Handbook of Positive School Psychology: Evidence-Based Strategies for Youth Well-Being (Advances in Mental Health and Addiction)

Students spend significantly more time in school compared to any other formal institution during their lives; therefore, mental health in schools has attracted a lot of attention in recent years. According to Seligman et al. (2009), positive psychology in school is a response to the gap between what people want for their children and what schools teach. That is, most parents want their children to be happy, healthy, and confident, but schools only focus on achievement, discipline, and academic skills. These are of course important, but so are positive mental health outcomes. To fix this gap, schools must teach achievement and accomplishment along with positive psychology-informed mental health skills. In other words, positive education aims to bring positive psychology’s goals of well-being and mental health support for everyone into the school setting. Psychological interventions have been around in schools since at least the 1930s. Therefore, it makes sense to supplement the already-existing traditional psychology in schools with positive psychology. In the field of psychology, positive psychology interventions are defined as those aimed at raising positive feelings, positive thoughts, and positive behaviour and increasing well-being. Positive Psychology Interventions in schools have been shown to improve mental health and well-being outcomes for students. Recent research has confirmed the same results, as offering emotional support early in a school year can lead to improved instructional quality later in that school year. In other words, positive school psychology interventions offer a focus on mental health in order to set the stage and give students the opportunity for academic achievement. Since the beginning of the positive psychology movement, the application of its assumptions in schools has been one of the movement’s main pillars. The objective of the book is to help counsellors, teachers, and school leaders engage in a positive psychology research-based practice in schools. Positive Psychology in Schools: A Brief Introduction References Contents Chapter 1: Cultivating Resilience and Resilient Mindset in Schools: Practices and Strategies for Youth Resilience: Towards a Third Wave of Positive Psychology Resilience-Building Interventions for Young People in Schools Conclusion Discussion Points Suggested Resources References Chapter 2: Mindfulness and Its Role in Youth Mental Health in Schools Theoretical Background Facets of Mindfulness Mindfulness and Youth Mental Health Mindfulness Assessment in Youth Applications of Mindfulness-Based Interventions in Schools Future Directions Conclusion Discussion Points Suggested Resources Books Websites References Chapter 3: Promoting Prosocial Behavior in School Setting Prosocial Behavior Theories of Prosocial Behavior Promoting Prosocial Behavior: Positive School Psychology Interventions Conclusion Discussion Points Suggested Resources References Chapter 4: Self-Compassion in Students: Theoretical Background, Practices, and Positive Outcomes Introduction Defining Self-Compassion Functions of Self-Compassion Positive Outcomes of Self-Compassion in Students How Can We Increase Self-Compassion in School? Conclusion Discussion Points Suggested Resources Measures References Chapter 5: Student Belonging in Focus: Bridging Research, Theory, and Practice with Contextual Relevance to Enhance Well-Being and Academic Outcomes Contextual Background School Belonging in the United States School Belonging in Australia School Belonging in Greece School Belonging in Qatar School Belonging in Iran School Belonging in Türkiye Theoretical Perspectives Practical Perspectives Practices from Predictors and Correlates Interventions for School Belonging Conclusion Discussion Points Suggested Resources Measures Policy Powerpoint Slides Plain Language Articles References Chapter 6: Creative Engagement and Positive School Psychology Defining Art in the Context of Arts and Health Art Activity and Positive School Psychology Using Art Activities in Your School Measurement and Evaluation Conclusion Discussion Points Suggested Readings References Chapter 7: Meaning-Centered Positive Education (PE 2.0): Based on the New Paradigm of Existential Positive Psychology (EPP) The New Paradigm of Existential Positive Psychology How My Personal History and Culture Shaped My View of Positive Psychology and Positive Education The Objectives of Meaning-Centered Positive Education The Seven Principles of Self-Transcendence An Illustrative Case Study Conclusions References Chapter 8: The Strengths-Based Inclusive Theory of Psychotherapy in Schools Core Assumptions Theoretical Propositions Practice Assessment Intervention Case Example Abbreviated Background Assessment Intervention Conclusion Discussion Points Suggested Resources References Chapter 9: Next Level Flourishing in Education: A Case Study of ‘Wholebeing’ Introduction Relationships Between the Constructs of Well-Being, Ill-Being, and Resilience Systems Informed Positive Psychology Me, We, Us Framework Literature Summary Developing the Roadmap to Wholebeing Lessons Learned What Went Well What Challenges Presented What We Would Do Differently Next Time Conclusion Discussion Points Suggested Resources References Chapter 10: Greening the Mind: The Power of Integrating Positive and Environmental Education for Improving Well-Being Practice Pure Pro-environmental Activities Week 1: Sustainable Food Week 2 and Week 4: Water Conservation and Energy Saving Week 3: Biodiversity Integrated Pro-environmental and Positive Activities Conclusion 3–5 Discussion Points Suggested Resources References Chapter 11: Incorporating Emotionalized Learning Experiences into Blended Learning for Advancing Positive Education Introduction Affective Learning Framework Benefits of the Affective Learning Framework The Affective Learning Environment Dimensions of ELE and Online Learning Dimensions of ELE and Offline Personal and Collaborative Learning Positive Emotional Experiences Broaden-and-Build Theory Affective Outcomes Emotional Response Theory Implications for Implementing the Framework Discussion Points Suggested Resources References Chapter 12: Family-Focused Positive Psychoeducation Program on the Well-Being of Adolescents Theories for Family-Focused Positive Psychology-Based Psychoeducation Program Family System Theory Broaden and Build Theory of Positive Emotions Ryff’s Theory of Well-Being Family-Focused Positive Psychology-Based Psychoeducation Program Stage 1: Evaluation and Relationship Building (Session 1) Stage 2: Strengthening Family Relationships (2nd–fourth Session) Stage 3: Increasing Positive Emotions (5th–7th Session) Stage 4: Creating Shared Meaning (8th–9th Session) Stage 5: Parental Support (10th–11th Session) Stage 6: Termination (Session 12) Conclusion Suggested Resources Books Websites References Chapter 13: Mind Meets Body: Lifestyle Medicine and Positive Psychology Interventions for School Lifestyle Medicine Practice Pure Lifestyle Medicine Interventions Eating Well by Consuming Pre- and Probiotic Foods Sleeping Well Stress Management Using the Breath Physical Activity Combined Lifestyle Medicine and Positive Psychology Interventions The Future Directions for Using Lifestyle Medicine in Schools Discussion Points Suggested Resources References Chapter 14: Positive Psychological Interventions in Japan: Traditional and Digital Methods Mental Health in Education and the Social Situation in Japan Mental Health and Resilience in Japan (from RE-COVER Project) PPIs for Japanese Youth During the COVID-19 Pandemic Online PPIs: “I’M HAPPY” Summary References Index