The PROSPER School Pathways for Student Wellbeing
Springer International Publishing (Verlag)
978-3-319-21794-9 (ISBN)
This brief defines student wellbeing and outlines seven evidence-informed pathways that schools can take to promote student wellbeing and develop their school as an enabling institution. The acronym PROSPER is applied as an organizer for both the psychological elements of wellbeing and for these Positive Education pathways. These pathways focus on encouraging Positivity, building Relationships, facilitating Outcomes and a sense of competence, focusing on Strengths, fostering a sense of Purpose, enhancing Engagement and teaching Resilience. Each pathway draws on both the principles of positive psychology and the educational research that identifies the impact of each pathway for student learning. The benefits of a school-wide focus on student wellbeing for student engagement in learning and their success in school and in life are outlined. Practical guidelines for the development and implementation of educational policy that has student wellbeing as its central focus are also provided.
Toni Noble is a leading educator and psychologist who works in the area of student wellbeing & the field of Positive Education. Toni is an adjunct professor at Australian Catholic University. Her co-authored three-volume K-8 school-based program, Bounce Back: A Wellbeing and Resilience Program was the first Positive Education program in the world and has won many awards including: The Australian Educational Publisher's Award for the Best Teacher Resource in 2011; the Scottish Perth-Kinross Council's Outstanding Community Project Award in 2010 ;and the Australian Psychological Society's Robin Winkler Award for Community Psychology in 2003. Bounce Back was the most popular whole school social-emotional learning program chosen by the Australian Mental Health initiative: KidsMatter in their 100 pilot schools. In 2010 the Victorian Education Department (DEECD) provided training for, and facilitated the implementation of Bounce Back in 46 schools as part of their Bushfire Psychosocial Recovery initiative.
Chapter 1. Introducing Student Well-Being.- Chapter 2. The PROSPER Framework for Student Well-Being.- Chapter 3. Policy Developments for Student Well-Being.
| Erscheint lt. Verlag | 28.9.2015 |
|---|---|
| Reihe/Serie | SpringerBriefs in Well-Being and Quality of Life Research |
| Zusatzinfo | VI, 109 p. 2 illus. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Humanistische Psychotherapien |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Studium ► Querschnittsbereiche ► Prävention / Gesundheitsförderung | |
| Sozialwissenschaften ► Soziologie ► Empirische Sozialforschung | |
| Schlagworte | Developing a Healthy Lifestyle • Developing Social-Emotional Learning Skills • Developing Young People's Capacities as Responsibl • Developing Young People's Capacities as Responsible Caregivers • Development for Educational Policy • Educational Research for Student Learning • Global Benefits when Focussing on Student Well-Bei • Global Benefits when Focussing on Student Well-Being • Human Happiness and Well-Being • Implementation for Educational Policy • Pathways on Building Positive Relationships • Positive Learning Environment • Positive Psychology and Education • Promoting Student Well-Being • Providing a Safe and Positive Learning Environment • School-Wide Focus on Student Well-Being • Student Well-Being related to Academic Success |
| ISBN-10 | 3-319-21794-1 / 3319217941 |
| ISBN-13 | 978-3-319-21794-9 / 9783319217949 |
| Zustand | Neuware |
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