Skip to main content
SpringerLink
Log in

Strengths-Based Approaches in the Classroom and Staffroom

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

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

Abstract

How can school leaders build ‘good school’ cultures that foster well-being in both the classroom and the staffroom? How can schools enable an environment that has virtues embodied both at the institutional level and which foster virtues in students and staff? This chapter reports on the impact of Christopher Peterson’s research in the field of positive psychology at an Australian school. It centres on two aspects of Peterson’s research: creating enabling institutions and applications of strengths in education. This chapter provides a summary of these two theories and the character strengths profile and its implications for policy makers, school leaders, and educators. It then reports on the application and impact of using the character strengths profile in a school with students and staff. We hope that this chapter will act as a fitting tribute to the legacy of Christopher Peterson foundational role in the development positive psychology and positive education.

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

References

  • Andrews, A. B., & Ben-Arieh, A. (1999). Measuring and monitoring children’s well being across the world. Social Work, 44(2), 105–115. doi:10.1093/sw/44.2.105.

    Article  PubMed  Google Scholar 

  • Australian Government, Department of Education, Employment and Workplace Relations. (2010). Giving voice to the impacts of values education—The final report of the values in action schools project. http://www.valueseducation.edu.au/values/val_vasp_final_report,30121.html. Accessed 1 Sept 2012

  • Benninga, J. S., Berkowitz, M. W., Kuehn, P., & Smith, K. (2006). Character and academics: What good schools do. Phi Delta Kappan, 87(6), 448–452.

    Article  Google Scholar 

  • Berkowitz, M. W., & Bier, M. C. (2004). Research-based character education. The Annals of the American Academy of Political and Social Science, 591(1), 72–85. doi:10.1177/0002716203260082.

    Article  Google Scholar 

  • Berkowitz, M. W., & Bier, M. C. (2005). Character education: Parents as partners. Educational Leadership, 63(1), 64–69.

    Google Scholar 

  • Bernard, M., & Walton, K. (2011). The effect of you can do it! Education in six schools on student perceptions of well-being, teaching, learning and relationships. Journal of Student Well-being, 5, 22–37.

    Google Scholar 

  • Calabrese, R., Hester, M., Friesen, S., & Burkhalter, K. (2010). Using appreciative inquiry to create a sustainable rural school district and community. International Journal of Educational Management, 24(3), 250–265. doi:10.1108/09513541011031592.

    Google Scholar 

  • Chan, D. W. (2011). Burnout and life satisfaction: Does gratitude intervention make a difference among Chinese school teachers in Hong Kong? Educational Psychology, 31(7), 809–823. doi:10.1080/01443410.2011.608525.

    Article  Google Scholar 

  • Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28(2), 195–209. doi:10.1080/01443410701491858.

    Article  Google Scholar 

  • Clonan, S. M., Chafouleas, S. M., McDougal, J. L., & Riley-Tillman, T. C. (2004). Positive psychology goes to school: Are we there yet?. Psychology In The Schools, 41(1), 101–110.

    Google Scholar 

  • Dickerson, M. S., & Helm-Stevens, R. (2011). Reculturing schools for greater impact: Using appreciative inquiry as a non-coercive change process. International Journal of Business and Management, 6(8), 66–74. doi:10.5539/ijbm.v6n8p66.

    Article  Google Scholar 

  • Doveston, M., & Keenaghan, M. (2006). Growing talent for inclusion: Using an appreciative inquiry approach into investigating classroom dynamics. Journal of Research in Special Educational Needs, 6(3), 153–165. doi:10.1111/j.1471-3802.2006.00073.x.

    Article  Google Scholar 

  • Farber, N. K. (1999). Counselling psychology doctoral students’ help seeking behavior: Factors affecting willingness to seek help for psychological problems. Available from ProQuest Dissertation and Theses data base (publication number AAT 9950362).

    Google Scholar 

  • Gordon, R. A., & Kane, J. M. (2002). Explanatory style on the soccer field: Optimism and athletic performance. Poster presented at the 3rd annual meeting of the Society for Personality and Social Psychology, Savannah.

    Google Scholar 

  • Green, S., Oades, L., Robinson, P. (2011). Positive education: Creating flourishing students, staff and schools. InPsych, The Bulletin of the Australian Psychological Society, April 2011.

    Google Scholar 

  • Harris, A.H.S., Thoresen, C.E. & Lopez S.J. (2007). Integrating positive psychology into counselling: Why and (when appropriate) how. Journal of Counselling and Development, 85(1), 3–13. http://aca.metapress.com.ezp.lib.unimelb.edu.au/(blhs3i3hasgm5w45peih3ta0)/app/home/contribution.asp?referrer=parent&backto=issue,1,15;journal,1,29;homemainpublications,2,2. Accessed 1 Sept 2012

    Article  Google Scholar 

  • Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399–420. doi:10.1007/s11218-004-0975-0.

    Article  Google Scholar 

  • Hoy, W. K., & Tarter, C. J. (2011). Positive psychology and educational administration: An optimistic research agenda. Educational Administration Quarterly, 47(3), 427–445. doi:10.1177/0013161X10396930.

    Article  Google Scholar 

  • Jennings, P., & Greenberg, M. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcome. Review of Educational Research, 79, 491–525. doi:10.3102/0034654308325693.

    Article  Google Scholar 

  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational review, 53(1), 27–35. doi:10.1080/00131910120033628.

    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 

  • Lickona, T. (1993). The return of character education. Educational Leadership, 51(3), 6–11.

    Google Scholar 

  • Linley, P. A., & Burns, G. W. (2010). Strengthspotting: Finding and developing client resources in the management of intense anger. In G. W. Burns (Ed.), Happiness, healing, enhancement: Your casebook collection for applying positive psychology in therapy (pp. 3–14). Hoboken: Wiley. doi:10.1002/9781118269664.ch1.

