The Palgrave Handbook of Positive Education
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The Palgrave Handbook of Positive Education

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Description

This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience.



The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy and curriculum studies.



This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work and public policy.
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Product details

  • Hardback
  • 155 x 235mm
  • Cham, Switzerland
  • English
  • 1st ed. 2021
  • Approx. 390 p.
  • 3030645363
  • 9783030645366

Back cover copy

This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience.

The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy and curriculum studies.



This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work and public policy.
show more

Table of contents

Foreword: Martin Seligman, Ph.D., Director of the Penn Positive Psychology Center, Zellerbach Family Professor of Psychology in the Penn Department of Psychology, and Director of the Penn Master of Applied Positive Psychology program (MAPP), University of Pennsylvania, United States.
Section I: Overview of Positive EducationChapter 1: An Introduction to Positive EducationMargaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, The University of Melbourne, Australia.
Chapter 2: Positive Education Around the World Sylvia Kwok, Ph.D., Associate Professor, Department of Applied Social Sciences and convenor of the Positive Education Laboratory, City University of Hong Kong, Hong Kong.
Section II: Core Goals for Positive EducationChapter 3: Wellbeing and Flourishing Covadonga Chaves Velez, Ph.D., Professor of Clinical Psychology, Complutense University, Madrid, Spain and Research Director, Institute of Happiness Sciences, Tecmilenio University, Mexico
Chapter 4: Resilience Tammie Ronen, Ph.D., Professor and Head, Renata Adler Memorial Research Center for Child Welfare and Protection, Gershon H. Gordon Faculty of Social Sciences, Shapell School of Social Work, Tel Aviv University, Israel
Chapter 5: Social and Emotional LearningErica Fryenberg, Ph.D., Associate Professor and Honorary Principal Fellow, Melbourne Graduate School of Education, University of Melbourne, Australia
Chapter 6: Skills for the 21st Century Workplace Shiri Lavy, Ph.D., Lecturer, Faculty of Education, Department of Leadership and Policy in Education, University of Haifa, Israel
Chapter 7: Approaches to Positive Education Denise Quinlan, Ph.D., Senior Facilitator, Diploma of Positive Psychology and Wellbeing, and Research Fellow, University Of Otago, New ZealandSuzy Green, D.Psyc., Clinical and Coaching Psychologist and Founder, The Positivity Institute, New South Wales, Australia
Section III: Foundations of Positive EducationChapter 8: Strength-Based Interventions in Educational SystemsRyan Niemiec, Ph.D., Licensed psychologist, and Education Director, VIA Institute on Character, Cincinnati, Ohio, United States
Chapter 9: Building Positive Emotions and Playfulness Frans Orsted Andersen, PH.D., Associate Professor, Danish School of Education, Aarhus University, Denmark
Chapter 10: Creativity and Intelligence Scott Barry Kaufman, Ph.D., Lecturer, Department of Psychology and Scientific Director, Imagination Institute, Positive Psychology Center, University of Pennsylvania, Philadelphia, United States
Chapter 11: Growth Mindset Carol Dweck, Ph.D., Lewis and Virginia Eaton Professor of Psychology, Stanford University.
Chapter 12: Perseverance, SelfC-control, and Grit Angela Duckworth, Ph.D., Christopher H. Browne Distinguished Professor of Psychology, Senior Advisor, Positive Psychology Center, School of Arts and Sciences, University of Pennsylvania, United States
Chapter 13: Engagement Mette Marie Ledertoug, Ph.D., Postdoctoral Fellow, Danish School of Education, Aarhus University, Denmark
Chapter 14: Mindfulness, Meditation, and Related PracticesNimrod Sheinman, M.D., Director, Israel Center for Mindfulness in Education, School of Education, Haifa University, Israel
Chapter 15: RelationshipsKelly-Ann Allen, Ph.D., Educational and Developmental Psychologist, Melbourne Graduate School for Education, University of Melbourne, Australia
Chapter 16: Meaning and Purpose in Life Michael Steger, Ph.D., Professor, Applied Social and Health Psychology, Counseling Psychology, Director, Laboratory of the Study of Meaning and Quality of Life, Department of Psychology, Colorado State University, United States
Chapter 17: Civic Character Reed W. Larson, Ph.D., Professor, Human Development and Family Studies, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois, United States.
Chapter 17: Moral Education Theodore McCall, M.Div, Ph.D., School Chaplain, St. Peter's College, Adelaide, Australia
Chapter 18: Trauma Informed Approaches Tom Brunzell, MS, Ph.D. Candidate, University of Melbourne and Senior Advisor, Berry Street Childhood Institute, Richmond, Victoria, Australia
Chapter 19: Reaching the Disadvantaged Denise Quinlan, Ph.D., Senior Facilitator, Diploma of Positive Psychology and Wellbeing, and Research Fellow, University Of Otago, New ZealandSue Roffey, Ph.D., Honorary Associate Professor, University of Exeter, England Adjunct Associate Professor, Western Sydney University, Australia
