Handbook of positive psychology in schools

521 Pages·2009·2.86 MB·English

by  Michael J. Furlong

Handbook of Positive Psychology in Schools
National surveys consistently reveal that an inordinate number of students report high levels of
boredom, anger, and stress in school, which oft en leads to their disengagement from critical learn-
ing and social development. If the ultimate goal of schools is to educate young people to become
responsible and critically thinking citizens who can succeed in life, understanding factors that
stimulate them to become active agents in their own learning is critical. A new fi eld labeled “posi-
tive psychology” is one lens that can be used to investigate factors that facilitate a student’s sense
of agency and active school engagement.
Th e purposes of this groundbreaking handbook are to 1) describe ways that positive emotions,
traits, and institutions promote school achievement and healthy social/emotional development,
2) describe how specifi c positive-psychological constructs relate to students and schools and sup-
port the delivery of school-based services, and 3) describe the application of positive psychology
to educational policy making. By doing so, the book provides a long-needed centerpiece around
which the fi eld can continue to grow in an organized and interdisciplinary manner. Key features
include…
Comprehensive—Th is book is the fi rst to provide a comprehensive review of what is known about
positive psychological constructs and the school experiences of children and youth. Topical cover-
age ranges from conceptual foundations to assessment and intervention issues to service delivery
models. Intrapersonal factors (e.g., hope, life satisfaction) and interpersonal factors (e.g., positive
peer and family relationships) are examined as are classroom-and-school-level infl uences (e.g.,
student-teacher and school-community relations).
Interdisciplinary Focus—Th is volume brings together the divergent perspectives, methods, and
fi ndings of a broad, interdisciplinary community of scholars whose work oft en fails to reach those
working in contiguous fi elds.
Chapter Structure—To ensure continuity across chapters, authors provide overviews and detailed
research summary, illustrate relationships to student development, and provide examples of real-
world applications.
Methodologies—Chapters feature longitudinal studies, person-centered approaches, experimental
and quasi-experimental designs, and mixed methods.
Rich Gilman is Coordinator of the Psychology and Special Education Programs in the Division of
Developmental and Behavioral Pediatrics at the Cincinnati Children’s Hospital Medical Center, and As-
sociate Professor in the Department of Pediatrics at the University of Cincinnati Medical School.
E. Scott Huebner is Professor and Former Director of the School Psychology Program at the
University of South Carolina.
Michael J. Furlong is Professor and Chair of the Department of Counseling, Clinical, and School
Psychology at the University of California Santa Barbara.

Handbook of Positive Psychology
in Schools
Edited by
Rich Gilman
Cincinnati Children’s Hospital Medical Center
University of Cincinnati Medical School
E. Scott Huebner
University of South Carolina
Michael J. Furlong
University of California Santa Barbara
First published 2009
by Routledge
270 Madison Ave, New York, NY 10016
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2009.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
© 2009 Taylor & Francis
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any e lectronic,
mechanical, or other means, now known or hereaft er invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from the publishers.
Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only
for identifi cation and explanation without intent to infringe.
Library of Congress Cataloging in Publication Data
Handbook of positive psychology in schools / [editors] Rich Gilman, E. Scott Huebner, Michael J. Furlong. —
1st ed.
p. cm.
1. School psychology—Handbooks, manuals, etc. 2. Positive psychology—Handbooks, manuals, etc. I. Gilman,
Rich, 1968– II. Huebner, Eugene Scott, 1953– III. Furlong, Michael J., 1951–
LB1027.55.H363 2008
370.15—dc22
2008027300
ISBN 0-203-88408-6 Master e-book ISBN
ISBN 10: 0-8058-6361-3 (hbk)
ISBN 10: 0-8058-6362-1 (pbk)
ISBN 10: 0-203-88408-6 (ebk)
ISBN 13: 978-0-8058-6361-1 (hbk)
ISBN 13: 978-0-8058-6362-8 (pbk)
ISBN 13: 978-0-203-88408-9 (ebk)
Dedication
RG: To Kathleen and Lois, for continually reminding me of the important things in life
ESH: To Beth, for her unwavering support and optimism
MJF: To Flora, Leiana, and Devin for showing me the many pathways of life

