A Selected Introduction to the Science and Practice of Positive Psychology in Schools

Furlong, Michael J.; Allen, Kelly‐Ann; Vella-Brodrick, Dianne; Suldo, Shannon M.; Gilman, Rich

doi:10.4324/9781003013778-2

Cited by 7 publications

(10 citation statements)

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“…The indicators of schooling outcomes are primarily academic achievement or performance and behavioural outcomes, especially the presence or absence of behavioural problems (e.g., non‐compliance, disruptive behaviours). With the advancement in positive psychology and positive youth development, more researchers and professionals have realized the evaluation of the quality of schooling should include students’ perceptions or subjective evaluation of their schooling experiences, such as school satisfaction (Huebner, Gilman, & Furlong, 2009; Huebner, Gilman, Reschly, et al, 2009). Research has consistently shown that school satisfaction tends to decline during early adolescence (Griffiths et al, 2009; Park & Huebner, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…School satisfaction is an overall cognitive assessment of students’ schooling experiences based on their subjective criteria, including but not limited to their feelings towards the school community and the interpersonal relationships experienced in this context and thoughts about the importance of the school (Huebner & McCullough, 2000). School satisfaction is one important indicator of school well‐being, a concept that has been promoted over the past two decades within the positive psychology literature (Huebner, Gilman, & Furlong, 2009; Seligman et al, 2009; Terjesen et al, 2004). The focus on positive indicators of mental health (e.g., school well‐being) has important implications for school‐based mental health services, as it guides more efforts towards prevention and early intervention (Stewart & Suldo, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Teacher–student relationships and adolescents’ school satisfaction: Behavioural engagement as a mechanism of change

Jiang

Shi

Fang

et al. 2022

Brit J of Edu Psychol

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Background Teacher–student relationships have been linked to various aspects of students’ school functioning, including social‐emotional well‐being in school, but the underlying mechanisms need more investigation. Aims In this study, we analysed longitudinal data to test if students’ classroom behavioural engagement was a potential mechanism of change that explained how teacher–student relationships affect student school satisfaction. Sample We used an archival dataset with a sample of seventh graders (ages 11–14, Mage = 12.7 year) in a middle school in the Southeastern United States. Methods Adolescents completed self‐report surveys across three waves over the course of 18 months. Results Longitudinal structural equation modelling analyses revealed that teacher–student relationships were positively associated with positive classroom engagement behaviours and school satisfaction, respectively, at each time, and positive classroom behaviours at Time 2 fully mediated the longitudinal association between teacher–student relationships (Time 1) and school satisfaction (Time 3). Conclusions Taken together, results suggested that fostering positive teacher‐student relationships to increase students’ positive classroom behaviours could be an effective pathway to promote students’ satisfaction with school. The applications of the results in educators’ and psychologists’ work, such as consultation and trainings with teachers, are discussed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher–student relationships and adolescents’ school satisfaction: Behavioural engagement as a mechanism of change

Jiang

Shi

Fang

et al. 2022

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…Although there is limited research supporting the RYDM as a theoretical framework, there have been studies supporting RYDM constructs, including the relationship between positive developmental outcomes and strong internal and external assets. 25–27 Moreover, research supports the psychometric properties of the RYDM survey across racial–ethnic groups. 23,28,29 One critique of the RYDM has been that it was developed as a population-based survey, thus it does not account for individual differences among youth.…”

Section: Basketball Experience Program and The Resilience And Youth D...mentioning

confidence: 78%

Basketball experience: Exploring Nigerian basketball coaches' perspectives of grassroots sport-for-development programming as a tool to enhance well-being

Kroot,

Blom,

Patel

et al. 2023

International Journal of Sports Science & Coaching

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Considering the disparity between mental health services and resources available in Nigeria, researchers have highlighted the need for organizations, policymakers, and health service providers to revamp their approaches. Due to its unifying nature and cultural importance in the youth population, grassroots sport programming has been shown to be an effective mechanism in promoting education and life skills. In Lagos, Nigeria, the Basketball Experience program was designed to promote physical well-being, healthy living, mental health, and life skills in Nigerian youth utilizing principles from the Resilience and Youth Development Module. Researchers interviewed seven female and three male coaches using a phenomenological approach to investigate their perspectives of the program's impact on themselves and the youth they coach. Results suggest that implementing mental health education and resilience development, specifically through positive mentorship and strategies such as breathing and mindfulness exercises, into a sport for development program can assist with increased knowledge and reduced mental health stigma. Coaches strongly endorsed increased use of programs like Basketball Experience to promote positive development and combat the disparity in mental health literacy and policy, and they suggested that such programs have the power to help restructure the longstanding cycle of negative stressors inherent to life in Nigeria. Based on these perspectives, the authors discuss how grassroots sport programming can be an effective tool in the development of both coaches and youth. Moreover, the authors advocate for the Resilience and Youth Development Module as an impactful theoretical framework for facilitating resilience and life skills in coaches and youth.

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“…Hence, in order to enrich our knowledge and theories of student-teacher relationships during this developmental period, it is increasingly important to appreciate a wide breadth of students’ own understanding of what it means to be caring in these relationships (Wentzel, 1997). Moreover, including students’ perspectives in research and theory development respects their rights (i.e., UN Convention on the Rights of the Child [Article 12], unicef.org/crc) and their growing need for belonging and feeling heard (Benard & Slade, 2009; Ben-Arieh, 2005).…”

Section: Early Adolescents’ Descriptions Of Caring Teachersmentioning

confidence: 99%

What do Teachers do to Show They Care? Learning From the Voices of Early Adolescents

Whitehead

Schonert‐Reichl

Oberle

et al. 2022

Journal of Adolescent Research

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This mixed methods study examined how middle school students (ages 11–13) in middle-class neighborhoods in Western Canada characterized a caring teacher. Specifically, qualitative content analysis was conducted on 199 sixth and seventh grade students’ written responses to the question “What are three things that teachers do to show they care?” Guided by recent work in the area of mindfulness in teaching, we identified 19 themes: one was categorized as General Teaching (e.g., “They teach”), and 18 that were grouped into one of three thematic categories associated with mindful teaching: Calm (e.g., calm/not reactive), Clear (e.g., democratic communication), and Kind (e.g., empathy). In their descriptions of caring teachers, almost all students (97.5%) used Kind themes, while many used Clear themes (41%); with fewer students using Calm (13.6%) or General Teaching (10.6%) themes. Chi square analyses revealed that girls were more likely to mention Clear themes compared to boys, while boys were more likely to use the specific themes of nurturance and helpfulness. Additional demographic differences were also explored. This research adds to the growing body of studies aimed at elucidating the role of mindful teaching in caring student-teacher relationships, particularly from the perspectives of early adolescents.

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A Selected Introduction to the Science and Practice of Positive Psychology in Schools

Cited by 7 publications

References 0 publications

Teacher–student relationships and adolescents’ school satisfaction: Behavioural engagement as a mechanism of change

Teacher–student relationships and adolescents’ school satisfaction: Behavioural engagement as a mechanism of change

Basketball experience: Exploring Nigerian basketball coaches' perspectives of grassroots sport-for-development programming as a tool to enhance well-being

What do Teachers do to Show They Care? Learning From the Voices of Early Adolescents

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