Handbook of positive psychology in schools PDF
Preview Handbook of positive psychology in schools
Handbook of Positive Psychology in Schools National surveys consistently reveal that an inordinate number of students report high levels of boredom, anger, and stress in school, which oft en leads to their disengagement from critical learn- ing and social development. If the ultimate goal of schools is to educate young people to become responsible and critically thinking citizens who can succeed in life, understanding factors that stimulate them to become active agents in their own learning is critical. A new fi eld labeled “posi- tive psychology” is one lens that can be used to investigate factors that facilitate a student’s sense of agency and active school engagement. Th e purposes of this groundbreaking handbook are to 1) describe ways that positive emotions, traits, and institutions promote school achievement and healthy social/emotional development, 2) describe how specifi c positive-psychological constructs relate to students and schools and sup- port the delivery of school-based services, and 3) describe the application of positive psychology to educational policy making. By doing so, the book provides a long-needed centerpiece around which the fi eld can continue to grow in an organized and interdisciplinary manner. Key features include… Comprehensive—Th is book is the fi rst to provide a comprehensive review of what is known about positive psychological constructs and the school experiences of children and youth. Topical cover- age ranges from conceptual foundations to assessment and intervention issues to service delivery models. Intrapersonal factors (e.g., hope, life satisfaction) and interpersonal factors (e.g., positive peer and family relationships) are examined as are classroom-and-school-level infl uences (e.g., student-teacher and school-community relations). Interdisciplinary Focus—Th is volume brings together the divergent perspectives, methods, and fi ndings of a broad, interdisciplinary community of scholars whose work oft en fails to reach those working in contiguous fi elds. Chapter Structure—To ensure continuity across chapters, authors provide overviews and detailed research summary, illustrate relationships to student development, and provide examples of real- world applications. Methodologies—Chapters feature longitudinal studies, person-centered approaches, experimental and quasi-experimental designs, and mixed methods. Rich Gilman is Coordinator of the Psychology and Special Education Programs in the Division of Developmental and Behavioral Pediatrics at the Cincinnati Children’s Hospital Medical Center, and As- sociate Professor in the Department of Pediatrics at the University of Cincinnati Medical School. E. Scott Huebner is Professor and Former Director of the School Psychology Program at the University of South Carolina. Michael J. Furlong is Professor and Chair of the Department of Counseling, Clinical, and School Psychology at the University of California Santa Barbara. Handbook of Positive Psychology in Schools Edited by Rich Gilman Cincinnati Children’s Hospital Medical Center University of Cincinnati Medical School E. Scott Huebner University of South Carolina Michael J. Furlong University of California Santa Barbara First published 2009 by Routledge 270 Madison Ave, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2009. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” © 2009 Taylor & Francis All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any e lectronic, mechanical, or other means, now known or hereaft er invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identifi cation and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Handbook of positive psychology in schools / [editors] Rich Gilman, E. Scott Huebner, Michael J. Furlong. — 1st ed. p. cm. 1. School psychology—Handbooks, manuals, etc. 2. Positive psychology—Handbooks, manuals, etc. I. Gilman, Rich, 1968– II. Huebner, Eugene Scott, 1953– III. Furlong, Michael J., 1951– LB1027.55.H363 2008 370.15—dc22 2008027300 ISBN 0-203-88408-6 Master e-book ISBN ISBN 10: 0-8058-6361-3 (hbk) ISBN 10: 0-8058-6362-1 (pbk) ISBN 10: 0-203-88408-6 (ebk) ISBN 13: 978-0-8058-6361-1 (hbk) ISBN 13: 978-0-8058-6362-8 (pbk) ISBN 13: 978-0-203-88408-9 (ebk) Dedication RG: To Kathleen and Lois, for continually reminding me of the important things in life ESH: To Beth, for her unwavering support and optimism MJF: To Flora, Leiana, and