Titlebook: Evidence-Based Approaches in Positive Education; Implementing a Strat Mathew A. White,A. Simon Murray Book 2015 The Anglican Church of Aust

刪減

Strengths-Based Approaches in the Classroom and Staffroom,ngths profile in a school with students and staff. We hope that this chapter will act as a fitting tribute to the legacy of Christopher Peterson foundational role in the development positive psychology and positive education.

patella

https://doi.org/10.1007/978-94-017-9667-5Character Strenghts in Schools; Developing Positive Psychology at Schools; Evidence-based Positive Edu

嘮叨

Neutral-Spine

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Emotion, Pain, and Physical Illnesstive inquiry (AI) approach in creating change at a large private school, launched with a one-day AI summit. A sample, pre-test, immediate post-test and 4 month post-test design measured changes in positive affect and employee perceptions of the virtues within the organization. Staff reported statist

ferment

the school environment, organized around Seligman’s (Flourish, 2011) PERMA model of flourishing. We apply this framework to assess student and staff well-being at an entire school—St. Peter’s College, Adelaide, Australia. We report the student and staff baseline measurement strategy, present a snap

Explicate

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Rebekah Rousi,Jaana Leikas,Pertti Saariluomaent that has virtues embodied both at the institutional level and which foster virtues in students and staff? This chapter reports on the impact of Christopher Peterson’s research in the field of positive psychology at an Australian school. It centres on two aspects of Peterson’s research: creating

Omniscient

偏狂癥

https://doi.org/10.1057/978-1-137-52903-9s in positions of responsibility without a few models of student leadership to help conceptualize their approach. While it is easy to say that they can learn this on the job, there is a benefit in adopting a systematic approach to leadership development. This chapter documents the reflection of two