POSITIVE EDUCATION: NURTURING THRIVING TEACHERS & FLOURISHING STUDENTS

Size: px
Start display at page:

Download "POSITIVE EDUCATION: NURTURING THRIVING TEACHERS & FLOURISHING STUDENTS"

Transcription

1 POSITIVE EDUCATION: NURTURING THRIVING TEACHERS & FLOURISHING STUDENTS Positive psychology is an emerging applied science that is beginning to have a significant impact on schools and classroom interventions. Martin Seligman, father of positive psychology and his team of researchers have proposed a three-pronged definition of positive psychology as an umbrella term for the study of positive emotions, positive character traits and enabling institutions. More recently, Paul Wong of Trent University, in his 2011 paper entitled Positive Psychology 2.0: Towards a balanced interactive model of the good life has further highlighted the four pillars of positive psychology as the study of virtue, meaning, resilience and well-being, given that empirically they incorporate many areas of mainstream research which recognizes the moral imperative, the centrality of meaning, the intrinsic human capacity for resilience and the universal human yearning for happiness and a better future. It has been found that the science of positive psychology can be employed to bolster good teaching practice, and in so doing transform schools into enabling institutions that cultivate capacities such as resilience and well-being. This new field is known as Positive Education. What is Positive Education? Positive Education, simply put, is the incorporation of the science of positive psychology into the life and work of schools. It is aimed first at benefitting teachers personally, and then benefits them again by making it easier to get students to engage with and persist in the work they need to master learning. Positive Education inevitably works to create a school culture that supports the caring, trusting relationships that distinguish excellent schools from their mediocre peers. Although this field is relatively new, it spans across wide areas of study. In the first comprehensive text entitled Handbook of Positive Psychology in Schools published in 2009, there are 34 articles by recognizable individuals in the field covering everything from promoting positive assets and positive mental health in children to promoting contextual resources (schools, family, and peers) to specific schoolbased applications. The applications to schools of many findings from positive psychology include mindfulness, flourishing, subjective well-being, hope, optimism, character strengths, gratitude, self-efficacy, self-concept, emotion regulation, flow, empathy, health and wellness, etc. The book is also loaded with general recommendations concerning improving children's lives in schools, as well as specific information about programs like the Collaborative for Academic, Social, and Emotional Learning (CASEL), the Positive Parenting Program (PPP), School-Wide Positive Behavior Support (SWPBS), Positive Discipline (PD), Reducing Bullying in the Urban School District Project (RBUSD), and the Resilience and Youth Development Module (RYDM). Why Positive Education? In March 2010, the Ministry of Education announced the implementation of a new framework for schools to enhance the development of 21 st century competencies (21CC) in our students. This will underpin the holistic education that our schools provide to better prepare our students to thrive in a fast-changing and highly-connected world. This framework spells out that in order to better position our students to take advantage of opportunities in a globalised world, our students need to possess life-ready competencies like creativity, 1

2 innovation, cross-cultural understanding and resilience. This calls for schools to place greater emphasis on imparting both traditional skills and to teach well-being and for students to gain greater insights of the self as an agent for change and knowledge creation. With the launch of the Character and Citizenship Education framework for schools in November last year, it is noteworthy that fostering resilience is now given a renewed focus and is now one of the eight learning outcomes delineated for the design and delivery of the CCE curriculum. Moving forward, schools that embark on the journey of positive education would do well to develop the future-ready child we want for the 21 st century. In this article, I would now like to review work in three areas which have shown high impact: Resilience, Gratitude and Flow. A. Developing a Resilient Mindset Resilience has been the subject of study in both the psychology and education fields. Although definitions vary widely depending on the specific context of empirical and theoretical studies, resilience generally involved the study of individuals who succeed despite encountering significant adversity. The promotion of resilience is therefore an important, if not central, aspect of schooling and a key enabler of school success. We all can learn to be more resilient by changing how we think about adversity and opportunity, and modifying their explanatory styles regarding the causality of success and failures. In this regard, our school management team is currently undergoing a developmental programme by the Resilience Institute to promote overall resilience of staff. On the student front, Penn Resiliency Programme (PRP) is one of the most widely researched programmes which promote resilience by teaching students to think more realistically and flexibly about the problems they encounter. During the past twenty years, seventeen studies including young people from a variety of backgrounds, including in the USA, UK, Australia, China and Portugal, have evaluated PRP including over 2,000 children and adolescents between the ages of 8 and 15 years old. A recent meta-anayltic review has also shown that PRP s positive impact was significant at one or more follow-up assessments among controlled evaluations of PRP with both targeted and universal approaches. In 2009, one hundred and fifty two Primary 5 students were involved in our school study on the effectiveness of resilience development. Based on their scores in Resilience Factor Inventory, 60 pupils who were the bottom scorers were identified for the study, of which 30 were selected to be participants of the resilience development programme (PRP), and the remaining 30, matched for gender and resilience scores, formed the control group with no intervention programme provided. Another one hundred and twenty-four Primary 5 students were involved for a 2010 repeat study on the effectiveness of resilience development. Similarly, 30 were selected to be participants of the resilience development programme, and the remaining 30 formed the comparable control group, receiving no intervention. Our studies have found that students with optimistic thinking style would have overall significantly higher academic attainments as compared to students with pessimistic thinking style. Findings also provide evidence for efficacy of resilience enhancements to boost resilience levels among students. 2

