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E-raamat: Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-being in Schools

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  • Formaat: PDF+DRM
  • Sari: Positive Education
  • Ilmumisaeg: 08-May-2015
  • Kirjastus: Springer
  • Keel: eng
  • ISBN-13: 9789401796675
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Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-being in SchoolsSuurem pilt
  • Formaat: PDF+DRM
  • Sari: Positive Education
  • Ilmumisaeg: 08-May-2015
  • Kirjastus: Springer
  • Keel: eng
  • ISBN-13: 9789401796675
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Based on action research and implementation at one of the worlds great schools, this book provides a much-needed exploration of how to implement positive education at a whole school level. Evidence-Based Approaches in Positive Education summarises the integration of a whole-school mental health and well-being strategy, positive psychology programs and pastoral care models from 3 18 years of age. Positive education is the teaching of scientifically validated programs from positive psychology and character education that have an impact on student and staff well-being. It is an approach that focuses on teaching, building and embedding social and emotional learning throughout a students experience. St Peters College - Adelaide is the only institution in the world to integrate Martin Seligmans well-being theory throughout all aspects of both its strategic intent and positive education programs. The Schools vision is to be a world-class school where all boys flourish. Its mission is to provide an exceptional education that brings out the very best in every boy. This is done within an intellectually and spiritually rich environment that nurtures international-mindedness, intercultural understanding, respect and a commitment to social justice. This book captures the developments of the St Peters College journey. It focuses on the integration of well-being across seven strategic goals: Academics; Well-being; Student Life; Entrepreneurship; Innovation and Partnerships; People, Culture and Change; Sustainability and Environment; Community Engagement, Advancement, and Philanthropy. A uniquely Australian school, the impact of a St Peters College education is to build great men: who believe safety, service and integrity and fundamental parts of their lives; who are active members of communities that are socially and culturally diverse; who engage in political, ethical, and environmental challenges as good citizens. Since 1847, St Peters College alumni have hadglobal and life-changing impact in all fields of human endeavour. The Schools alumni include three Nobel Laureates, 42 Rhodes Scholars, Olympians and Archbishops, artists and scientists, educators and journalists, actors and politicians, philanthropists and physicians, CEOs, diplomats and soldiers, explorers, painters and poets. This book shares evidence-based practices and makes a substantial contribution to the rapidly developing field of positive psychology and its application in schools.
1 Building a Positive Institution
1(26)
Mathew A. White
A. Simon Murray
Introduction
1(2)
School Culture and Well-Being
3(1)
Well-Being and Institutional Culture
4(2)
Why Well-Being? A Case for Urgency
6(3)
Defining Positive Psychology
9(3)
Defining Well-Being
12(2)
Defining Positive Education
14(1)
Defining Positive Institutions
15(1)
Building a Positive Institution
16(2)
Caught or Taught?
18(4)
References
22(5)
2 A Comparison Between Theological Christian Approaches to Wisdom and Peterson and Seligman's Classification of Character Strengths and Virtues
27(16)
Theodore D. McCall
Lea E. Waters
Mathew A. White
Introduction
27(1)
Well-Being at Schools
28(1)
Wisdom Literature
29(1)
Jesus, the Wisdom of God
30(1)
Wisdom in the Context of Christian Education
31(1)
Wisdom in the Context of Positive Education
32(3)
Positive Verse and Positive Parables: Connections to the Character Strengths Model
35(4)
Conclusions
39(1)
References
40(3)
3 Leading Whole-School Change
43(22)
Lea E. Waters
Mathew A. White
Lan Wang
A. Simon Murray
Introduction
43(1)
What is Appreciative Inquiry and How Does it Work?
44(2)
Using AI to Promote Positive Staff Outcomes in Schools
46(2)
Using AI to Create Objective Change in the Organization
48(1)
St Peter's College, Adelaide, Australia
48(1)
Method
48(1)
Sample
49(1)
Measures
50(1)
The AI Summit
50(1)
Results
51(4)
Objective Changes Following the AI Summit
55(2)
Discussion
57(2)
Conclusion
59(1)
References
60(5)
4 Measuring Whole-School Well-being in Students and Staff
65(28)
Margaret L. Kern
Alejandro Adler
Lea E. Waters
Mathew A. White
A Multifaceted Whole-School Approach to Well-being in Students and Staff: Health Benefits and Job Satisfaction
65(1)
A Positive Dashboard Approach to Well-being
66(3)
A Whole School Approach to Well-being: Incorporating Teacher and Staff Perspectives
69(1)
Well-being and Life Outcomes
69(1)
Applying the Whole School Dashboard Approach to St. Peter's College
70(1)
Our Approach
70(1)
Method
71(5)
Results
76(4)
Discussion
80(2)
A Dashboard Perspective on Student Well-being
82(1)
A Dashboard Perspective on Staff Well-being
83(1)
Limitations
83(1)
Conclusion: A Vision for a Positive Future
84(1)
Appendix 1
85(1)
International Thought Leaders that have Presented at St. Peter's College
85(1)
References
86(7)
5 Positive School Psychology
93(18)
Zoe Alford
Mathew A. White
From Psychopathology to Prevention and Promotion of Well-being
93(1)
Preventative Approaches in Schools
94(3)
Well-being-Focused Primary Preventions
97(3)
Well-Being Focused Secondary and Tertiary Preventions
100(7)
References
107(4)
6 Strengths-Based Approaches in the Classroom and Staffroom
111(24)
Mathew A. White
Lea E. Waters
Introduction
111(1)
Schools as Enabling Institutions
112(2)
Character Strengths in Schools
114(1)
St Peter's College, Adelaide, Australia
115(2)
Student-focused Strengths-based Initiatives
117(1)
Student Strengths-based Initiative 1: Well-being Curriculum
117(1)
Student Strengths-based Initiative 2: A Strengths-based Approach in Sport
117(1)
Student Strengths-based Initiative 3: Character Strengths in Religious Instruction
118(7)
Strengths-based Initiatives with Staff
125(2)
What Does It All Mean?
