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Traditional approaches for working with children and families in the schools focus on problems and disturbance. The concept of positive psychology as a way to change this focus is offered through exploration of its integration within school psychology. Specifically, the application of positive psychology can form the basis of preventive practices within the school setting. Examples of this application are provided within common roles of the school psychologist (consultation, direct work, educational assessment and planning).

Given the high rates of reported emotional stress among parents and teachers, the Rational Emotive Behavior Therapy approach appears to be a useful strategy to promote more effective parent and teacher emotional functioning and increase child positive behaviors and learning. The Rational Emotive Behavior Therapy model may be helpful for clinicians who work with the parents and the family by identifying and subsequently changing their unhealthy ideas, enhancing emotional functioning, and increasing their ability to make effective behavior management decisions. In addition, those who work with educators in a school-based setting may wish to consider implementing Rational Emotive Behavior Therapy methodology in their consultative and therapeutic interventions. Given the data that links stress to unhealthy beliefs among educators, Rational Emotive Behavior Therapy may be an effective tool that warrants further application.

Attention-deficit/hyperactivity disorder (ADHD) is among the most prevalent disorders of childhood and adolescence worldwide. Teachers are likely to play an important role in multiple stages of the help-seeking process (e.g., problem recognition) for children with ADHD. This study examined the relationship of prior exposure and ADHD training with teachers’ knowledge and misconceptions of the disorder in a multinational sample. Teachers ( N = 2,307) from 9 countries (Czech Republic, Germany, Greece, Iraq, the Republic of Korea, Saudi Arabia, South Africa, United States, and Vietnam) completed measures of ADHD knowledge, prior exposure, and education or training related to ADHD. There was considerable variability in overall levels of knowledge and specific misconceptions across the countries sampled. Although the predictors of ADHD knowledge varied considerably across countries, some form of professional training and prior exposure to ADHD was associated with greater knowledge in the majority of countries. Implications for teacher training and the role teachers can play in the help-seeking process are discussed.

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