A review of school-based positive psychology interventions

Australian Educational and Developmental Psychologist

Volumn 28, Issue 2, 2011, Pages 75-90

  Waters, Lea ^a  

^a UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

Character strengths; Gratitude; Hope; Resilience; Serenity

Indexed keywords

EID: 84862220213     PISSN: 08165122     EISSN: 18392504     Source Type: Journal    
DOI: 10.1375/aedp.28.2.75     Document Type: Review

References (74)

1. Austin, D. (2005). The effects of a strengths development intervention program upon the self-perception of students' academic abilities. Dissertation Abstracts International, 66, 1631A.
2. Australian Bureau of Statistics. (2008). 2007 National survey of mental health and wellbeing: Summary of results (4326.0). Canberra: Author. Retrieved from http://www.abs.gov.au/ausstats/ abs@.nsf/mf/4326.0
3. Australian Government Office for Youth. (2009). State of Australia's young people. Social Policy Research Centre, Department of Education, Employment and Workplace Relations. Retrieved from http://www.deewr.gov.au/Youth/OfficeForYouth/Documents/StateofYoungPeople.pdf
4. Australian Institute of Health and Welfare. (2007). Young Australians: Their health and wellbeing 2007. Cat. no. PHE 87. Canberra: Author. Retrieved from http://www.aihw.gov.au/WorkArea/ DownloadAsset.aspx?id=6442459814
5. Bernard, M., & Walton, K. (2011). The effect of You Can Do It! Education in six schools on student perceptions of wellbeing, teaching, learning and relationships. Journal of Student Wellbeing, 5, 22-37.
6. Brdar, I., & Kashdan, T. (2010). Character strengths and well-being in Croatia: An empirical investigation of structure and correlates. Journal of Research in Personality, 44, 151-154.
7. Broderick, P., & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2, 35-46.
8. Brunwasser, S., & Gillham, J. (2008). A meta-analytic review of the Penn Resiliency Programme. Paper presented at the Society for Prevention Research, San Francisco, CA, May 2008.
9. Burchinal, M., Roberts, J., Zeisel, S., & Rowley, S. (2008). Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school. Developmental Psychology, 44, 286-292.
10. Byrne, D., Davenport, S., & Mazanov, J. (2007). Profiles of adolescent stress: The development of the Adolescent Stress Questionnaire (ASQ). Journal of Adolescence, 30, 393-416.
11. Cain, G., & Carnellor, Y. (2008). 'Roots of empathy': A research study on its impact on teachers in Western Australia. Journal of Student Wellbeing, 2, 52-73.
12. Campion, J., & Rocco, S. (2009). Minding the mind: The Effects and potential of a school-based meditation programme for mental health promotion. Advances in School Mental Health Promotion, 2, 47-55.
13. Clonan, S., Chafoulea, S., McDougal, J., & Riley-Tillman, T. (2004). Positive psychology goes to school: Are we there yet? Psychology in the Schools, 41, 101-110.
14. Cowger, E., & Torrance, E. (1982). Further examination of the quality of changes in creative functioning resulting from meditation (zazen) training. The Creative Child and Adult Quarterly, 7, 211-217.
15. Davidson, R., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S., Urbanowski, F., Harrington, A., Bonus, K., & Sheridan, J. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 4, 564-570.
16. Department of Education and Training. (2002). Social competence: A whole school approach to linking learning and wellbeing. Melbourne: Author.
17. Duck, A., & Seligman, M. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Sciences, 16, 939-944.
18. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
19. Fielding, M. (2001). Beyond the rhetoric of student voice: New departures or new constraints in the transformation of 21st century schooling? FORUM, 43, 100-112.
20. Frederickson, B. (2009). Positivity: Groundbreaking research to release your inner optimist and thrive. Oxford, England: Oneworld Publications.
21. Froh, J., Kashdan, T., Ozimkowski, K., & Miller, N. (2009). Who benefits the most from a gratitude intervention in children and adolescents? Examining positive affect as a moderator. The Journal of Positive Psychology, 4, 408-422.
