Applied Positive School Psychology

Applied Positive School Psychology is an essential guide to help teachers regain their own and assist the school community in rebuilding their health post-pandemic. While research in positive psychology is thriving, teachers and educational practitioners find it challenging to apply it in their daily practice. This practical book fills the gap between theory and practice and provides practitioners with an evidence-based toolkit on using the positive psychology in their school communities.
With contributions from experts in their field, this important resource explores student wellbeing, teacher wellbeing, inclusion, developing positive relationships, creativity, and therapeutic art.
Written with the practitioner in mind, Applied Positive School Psychology is a must read for the teaching community and those interested in positive education. It will also be of interest to academics specialising in wellbeing or education, educational psychologists, and education policy makers.

Andrea Giraldez-Hayes is an accredited coaching psychologist, supervisor, and consultant specialising in positive and coaching psychology. She is the Director of the MSc in Applied Positive Psychology and Coaching Psychology and the Wellbeing and Psychological Services Centre at the University of East London's School of Psychology. Jolanta Burke is a Chartered Psychologist (British Psychological Society) specialising in positive psychology and an Associate Professor in the Centre for Positive Psychology and Health in RCSI University of Medicine and Health Sciences. She has authored eight books. For more information, go to www.jolantaburke.com.

About the Editors About the Contributing Authors Part 1. Positive Psychology in Schools Chapter 1. Positive Schools: An Introduction Chapter 2. Applying Positive Psychology in Primary Schools Part 2. Connecting with Others Chapter 3. Positive Relationships Chapter 4. Self-Confidence and Self-Efficacy Development in Schools Chapter 5. Courage in Positive Education Chapter 6. Working with Strengths in Education: Why Educators Should Strength Spot in Their Students, And How Students Feel About This Work. Chapter 7. Coaching Conversations to Enhance Wellbeing Part 3. Connecting with Self Chapter 8. Has Life No Meaning? Cultivating Youth Life Meaning in Schools Chapter 9. Embedding Compassion in Schools: The What's, The Why's and The How's Chapter 10. Meditation-Based Tools for Balance, Focus and Health Chapter 11. Strength-Based Interventions for Students and Staff Part 4. Creativity in Schools: Arts, Playing and Language Chapter 12. Arts and Wellbeing Chapter 13. Music, Technology and Wellbeing Chapter 14. Playing and Thriving in School Chapter 15. Wellbeing Lexicon in Schools Part 5. Inclusion Chapter 16. School Belonging as An Essential Component of Positive Psychology in Schools Chapter 17. Positive Psychology and School Bullying Chapter 18. Positive Psychology, Strengths-Based and Inclusive Practices, And Disability Chapter 19. Positive Solution Part 6. The Road Less Travelled for Wellbeing Strategies Chapter 20. The Why and How of Whole-School Wellbeing Chapter 21. Pedagogy for Wellbeing: A New Model for Organic Development of Wellbeing in Schools Chapter 22. Wellbeing of School Teachers Chapter 23. Expertise: The Problem with Experience Part 7. Conclusion