3 Gains in Resilience Score Treatment (n=30) Control (n=30) 20 Pretest Posttest GAINS IN RESILIENCE SCORES FOR TREATMENT AND CONTROL GROUPS FOR 2009 STUDY Gains in Resilience Score Treatment (n=30) Control (n=30) 20 Pretest Posttest GAINS IN RESILIENCE SCORES FOR TREATMENT AND CONTROL GROUPS FOR 2010 STUDY B. Nurturing a Heart of Gratitude People are grateful if they are aware of and thankful of the good things that happen to them and if the express thanks to those responsible. Gratitude has been considered a powerful ingredient of health and well-being for individuals and society. Considered as an important virtue for thriving, gratitude figures as a character trait of transcendence because of its potential to provide one with a sense of meaning and connection to entities that are greater than the self. In this regard, teachers can encourage appreciative responding in students by pointing out and reinforcing kind acts in the classroom, and teacher and staff could model reciprocity and thankfulness in coordinated activities or play with students all these things parents can do at home too. 3

4 As part of our school Kindness Movement launch last year, a road show was organised to provide students with a chance to get a taste of the daily challenges faced by the hearing-impaired, the physically challenged, the elderly and the visually handicapped so they can better appreciate what they have. The students were involved in activities such as learning sign language, trying to read through opaque paper, separating red and green beans with their fingers taped, using a walking stick to navigate through a maze blindfolded, and painting without the use of their hands. Many of them found themselves feeling the frustrations of the less-abled for the first time in their lives. By stepping into the shoes of the less fortunate and to interact with those who are handicapped, we hope that these students can become civic-minded individuals, who will show empathy, helpfulness and be active contributors in society. At a classroom-level, we encourage simple acts to foster a culture of thankfulness by asking students to regularly thank their classmates for being their friends, and as a class thank their teachers for being there for them for the year. C C. Cultivating Flow In School Flow describes the subjective buoyancy of experience when skilful and successful action seems effortless, even when a great deal of physical or mental energy is exerted. We believe that for our school community to respond to the 21 st century educational challenges and bring about effective teaching and learning for our next generation, that our educators first need to be equipped with a new mind-ware to embrace new training and developments so they can leverage on advances in technology, innovation and pedagogical competencies to better prepare their learners for the new world, and to create optimal learning environments for flow in learning to be experienced. From , we collaborated with MindChamps on a year-long professional development journey for all staff to develop the champion mindset with evidence-based programme, drawing on learning principles and practice from neuroscience, arts, education and psychology. At the same time, the school has also co-designed specific programmes with educational consultants at MindChamps for wider and direct reach with parents and pupils, including parents talk on their roles in parenting with the champion mindset, preparatory programme for new pupils joining the school at Primary 1, examinations preparatory workshop for graduating Primary 6 pupils. Using the flow model, we have discovered that creating engaged learners and optimal learning environments requires attention to a variety of contextual, instructional, developmental and interpersonal factors which include the broad 4

5 educational outcomes we look at in school, in order for learning to be both rigorous and enjoyable. In this article, the application of positive psychology in school-based interventions with the aim to engender a culture which promotes thriving teachers and flourishing students is presented and discussed within the context of a new understanding of pathway to resilience, gratitude and flow with a strength-based perspective. The focus of this article is therefore to contribute to the new understandings of the theory and research of positive psychology within the context of learning, as well as to consider how evidence-based interventions can be applied in our local schools with appropriate levels of treatment integrity and intensity, with the potential to enhance levels of academic, emotional and behavioural functioning for students involved. Positive psychology research in the field of education is relatively new. A critical challenge for this area of work would be to address the discrepancies between research findings and public policy, and to systematically study of the best ways to translate research on resilience processes into effective policies and programmes that promote the competence and well-being of the next generation, thereby enhancing the human capital that all our society needs in order to succeed. 5