22. Froh, J., Sefick, W., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46, 213-233.
23. Froh, J., Yurkewicz, C., & Kashdan, T. (2009). Gratitude and subjective well-being in early adolescence: examining mechanisms and gender differences. Journal of Adolescence, 32, 633-650.
24. Gable, S., & Haidt, J. (2005). What (and why) is positive psychology? General Psychology, 9, 103-110.
25. Goleman, D. (1995). Emotional intelligence. New York: Bantam.
26. Grannis, J. C. (1992). Students' stress, distress, and achievement in an urban intermediate school. The Journal of Early Adolescence, 72(1), 4-27.
27. Green, S., Anthony, T., & Rynsaardt, J. (2007). Evidence-based life coaching for senior high school students: Building hardiness and hope. International Coaching Psychology Review, 2, 24-32.
28. Green, S., Oades, L., & Robinson, P. (2011). Positive education: Creating flourishing students, staff and schools. InPysch, 16-17, April.
29. Grossman P, Niemann L, Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 57, 35-43.
30. Huebner, S. (2010). Feelings Count: Conceptualizing and measuring students'happiness in schools. Communiqué: The Newspaper of the National Association of School Psychologists, 39, 1.
31. Huebner, S., Gilman, R., Reschly, A. J., & Hall, R. W. (2009). Positive schools. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (2nd ed.) (pp. 651-658). Oxford, England: Oxford University Press.
32. Huppert, F., & Johnson, D. (2010). A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 5, 264-274
33. Jackson, A., & Davis, G. A. (2000). Turning Points 2000: Educating Adolescents in the 21st Century. Williston, VT: Teachers College Press.
34. Jennings, P., & Greenberg, M. (2009). The pro-social classroom: Teacher social and emotional competence in relation to student and classroom outcome. Review of Educational Research, 79, 491-525.
35. Judge, T., & Kammeyer-Mueller, J. (2011). Happiness as a societal value. Academy of Management Perspectives, February, 30-41.
36. Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York, USA: Hyperion.
37. Keegan, L. (2009). Holistic serenity: Transcending the stresses of leadership. Perioperative Nursing Clinics, 4, 31.
38. Keyes, C. (2002). The mental health continuum: From languishing to flourishing. Journal of Health and Social Research, 43(2), 207-222.
39. Levine, M. (2009). The positive psychology of buddhism and yoga: Paths to a mature happiness. New York: Routledge.
40. MacDonald, G., & Hursh, D. (2006). Twenty-first century schools: Knowledge, networks and economies. Rotterdam, Netherlands: Sense Publishers.
41. Madden, W., Green, S., & Grant, T. (2010). A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope. International Coaching Psychology Review, 6, 71-83.
42. Marques, S., Lopez, S., & Pais-Ribeiro, K. (2011). Building hope for the future: A program to foster strengths in middle-school students. Journal of Happiness Studies, 12, 139-152.
43. Marques, S. C., Pais-Ribeiro, J. L., & Lopez, S. J. (2009). Validation of a Portuguese version of the Children Hope Scale. School Psychology International, 30, 538-551.
44. Mayer, J., & Salovey, P (1997). What is emotional intelligence? In: P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators. New York: Basic Books.
45. McCombs, B., (2004). The learner-centered psychological principles: A framework for balancing academic achievement and social-emotional learning outcomes. In J. Zins, M. Bloodworth, R. Weissberg & H. Walberg (Eds.), Building academic success in social and emotional learning (pp. 23-29). New York: Teachers College Press.
46. Mission Australia (2007). National survey of young Australians (2007). Melbourne: Author.
47. Murray-Harvey, R., & Slee, P. (2007). Supportive and stressful relationships with teachers, peers and family and their influence on students' social/emotional and academic experience of school. Australian Journal of Guidance & Counselling, 17, 126-147.
48. National Scientific Council on the Developing Child (2006). Children's emotional development is built into the architecture of their brains. Report 2. Retrieved from www.developingchild.net.
