Index
Positive Education at All Levels: Learning to Flourish
ISBN: 978-1-83753-157-8, eISBN: 978-1-83753-156-1
Publication date: 13 February 2024
This content is currently only available as a PDF
Citation
(2024), "Index", Tytherleigh, M. (Ed.) Positive Education at All Levels: Learning to Flourish (Positive Psychology in Practice), Emerald Publishing Limited, Leeds, pp. 157-163. https://doi.org/10.1108/978-1-83753-156-120241010
Publisher
:Emerald Publishing Limited
Copyright © 2024 Michelle Tytherleigh
INDEX
Academic Resilience Approach
, 29
Academic resistance
, 71
Academic success
, 8, 23, 26, 43, 58, 70–71, 77, 122, 154
Academic Tenacity
, 75
Acceptance and Commitment Therapy
, 69
Achievement
, 8, 10, 24, 123, 132
Active intervention group
, 92
Adverse childhood experiences (ACEs)
, 52, 114
Alternative intervention
, 89
Anxiety
, 66
Attention deficit hyperactivity disorder (ADHD)
, 52
Authentic happiness
theory
, 5–6, 118
Authoritative parenting
, 112
Bolton Uni-Stride Scale (BUSS)
, 75
Bounce Back
, 113, 142
Brief PPIs (BPPIs)
, 142
Broaden and Build Theory
, 119
Burnout
, 136
Carers
, 112
Challenges
with hierarchy of evidence
, 94
with implementation in HE
, 140–141
with implementation in primary and secondary schools
, 139–140
Character strengths
, 142
Character Strengths Inventory for Children (CSI-C)
, 24
Climate
, 12
Community level
, 53
Control group
, 92
Criticisms
, 10–11
Cross-sectional observational studies
, 90
Culture
, 12, 46, 154
Depression
, 136
Depression Anxiety Stress Scale (DASS-21)
, 100
Education
, 112
for well-being in pre-and primary schools
, 21–22
wellbeing in
, 9
Educational interventions
benefits of trials
, 98–99
best sample size
, 106
caution
, 95–96
challenges with hierarchy of evidence
, 94
contemplating study design
, 88–90
context matters
, 103–104
determining measures of success
, 102
efficacy vs. effectiveness
, 97–98
established interventions
, 94–95
evaluating new interventions
, 96
hierarchies of evidence
, 90–91
mediators of change
, 101
moderators of change
, 101–102
participants
, 102–103
plausible control
, 91–92
RCTs
, 93–94
regression to the mean
, 92–93
sample size
, 105
sample vs. population
, 104
selecting evaluation measures
, 99–100
selecting evaluation tools
, 100–101
statistical significance
, 105–106
Educational practitioners
, 96
Educators
, 54, 132, 134, 142–144
experiences of delivering PPIs
, 138–139
in unhelpful cultures
, 53–55
Effective coping strategies
, 72
Emergency counselling and referral to professional psychiatric care
, 68
Emotional intelligence (EI)
, 9, 69, 71, 138
Empathy
, 122
Engagement
, 6, 11, 23–25, 28
Enhancing Teachers Resilience in Europe (ENTRÉE)
, 138
Epidemiological studies
, 94
Established interventions
, 94–95
Eudaemonic wellbeing
, 132
Eudaimonic happiness (see Meaningful’ life)
Evaluation
, 95–96
Evaluation checklist
, 96
Experiments
, 91
Extraneous variable
, 109n3
Flourish-HE
, 69
Flourishing
, 6, 122–123
Flourishing Families
, 119
Frameworks
, 10–11, 15, 122, 132
Further Education (FE)
, 3
Goal setting
, 72
Good’ life
, 5
Government bodies
, 10
Gratitude
, 142
interventions
, 27
Grit
, 71–73
Grittiness
, 72
Growth mindset
, 122
Happiness
, 2, 6, 27, 139
Health and Safety at Work Act (1974)
, 133
Hedonic happiness (see Pleasant’ life)
Hedonic wellbeing
, 132
Helicopter parenting
, 112
Helplessness to hope
, 6
Heuristic Assessment of Psychological Interventions in Schools (HAPI Schools)
, 50–51
High schools
, 52
Higher education (HE)
, 66
challenges with implementation in
, 140–141
current approaches to student wellbeing
, 67–68
factors affecting success of PPIs in
, 70–71
grit and wellbeing
, 72–73
lessons learned
, 75–77
positive psychology in practice case study
, 74–75
PPIs for university students
, 68–69
resilience and grit
, 71
resilience and wellbeing
, 72
resistance from universities and staff
, 71
student mental health crisis in
, 66–67
Hope
helplessness to
, 6
theory
, 26
Hope, Efficacy, Resilience and Optimism (HERO)
, 52
Hopeful Minds
, 26
Hummingbird primary
, 55
case study of
, 31–33
lessons learned from
, 33–34
Hummingbird Project, The
, 55
challenging student behaviour
, 58
lessons learned and recommended actions from
, 57
reluctance from students
, 57
reluctance from teachers
, 57
selected vs. whole year group approaches
, 57–58
In-lab cellular experiments
, 94
Internal validity, 109n4
Intervention tools
, 50
HAPI Schools
, 50–51
