Skip to main content
SpringerLink
Log in

Building a Positive Institution

  • Chapter
  • First Online:
Evidence-Based Approaches in Positive Education

Part of the book series: Positive Education ((POED))

Abstract

Building “positive institutions”, including schools, is one of the three pillars of positive psychology as defined by Seligman and Csikszentmihalyi. Seligman et al., argued that schools could be a home for the science of well-being to “move individuals toward better citizenship, responsibility, nurturance, altruism, civility, moderation, tolerance, and work ethic.” This chapter summarizes developments in positive psychology, “the scientific study of what goes right in life”, and its exponential growth over the past 15 years. While advances have been made in understanding positive emotions and positive traits, investigation of the possibilities positive institutions, including schools, can play in the development of well-being remains an overlooked area of research. One of the challenges educators’ face is bringing well-being programs to scale at the institutional level. This has been underscored by a lack of an organizational or theoretical framework. This chapter outlines why schools should adopt well-being as an operational goal, and how they can become a positive institution. We outline the case to support this view from well-being and ill-being data, and what this is trying to achieve. We summarize the definitions in the literature to provide a sequential framework for institutions to consider focusing on: what is positive psychology? What is well-being? What is positive education? What is a positive institution? Finally, we offer a framework based on eight measurable goals to guide schools in a process to become a positive institution. These are aligned against Seligman’s PERMA theory: positive emotion, engagement, relationships, meaning, and accomplishment model of well-being. We are argue that by focusing on building leadership capability in positive psychology; defining and measuring well-being; enhancing resilience; developing a well-being strategy; building staff capability; implementing scientifically informed well-being programs; and evaluating and developing models for positive change.

M. A. White, A. S. Murray (eds.), Evidence-based approaches in Positive education: Implementing a Strategic Framework for Well-being in Schools.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    St Peter’s College Rex J Lipman Fellows have included Baroness Greenfield CBE, Professor Patrick McGorry AO, Professor Felicia Huppert, Professor Hans Henrik Knoop, Professor Toni Noble, Professor Peter Singer AC, Associate Professor Rufus Black, Professor Lea Waters, the Rev’d Professor James Haire AC, the Rev’d Professor Andrew McGowan, Dr Michael Carr-Gregg, Professor Michael Bernard, Professor Rob Moodie AM and A/Professor Jane Burns.

References

  • Berkowitz, M. W., & Bier, M. C. (2007). What works in character education. Journal Of Research In Character Education, 5(1), 29–48.

    Google Scholar 

  • Berkowitz, M. W., & Bustamante, A. (2013). Using research to set priorities for character education in schools: A global perspective. KEDI Journal of Educational Policy, Special Issue, 7–20.

    Google Scholar 

  • Boniwell, I. (2013). Introduction to positive education. In S. A. David, I. Boniwell, & A. Ayers (Eds.), The oxford handbook of happiness (pp. 535–539). Oxford: Oxford University Press.

    Google Scholar 

  • Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A meta-analytic review of the penn resiliency program’s effect on depressive symptoms. Journal of Consulting and Clinical Psychology, 77(6), 1042–1054. doi:10.1037/a0017671.

    Article  PubMed  Google Scholar 

  • Burns, J., Davenport, T., Durkin, L., Luscombe, G., & Hickie, I. (2010). The internet as a setting for mental health service utilisation by young people. Medical Journal of Australia, 192, 22–26.

    Google Scholar 

  • Cameron, K., & Winn, B. (2013). Virtuousness in organizations. In K. S. Cameron & G. M. Spreitzer (Eds.), The oxford handbook of positive organizational scholarship (pp. 231–243). New York: Oxford University Press.

    Google Scholar 

  • Cameron, K. S., Spreitzer, G. M., Edmondson, A. E., Ramarajan, L., Thomas, D. A., & Tushman, M. L. (2012). The oxford handbook of positive organizational scholarship. New York: Oxford University Press.

