Positive Psychology in the Elementary School Classroom

Positive Psychology in the Elementary School Classroom Author : Patty O'Grady
Release : 2013-03-11
Publisher : W. W. Norton & Company
ISBN : 0393708063
File Size : 37.34 MB
Format : PDF
Download : 489
Read : 583

Use the neuroscience of emotional learning to transform your teaching. How can the latest breakthroughs in the neuroscience of emotional learning transform the classroom? How can teachers use the principles and practices of positive psychology to ensure optimal 21st-century learning experiences for all children? Patty O’Grady answers those questions. Positive Psychology in the Elementary School Classroom presents the basics of positive psychology to educators and provides interactive resources to enrich teachers’ proficiency when using positive psychology in the classroom. O’Grady underlines the importance of teaching the whole child: encouraging social awareness and positive relationships, fostering self-motivation, and emphasizing social and emotional learning. Through the use of positive psychology in the classroom, children can learn to be more emotionally aware of their own and others’ feelings, use their strengths to engage academically and socially, pursue meaningful lives, and accomplish their personal goals. The book begins with Martin Seligman’s positive psychology principles, and continues into an overview of affective learning, including its philosophical and psychological roots, from finding the “golden mean” of emotional regulation to finding a child’s potencies and “golden self.” O’Grady connects the core concepts of educational neuroscience to the principles of positive psychology, explaining how feelings permeate the brain, affecting children’s thoughts and actions; how insular neurons make us feel empathy and help us learn by observation; and how the frontal cortex is the hall monitor of the brain. The book is full of practical examples and interactive resources that invite every educator to create a positive psychology classroom, where children can flourish and reach their full potential.

Promoting Student Happiness

Promoting Student Happiness Author : Shannon M. Suldo
Release : 2016-07-22
Publisher : Guilford Publications
ISBN : 1462526802
File Size : 52.11 MB
Format : PDF, ePub, Mobi
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Read : 665

Grounded in cutting-edge research, this book shows how interventions targeting gratitude, kindness, character strengths, optimistic thinking, hope, and healthy relationships can contribute to improved academic and social outcomes in grades 3-12. It provides a 10-session manual for promoting subjective well-being--complete with vivid case examples--that can be implemented with individuals, small groups, or whole classes. Factors that predict youth happiness are discussed, evidence-based assessment tools presented, and ways to involve teachers and parents described. In a large-size format with lay-flat binding for easy photocopying, the volume includes 40 reproducible handouts and forms. Purchasers get access to a companion website where they can download and print these materials, plus online-only fidelity checklists and parent and teacher notes. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

Counseling in the Elementary School

Counseling in the Elementary School Author : Robert Lewis Gibson
Release : 1993
Publisher : Allyn & Bacon
ISBN :
File Size : 67.9 MB
Format : PDF, Mobi
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COUNSELING IN THE ELEMENTARY SCHOOL: A Comprehensive Approach presents a current, comprehensive overview of the elementary school counselor's role and function. This role and function is translated into chapters which describe and illustrate the rationale and activities used to implement a successful counseling and guidance program.