THE WELLBEING FRAMEWORK FOR SCHOOLS

THE WELLBEING FRAMEWORK FOR SCHOOLS April 2015 21/04/15_16531 CONNECT SUCCEED THRIVE THE WELLBEING FRAMEWORK FOR SCHOOLS Introduction The NSW Department of Education and Communities (DEC) is committed to creating quality learning opportunities

More information

Oak Park School District. School Psychologist Evaluation

Oak Park School District. School Psychologist Evaluation Oak Park School District School Psychologist Evaluation School Psychologist Evaluation Instrument Domain I: Databased Decision Making and Accountability School psychologists have knowledge of varied models

More information

Slide 1. Building Happiness, Resilience and Motivation in Adolescents

Slide 1. Building Happiness, Resilience and Motivation in Adolescents Slide 1 Building Happiness, Resilience and Motivation in Adolescents Slide 2 What is Positive Psychology? Positive psychology is an umbrella term for the study of positive emotions and positive character

More information

What was one takeaway from watching Positive Psychology Part I? Objectives. Positive Psychology. Acknowledgements. Participant Response: Chat Box

What was one takeaway from watching Positive Psychology Part I? Objectives. Positive Psychology. Acknowledgements. Participant Response: Chat Box Objectives Positive Psychology Online Chat March 4, 2015 3:00-4:00 EST 1 Part I (March 4: http://flpbs.fmhi.usf.edu/archived_monthly_online_chats.cfm): ü Participants will demonstrate an understanding

More information

The Family School s aims and objectives

The Family School s aims and objectives The Family School s aims and objectives The Family School aims to foster the development of self-confidence, self-reliance and sound judgement, coupled with well developed social and citizenship skills

More information

Building Resilience and Developing Positive School Philosophies

Building Resilience and Developing Positive School Philosophies Building Resilience and Developing Positive School Philosophies Positive Schools Conference Fremantle. May, 2011. Presented by Megan Booth Hollyhox Positive Resources A word about Hollyhox Positive Resources

More information

Nurturing our Young for the Future. Competencies for the 21 st Century

Nurturing our Young for the Future. Competencies for the 21 st Century Nurturing our Young for the Future Competencies for the 21 st Century Competencies for a Changing World How do we prepare our children today to thrive in a future driven by globalisation and technological

More information

VISION STATEMENT MISSION STATEMENT PRINCIPLES

VISION STATEMENT MISSION STATEMENT PRINCIPLES VISION STATEMENT Through research, academic, and clinical activities, the School and Applied Child Psychology Program emphasizes the inherent strengths of all learners and strives to develop optimal outcomes

More information

100 % online postgraduate degree programmes

100 % online postgraduate degree programmes 100 % online postgraduate degree programmes Inspiring you to discover what s next Contents Welcome to the University of Roehampton, London Online 4 Rich heritage 5 Successful partnership 6 Accreditation

More information

Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards

Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards Instructions: This self reflection tool is designed to provide a personal profile of classroom performance assets based on the Wisconsin

More information

Safe & Caring Schools Policy Revised 2013

Safe & Caring Schools Policy Revised 2013 Safe & Caring Schools Policy Revised 2013 1. Background and Purpose Increased public awareness and concern regarding the societal issues of bullying and violent behaviour among youth prompted the Department

More information

Australian Professional Standard for Principals

Australian Professional Standard for Principals AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as the

More information

PRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS

PRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout

More information

Our Young Learners: giving them the best possible start

Our Young Learners: giving them the best possible start NSW DEPARTMENT OF EDUCATION & TRAINING Our Young Learners: giving them the best possible start An Education Strategy for the Early Years from Kindergarten to Year 4, 2006-2009 Introduction We are committed

More information

... and. Uses data to help schools identify needs for prevention and intervention programs.

... and. Uses data to help schools identify needs for prevention and intervention programs. Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

More information

+ Well-Being & Education: An Introduction. South Australia February 2013 Martin E.P. Seligman marty@apa.org

+ Well-Being & Education: An Introduction. South Australia February 2013 Martin E.P. Seligman marty@apa.org + Well-Being & Education: An Introduction South Australia February 2013 Martin E.P. Seligman marty@apa.org + Well-being is everyone s birthright. Martin Seligman Adelaide Feb.2013 Why we re here + What

More information

Principal Job Description

Principal Job Description Anfield School Anfield International Kindergarten Anfield International Kindergarten & Nursery Principal Job Description RESPONSIBLE TO: The School Board INTRODUCTION: This job description is based on