    Google Scholar 

  • Lopez, S. J., Edwards, L. M., Pedrotti, J. T., Prosser, E. C., LaRue, S., Spalitto, S. V., & Ulven, J. C. (2006). Beyond the DSM-IV: Assumptions, alternatives, and alterations. Journal of Counselling & Development, 84(3), 259–267. doi:10.1002/j.1556-6678.2006.tb00404.x.

    Article  Google Scholar 

  • Madden, W., Green, L. S., & Grant, A. M. (2011). A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope. International Coaching Psychology Review, 7(1), 71–83.

    Google Scholar 

  • Magyar-Moe, J. L. (2009). Therapist’s guide to positive psychological interventions. Waltham: Academic Press.

    Google Scholar 

  • McCall, T., Waters, L., & White, M. (2012). Sin & transcendence: Finding similarities and points of connection between positive psychology and Christianity. Dialogue Australasia: Values, Philosophy and Religious Studies, 27, 17–21.

    Google Scholar 

  • Myers, N. D., Wolfe, E. W., Maier, K. S., Feltz, D. L., & Reckase, M. D. (2006). Extending validity evidence for multidimensional measures of coaching competency. Research Quarterly for Exercise and Sport, 77(4), 451–463. doi:10.1080/02701367.2006.10599380.

    Article  PubMed  Google Scholar 

  • Noble, T. (2003). Teaching Resilience, helping kids bounce back. Independent Education, November 2003.

    Google Scholar 

  • Noble, T., & McGrath, H. (2008). The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil well-being. Educational & Child Psychology, 25, 119–134.

    Google Scholar 

  • Olson, K. (2009). Wounded by school: Recapturing the joy in learning and standing up to old school culture. New York: Teachers College Press.

    Google Scholar 

  • Park, N., & Peterson, C. (2008). Positive psychology and character strengths: application to strengths-based school counselling. Professional School Counselling, 12(2), 85–92.

    Article  Google Scholar 

  • Payne, C. (2008). So much reform, so little change: The persistence of failure in urban schools. Cambridge: Harvard Education Press.

    Google Scholar 

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

    Google Scholar 

  • Peterson, C., & Park, N. (2003). Positive psychology as the evenhanded positive psychologist views it. Psychological Inquiry, 14, 141–146.

    Google Scholar 

  • Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification. USA: Oxford University Press.

    Google Scholar 

  • Proctor, C., Tsukayama, E., Wood, A. M., Maltby, J., Eades, J. F., & Linley, P. A. (2011). Strengths gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents. The Journal of Positive Psychology, 6(5), 377–388. doi:10.1080/17439760.2011.594079

    Article  Google Scholar 

  • Rusk, R. D., & Waters, L. E. (2014). Tracing the size, reach, impact, and breadth of positive psychology. The Journal Of Positive Psychology, 8(3), 207–221. doi:10.1080/17439760.2013.777766.

    Google Scholar 

  • Scholes, M., Waters, L. & Pitt, D (2013). The Effect of Positive Psychology on the Wellbeing of Sports Coaches. Third World Congress on Positive Psychology, Los Angeles, June, 27–30.

    Google Scholar 

  • Schonfeld, I. S. (1992). A longitudinal study of occupational stressors and depressive symptoms in first-year female teachers. Teaching and Teacher Education, 8(2), 151–158. doi:10.1016/0742-051X(92)90005-N.

    Article  Google Scholar 

  • Seligman, M. E. (2011). Learned optimism: How to change your mind and your life. New York: Vintage.

    Google Scholar 

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

    Article  PubMed  Google Scholar 

  • Seligman, M. E., Nolen-Hoeksema, S., Thornton, N., & Thornton, K. M. (1990). Explanatory style as a mechanism of disappointing athletic performance. Psychological Science, 1(2), 143–146. doi:10.1111/j.1467-9280.1990.tb00084.x.

    Article  Google Scholar 

  • Seligman, M. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, (3), 293–311. doi:10.1080/03054980902934563.

    Google Scholar 

  • Waters, L., & White, M. (2012). The St Peter’s College staff and student well-being survey. Paper presented at Adelaide’s Thinkers in Residence Metrics Meeting. 16 February.

    Google Scholar 

  • Waters, L., Scholes, M., & White, M. (2011). Using positive psychology to promote well-being in student athletes: A pilot evaluation at St Peters College, Adelaide. Paper presented at The Australian Psychological Society Educational and Developmental Psychology Conference, Melbourne. 25–26 November.

    Google Scholar 

  • Waters, L., White, M., & Murray, S. (2012). Creating positive momentum for a new strategic direction at St Peter’s College, Adelaide, Australia. The International Journal of Appreciative Inquiry, 14(2), 60–66.

    Google Scholar 

  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. doi:10.1037//0022-3514.54.6.1063.

    Article  PubMed  Google Scholar 

  • White, M., Waters, L., Kern, M., & Adler, A. (2013). A Whole-School Approach to Measuring Well-being in Students and Staff. Keynote Presentation at the 3rd World Congress on Positive Psychology, Los Angeles. 27–30 June.

    Google Scholar 

  • Willoughby, G., & Tosey, P. (2007). Imagine ‘Meadfield’: Appreciative Inquiry as a process for leading school improvement. Educational Management Administration & Leadership, 35(4), 499–520. doi:10.1177/174114320708105.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. St Peter’s College, Adelaide, Australia

    Mathew A. White

  2. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Australia

    Lea E. Waters

Authors
  1. Mathew A. White
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lea E. Waters
    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., Waters, L. (2015). Strengths-Based Approaches in the Classroom and Staffroom. 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_6

Download citation

Publish with us

Policies and ethics

Search

Navigation