educa- tion as an entity in and of itself, defined as “education for both traditional skills and happiness” (p. 293). Like the establishment of the broader positive psychology discipline, the ideas of positive education were nothing new to education (Kristjánsson, 2012), but the declaration called for a reconsidera- tion of the purposes of education. Most young people spend the majority of their waking hours as part of a school community. Parents expect schools to provide their children with the capabilities needed to be successful in life. Despite all of the societal shifts that have occurred through the early part of the twenty-first century, along with healthcare, schools remain one of the truly essential social institutions. But what is the purpose of those social institutions?

Contents 1 Introduction and Overview 1 Margaret L. Kern and Michael L. Wehmeyer Part I Perspectives on and Approaches to Positive Education 2 Approaches to Positive Education 21 Suzy Green, Clive Leach, and Daniela Falecki 3 Positive Education in Practice 49 Ricardo Arguís-Rey 4 Positive Youth Development in Education 75 Daniel Romer and David Hansen 5 Systems Informed Positive Education 109 Margaret L. Kern and Jessica A. Taylor 6 Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms 137 Lea Waters 7 Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model 165 Mathew A. White v vi Contents 8 Trauma-Aware Practice and Positive Education 205 Tom Brunzell 9 Self-Determination in Positive Education 225 Michael L. Wehmeyer, Sung Hyeon Cheon, Youngsun Lee, and Matthew Silver 10 Life Design for an Inclusive and Sustainable Future 251 Ilaria Di Maggio, Maria Cristina Ginevra, Sara Santilli, Laura Nota, and Salvatore Soresi Part II Core Capabilities in Positive Education 11 Wellbeing and Flourishing 273 Covadonga Chaves 12 Assessing Wellbeing in School Communities 297 Aaron Jarden, Rebecca Jarden, Tan-Chyuan Chin, and Margaret L. Kern 13 Wellbeing Literacy and Positive Education 325 Lindsay G. Oades, Lisa M. Baker, Jacqueline J. Francis, and Jessica A. Taylor 14 The Role of Coping Skills for Developing Resilience Among Children and Adolescents 345 Tammie Ronen 15 Developing Coping Skills in the Early Years: A Positive Educational Approach 369 Erica Frydenberg, Jan Deans, and Rachel Liang 16 Character Strengths Interventions in Education Systems 395 Jillian Coppley and Ryan M. Niemiec 17 Building Positive Emotions and Playfulness 421 Louise Tidmand 18 Engaging Education: The Foundation for Wellbeing and Academic Achievement 441 Mette Marie Ledertoug and Nanna Paarup 19 Creative Learning in Education 473 Ronald A. Beghetto 20 Shifting Mindsets: Transforming Self, School, and Society 493 Ash Buchanan and Jack Greig Contents vii 21 School Belonging: The Importance of Student and Teacher Relationships 525 Kelly-Ann Allen, Christopher D. Slaten, Gökmen Arslan, Sue Roffey, Heather Craig, and Dianne A. Vella-Brodrick 22 Helping Students Find Their Way to Meaning: Meaning and Purpose in Education 551 Michael F. Steger, Maeve B. O’Donnell, and Jessica L. Morse 23 Positive Spirituality 581 Theo D. McCall 24 Mindfulness in Education: Insights Towards an Integrative Paradigm 609 Nimrod Sheinman and Pninit Russo-Netzer Part III Diversifying Positive Education 25 Positive Education with Disadvantaged Students 645 Sue Roffey and Denise Quinlan 26 Four Fundamental Distinctions in Conceptions of Wellbeing Across Cultures 675 Mohsen Joshanloo, Evert Van de Vliert, and Paul E. Jose 27 Implementation of Positive Education Projects in Hong Kong 705 Sylvia Kwok 28 Teacher and Staff Wellbeing: Understanding the Experiences of School Staff 715 Faye McCallum 29 Applications of Positive Organizational Scholarship in Institutions of Higher Education 741 Kim Cameron Part IV Conclusion 30 Conclusion 769 Margaret L. Kern and Michael L. Wehmeyer Index 773

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