More information

Chapter 1. The primary responsibility for character and citizenship development lies with. Character and Citizenship Education in Alberta Schools

Chapter 1. The primary responsibility for character and citizenship development lies with. Character and Citizenship Education in Alberta Schools Character and Citizenship Education in Alberta Schools Chapter 1 it is next to impossible to separate the teaching of values from schooling itself; it is a part of schooling whether people are willing

More information

Schools for Health in Ireland

Schools for Health in Ireland Schools for Health in Ireland Framework for Developing a Health Promoting School Post-Primary Contents Section 1: Introduction 4 Section 2: The Health Promoting School 6 Background to Health Promoting

More information

KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework

KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework KidsMatter Early Childhood KidsMatter Early Childhood Mental Health Initiative has been developed

More information

Wigan Educational Psychology Service

Wigan Educational Psychology Service Wigan Educational Psychology Service Therapeutic and Direct Intervention Approaches Assessment Staff and Whole School Support Training Service Overview Wigan Educational Psychology Service (EPS) offers

More information

Model for Comprehensive and Integrated School Psychological Services

Model for Comprehensive and Integrated School Psychological Services Model for Comprehensive and Integrated School Psychological Services 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support

More information

DRAFT for use in validity study Rubric for Evaluating North Carolina s School Library Media Coordinators

DRAFT for use in validity study Rubric for Evaluating North Carolina s School Library Media Coordinators Rubric for Evaluating North Carolina s School Library Media Coordinators STANDARD 1: SCHOOL LIBRARY MEDIA COORDINATORS DEMONSTRATE LEADERSHIP. Developing Proficient Accomplished Distinguished Not Demonstrated

More information

Health and wellbeing 1 Experiences and outcomes

Health and wellbeing 1 Experiences and outcomes Health and wellbeing 1 Experiences and outcomes Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which

More information

An opportunity to change your life, your teaching, your school.

An opportunity to change your life, your teaching, your school. An opportunity to change your life, your teaching, your school. Positive Education Training Conference Professor Martin Seligman Fox Leadership Professor of Psychology, University of Pennsylvania Karen

More information

Rubric for Evaluating North Carolina s Instructional Technology Facilitators

Rubric for Evaluating North Carolina s Instructional Technology Facilitators Rubric for Evaluating North Carolina s Instructional Technology Facilitators Standard 1: Instructional Technology Facilitators demonstrate leadership. Not Demonstrated Developing Proficient Accomplished

More information

Balancing the curriculum: teaching gratitude, hope and resilience

Balancing the curriculum: teaching gratitude, hope and resilience Balancing the curriculum: teaching gratitude, hope and resilience Lea Waters Why should we teach wellbeing in schools? TODAY S YOUTH face many challenges, including pressures from school, peer groups,

More information

Health and wellbeing Principles and practice

Health and wellbeing Principles and practice Health and wellbeing Principles and practice Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational

More information

Positive Education and Mindfulness in schools

Positive Education and Mindfulness in schools Positive Education and Mindfulness in schools Professor Lea Waters Gerry Higgins Chair in Positive Psychology Centre of of Positive Psychology University of Melbourne Workshop Aims Mindfulness Exercise

More information

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The

More information

Vernon Park Primary School. Teaching and Learning Policy

Vernon Park Primary School. Teaching and Learning Policy Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,

More information

Doctor of Education - Higher Education

Doctor of Education - Higher Education 1 Doctor of Education - Higher Education The University of Liverpool s Doctor of Education - Higher Education (EdD) is a professional doctoral programme focused on the latest practice, research, and leadership

More information

Roles and Responsibilities: Building Positive Schools Climate and Providing Learning Supports for Students

Roles and Responsibilities: Building Positive Schools Climate and Providing Learning Supports for Students Roles and Responsibilities: Building Positive Schools Climate and Providing Learning Supports for Students Clearly delineating roles and responsibilities represents an essential step that can build capacity

More information

Disruptive innovation in education

Disruptive innovation in education Disruptive innovation in education Funded by Delivered by 01 02 01 Imagine if every child could live their dreams... If every child and young person was supported to develop the social skills, resilience,

More information

Early Years Foundation Stage Policy and Guidelines

Early Years Foundation Stage Policy and Guidelines St. James Primary School Church of England Academy Early Years Foundation Stage Policy and Guidelines Revised by: Head, Staff & Governors Date: September 2013 Next Review: July 2015 or sooner if regulations/circumstances

More information

Posi%ve Psychology Goes to School: Theory, Prac%ces, and Cri%cal Issues. Tyler L. Renshaw, Ph.D., NCSP Louisiana State University