    Google Scholar 

  • David, S. A., Boniwell, I., & Ayers, A. (2013). The oxford handbook of happiness. Oxford: Oxford University Press.

    Google Scholar 

  • DeGraff, J., & Nathan-Robert, D. (2012). The oOxford handbook of positive organizational scholarship (pp. 703–714). Oxford: Oxford University Press.

    Google Scholar 

  • Donaldson, S. I., Csikzentmihalyi, M., & Nakamura J. (Eds.). (2011). Applied positive psychology: Improving everyday life, health, schools, work and society (pp. 3–12). New York: Routledge.

    Google Scholar 

  • Donaldson, S. (2011). Determing what works, if anything, in positive psychology. In S. I. Donaldson, M. Csikzentmihalyi, & J. Nakamura (Eds.), Applied positive psychology: Improving everyday life, health, schools, work and society (pp. 97–115). New York: Routledge.

    Google Scholar 

  • Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. American Psychological Society, 16, 939–944.

    Google Scholar 

  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101.

    Article  PubMed  Google Scholar 

  • Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., & Ericsson, K. A. (2011). Deliberate practice spells success: Why grittier competitors triumph at the national spelling bee. Social Psychological and Personality Science, 2, 174–181.

    Article  Google Scholar 

  • Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What no child left behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104, 439–451.

    Article  PubMed Central  PubMed  Google Scholar 

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x. https://static1.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/52e9d8e6e4b001f5c1f6c27d/1391057126694/meta-analysis-child-development.pdf.

    Article  PubMed  Google Scholar 

  • Eaton, W. (2002). Epidemiological evidence on the comorbidity of depression and diabetes. Journal of Psychosomatic Research, 53, 903–906.

    Article  PubMed  Google Scholar 

  • Ecclestone, K. (2004). Learning or therapy? The demoralization of education. British Journal of Educational Studies, 52(2), 112–37.

    Article  Google Scholar 

  • Elias, M. J. (2013). The character of schools, the character of individuals, and the character of society: Creating educational policy to reflect this inextricable interconnection. KEDI Journal of Educational Policy, 141–149 (Family Physician, 9, 34).

    Google Scholar 

  • Frassure-Smith, N., & Lesperence, F. (1995). Depression and 18-month prognosis after myocardial infarction. Circulation, 91, 999–1005.

    Article  Google Scholar 

  • Fredrickson, B. L., & Losada, M. F. (2005). Positive affect and the complex dynamics of human flourishing. American Psychologist, 60(7), 678–686. doi:10.1037/0003-066X.60.7.678.

    Article  PubMed Central  PubMed  Google Scholar 

  • Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.

    Google Scholar 

  • Gilman, R., Heubner, E. S., & Furlong, M. (Eds.). (2009). Handbook of positive psychology in schools (pp. 293–304). New York: Routledge.

    Google Scholar 

  • Goddard, R. D, & Salloum, S. J. (2012). Collective efficiacy. In K. S. Cameron & G. M. Spreitzer (Eds.), The Oxford handbook of positive organizational scholarship (pp. 642–650). Oxford: Oxford University Press.

    Google Scholar 

  • Gogolin, I., Keiner, E., Steiner-Khamsi, G., Ozga, J., & Yates, L. (2007). Knowledge and policy: Research–information–intervention. European Educational Research Journal, 6(3), 283–302.

    Article  Google Scholar 

  • Grenfell Price, A. (1947). The collegiate school of St Peter, 1847–1947: Being an illustrated record of the first hundred years. St Peters: St Peter’s College.

    Google Scholar 

  • Hamblin, D. (1978). The teacher and pastoral care. Oxford: Basil Blackwell.

    Google Scholar 

  • Harquail, C. V., & Brickson S. L. (2012). The Defining Role of Organizational Identity for Facilitating Stakeholder Flourishing: A Map for Future Research. In K. S. Cameron & G. M. Spreitzer (Eds.), The oxford handbook of positive organizational scholarship (pp. 677–690). Oxford: Oxford University Press.