Platt 3p model of mental health
, 51
Interventions at different levels
, 46–47
Job satisfaction
, 136
Kinaesthetic learners
, 32
Kindergarten-Year 12 level institution (K-12)
, 142
Kindness
, 25, 27, 138, 143
Knowledge and abilities
, 44–45
Lessons learned
, 75–77
Maytiv Preschool Program
, 24
Meaning
, 28
Meaningful’ life
, 5
Mediators of change
, 101
Mental health
, 133
approaches to intervening in mental health in secondary schools
, 42
attitudes towards mental illness from students
, 44
attitudes towards mental illness from teachers
, 44
different approaches to intervention in schools
, 47–48
factors affecting success of
, 43
interventions
, 49
interventions at different levels
, 46–47
knowledge and abilities
, 44–45
parent effects on child’s mental health
, 113–114
Platt 3p model of
, 51
SES
, 45–46
of students
, 8
Mental Health Act (1984)
, 133
Mental illness
, 133
attitudes towards mental illness from students
, 44
attitudes towards mental illness from teachers
, 44
Mental wellbeing
, 8, 12
Meta-analysis
, 94–95
Mindfulness
, 136, 142
courses
, 28
meditation
, 69
mindfulness-based interventions
, 69
techniques
, 28
Mindfulness-based Stress Reduction (MBSR)
, 28
Mindset
, 11, 72
Moderators of change
, 101–102
mPPI
, 33
Multi-component PPIs
, 42–43
Multimodal-intervention approach
, 136
Multiple-domain PPIs
, 25
MYRIAD project
, 28
Need
, 49, 118
Office for National Statistics (ONS)
, 66
Online PPIs
, 138
Online PPPIs
, 120
Optimism
, 27
Organisation for Economic Co-Operation Development (OECD)
, 9
Over-parenting
, 112
Parent engagement
, 121
Parenting, meaning of ‘positive’ for
, 115–116
Parents
, 112, 117
being ‘engaged’ with schools
, 121
effects on child’s mental health
, 113–114
Peer support programs
, 67
PERMA-H
, 12, 134
framework
, 123
theory of wellbeing
, 69
Persistence
, 75
Person-intervention fit
, 52
Placebo effect
, 92
Placebo/sham intervention
, 89
Platt 3p model of mental health
, 51
Plausible control condition
, 91–92
Pleasant’ life
, 5
Positive and Negative Affect Scale (PANAS)
, 100
Positive discipline
, 115
Positive education
, 4, 10, 55, 112–113, 141–142
accomplishment
, 28–29
approaches to intervening in mental health in secondary schools
, 42
considerations implementing PPIs
, 52–53
definitions of
, 8
delivery of interventions
, 49
education for well-being in pre-and primary schools
, 21–22
educators in unhelpful cultures
, 53–55
effectiveness of
, 153
engagement and meaning
, 28
factors affecting success of mental health interventions
, 43–47
factors affecting success of PPIs for well-being in pre/primary schools
, 29
frameworks
, 11–12
gaps in research
, 43
implementing
, 154
intervention tools
, 50–52
learning from others
, 55
lessons learned and recommended actions from Hummingbird Project experience
, 57–58
lessons learned from Hummingbird primary
, 33–34
positive emotions
, 26–27
positive psychology in practice
, 31–33
positive psychology in practice case study
, 55–56
positive psychology parenting and
, 120–123
from positive psychology to
, 7–8
positive relationships
, 27
previous research in pre-schools
, 23–24
previous research in primary schools
, 24–25
recommendations for delivering interventions
, 49–50
selected approaches to enhancing well-being in primary schools
, 26
single-component PPIs vs. multi-component PPIs
, 42–43
wellbeing and
, 133–134, 155
word of caution selecting PPIs
, 25
Positive Education Programme (PEP)
, 24
Positive Education Project
, 145
Positive educators
, 132
challenges with implementation in HE
, 140–141
challenges with implementation in primary and secondary schools
, 139–140
educator’s experiences of delivering PPIs
, 138–139
online PPIs
, 138
positive psychology in practice case study
, 144–145
science of wellbeing and positive psychology
, 134–136
teachers and educators
, 142–144
wellbeing
, 132–134
Positive emotion, Engagement, Relationships, Meaning and purpose and Accomplishment (PERMA)
, 6, 23, 134, 154
adaptions
, 135
elements of
, 24
model of wellbeing
, 31, 69
Positive emotions
, 26–27, 115–116
Positive family therapy
, 118–119
Positive parent–child relationship
, 116
Positive parenting
, 116
Positive psychology
, 2, 4, 25–26, 112–113, 134–136, 154–155
brief history of
, 4–5
compliments
, 68
to positive education
, 7–8
in practice case study
, 124–125
research
, 26
Positive psychology in practice
, 31
aims of project
, 31, 55
case study
, 55, 74–75, 144–145
data collection
, 33