Promoting Happiness in Elementary Schoolchildren

Promoting Happiness in Elementary Schoolchildren Author : Brittany Valle Hearon
Release : 2017
Publisher :
ISBN :
File Size : 75.34 MB
Format : PDF, Mobi
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Youth psychological well-being has become increasingly acknowledged as not merely the absence of psychological distress, but the presence of positive indicators of optimal functioning. Students with complete mental health (i.e., low psychopathology and high well-being) demonstrate the best academic, social, and physical health outcomes. As such, there remains a need to address childrens well-being through a holistic approach emphasizing the prevention of mental health problems and promotion of flourishing. Positive psychology interventions (PPIs) have emerged as a promising method of enhancing students complete mental health. Previous investigations support the utility of multitarget PPIs with middle school students and single-target PPIs (e.g., character strengths, hope) with younger elementary students, though the extent to which comprehensive multitarget, multicomponent PPIs enhance classes of elementary students outcomes relative to a control has not been examined. This study compared levels of subjective well-being, mental health problems, classroom social support, and classroom engagement between students in 6 classrooms randomly assigned to participate in a 10-week intervention targeting a variety of positive psychological constructs (i.e., positive relationships, gratitude, kindness, character strengths, hope) with parent and teacher components, and students in 7 classrooms randomly assigned to a delayed intervention control group. Follow-up analyses examined levels of outcomes of the immediate intervention group relative to the control group at post-intervention, as well as levels of outcomes in the intervention group three months after program completion. At post-intervention, classes of students participating in the immediate intervention group did not have significantly improved student-reported life satisfaction, positive affect or negative affect, classmate or teacher support, emotional or behavioral engagement, nor teacher-reported relationship satisfaction, instrumental help, and emotional or behavioral engagement relative to the control classes. However, several trends were found: (a) students in the immediate intervention group had lower negative affect relative to the delayed intervention control among students with greater baseline negative affect levels, (b) students in the immediate intervention group had lower teacher-reported levels of instrumental help relative to the control among students with greater baseline instrumental help levels, and (c) students in the immediate intervention group reported lower levels of behavioral engagement relative to the delayed intervention control. Because of the lack of improvement in immediate intervention group outcomes relative to the control group at post-intervention, continuation of those anticipated improvements from post-intervention to 3-month follow-up could not be detected. However, there was a significant increase in teacher-reported internalizing symptoms from post-intervention to follow-up among the immediate intervention group (without comparison to a control). Overall, findings from this study do not provide empirical support for the efficacy of a multitarget, multicomponent PPI when delivered universally to classes of elementary students. Nevertheless, high levels of treatment acceptability and feasibility from students and teachers as well as limitations to the study design support the need for educational scholars and practitioners to continue exploring the impact of multitarget PPIs delivered to students in multiple formats and various age levels in order to promote complete mental health across tiers of support and thus optimize success for all students.

Mindfulness in the Classroom

Mindfulness in the Classroom Author : Patty O'Grady
Release : 2018-05-15
Publisher :
ISBN : 9781618217431
File Size : 33.21 MB
Format : PDF, ePub
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From self-awareness to contemplation, this practical book inspires and helps educators to cultivate mindful habits in students. Each chapter offers concrete ways to embed 8 mindful practices in curriculum and lessons. Readers learn evidence-based strategies to teach mindful habits in an easy-to-implement way that activates holistic education in classrooms and schools. When educators teach the 8 mindful habits, they bring one of positive psychology��s most effective tools to education. Mindful practices are especially effective in classrooms because the brain��s learning systems are highly interconnected and mutually reciprocal. Consistent with the cognitive and affective neuroscience of learning, mindful education assures that learning is an integrated function of positive habit memory. Mindful practice binds physical, cognitive linguistic, emotional, social, and academic learning. Learning evolves as an organic process��it is not forced or imposed, but participatory and aroused��when it is mindful and thoughtful.

Positive Psychology: Pursuing human flourishing

Positive Psychology: Pursuing human flourishing Author : Shane J. Lopez
Release : 2008
Publisher :
ISBN : 9780275993542
File Size : 43.67 MB
Format : PDF
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Most of psychology focuses on negatives and illnesses. Positive psychology is an attempt to redress the balance and focus on the positive aspects of life- human strengths and virtues that are found in the happiest people.

Education: a Beginning

Education: a Beginning Author : William Van Til
Release : 1971
Publisher :
ISBN :
File Size : 59.69 MB
Format : PDF, Kindle
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Improving Elementary Students' Complete Mental Health

Improving Elementary Students' Complete Mental Health Author : Mollie McCullough Headley
Release : 2018
Publisher :
ISBN :
File Size : 37.74 MB
Format : PDF, Mobi
Download : 760
Read : 1140