    Google Scholar 

  • Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (1998). ‘Teachers, schools and academic achievement’. National Bureau of Economic Research Working Paper No. 6691. pp. 31–35

    Google Scholar 

  • Hattie, J. A. (2003). Teachers make a difference: What is the research evidence? (pp. 19–21). Melbourne: Australian Council for Educational Research.

    Google Scholar 

  • Johnson, D, Jones, C, Scholes, L, & Carras, M. (2013). Videogames and wellbeing. Melbourne: Young and Well Cooperative Research Centre.

    Google Scholar 

  • Keyes, C. (2009). In Furlong, M., Gilman, R., & Huebner, S. (2009). Handbook of Positive Psychology in Schools. [electronic resource]. Hoboken : Taylor & Francis, 2009.

    Google Scholar 

  • Knoop, H. H. (2011). Education in 2025: How positive psychology can revitalize education. New York: Routledge.

    Google Scholar 

  • Kok, B. E., Coffey, K. A., Cohn, M. A., Catalino, L. I., Vacharkulksemsuk, T., Algoe, S. B., & Fredrickson, B. L. (2013). How positive emotions build physical health: Perceived positive social connections account for the upward spiral between positive emotions and vagal tone. Psychological Science, (Sage Publications Inc.), 24(7), 1123–1132. doi:10.1177/0956797612470827.

    Google Scholar 

  • Kotter, J. P. (2007). Leading change. Harvard Business Review, 85(1), 96–103.

    Google Scholar 

  • Kristjánsson, K. (2013a). Ten Myths about character, virtue and virtue education—plus three well-founded misgivings. British Journal of Educational Studies, 61(3), 269–287. doi:10.1080/00071005.2013.778386.

    Article  Google Scholar 

  • Kristjánsson, K. (2013b). Virtues and vices in positive psychology. New York: Cambridge University Press.

    Google Scholar 

  • Layard, R. (2009a). “Why subjective well-being should be the measure of progress”, given at the OECD World Forum on “Statistics, Knowledge and Policy—Charting Progress, Building Visions, Improving Life”. Busan, Korea (27–30 October).

    Google Scholar 

  • Layard, R. (2009b). Afterword: the greatest happiness principle: Its time has come. In: S. Griffiths & R. Reeves (Eds.), Well-Being: How to lead the good life and what government should do to help (pp. 92–106). London: The Social Market Foundation.

    Google Scholar 

  • Layard, R. (2011). Happiness: Lessons from a new science (2nd ed.). London: Penguin Press.

    Google Scholar 

  • Layard, R. (2013) Mental health: The new frontier for labour economics CEP Discussion Papers, CEPDP1213. Centre for Economic Performance. London School of Economics and Political Science, London.

    Google Scholar 

  • Lazarus, R. S. (2003). Author’s response: The Lazarus manifesto for positive psychology and psychology in general. Psychological Inquiry, 14(2), 173.

    Article  Google Scholar 

  • Leming, J. S. (2000). Tell me a story: An evaluation of a literature-based character education programme. Journal of Moral Education, 29(4), 413–427. doi:10.1080/713679388.

    Article  Google Scholar 

  • Madden, M., Lenhart, A., Cortesi, S., Gasser, U., Duggan, M., Smith, A., & Beaton, M. (2013). Teens, Social Media, and Privacy. Pew Research Center, The Berkman Cneter for Internet & Society at Harvard University. http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx.

  • Manicavasagar, V. (2012). A review of depression and diagnosis management. The Black Dog Institute, University of New South Wales. http://www.psychology.org.au/publications/inpsych/2012/february/manicavasagar/.