127(1)
Did these strengths already exist in the organisation and people?
127(2)
Measuring Well-being in Students and Staff
129(1)
Suggestion for Future Practice in Schools
129(1)
Conclusions and Further Questions
130(1)
References
130(5)
7 Character Education: A Role for Literature in Cultivating Character Strengths in Adolescence
135(16)
Emily FitzSimons
Introduction
135(1)
What Could Character Education Look Like?
136(6)
Positive Psychology and Literature
142(4)
Character Strengths Through Literature
146(1)
Suggested Activities for the English Classroom
146(2)
Conclusions
148(1)
References
148(3)
8 Student Leadership, Well-Being and Service: Integrating Appreciative Inquiry, Strengths and Leadership
151(16)
Mathew A. White
John Vrodos
Tom McNeil
The Opportunity
151(2)
Leadership and Seligman's PERMA Theory
153(2)
A National Student Leadership Summit
155(9)
Appendix A: Letter to School Leaders
164(1)
References
165(2)
9 Well-being as Freedom: Future Directions in Well-Being
167(10)
Mathew A. White
A. Simon Murray
Introduction
167(1)
Why is education critical?
168(6)
References
174(3)
Index 177
Mathew A. White Ph.D., is Director of Wellbeing & Positive Education at St Peters College, Adelaide, Australia. Mathew serves on the Senior Leadership Team of St Peters College, Adelaide. He graduated PhD from the University of Adelaide and completed residential studies at The Principals Center Harvard Graduate School of Education. Mathew is Senior Fellow in the Melbourne Graduate School of Education - The University of Melbourne and Affiliate in Cambridge Universitys Wellbeing Institute. His work focuses on leadership, cultural change, and wellbeing. He has lectured at the Universities of Oxford, Melbourne, Pennsylvania and Bath. His publications appear in Journal of Positive Psychology, International Journal of Wellbeing, Psychology and International Journal of Appreciative Inquiry. Mathew has presented to the Governors Leadership Foundation, South Australian Governments Executive Services Leadership Program and the Positive Education Summit & Round Table on Wellbeing at No. 10 Downing Street. He has counselled Catholic education, government systems, independent and Lutheran schools on applications of wellbeing. Mathew represented St Peters College as lead partner in Dr Seligmans appointment as Thinker in Residence - Department of the Premier and Cabinet for the Government of South Australia. He is a member of the Wellbeing and Resilience Centre Education Committee South Australian Health and Medical Research Institute, Academic Advisory Board Positive Psychology Centre University of Melbourne, Course Advisory Group TAFE-SA, and Academic Committee St Marks College, Adelaide.

A. Simon Murray is the 14th Headmaster of St Peters College, Adelaide one of Australias oldest independent schools, with over 1385 students and 220 staff. He has had 30 years of leadership experience in education. Prior to his appointment to St Peters College, Simon was Headmaster of Canberra Grammar School andBunbury Cathedral Grammar School. Simon was elected Chair of Association of Heads of Independent School of Australia from 2009 2011, representing over 390 member schools. He is a past Board member of the Independent Schools Council of Australia. He was appointed a Fellow of the Australian College of Educators in 2008 for his leadership in the independent school sector. Simon is a Fellow of the Australian Institute of Management. Simon has presented at national and international conferences on wellbeing, leadership, cultural change, and future directions in education. He was the St Peters College representative for Dr. Seligmans role as Adelaides Thinker in Residence Department of the Premier and Cabinet. Simon was one of thirty leaders in education invited to participate in a Positive Education Summit on Wellbeing at 10 Downing Street. He is the foundation Chairman and a board member of the Positive Education Schools Association (PESA), a board member of the International Positive Education Network (IPEN), a council member of Adelaides largest residential university college, St Marks College, and an appointed member of the diocesan council in the Anglican Diocese.   
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