Use the neuroscience of emotional learning to transform your teaching. How can the latest breakthroughs in the neuroscience of emotional learning transform the classroom? How can teachers use the principles and practices of positive psychology to ensure optimal 21st-century learning experiences for all children? Patty O’Grady answers those questions. Positive Psychology in the Elementary School Classroom presents the basics of positive psychology to educators and provides interactive resources to enrich teachers’ proficiency when using positive psychology in the classroom. O’Grady underlines the importance of teaching the whole child: encouraging social awareness and positive relationships, fostering self-motivation, and emphasizing social and emotional learning. Through the use of positive psychology in the classroom, children can learn to be more emotionally aware of their own and others’ feelings, use their strengths to engage academically and socially, pursue meaningful lives, and accomplish their personal goals. The book begins with Martin Seligman’s positive psychology principles, and continues into an overview of affective learning, including its philosophical and psychological roots, from finding the “golden mean” of emotional regulation to finding a child’s potencies and “golden self.” O’Grady connects the core concepts of educational neuroscience to the principles of positive psychology, explaining how feelings permeate the brain, affecting children’s thoughts and actions; how insular neurons make us feel empathy and help us learn by observation; and how the frontal cortex is the hall monitor of the brain. The book is full of practical examples and interactive resources that invite every educator to create a positive psychology classroom, where children can flourish and reach their full potential.

Grounded in cutting-edge research, this book shows how interventions targeting gratitude, kindness, character strengths, optimistic thinking, hope, and healthy relationships can contribute to improved academic and social outcomes in grades 3-12. It provides a 10-session manual for promoting subjective well-being--complete with vivid case examples--that can be implemented with individuals, small groups, or whole classes. Factors that predict youth happiness are discussed, evidence-based assessment tools presented, and ways to involve teachers and parents described. In a large-size format for easy photocopying, the volume includes 40 reproducible handouts and forms. Purchasers get access to a companion website where they can download and print these materials, plus online-only fidelity checklists and parent and teacher notes. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

"The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .

This mixed methods study provides empirical evidence that applying the concept of positive psychology into classrooms enhanced students' academic and behavioral performance in an urban elementary school. In the First Phase, I analyzed the 3rd grade math scores in both positive psychology and traditional classrooms. The results showed that the school-level math performance in positive psychology classrooms was significantly better than that in traditional classrooms. In the Second Phase, I triangulated interview data from school stakeholders including one Principal, nine teachers and five parents. I found that collaborative partnerships among the stakeholders implemented positive psychology-based classrooms by way of a range of activities and programs to enhance overall students' well-being. The improvement of students' overall well-being can prepare students to engage in the learning processes and daily lives, which contributed to their behavioral and academic performance overall. The study's findings provide implications for leadership practices in adopting the concept of positive psychology into teaching practices in elementary schools serving underprivileged students who do not have the same resources provided to those in affluent learning communities. Further, the study provides a direction of future research that is designed as an experimental study showing causality between intervention related to positive psychology and student learning outcomes. Given that this study is delimited to a single urban school in Cincinnati, Ohio, a future study should be conducted in other regions using a broader and larger sample to enhance external validity.

Grounded in cutting-edge research, this book shows how interventions targeting gratitude, kindness, character strengths, optimistic thinking, hope, and healthy relationships can contribute to improved academic and social outcomes in grades 3-12. It provides a 10-session manual for promoting subjective well-being--complete with vivid case examples--that can be implemented with individuals, small groups, or whole classes. Factors that predict youth happiness are discussed, evidence-based assessment tools presented, and ways to involve teachers and parents described. In a large-size format for easy photocopying, the volume includes 40 reproducible handouts and forms. Purchasers get access to a companion website where they can download and print these materials, plus online-only fidelity checklists and parent and teacher notes. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Students with social-emotional difficulties often struggle to have a positive outlook towards themselves and school. Online research articles, as well as books and websites, were examined in order to study the outcome of various positive psychology interventions and how they could be applied within the school setting. It was determined that school psychologists who use a positive psychology approach during counseling can help students: change their perspective to be more grateful and optimistic, increase engagement with classes and school altogether, build constructive relationships towards school staff and peers, develop an understanding of how their school work has a meaningful purpose, and learn to appreciate academic accomplishments (Gilman, Huebner, & Furlong, 2009; Suldo, 2016; Positive Psychology Center, n.d.). Sustainable changes to a student's well-being can occur through the use of simple and intentional interventions based on evidence collected from positive psychology research.

INTERNATIONAL BESTSELLER • An engaging, deeply researched guide to flourishing in a world of increasing stress and negativity—the inspiration for one of the most popular TED Talks of all time “Powerful [and] charming . . . A book for just about anyone . . . The philosophies in this book are easily the best wire frames to build a happy and successful life.”—Medium Happiness is not the belief that we don’t need to change; it is the realization that we can. Our most commonly held formula for success is broken. Conventional wisdom holds that once we succeed, we’ll be happy; that once we get that great job, win that next promotion, lose those five pounds, happiness will follow. But the science reveals this formula to be backward: Happiness fuels success, not the other way around. Research shows that happy employees are more productive, more creative, and better problem solvers than their unhappy peers. And positive people are significantly healthier and less stressed and enjoy deeper social interaction than the less positive people around them. Drawing on original research—including one of the largest studies of happiness ever conducted—and work in boardrooms and classrooms across forty-two countries, Shawn Achor shows us how to rewire our brains for positivity and optimism to reap the happiness advantage in our lives, our careers, and even our health. His strategies include: • The Tetris Effect: how to retrain our brains to spot patterns of possibility so we can see and seize opportunities all around us • Social Investment: how to earn the dividends of a strong social support network • The Ripple Effect: how to spread positive change within our teams, companies, and families By turns fascinating, hopeful, and timely, The Happiness Advantage reveals how small shifts in our mind-set and habits can produce big gains at work, at home, and elsewhere.