  • Manz, C., Cameron, K., Manz, K., & Marx, R. (2006). Values and virtues in organizations: An introduction. Journal of Management, Spirituality & Religion, 3(1/2), 1. doi:10.1080/14766080609518608.

    Article  Google Scholar 

  • Marland, M. (1974). Pastoral care. London: Heinemann Educational Books.

    Google Scholar 

  • Massie, M. J. (2004). Prevalence of depression in patients with cancer. Journal of National Cancer Institute Monographs, 32, 56–71.

    Google Scholar 

  • McAllister, F. (2005). Wellbeing: Concepts and challenges. Discussion paper prepared for the Sustainable Development Research Network.

    Google Scholar 

  • McCall, T., Waters L., & White, M. (2012). Finding similarities and points of connection between positive psychology and Christianity. Dialogue Australasia. Issue 27, May. pp. 17–21.

    Google Scholar 

  • McMahon, D. (2006). The pursuit of happiness: A history from the Greeks to the present. New York: Allen Lane.

    Google Scholar 

  • McKinsey (2010). How the World’s Most Improved School Systems Keep Getting Better. McKinsey. http://www.mckinsey.com/client_service/social_sector/latest_thinking/worlds_most_improved_schools.

  • Moffitt, T., et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2693–2698.

    Article  Google Scholar 

  • Morris, I. (2013a). Going beyond the accidental: Happiness, education and the wellington college experience. In S. A. David, I. Boniwell, & A. Ayers (Eds.), The Oxford handbook of happiness (pp. 644–656). Oxford: Oxford University Press.

    Google Scholar 

  • Morris, I. (2013b). Framework consultation group. Jubilee centre for character and values. University of Birmingham. http://jubileecentre.ac.uk/userfiles/jubileecentre/pdf/character-education/Framework%20Consultation%20Group%20-%20FINAL%20-%20branded.pdf.

  • Murray, S. (2013). Headmaster’s speech day and prize giving address. 147th Speech Day Ceremony. Unpublished Manuscript.NSW Mental Health Commission (2014). Living Well: Putting people at the centre of mental health reform in NSW. Journey 4 infographic 1. Sydney, NSW Mental Health Commission.

    Google Scholar 

  • Noble, T., & McGrath, H. (2005). Helping children and families ‘bounce back’, Australian. In T. Noble, H. McGrath, S. Roffey, & L. Rowling (Eds.), A scoping study on student well-being. Canberra: Department of Education, Employment & Workplace Relations.

    Google Scholar 

  • Norrish, M. J. M., & Vella-Brodrick, D. A. (2009). Positive psychology and adolescents: Where are we now? Where to from here? Australian Psychologist, 44(4), 270–278.

    Article  Google Scholar 

  • Nussbaum, M. (1994). The therapy of desire: theory and practice in Hellenistic ethics/Martha C. Nussbaum. Princeton: Princeton University Press.

    Google Scholar 

  • Nussbaum, M. (2000). The fragility of goodness: luck and ethics in Greek tragedy and philosophy/Martha C. Nussbaum. Cambridge: Cambridge University Press, 2001.

    Google Scholar 

  • Park, G. (2013). Well-being and achievement. Unpublished Manuscript. Department of Psychology, University of Pennsylvania.

    Google Scholar 

  • Pawelski, S. P. (2011). The many faces of happiness. Scientific American Mind, 22(4), 50–55.

    Article  Google Scholar 

  • Pawelski, J. O., & Moore, D. (2012). The eudaimonic turn in literary studies. In J. O. Pawleski & D. J. Moores (Eds.), The eudaimonic turn: Well-being in literary studies. Madison: Fairleigh Dickinson University Press.

    Google Scholar 

  • Pawelski, J. O. & Moores, D. J. (2013). What is the eudaimonic turn and the eudaimonic turn in literary studies? In J. O. Pawleski & D. J. Moores (Eds.), The Eudaimonic Turn Well-being in literary studies (pp. 1–26). Madison: Fairleigh Dickinson University Press.