Posi%ve Psychology Goes to School: Theory, Prac%ces, and Cri%cal Issues. Tyler L. Renshaw, Ph.D., NCSP Louisiana State University Posi%ve Psychology Goes to School: Theory, Prac%ces, and Cri%cal Issues Tyler L. Renshaw, Ph.D., NCSP Louisiana State University grit HOPE subjective well-being GROWTH MINDSET gratitude flow Home About

More information

Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs

Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs Cass School of Education and Communities, University of East London In collaboration with The Institute

More information

Additional Qualification Course Guideline Special Education, Specialist

Additional Qualification Course Guideline Special Education, Specialist Additional Qualification Course Guideline Special Education, Specialist Schedule D Teachers Qualifications Regulation April 2014 Ce document est disponible en français sous le titre Ligne directrice du

More information

The Challenging Learning Process Professional development for your Pre-School

The Challenging Learning Process Professional development for your Pre-School The Challenging Learning Process Professional development for your Pre-School Thanks for the many wise words - and a liberating way to describe everyday life in pre-school and the many opportunities that

More information

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd)

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) 215 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work

More information

Objective 2.4.: Students will demonstrate knowledge of, and the ability to practice, behavioral consultation with teachers and parents.

Objective 2.4.: Students will demonstrate knowledge of, and the ability to practice, behavioral consultation with teachers and parents. Goals and Objectives of the School Psychology Program Graduates of the school psychology program are expected to develop a variety of critical, causal, interpretive, and reflective thinking skills during

More information

FACULTY OF EDUCATION

FACULTY OF EDUCATION FACULTY OF EDUCATION Division of Applied Psychology Rapport Teen Leadership Breakthrough Program: An Evaluation Report Prepared by Anne McKeough, Vicki Schwean, Yvonne Hindes, and Keoma Thorne for The

More information

National Framework for Values Education in Australian Schools

National Framework for Values Education in Australian Schools National Framework for Values Education in Australian Schools National Framework for Values Education in Australian Schools Commonwealth of Australia 2005 ISBN: 0 642 77496 X ISBN: 0 642 77497 8 (online

More information

SELF-EFFICACY AND ACADEMIC PERFORMANCE IN ENGLISH

SELF-EFFICACY AND ACADEMIC PERFORMANCE IN ENGLISH Dr. K.P. Meera 1 Original scientific paper Jumana. M. K 2 UDK: 371.212.5 Department of Education DOI: 10.17810/2015.13 University of Calicut ==============================================================================

More information

Australian Professional Standard for Principals

Australian Professional Standard for Principals AITSL is funded by the Australian Government Australian Professional Standard for Principals and the Leadership Profiles 2014 Education Services Australia as the legal entity for the Standing Council on

More information

Language Policy. 1 Southbank International School: Language Policy

Language Policy. 1 Southbank International School: Language Policy 1 Southbank International School: Abstract : This document is intended to articulate Southbank International School s philosophy of language teaching and learning. This policy should be read in conjunction

More information

B.Ed. Two Year Programme. F.2: Human Development, Diversity and Learning

B.Ed. Two Year Programme. F.2: Human Development, Diversity and Learning B.Ed. Two Year Programme F.2: Human Development, Diversity and Learning Maximum Marks: 100 Vision This course will facilitate an understanding of the processes of development and learning and some of the

More information

KS2 Phase Lead. Oasis Academy Don Valley

KS2 Phase Lead. Oasis Academy Don Valley KS2 Phase Lead Oasis Academy Don Valley Oasis Oasis was established in 1985 and has now grown into a group of charities working to deliver housing, training, youth work, health care, family support and

More information

Achievement for All: Characteristics of effective inclusive leadership a discussion document

Achievement for All: Characteristics of effective inclusive leadership a discussion document The National College for Leadership of Schools and Children s Services is committed to excellence and dedicated to inclusiveness. We exist to develop and inspire great leaders of schools, early years settings

More information

GUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students

GUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,

More information

School Psychology Program Goals, Objectives, & Competencies

School Psychology Program Goals, Objectives, & Competencies RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science

More information

National Standards for Headteachers

National Standards for Headteachers Guidance Organisation & Management National Standards for Headteachers Staff Management Status: Information Date of issue: 10/2004 Ref: DfES/0083/2004 Contents Introduction 2 Shaping the Future 6 Leading

More information

Student Welfare, Good Discipline and Effective Learning. Student Welfare Policy

Student Welfare, Good Discipline and Effective Learning. Student Welfare Policy Student Welfare, Good Discipline and Effective Learning Student Welfare Policy 1996 New South Wales Department of School Education Student Welfare Directorate RESTRICTED WAIVER OF COPYRIGHT The printed