Chapter 20: Making positive education fun Ilona Boniwell, Ph.D., Visiting Principal Lecturer, Department of Psychology, Cambridge University, England, and Head, MSc in Applied Positive Psychology, Angela Ruskin University, England and France
Section IV: Enablers of Wellbeing and Resilience
Chapter 18: Self-Determination Michael Wehmeyer, Ph.D., Ross and Marianna Beach Distinguished Professor in Special Education, Chair, Department of Special Education, Senior Scientist and Director, Beach Center on Disability, University of KansasRichard Ryan, Ph.D., Professor, Institute for Positive Psychology and Education, Australian Catholic University, New South Wales, Australia and Research Professor in Psychology, University of Rochester, New York, United StatesEdward Deci, Ph.D., Professor of Psychology and Gowen Professor in the Social Sciences, University of Rochester, New York, United States
Chapter 19: Positive Youth Development Richard Lerner, Ph.D., Bergstrom Chair, and Director, Institute for Applied Research in Youth Development, Eliot Pearson Department of Child Study and Human Development, Tufts University, Medford, Massachusetts, United States. Dan Romer, Ph.D., Research Director, Annenberg Public Policy Center, Director, Adolescent Communication Institute, University of Pennsylvania, United States.
Chapter 20: Career and Life Design Mark Savickas, Ph.D., Adjunct Professor of COunselor Education, Kent State University, Professor Extraordinaire, University of Pretoria, South Africa. Laura Nota , Ph.D., Professor, Department of Philosophy, Sociology, Education and Applied Psychology, Director, Laboratory for Research and Intervention in Vocational Designing and Career Counselling, University of Padova, Italy
Chapter 21: Assessing and Enabling Wellbeing in the Community Aaron Jarden, Ph.D., Associate Professor, Melbourne Graduate School of Education, and Director, Masters of Applied Positive Psychology, Centre for Positive Psychology, University of Melbourne, Australia
Chapter 22: Teacher and Staff Wellbeing Matthew White, Ph.D., Associate Professor and Program Director, Master of Education, School of Education, University of Adelaide, Honorary Fellow, Melbourne Graduate School of Education, University of Melbourne, Australia
Chapter 23: Positive Leadership Emily Heaphy, Ph.D., Assistant Professor of Management, University of Massachusetts, Amherst, United StatesJane Dutton, Ph.D., Robert L. Kahn Distinguished Emerita Professor of Business Administration and Psychology, Co-Founder, Center for Positive Organizations University of Michigan, United StatesKim S. Cameron, Ph.D., William Russell Kelly Professor of Management and Organizations, Ross School of Business, Professor of Higher Education, School of Education, University of Michigan, United States
Chapter 24: Positive Communities Lindsay Oades, PhD., Professor, Melbourne Graduate School of Education, Director, Centre for Positive Psychology, University of Melbourne, AustraliaLea Waters, Ph.D., Professor and Founding Director, Positive Psychology Centre, University of Melbourne, Australia
Section VI: Applications and ImplicationsChapter 25: Systems Approaches to Positive EducationMargaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, Australia
Chapter 26: Cultural issues in positive education Joseph Ciarrochi, Ph.D., Professor, Institute of Positive Psychology and Education, Australian Catholic University, New South Wales, Australia
Chapter 27: Positive Education in Practice Ricardo Arguis Rey, Ed.D., Special Education, IES Santiago Hernandez, Zaragoza, Spain
Chapter 28: Integration and Visions for the FutureMargaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, AustraliaMichael Wehmeyer, Ph.D., Ross and Marianna Beach Distinguished Professor, Senior Scientis, University of Kansas
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About Margaret L Kern

Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founder and Past-President of the Education Division of the International Positive Psychology Association (IPPA).Her research examines questions around who thrives in life and why, including understanding and measuring healthy functioning, identifying individual and social factors impacting life trajectories, and systems informed approaches to wellbeing. She works with schools and workplaces to examine strategies for supporting wellbeing, bridging gaps between research and practice. She has published 3 books and over 100 peer-reviewed articles and chapters. You can find out more about Dr Kern's work at www.peggykern.org.



Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability at the University of Kansas , United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). His research has focused on issues pertaining to self-determination, positive psychology and its application to disability, transition to adulthood, the education and inclusion of students with more extensive support needs, and technology use by people with cognitive disabilities. He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor on 42 texts.
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