Devin for showing me the many pathways of life Contents Foreword xi ED DIENER AND CAROL DIENER About the Editors xiii Contributors xv Part I: Conceptual Foundations 1 1 A Conceptual Model for Research in Positive Psychology in Children and Youth 3 E. SCOTT HUEBNER, RICH GILMAN, AND MICHAEL J. FURLONG 2 Th e Nature and Importance of Positive Mental Health in America’s Adolescents 9 COREY L. M. KEYES Part II: Internal Assets and Positive Student Development 25 3 Life Satisfaction 27 SHANNON M. SULDO, E. SCOTT HUEBNER, ALLISON A. FRIEDRICH, AND RICH GILMAN 4 Measuring and Promoting Hope in Schoolchildren 37 SHANE J. LOPEZ , SAGE ROSE, CECIL ROBINSON, SUSANA C. MARQUES, AND JOSE PAISRIBEIRO 5 Optimism and the School Context 51 PETER BOMAN, MICHAEL J. FURLONG, IAN SHOCHET, ELENA LILLES, AND CAMILLE JONES 6 Strengths of Character in Schools 65 NANSOOK PARK AND CHRISTOPHER PETERSON 7 Gratitude in School: Benefi ts to Students and Schools 77 GIACOMO BONO AND JEFFREY FROH 8 Positive Self-Concepts 89 BRUCE A. BRACKEN 9 Emotion Regulation: Implications for Positive Youth Development 107 MAUREEN BUCKLEY AND CAROLYN SAARNI vii viii • Contents 10 Empathy, Prosocial Behavior, and Positive Development in Schools 119 TRACY L. SPINRAD AND NANCY EISENBERG 11 Flow in Schools: Cultivating Engaged Learners and Optimal Learning Environments 131 DAVID J. SHERNOFF AND MIHALY CSIKSZENTMIHALYI Part III: Contextual Resources and Positive Student Development 147 12 Toward a Positive Psychology of Academic Motivation: Th e Role of Self-Effi cacy Beliefs 149 FRANK PAJARES 13 Oriented Towards Mastery: Promoting Positive Motivational Goals for Students 161 LYNLEY H. ANDERMAN AND ERIC M. ANDERMAN 14 Creativity in the Schools: A Rapidly Developing Area of Positive Psychology 175 JAMES C. KAUFMAN AND RONALD A. BEGHETTO 15 School Satisfaction and Children’s Positive School Adjustment 189 JEAN A. BAKER AND ANGELA N. MAUPIN 16 Student Engagement and Positive School Adaptation 197 AMYJANE GRIFFITHS, JILL D. SHARKEY, AND MICHAEL J. FURLONG 17 Th e ClassMaps Survey: A Framework for Promoting Positive Classroom Environments 213 BETH DOLL, SARAH KURIEN, COURTNEY LECLAIR, ROBERT SPIES, ALLISON CHAMPION, AND ALLISON OSBORN 18 Peer Relationships and Positive Adjustment at School 229 KATHRYN WENTZEL, SANDRA BAKER, AND SHANNON RUSSELL 19 Parent-Child Relationships 245 SHANNON M. SULDO 20 Parents as Essential Partners for Fostering Students’ Learning Outcomes 257 AMY L. RESCHLY AND SANDRA L. CHRISTENSON 21 Secrets of Th eir Success: Activity Participation and Positive Youth Development 273 BONNIE L. BARBER, BREE D. ABBOTT, COREY J. BLOMFIELD, AND JACQUELYNNE S. ECCLES Part IV: School-Based Applications for Positive Student Development 291 22 Positive Psychology and School-Based Interventions 293 DAVID N. MILLER, AMANDA B. NICKERSON, AND SHANE R. JIMERSON 23 Th e Positive in Positive Models of Discipline 305 GEORGE G. BEAR Contents • ix 24 Positive Psychology and the Prevention of School-Based Victimization 323 KRIS VARJAS, JOEL MEYERS, BARBARA MEYERS, SAMUEL KIM, CHRISTOPHER C. HENRICH, AND LAURA SUBBIAH TENEBAUM 25 Promoting Positive Adaptation During the Early Childhood Years 339 KATHLEEN H. ARMSTRONG, KRISTEN N. MISSALL, EMILY I. SHAFFER, AND ROBIN L. HOJNOSKI 26 Listening to Students: Moving from Resilience Research to Youth Development Practice and School Connectedness 353 BONNIE BENARD AND SEAN SLADE 27 Positive Psychology and Students with Intellectual Disabilities 371 H. THOMPSON PROUT 28 Positive Psychology and School/Community-Based Youth Participatory Photography Programs 383 MARYAM KIAKEATING 29 Child and Adolescent Health Risk Behaviors: Prevalence and Comprehensive Prevention and Intervention Strategies 399 ROBERT F. VALOIS AND KEITH J. ZULLIG 30 Wholistic Wellness and Exercise Among Adolescents 409 R. L. PETOSA AND BRIAN V. HORTZ 31 Nutrition: Th e Foundation of Health, Happiness, and Academic Success 423 SARA A. PYLE, MELISSA L. HYDER, C. KEITH HADDOCK, AND W. S. CARLOS POSTON 32 A Positive Psychology Approach to Developing Talent and Preventing Talent Loss in the Arts and Sciences 433 RENA F. SUBOTNIK AND STEVEN KNOTEK 33 Positive Psychology, Culture, and Schools: Conceptual and Empirical Challenges 447 CRAIG FRISBY 34 Positive Psychology for Educators 463 COLLIE W. CONOLEY AND JANE CLOSE CONOLEY 35 Th e Law’s Place in Fostering Positive Youth Development in Schools 477 ROGER J. R. LEVESQUE Index 495
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