Teaching is considered one of the most challenging professions, often associated with high levels of occupational stress and job turnover that perpetuates additional negative outcomes including depleted funding for school districts, poor education quality, and reduced student academic performance. Research shows that teachers are an integral part of the classroom with the power to positively influence students perceived classroom support and emotional competence (Jennings & Greenberg, 2009). Positive psychology has facilitated school-based initiatives that foster feelings of subjective well-being (happiness) through the implementation of brief, scripted activities (i.e., Positive Psychology Interventions; PPIs) that reflect the thoughts and behaviors of happy people (Layous & Lyubomirsky, 2014). Studies have demonstrated the positive impact of positive psychology interventions (PPIs) for adults (Bolier et al., 2013) and youth including a multicomponent, multitarget PPI (i.e., Well-Being Promotion Program) that improves students well-being (Suldo et al., 2015). McCulloughs (2015) investigation of the efficacy of a strengths-based intervention (Utilizing Signature Strengths in New Ways) on elementary teachers well-being revealed promising effects on teacher reduced emotional distress, increased life and work satisfaction, and SWB. This study examined the additive impact of teachers participation in the brief strengths-based teacher intervention (SBTI) on elementary students social and emotional outcomes, as reflected in levels of SWB, psychopathology, as well as classroom engagement and relationships among teachers and students. Concurrently, these elementary students took part in a Classwide Well-Being Promotion Program, a 10-week intervention targeting a variety of positive psychological constructs (i.e., positive relationships, gratitude, kindness, character strengths, hope) with additional parent and teacher components. A total of 7 classes (4 fifth grade; 3 fourth grade) within one large elementary school received the classwide, multicomponent student intervention in spring 2016, while 3 teachers were randomly assigned to participate in the SBTI concurrently. Follow-up analyses examined group differences on the variables of interest for the combined intervention (WBPP + SBTI) group, relative to classes of students engaged in the classwide-only intervention (WBPP). At immediate post-intervention, results revealed that classes of students participating in the combined intervention group did not demonstrate significantly improved student-reported life satisfaction, positive or negative affect, classmate or teacher support, emotional or behavioral engagement, nor teacher-reported relationship satisfaction, instrumental help, and emotional or behavioral engagement relative to the classwide-only intervention group. Additionally, students in classes within the combined approach reported statistically higher levels of negative affect and reduced levels of perceived teacher support relative to a classwide-only intervention group at immediate post-intervention, although the unexpected impact on negative affect appeared driven by data from students in the class led by a teacher with questionable fidelity of intervention implementation. Results of this study do not provide support that targeting teachers well-being through the SBTI may promote superior student outcomes for students concurrently engaged in the WBPP. Nonetheless, high levels of treatment acceptability reported by teachers and students participating in the combined intervention, as well as limitations to the study design, justify further investigation on the impact of targeting both teacher and student well-being in the context of positive psychological practices.

Positive Psychology: Capitalizing on emotional experiences

Positive Psychology: Capitalizing on emotional experiences Author : Shane J. Lopez
Release : 2008
Publisher :
ISBN : 9780275993528
File Size : 31.64 MB
Format : PDF, ePub, Docs
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Most of psychology focuses on negatives and illnesses. Positive psychology is an attempt to redress the balance and focus on the positive aspects of life- human strengths and virtues that are found in the happiest people.

Psychological Wellbeing

Psychological Wellbeing Author : Sue Roffey
Release : 2008
Publisher :
ISBN :
File Size : 76.81 MB
Format : PDF, Kindle
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Read : 600

Positive Mindset Habits for Teachers

Positive Mindset Habits for Teachers Author : Grace Stevens
Release : 2018-03-30
Publisher :
ISBN : 9780998701943
File Size : 24.89 MB
Format : PDF, ePub
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Are you ready to put the fun and passion back in your teaching? Do you dream about increased student engagement and more effective classroom management? How about leaving campus at a reasonable hour without dragging a shopping cart of grading and lesson planning in tow?If the answer to these questions is ¿Yes!¿ then this book is for you!Based on current research in positive psychology and more than 15 years ¿real world¿ experience in the classroom, this book provides simple and practical strategies that you can start using today to find more joy in your teaching day and your life.These 10 simple positive mindset habits can help you flex your ¿happy muscle¿ and easily:eliminate teacher overwhelm and stressleave school every day energized and fulfilledconnect with students in a way that turns any group of kids into a ¿dream class¿rediscover the passion and excitement that made you want to become a teacherA quick read in a conversational tone, this book will help put a smile back on your face and laughter back in your classroom - two essential elements for teacher fulfillment and student success.

