Applied Positive School Psychology

Andrea Giraldez-Hayes is an accredited coaching psychologist, supervisor, and consultant specialising in positive and coaching psychology. She is the Director of the MSc in Applied Positive Psychology and Coaching Psychology and the Wellbeing and Psychological Services Centre at the University of East London’s School of Psychology.Jolanta Burke is a Chartered Psychologist (British Psychological Society) specialising in positive psychology and an Associate Professor in the Centre for Positive Psychology and Health in RCSI University of Medicine and Health Sciences. She has authored eight books. For more information, go to www.jolantaburke.com.

• About the Editors About the Contributing Authors Part 1. Positive Psychology in Schools Chapter 1. Positive Schools: An Introduction Chapter 2. Applying Positive Psychology in Primary Schools Part 2. Connecting with Others Chapter 3. Positive Relationships Chapter 4. Self-Confidence and Self-Efficacy Development in SchoolsChapter 5. Courage in Positive Education Chapter 6. Working with Strengths in Education: Why Educators Should Strength Spot in Their Students, And How Students Feel About This Work. Chapter 7. Coaching Conversations to Enhance Wellbeing Part 3. Connecting with Self Chapter 8. Has Life No Meaning? Cultivating Youth Life Meaning in Schools Chapter 9. Embedding Compassion in Schools: The What’s, The Why’s and The How’sChapter 10. Meditation-Based Tools for Balance, Focus and Health Chapter 11. Strength-Based Interventions for Students and Staff Part 4. Creativity in Schools: Arts, Playing and Language Chapter 12. Arts and Wellbeing Chapter 13. Music, Technology and Wellbeing Chapter 14. Playing and Thriving in School Chapter 15. Wellbeing Lexicon in SchoolsPart 5. InclusionChapter 16. School Belonging as An Essential Component of Positive Psychology in Schools Chapter 17. Positive Psychology and School Bullying Chapter 18. Positive Psychology, Strengths-Based and Inclusive Practices, And Disability Chapter 19. Positive Solution Part 6. The Road Less Travelled for Wellbeing Strategies Chapter 20. The Why and How of Whole-School Wellbeing Chapter 21. Pedagogy for Wellbeing: A New Model for Organic Development of Wellbeing in Schools Chapter 22. Wellbeing of School Teachers Chapter 23. Expertise: The Problem with Experience Part 7. Conclusion

"This is a marvellous book by leading authorities who put across the practical gains of positive psychology in a thoroughly sensible and accessible way. Teachers and parents should all read it: there’s lots in it for your too."Sir Anthony Seldon, Vice-Chancellor, The University of Buckingham, UK"This book is a true gift to aspiring educators and school leaders who desire to bring positive transformation to schools. It addresses the breadth of issues related to positive education and provide rich theoretical foundations and practical applications. As a positive educator, I am truly impressed and intrigued by the reflection questions and discussion points at the end of each book chapter, which allows educators to crystallise their learnings and reflect meaningfully on their teaching and learning practice."Matthew Koh, Founder of The Positive Arena, Singapore"This compendium of positive school philosophies provides a wealth of evidence and inspiration for educators to consider in their teaching approaches, and in terms of whole-school self-evaluation. It offers practical insights into how wellbeing can be weaved into schools’ work. It is also a powerful call to action for system leaders to consider how this thinking might be embedded in future policy and resourcing of schools, particularly CPD for teachers and school leaders. I encourage educators to read it."Páiric Clerkin, CEO of the Irish Primary Principals’ Network, Ireland"I am delighted to have this opportunity to endorse such a worthwhile compendium of expert perspectives on the application of positive psychology to schools. The need for this book is especially important at a time when so many of our children and young people are reporting threats to their mental health and positivity related to their experiences in the current pandemic, as well as the reported negative impacts of climate change on their futures. Emotional health and well-being are central to optimal development – intellectual, physical and social. In terms of education, we cannot learn optimally if we feel threatened, and this edited collection offers a wide variety of potential solutions for schools (and families) in our quest to promote a greater sense of positive agency and inclusion in future generations." Professor Graham F Welch, UCL Institute of Education, UK