Search results

The aim of this chapter is to introduce the aims of the book, how it is structured and introduce the main concepts of positive psychology and positive education. This includes a brief history of positive psychology and how it led to its application in schools as positive education. The chapter introduces positive education, what it is, why wellbeing is important in education and some of the main frameworks for positive education being used in schools. A rationale for why the focus of this book is on positive education and at all levels of those involved in education in the UK is also provided. Namely, to address whether positive education is too positive for the UK (Robson-Kelly, 2018).

Parents ‘matter’ to schools for their child’s education and parents ‘matter’ in relation to their child’s wellbeing. Indeed, in his synthesis of over 800 studies, Hattie (2008) equated the benefits of parental engagement with schools as being equivalent to adding two or three further years to their education. The aim of this chapter, therefore, is to look at parents in relation to wellbeing through positive education and, as part of this, the concept of positive psychology parenting too. Drawing on scientific research, the benefits of positive psychology to parents and families, alongside some of the ‘why’ and ‘how’ parents can better engage with schools, will be presented. A Positive Psychology in Practice case study of Bounce Back, a freely available, online introduction to positive psychology designed to give parents and carers an introduction to several different concepts, approaches, and hands-on techniques, based on the principles of positive psychology, will also be provided. This case study will also present Bounce Back as an intervention, giving parents and carers practical advice on how best to use this online resource, as well as information on how to implement some of the wider ideas from positive education at home to help them better understand, and intervene in, their own and their family’s wellbeing.

This chapter has been specifically written for readers interested in incorporating positive education into practice. Expanding on concepts and models first introduced in Chapter 1, it starts with an overview of commonly used wellbeing models and frameworks from positive psychology adapted for application in schools. The chapter also explores the significance of positive education in enhancing educator wellbeing and shares experienced-based insights on how positive education has been implemented effectively, or not. As part of this, the chapter identifies common implementation challenges and offers key recommendations for achieving success. Aligned to this book’s overarching objective of connecting theory with practice, it provides empirical and practical insights, including a Positive Psychology in Practice case study of a UK educator’s experience with embedding positive education in further education (FE).

Building on the introduction to positive psychology and positive education in Chapter 1, the aim of Chapter 3 is to focus on wellbeing and positive education in secondary schools. This includes an overview of approaches to intervening in mental health (‘traditional’ and those which draw on the principles of positive psychology) that have been used in schools, and the factors that can influence their outcomes. When and how to apply interventions across three levels: the system, the community, and the individual, are also explored, alongside four different approaches: whole school, whole class, small group, and one-to-one. The chapter draws on up-to-date research and practical experience in secondary school settings, and includes a case study of Positive Psychology in Practice, based on the delivery (by the author) of a multi-component PPI (mPPI) – The Hummingbird Project, which has now been delivered to approximately 4,000 students in 24 secondary schools across the North West of England. The effectiveness of the mPPI, key lessons learned and insights gained are shared, including how to overcome the challenges of working in a culture not conducive to positive education.

This chapter is on positive education in primary schools (including pre-schools), and how programmes that use interventions from positive psychology (PPIs) can have positive effects (academic and for well-being), on children in this age group (up to 11 years). It explores some of the key challenges of implementing PPIs at younger ages and why, compared to secondary schools, limited studies of PPIs in pre- and primary schools exist. Based on the author’s personal experience of successfully delivering a multiple PPI (mPPI) in a primary school in the United Kingdom, the chapter also presents a case study. In particular, a mPPI known as Hummingbird Primary, adapted from the Hummingbird Project which has successfully been delivered in high schools; see Chapter 3. The case study presents an overview of the mPPI, the impact it had and some of the lessons learned. The chapter concludes with recommendations for educators wishing to implement PPIs in a whole primary school setting.

Through an interdisciplinary lens of positive psychology, this paper aims to explore positive experiences for human transformation, recognising their potential for a positive impact and contribution to the future tourism industry and the Sustainable Development Goals (SDGs).

A literature review forms the basis for the present paper.

Based on an in-depth literature review, four main avenues for positive experience design are proposed: designing transformative tourism experiences and measuring long-term impact; designing digital transformative tourism experiences; facilitating and guiding transformative experiences; and training to guide transformative experiences.

This study contributes to the interdisciplinary body of literature on positive psychology, experience design, and human transformation in the context of tourism. Cutting-edge perspectives are outlined to develop a theoretical and practical understanding of how to intentionally design for positive transformative experiences in tourism and make a positive contribution to the SDG 3 good health and well-being.

本文通过积极心理学的跨学科视角, 探讨促进人类转变的积极体验, 认识到其对未来旅游业和可持续发展目标（SDGs）产生积极影响和做出贡献的潜力。

研究结果 - 基于深入的文献综述, 提出了积极体验设计的四个主要途径, 包括：1）设计变革性旅游体验并衡量长期影响; 2）设计数字化变革性旅游体验; 3）促进和引导变革性体验; 以及 4）培训指导变革性体验。

本研究为有关积极心理学、体验设计和旅游业背景下的人类转型的跨学科文献做出了贡献。本研究概述了前沿观点, 以便从理论和实践上理解如何在旅游业中有意识地设计积极的转型体验, 并为可持续发展目标 3–良好的健康和福祉做出积极贡献。

A través del prisma interdisciplinar de la psicología positiva, este documento explora las experiencias positivas para la transformación humana, reconociendo su potencial para un impacto positivo y su contribución a la futura industria turística y a los Objetivos de Desarrollo Sostenible (ODS).

El presente documento se basa en una revisión bibliográfica.

Sobre la base de una revisión en profundidad de la literatura, se proponen cuatro vías principales para el diseño de experiencias positivas, incluyendo 1) el diseño de experiencias turísticas transformadoras y la medición del impacto a largo plazo, 2) el diseño de experiencias turísticas transformadoras digitales, 3) la facilitación y guía de experiencias transformadoras, y 4) la formación para guiar experiencias transformadoras.

Este estudio contribuye al cuerpo interdisciplinario de literatura sobre psicología positiva, diseño de experiencias y transformación humana en el contexto del turismo. Se esbozan perspectivas de vanguardia para desarrollar una comprensión teórica y práctica de cómo diseñar intencionadamente experiencias transformadoras positivas en el turismo y hacer una contribución positiva al ODS 3 buena salud y bienestar.