    Google Scholar 

  • Peterson, C (2006). A primer in positive psychology. New York: Oxford University Press.

    Google Scholar 

  • Popovic, N. (2013). Should education have happiness lessons? In S. A. David, I. Boniwell, & A. Ayers (Eds.), The Oxford handbook of happiness/edited by Susan A. David, Ilona Boniwell, and Amanda Conley Ayers. Oxford: Oxford University Press, pp. 551–562.

    Google Scholar 

  • Pring, R. (1984). Personal and social education. In L. O. Ward (Ed.), The ethical dimension of the school curriculum. Swansea: Pineridge.

    Google Scholar 

  • Robertson, S., Blanchard, M., Coughlan, F., & Robertson, A. (2013). How did we score? Engaging young people in the development of a National Report Card on Mental Health and Suicide Prevention. Young and Well Cooperative Research Centre. http://www.mentalhealthcommission.gov.au/media/62010/HowDidWeScore_100513_final.pdf.

  • Roffey, S. (2012). Pupil wellbeing—teacher wellbeing: Two sides of the same coin?. Educational & Child Psychology, 29(4), 8–17.

    Google Scholar 

  • Rowe, F., Stewart, D. & Patterson, C. (2007). Promoting school connectedness through whole school approaches. Health Education, 107(6), 524–542.

    Article  Google Scholar 

  • Rusell, D. (2009). Practical intelligence and the virtues. Oxford: Oxford University Press.

    Google Scholar 

  • Rusk, R., & Waters, L. (2013). Tracing the size, reach, impact, and breadth of positive psychology. Journal of Positive Psychology, 8(3), 207–221.

    Article  Google Scholar 

  • Seligman, M. E. P. (2011). Flourish. New York: Simon & Schuster.

    Google Scholar 

  • Seligman, M. P., Forgeard, M. C., & Jayawickreme, E., (2012). The engine of well-being. Review Of General Psychology, 16(4), 327–342. doi:10.1037/a0027990.

    Google Scholar 

  • Seligman, M. E. P. (2013). Building the state of wellbeing: A strategy for South Australia (Adelaide Thinker in Residence 2012–2013). South Australia: Government of South Australia. http://www.thinkers.sa.gov.au/Thinkers/MartinSeligman/default.aspx.

  • Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), pp. 5–14. doi:10.1037/0003-066X.55.1.5.

    Article  PubMed  Google Scholar 

  • Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35, 293–311. doi:10.1080/03054980902934563.

    Article  Google Scholar 

  • Slade, T., Johnston, A., Oakley Browne, M. A., Andrews, G., & Whiteford, H. (2009). 2007 National survey of mental health and wellbeing: Methods and key findings. Australian & New Zealand Journal Of Psychiatry, 43(7), pp. 594–605. doi:10.1080/00048670902970882.

    Article  Google Scholar 

  • Thornton, K. (2010). The message of its walls and fields: A history of St Peter’s College, 1847 to 2009. South Australia: St Peter’s College, St Peters.

    Google Scholar 

  • Tregenza, J. (1996). Collegiate School of St Peter, Adelaide: The founding years 1847–1878. South Australia: St Peter’s College, St Peters.

    Google Scholar 

  • Tsukayama, E., Toomey, S. L., Faith, M. S., & Duckworth, A. L. (2010). Self-control as a protective factor against overweight status in the transition from childhood to adolescence. Archives of Pediatrics & Adolescent Medicine, 164, 631–635.

    Article  Google Scholar 

  • Vogel, B. & Bruch, H. (2012). Organizational energy. In K. S. Cameron & G. M. Spreitzer (Eds.), The Oxford handbook of positive organizational scholarship (pp. 691–703). Oxford: Oxford University Press.

    Google Scholar 

  • Waters, L. (2011) Leading cultural change at schools through a positive psychology approach. Conference for Australian Association for Educational Researchers, Nov 27–Dec 1, Hobart.