49. Nidich, S., Mjasiri, S., Nidich, R., Rainforth, M., Grant, J., Valosek, L., Change, W., & Zigler, R. (2011). Academic achievement and transcendental meditation: A study with at-risk urban middle school students. Education, 131, 556-564.
50. Noble, T., & McGrath, H. (2008). The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil wellbeing. Educational & Child Psychology, 25, 119-134.
51. Noddings, N. (1995). A morally defensible mission for schools in the twenty first century. The Phi Delta Kappan, 76, 365-368.
52. Norrish, J., & Vella-Brodrick, D. (2009). Positive psychology and adolescents: Where are we now? Where to from here? Australian Psychologist, 44, 270-278.
53. Palmer, P. (2003). Teaching with heart and soul: Reflections on spirituality in teacher education. Journal of Teacher Education, 54, 376-385.
54. Park, N., & Peterson, C. (2008). Positive psychology and character strengths: Application to strengthsbased school counseling. Professional School Counseling, 12, 85-92.
55. Park., N., & Peterson, C. (2009a). Character strengths: Research and practice. Journal of College & Character, X(4), 2-10.
56. Park, N., & Peterson, C. (2009b). Strengths of character in school. In R. Gilman, E. S. Huebner., & M. J. Furlong. (Eds.), Handbook of positive psychology in schools (pp. 77-88). New York: Routledge.
57. Park, N., Peterson, C., & Seligman, M. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23, 603-619.
58. Pawelski, J. (in press). Conceptual questions in positive psychology. French Anthology.
59. Peterson, C. (2006). A primer in positive psychology. New York: Oxford University Press.
60. Peterson, C., Ruch, W., Beermann, U., Park, N., & Seligman, M. E. P. (2007). Strengths of character, orientations to happiness, and life satisfaction. Journal of Positive Psychology, 2, 149-156.
61. Peterson, C., & Seligman, M., (2004). The VIA classification of strengths. Cincinnati: Values in Action Institute.
62. Reivich, K., & Shatte, A. (2002). The resilience factor: 7 keys to finding your inner strengths and overcoming life' hurdles. Skills for overcoming life's inevitable obstacles. New York: Broadway Books.
63. Seligman, M. (2011). Flourish: A Visionary new understanding of happiness and well-being. New York: Free Press.
64. Seligman, M., & Csikszentmihalyi, M., (2000). Positive psychology: An Introduction. American Psychologist, 55, 5-14.
65. Seligman, M., Ernst, R., Gillham, J., Reivich, K., & Linkin, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, 293-311.
66. Sin, N., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology: In Session, 65, 467-487.
67. Snyder, C.R. (1995). Conceptualising, measuring and nurturing hope. Journal of Counselling and Development, 73, 355-360.
68. Thygeson, M., Hooke, M., Clapsaddle, J., Robbins, A., & Moquist, K. (2010). Peaceful play yoga: Serenity and balance for children with cancer and their parents. Journal of the Association of Pediatric Oncology Nurses, 27, 276.
69. Tucci, J., Mitchell, J., & Goddard, C. (2007). Children's fears, hopes and heroes: Modern childhood in Australia. Melbourne: Australian Childhood Foundation and National Research Centre for the Prevention of Child Abuse.
70. Valle, M. F., Huebner, E. S., & Suldo, S. M. (2006). An analysis of hope as a psychological strength. Journal of School Psychology, 44, 393-406.
71. Wickramaratne, P. J., Weissman, M. M., Leaf, P. J., & Holford, T. R. (1989). Age, period and cohort effects on the risk of major depression: Results from five United States communities. Journal of Clinical Epidemiology, 42, 333-343.
72. Wong, P. (2011). Positive psychology 2.0: Towards a balanced interactive model of the good life. Canadian Psychology, 52, 69-81.
73. Yates, L. (2007). Learning to 'become somebody well': Challenges for educational policy. The Australian Educational Researcher, 34, 35-52.
74. Yost, M. (1967). A longitudinal study of reactive curiosity, manifest anxiety and achievement in elementary school. Minesota: Upper Midwest Regional Educational Laboratory.