Contents
Foreword xi
ED DIENER AND CAROL DIENER
About the Editors xiii
Contributors xv
Part I: Conceptual Foundations 1
1 A Conceptual Model for Research in Positive Psychology in Children and Youth 3
E. SCOTT HUEBNER, RICH GILMAN, AND MICHAEL J. FURLONG
2 Th e Nature and Importance of Positive Mental Health in America’s Adolescents 9
COREY L. M. KEYES
Part II: Internal Assets and Positive Student Development 25
3 Life Satisfaction 27
SHANNON M. SULDO, E. SCOTT HUEBNER, ALLISON A. FRIEDRICH, AND RICH GILMAN
4 Measuring and Promoting Hope in Schoolchildren 37
SHANE J. LOPEZ , SAGE ROSE, CECIL ROBINSON, SUSANA C. MARQUES, AND
JOSE PAISRIBEIRO
5 Optimism and the School Context 51
PETER BOMAN, MICHAEL J. FURLONG, IAN SHOCHET, ELENA LILLES, AND CAMILLE JONES
6 Strengths of Character in Schools 65
NANSOOK PARK AND CHRISTOPHER PETERSON
7 Gratitude in School: Benefi ts to Students and Schools 77
GIACOMO BONO AND JEFFREY FROH
8 Positive Self-Concepts 89
BRUCE A. BRACKEN
9 Emotion Regulation: Implications for Positive Youth Development 107
MAUREEN BUCKLEY AND CAROLYN SAARNI
vii
viii • Contents
10 Empathy, Prosocial Behavior, and Positive Development in Schools 119
TRACY L. SPINRAD AND NANCY EISENBERG
11 Flow in Schools: Cultivating Engaged Learners and Optimal Learning
Environments 131
DAVID J. SHERNOFF AND MIHALY CSIKSZENTMIHALYI
Part III: Contextual Resources and Positive Student Development 147
12 Toward a Positive Psychology of Academic Motivation: Th e Role of Self-Effi cacy
Beliefs 149
FRANK PAJARES
13 Oriented Towards Mastery: Promoting Positive Motivational Goals for Students 161
LYNLEY H. ANDERMAN AND ERIC M. ANDERMAN
14 Creativity in the Schools: A Rapidly Developing Area of Positive Psychology 175
JAMES C. KAUFMAN AND RONALD A. BEGHETTO
15 School Satisfaction and Children’s Positive School Adjustment 189
JEAN A. BAKER AND ANGELA N. MAUPIN
16 Student Engagement and Positive School Adaptation 197
AMYJANE GRIFFITHS, JILL D. SHARKEY, AND MICHAEL J. FURLONG
17 Th e ClassMaps Survey: A Framework for Promoting Positive Classroom
Environments 213
BETH DOLL, SARAH KURIEN, COURTNEY LECLAIR, ROBERT SPIES,
ALLISON CHAMPION, AND ALLISON OSBORN
18 Peer Relationships and Positive Adjustment at School 229
KATHRYN WENTZEL, SANDRA BAKER, AND SHANNON RUSSELL
19 Parent-Child Relationships 245
SHANNON M. SULDO
20 Parents as Essential Partners for Fostering Students’ Learning Outcomes 257
AMY L. RESCHLY AND SANDRA L. CHRISTENSON
21 Secrets of Th eir Success: Activity Participation and Positive Youth Development 273
BONNIE L. BARBER, BREE D. ABBOTT, COREY J. BLOMFIELD, AND JACQUELYNNE S. ECCLES
Part IV: School-Based Applications for Positive Student Development 291
22 Positive Psychology and School-Based Interventions 293
DAVID N. MILLER, AMANDA B. NICKERSON, AND SHANE R. JIMERSON
23 Th e Positive in Positive Models of Discipline 305
GEORGE G. BEAR
Contents • ix
24 Positive Psychology and the Prevention of School-Based Victimization 323
KRIS VARJAS, JOEL MEYERS, BARBARA MEYERS, SAMUEL KIM,
CHRISTOPHER C. HENRICH, AND LAURA SUBBIAH TENEBAUM
25 Promoting Positive Adaptation During the Early Childhood Years 339
KATHLEEN H. ARMSTRONG, KRISTEN N. MISSALL, EMILY I. SHAFFER,
AND ROBIN L. HOJNOSKI
26 Listening to Students: Moving from Resilience Research to Youth Development
Practice and School Connectedness 353
BONNIE BENARD AND SEAN SLADE
27 Positive Psychology and Students with Intellectual Disabilities 371
H. THOMPSON PROUT
28 Positive Psychology and School/Community-Based Youth Participatory
Photography Programs 383
MARYAM KIAKEATING
29 Child and Adolescent Health Risk Behaviors: Prevalence and Comprehensive
Prevention and Intervention Strategies 399
ROBERT F. VALOIS AND KEITH J. ZULLIG
30 Wholistic Wellness and Exercise Among Adolescents 409
R. L. PETOSA AND BRIAN V. HORTZ
31 Nutrition: Th e Foundation of Health, Happiness, and Academic Success 423
SARA A. PYLE, MELISSA L. HYDER, C. KEITH HADDOCK, AND W. S. CARLOS POSTON
32 A Positive Psychology Approach to Developing Talent and Preventing Talent
Loss in the Arts and Sciences 433
RENA F. SUBOTNIK AND STEVEN KNOTEK
33 Positive Psychology, Culture, and Schools: Conceptual and Empirical Challenges 447
CRAIG FRISBY
34 Positive Psychology for Educators 463
COLLIE W. CONOLEY AND JANE CLOSE CONOLEY
35 Th e Law’s Place in Fostering Positive Youth Development in Schools 477
ROGER J. R. LEVESQUE
Index 495