    Google Scholar 

  • Waters, L. (2012). Metrics of Well-being. ‘Thinkers in Residence’ Program: Seligman Residence. Well-being before Learning Conference. Adelaide Convention Centre, February 27th.

    Google Scholar 

  • Waters, L. (2013a). Balancing the Curriculum: Teaching Gratitude, Hope and Resilience. In The art and Science of Wellbeing. Future Leaders Press.

    Google Scholar 

  • Waters, L. (2103b). Using positive psychology to foster character strengths and wellbeing in students. In L. Reynolds (Ed.), Forward thinking: Emerging answers to education’s big questions. Australia: Australian College of Educators.

    Google Scholar 

  • Waters, L., & White, M. (2011a). Leading cultural change at schools through a positive psychology approach. International Positive Psychology Association Symposium Session at the First World Congress on Positive Psychology, Philadelphia, Pennsylvania, USA (23–26 July).

    Google Scholar 

  • Waters, L., White, M., & Murray, S. (2012). Using Appreciative Inquiry to lead whole school change. D. Cooperrider (Ed.), The appreciative inquiry summit: Exploration into the magic of macro-management and crowd-sourcing. AI Practitioner: International Journal of Appreciative Inquiry.

    Google Scholar 

  • White, M. (2013a). Education and culture: An Australian coeducational boarding school as a crucible for a culturally diverse life as seen through the eyes of the students themselves. A humanistic sociological study. In S. Alagumalai, S. Burley, & J. P. Keeves (Eds.), Excellence in scholarship: Transcending transdisciplinary in teacher education (pp. 235–266). Netherlands: Sense Publishers.

    Google Scholar 

  • White, M. (2013b). Positive education at Geelong Grammar School. In S. A. David, I. Boniwell, & A. Ayers (Eds.), The Oxford handbook of happiness (pp. 657–670). Oxford: Oxford University Press.

    Google Scholar 

  • White, M. (2014). An evidence-based whole school strategy to positive education. In H. Street & N. Port (Eds.), Better that ok: Helping young people flourish at school and beyond (pp. 194–198). Fremantle: Fremantle Press.

    Google Scholar 

  • White, M. A., & Waters, L. E. (2014). A case study of ‘the good school’: Examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology: Dedicated to furthering research and promoting good practice, 10(1), 69-76. doi:10.1080/17439760.2014.920408.

    Article  Google Scholar 

  • World Health Organization (2011). Global burden of mental disorders and the need for a comprehensive, coordinated response from health and social sectors at the country level. Executive Board 130th session Provisional Agenda Item 6.2.

    Google Scholar 

  • Wong, P. T. (2011). Positive psychology 2.0: Towards a balanced interactive model of the good life. Canadian Psychology/Psychologie canadienne, 52(2), 69.

    Article  Google Scholar 

  • Wyn, J. (2007). Learning to “become somebody well”: Challenges for educational policy. Australian Educational Researcher, 34(3), pp. 35–52.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. St Peter’s College, Adelaide, Australia

    Mathew A. White & A. Simon Murray

Authors
  1. Mathew A. White
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. A. Simon Murray
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mathew A. White .

Editor information

Editors and Affiliations

  1. Director of Well-being & Positive Education, St Peter's College, St Peters, South Australia, Australia

    Mathew A. White

  2. Headmaster, St Peter's College, St Peters, South Australia, Australia

    A. Simon Murray

Rights and permissions

Reprints and permissions

Copyright information

© 2015 The Anglican Church of Australia Collegiate School of Saint Peter trading as St Peter's College

About this chapter

Cite this chapter

White, M., Murray, A. (2015). Building a Positive Institution. In: White, M., Murray, A. (eds) Evidence-Based Approaches in Positive Education. Positive Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9667-5_1

Download citation

Publish with us

Policies and ethics

Search

Navigation