More information

Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1

Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1 Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1 Nurtured Safe Active 2015-2016 Healthy Successful Learner Achieving Confident Individual Included Respected Responsibl e Responsibl e Citizen

More information

RHODES AVENUE PRIMARY SCHOOL

RHODES AVENUE PRIMARY SCHOOL RHODES AVENUE PRIMARY SCHOOL HEADTEACHER CANDIDATE INFORMATION Rhodes Avenue School: A Vision for the Future Our children are at the heart of all we do. We aim to instil a love of learning in all our children

More information

SCCS Student Support Services & Guidance Plan

SCCS Student Support Services & Guidance Plan SCCS Student Support Services & Guidance Plan SCCS Student Support Service Staff Mr. Mark Johnson Mrs. Tanya Thompson Mrs. Lindsay Osborne Mrs. Jane Manning Elementary School Counselor Grades k-6 Jr/Sr

More information

National Center for Urban Education at the University of the District of Columbia Conceptual Overview

National Center for Urban Education at the University of the District of Columbia Conceptual Overview National Center for Urban Education at the University of the District of Columbia Conceptual Overview In far too many universities, education schools are the neglected stepchild. Too often they don't attract

More information

Primrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice

Primrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice Primrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning

More information

ISPA School Psych Skills Model

ISPA School Psych Skills Model ISPA School Psych Skills Model ISPA s (training) goals and standards in the format of the CanMeds model 7 roles / competency areas 1. Expert Cognition and Learning Social and Emotional Development Individual

More information

Critical Inquiry in Educational Research and Professional Practice

Critical Inquiry in Educational Research and Professional Practice DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.

More information

Psychology. Kansas Course Code # 04254

Psychology. Kansas Course Code # 04254 High School Psychology Kansas Course Code # 04254 The American Psychological Association defines Psychology as the study of the mind and behavior. The discipline embraces all aspects of the human experience

More information

MODULE 2.4 EMPOWERING STUDENTS

MODULE 2.4 EMPOWERING STUDENTS MODULE 2.4 EMPOWERING STUDENTS Table of contents What is student empowerment? How empowerment benefits individuals How empowerment benefits the school How empowerment benefits society Five keys to student

More information

Basic Education Curriculum Revisited: A Look at the Current Content and Reform

Basic Education Curriculum Revisited: A Look at the Current Content and Reform Basic Education Curriculum Revisited: A Look at the Current Content and Reform Mr Winston Hodge Director, Training and Development Division, Ministry of Education Singapore 1. INTRODUCTION The vision of

More information

Greenwood College Business Plan 2015-2017

Greenwood College Business Plan 2015-2017 Greenwood College Business Plan 2015-2017 Greenwood College 2015-2017 Business Plan Our Business Plan 2015 2017 is a reflection of the College s priorities and change initiatives that endeavour to ensure

More information

The Executive Teacher Program

The Executive Teacher Program The Executive Teacher Program Introduction Adam J. Cox, Ph.D. Can We Afford To Wait? There is a deep chasm between new science in psychology, neurology, and psychiatry, and the people who can most benefit

More information

Educational Psychology for Schools

Educational Psychology for Schools Educational Psychology for Schools An introduction to FocusPsychology & our services 0845 130 5837 Company Background Formed in 2006 as FocusPsychology Ltd Provided psychological assessment reports to

More information

REDUCING PREJUDICE IN CHILDREN -EXTENDED REPORT

REDUCING PREJUDICE IN CHILDREN -EXTENDED REPORT 1 REDUCING PREJUDICE IN CHILDREN -EXTENDED REPORT Research Conducted: March 2001 March 2005 Researcher directors: Dr Adam Rutland Professor Rupert Brown Principal Researcher: Lindsey Cameron Funded by:

More information

Rubric : WI School Psychologist

Rubric : WI School Psychologist Rubric : WI School Psychologist Diversity in Development and Learning Description: School psychologist has knowledge of individual differences, abilities, disabilities and other diverse student ; principles

More information

Distinctiveness of the ODA Model, Program, and Organization

Distinctiveness of the ODA Model, Program, and Organization Distinctiveness of the ODA Model, Program, and Organization ODA is the only program in Northeast Ohio that offers a continuum of support for students, beginning in middle school and continuing throughout

More information

Summary Report: Promoting Emotional Health, Well-being and Resilience in Primary Schools