Promoting a Successful Transition to Middle School

Promoting a Successful Transition to Middle School Author : Patrick Akos
Release : 2015-06-03
Publisher : Routledge
ISBN : 1317919165
File Size : 79.29 MB
Format : PDF
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With detailed examples of best practices from middle schools across the country, this book features research-based strategies and suggestions for transition programs. It covers the roles of school principals, counselors, classroom teachers, and the central office.

Positive Psychology: Growing in the face of adversity

Positive Psychology: Growing in the face of adversity Author : Shane J. Lopez
Release : 2008
Publisher :
ISBN : 9780275993535
File Size : 86.52 MB
Format : PDF, ePub
Download : 366
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Most of psychology focuses on negatives and illnesses. Positive psychology is an attempt to redress the balance and focus on the positive aspects of life- human strengths and virtues that are found in the happiest people.

Transformative Classroom Management

Transformative Classroom Management Author : John Shindler
Release : 2009-11-04
Publisher : John Wiley & Sons
ISBN : 9780470565506
File Size : 83.20 MB
Format : PDF, ePub, Docs
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Transformative Classroom Management The natural condition of any classroom is harmonious, satisfying, and productive, so why do so many teachers struggle with problems of apathy, hostility, anxiety, inefficiency, and resistance? In this groundbreaking book, education expert John Shindler presents a powerful model, Transformative Classroom Management (TCM), that can be implemented by any teacher to restore the natural positive feelings in his or her classroom—the love of learning, collaboration, inspiration, and giving—and create a productive learning environment in which all students can achieve. Unlike other classroom management systems that view problems as something to be "handled," TCM offers suggestions for creating optimal conditions for learning, performance, motivation, and growth. This practical book shows teachers how to abandon ineffective short-term gimmicks, bribes, and punishments and adopt the proven management practices and new habits of mind that will transform their classrooms. Praise for Transformative Classroom Management "Transformative Classroom Management is a practical resource that explains the how and why of classroom management for novice and veteran teachers. Dr. Shindler recognizes the importance of preserving the teacher's sanity while ensuring the student's development of a personal sense of responsibility and a positive self-esteem." —EILEEN MATUS, principal, South Toms River Elementary School, New Jersey "I have read many other management books by other authors, but Transformative Classroom Management has been the best so far at demystifying the invisible forces in the classroom." —WILL McELROY, 4th grade teacher, Los Angeles United School District "This book was an invaluable tool for me during my student teaching. It served as a reference book that I found myself continually drawn to while struggling to find ways to effectively manage 29 first graders. The ideas, concepts and suggestions in the book were so innovative and helpful that even my Master Teacher found herself implementing some of the ideas! A must have for all student teachers!" —CAROL GILLON, student teacher, Seattle University "Insightful and thoroughly researched, Transformative Classroom Management is an invaluable tool to help teachers, newbies and veterans alike, develop fully functional and engaged learning communities." —LISA GAMACHE RODRIGUEZ, teacher, Los Angeles Unified School District

Psychology of Burnout

Psychology of Burnout Author : Rachel V. Schwartzhoffer
Release : 2009
Publisher : Nova Science Publishers
ISBN :
File Size : 33.17 MB
Format : PDF, Mobi
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A large proportion of today's workforce finds itself coping with major responsibilities at home as well as rising expectations and demands on the job. The combination of work and family demands often leads to time pressure and conflict. As a result, a growing number of employees in today's organisations are suffering from burnout, a stress syndrome characterised by emotional exhaustion, depersonalisation and diminished personal accomplishment. Burnout has consequences for family outcomes, including diminished positive affect, increased marital conflicts, and feelings of stress among family members. Effects on work outcomes have also been reported, such as diminished work performance and organisational commitment and increased absenteeism levels. In response to this problem, a broad array of research has focused on factors that reduce burnout, labelled as social support. This new book gathers the latest research from around the globe in this field.