design and methodology
, 31–32, 56
future development
, 33, 56
project overview
, 31, 55–56
results and impact
, 33, 56
Positive psychology interventions (PPIs)
, 3, 13, 23, 25, 132
considerations implementing
, 52–53
educator’s experiences of delivering
, 138–139
for educator wellbeing
, 136–138
factors affecting success of PPIs for well-being in pre/primary schools
, 29
HERO within
, 52
online
, 138
person-intervention fit
, 52
student potential
, 52–53
student’s background and personal circumstances
, 53
uniqueness of
, 14
for university students
, 68–69
Positive Psychology Parenting (PPP)
, 3, 115–117
age 6 and onwards
, 117–118
ages 0 to 6 years
, 117
and positive education
, 120–123
principles of
, 118–119
Positive psychology parenting interventions (PPPIs)
, 119
examples
, 119–120
Positive Psychology Toolkit
, 144–145
Positive relationships
, 27, 142
Positivity ratio
, 116
Positivity strategy
, 145
Pragmatic trials
, 97–98
Pre schools
education for well-being in
, 21–22
factors affecting success of PPIs for well-being in
, 29
previous research in
, 23–24
Primary schools
challenges with implementation in
, 139–140
education for well-being in
, 21–22
factors affecting success of PPIs for well-being in
, 29
previous research in
, 24–25
selected approaches to enhancing well-being in
, 26
Professional Learning Programme (PLP)
, 137
PROSPER
, 134
Purpose
, 5–6, 10, 47, 73
Quasi-experiments
, 91
Random error
, 99
Randomised Controlled Trials (RCT)
, 91, 93–94
Regression to the mean
, 92–93
Reliable
, 95
Reluctance from students and teachers
, 57
Replication process
, 96
Resilience
, 71, 122
and wellbeing
, 72
Resilient students
, 72
Resistance from universities and staff
, 71
Rigour
, 2
Robust
, 95
Sample size
, 105
Savouring
, 26, 28
Schools
, 9, 154
different approaches to intervention in
, 47–48
wellbeing
, 14
Science of wellbeing
, 134–136
SEARCH
, 12, 122–123, 135–136, 154
framework
, 14
Secondary schools
approaches to intervening in mental health in
, 42
challenges with implementation in
, 139–140
Self-awareness
, 122
Self-compassion
, 147
Self-composure
, 75
Self-control
, 72
Self-efficacy
, 72
Sense of belonging
, 72
Signature strengths
, 29, 117–118
Significance
, 45
Single-component PPIs (sPPIs)
, 42–43
6SQuID
, 96
Social and Emotional Aspects of Learning (SEAL)
, 21
Social support
, 29, 72
Social-emotional Learning (SEL)
, 122
Socio-economic status (SES)
, 9, 45–46
Special educational needs (SENs)
, 9
Staff-meeting intervention
, 137
Statistical significance
, 90, 105–106
Stirling Children’s Wellbeing Scale (SCWBS)
, 33
Strengths education strategy
, 145
Strengths-based approach
, 68, 122
Stress
, 66, 136
Student wellbeing
, 9
current approaches to
, 67–68
Students
attitudes towards mental illness from
, 44
background and personal circumstances
, 53
mental health crisis in higher education
, 66–67
potential
, 52–53
reluctance from
, 57
Success
, 70–71
Sustenance, stimulation, support, structure, surveillance (5S)
, 118
Teachers
, 142–144
attitudes towards mental illness from
, 44
efficacy
, 136
reluctance from
, 57
Three Good Things
, 27
Thriving Students Framework
, 74–75
Time
, 7
Traditional
, 42
Triangulation in research
, 109n5
24/7 helplines
, 68
UK Resilience Programme (UKRP)
, 24
UK’s National Institute for Health and Clinical Excellence (NICE)
, 105
University staff
, 141
University students
, 66, 72
PPIs for
, 68–69
‘Upward-spiralling’ effect
, 115–117
Values In Action (VIA)
, 2
Wait list comparison (see Wait-list control group)
Wait-list control group
, 89, 109n1
Well Being Charter
, 133
Wellbeing
, 6, 100, 122–123, 136, 155
in education
, 9
factors affecting success of PPIs for well-being in pre/primary schools
, 29
grit and
, 72–73
models
, 132
and positive education
, 133–134
resilience and
, 72
in schools
, 42
selected approaches to enhancing well-being in primary schools
, 26
White, Educated, Industrialised, Rich and Democratic populations (WEIRD populations)
, 9, 25
World Health Organisation (WHO)
, 132
World Mental Health Day
, 20
WORTH-IT
, 14
- Prelims
- 1. Introduction
- 2. Positive Education in Primary Schools
- 3. Positive Education in Secondary Schools
- 4. Positive Education in Higher Education
- 5. How Do We Know Educational Interventions Work?
- 6. Parents' Role in Positive Education and Positive Psychology Parenting
- 7. Positive Education for Positive Educators
- 8. Conclusions and Next Steps Forward
- Index