Summary Report: Promoting Emotional Health, Well-being and Resilience in Primary Schools Summary Report: Promoting Emotional Health, Well-being and Resilience in Primary Schools February 2016 Summary Report: Promoting Emotional Health, Well-being and Resilience in Primary Schools Robin Banerjee

More information

10030NAT Diploma of Positive Psychology and Wellbeing. RTO No: 40655 INFORMATION

10030NAT Diploma of Positive Psychology and Wellbeing. RTO No: 40655 INFORMATION 10030NAT Diploma of Positive Psychology and Wellbeing RTO No: 40655 INFORMATION The World s first and only Diploma in Positive Psychology 2 Diploma of Positive Psychology & Wellbeing LGI/InDesign/Course

More information

What are we doing here? Evaluating Your School s Mental Health Status, Pastoral Structures and Wellbeing Programs

What are we doing here? Evaluating Your School s Mental Health Status, Pastoral Structures and Wellbeing Programs Evaluating Your School s Mental Health Status, Pastoral Structures and Wellbeing Programs IBSC Conference Monday 11 July 2011 City of London School John Hensley School Counsellor Barker College Sydney

More information

College Success Workshops Online, On-Demand

College Success Workshops Online, On-Demand College Success Workshops Online, On-Demand Click on the link to Online Success Workshops in your MyCSN portal. All you need is your NSHE ID number to log in. ACADEMIC & CAREER EXPLORATION Maximizing Your

More information

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

Using Supervision to Encourage Resilience in Social Workers. Elizabeth Hamilton IASW Conference June 2015

Using Supervision to Encourage Resilience in Social Workers. Elizabeth Hamilton IASW Conference June 2015 Using Supervision to Encourage Resilience in Social Workers Elizabeth Hamilton IASW Conference June 2015 Introduction Definitions: supervision & resilience Messages from Research Scaffolding reflective

More information

Learning Framework 2014 2016

Learning Framework 2014 2016 Learning Framework 2014 2016 Learning and Teaching Framework A learning and teaching framework will help teachers provide a more consistent learning experience for students at all stages K-12 by translating

More information

Executive Summary PROMOTING SOCIAL AND COGNITIVE DEVELOPMENT THROUGH COLLABORATIVE ENQUIRY: AN EVALUATION OF THE THINKING THROUGH PHILOSOPHY PROGRAMME

Executive Summary PROMOTING SOCIAL AND COGNITIVE DEVELOPMENT THROUGH COLLABORATIVE ENQUIRY: AN EVALUATION OF THE THINKING THROUGH PHILOSOPHY PROGRAMME Executive Summary PROMOTING SOCIAL AND COGNITIVE DEVELOPMENT THROUGH COLLABORATIVE ENQUIRY: AN EVALUATION OF THE THINKING THROUGH PHILOSOPHY PROGRAMME This study investigated the effects of collaborative

More information

1 Introduction and Evaluation Approach 3. 2 Trends from the skills audit Trainees Teachers and mentors 4. 3 Qualitative findings 4

1 Introduction and Evaluation Approach 3. 2 Trends from the skills audit Trainees Teachers and mentors 4. 3 Qualitative findings 4 Final evaluation report June 2009 Contents 1 Introduction and Evaluation Approach 3 2 Trends from the skills audit 3 2.1 Trainees 3 2.2 Teachers and mentors 4 3 Qualitative findings 4 3.1 Increased confidence

More information

CHANGING THE EDUCATIONAL LANDSCAPE

CHANGING THE EDUCATIONAL LANDSCAPE CHANGING THE EDUCATIONAL LANDSCAPE COLLEGE OF EDUCATION We are interested in creating new knowledge, but we don t conduct research just to collect data. We apply those findings directly in the schools.

More information

Nurturing Early Learners

Nurturing Early Learners Nurturing Early Learners A Curriculum Framework for Kindergartens in Singapore A Guide for Parents A Strong Start for Every Child 1 A Strong Start for Every Child A Word to Parents Parents know that the

More information

Master of Science in Early Childhood Education Singapore, 2004 2005

Master of Science in Early Childhood Education Singapore, 2004 2005 Master of Science in Early Childhood Education Singapore, 2004 2005 Sponsored by Wheelock College s Center for International Education, Leadership, and Innovation and RTRC Asia in Singapore Background

More information

Diploma In Coaching For High Performance & Business Improvement

Diploma In Coaching For High Performance & Business Improvement THE HOUSTON EXCHANGE POWERFUL, PROFITABLE CONVERSATIONS Diploma In Coaching For High Performance & Business Improvement A professional coaching qualification for Leaders, Managers and HR professionals

More information

About Early Education

About Early Education Code of Ethics About Early Education Early Education is the leading independent national charity supporting families and the professional development of practitioners working in the maintained, private,

More information

Health Promoting Schools. Mentally. Healthy. Schools. Promoting mental and emotional wellbeing

Health Promoting Schools. Mentally. Healthy. Schools. Promoting mental and emotional wellbeing Health Promoting Schools 3 Mentally Healthy Schools Promoting mental and emotional wellbeing young people spend close to half their waking hours in school and inevitably the quality of experiences with

More information

Psychology. Mission. Outcomes

Psychology. Mission. Outcomes 233 Psychology Mission The mission of the psychology department is to assist students in the development of lifelong professional, spiritual, scholarly and scientific talents. Talents in psychology involve

More information

NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS

NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the

More information

Section Three: Ohio Standards for Principals

Section Three: Ohio Standards for Principals Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process

More information

Initial Teacher Education: Selection Criteria for Teacher Education Candidates

Initial Teacher Education: Selection Criteria for Teacher Education Candidates Initial Teacher Education: Selection Criteria for Teacher Education Candidates Prepared by: The Australian Secondary Principals Association on behalf of the peak national principal associations June 2015

More information

The IB continuum of international education

The IB continuum of international education The IB continuum of international education Education for a better world What is an IB education? The IB continuum of international education for 3-19 year olds is unique because of its academic and personal

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT July 2013 This document is a working draft. The information in this document is subject to change, and any changes will

More information

MSc Applied Child Psychology

MSc Applied Child Psychology MSc Applied Child Psychology Module list Modules may include: The Child in Context: Understanding Disability This module aims to challenge understandings of child development that have emerged within the

More information

Your personal statement

Your personal statement Your personal statement HOW TO WRITE THE PERFECT TEACHER TRAINING APPLICATION Contents 1. The basics 2. What to do 3. What not to do 4. Things to cover a. Introduction b. Teaching skills c. Other skills

More information

Inspection dates 20/05/2014 to 22/05/2014

Inspection dates 20/05/2014 to 22/05/2014 Residential report Starhurst School Starhurst School, Chart Lane South, DORKING, Surrey, RH5 4DB Inspection dates 20/05/2014 to 22/05/2014 Overall effectiveness Good 2 Outcomes for residential pupils Good

More information

The Shape of the Australian Curriculum:

The Shape of the Australian Curriculum: November 2010 The Shape of the Australian Curriculum: Health and Physical Education August 2012 www.acara.edu.au Australian Curriculum, Assessment and Reporting Authority 2012 This work is copyright. You

More information

ipml International Programme for Middle Leaders

ipml International Programme for Middle Leaders This document has been archived Delivering sustainable approaches to leadership development Delivery partner prospectus We know that the quality of middle leadership is fundamental in achieving consistently

More information

The Standards for Leadership and Management: supporting leadership and management development December 2012

The Standards for Leadership and Management: supporting leadership and management development December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership

More information

Westminster Campus Nursing Program Curriculum Organizing Framework

Westminster Campus Nursing Program Curriculum Organizing Framework Westminster Campus Nursing Program Curriculum Organizing Framework The curriculum organizing framework describes the concepts, beliefs and philosophy upon which the nursing curriculum is organized and

More information

M.A. Applied Psychology Specialization in Counselling Psychology

M.A. Applied Psychology Specialization in Counselling Psychology M.A. Applied Psychology Specialization in Counselling Psychology Rationale The need to deal with hurdles in order to successfully transition through life has always been there. However, the pressures to

More information

Cork Education and Training Board. Programme Module for. Child Psychology. leading to. Level 6 FETAC

Cork Education and Training Board. Programme Module for. Child Psychology. leading to. Level 6 FETAC Cork Education and Training Board Programme Module for Child Psychology leading to Level 6 FETAC May 2012/June 2012 1 Introduction This programme module may be delivered as a standalone module leading

More information

HILLSDALE PUBLIC SCHOOLS HILLSDALE, NEW JERSEY MIDDLE SCHOOL GUIDANCE AND COUNSELING GRADES FIVE & SIX - 2009 -

HILLSDALE PUBLIC SCHOOLS HILLSDALE, NEW JERSEY MIDDLE SCHOOL GUIDANCE AND COUNSELING GRADES FIVE & SIX - 2009 - HILLSDALE PUBLIC SCHOOLS HILLSDALE, NEW JERSEY MIDDLE SCHOOL GUIDANCE AND COUNSELING GRADES FIVE & SIX - 2009 - TABLE OF CONTENTS Purpose Page 2 Objectives Page 4 Procedures Page 5 Teacher as a Counselor

More information