Faculty of Education - Research Publications

Permanent URI for this collection

http://hdl.handle.net/11343/161

Filters

2015 3
1
Reset filters

Settings
Statistics
Citations
Author: Waters, Lea × Author: White, Mathew × End date: 2019 × Start date: 2013 × Type: Journal Article ×

Search Results

Now showing 1 - 3 of 3
  • Item
    No Preview Available
    A case study of 'The Good School:' Examples of the use of Peterson's strengths-based approach with students
    White, MA ; Waters, LE (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2015-01-02)
    This applied case study centers on two aspects of Peterson's research as introduced into a large K-12 school in Australia: (i) creating enabling institutions and (ii) applications of character strengths. The paper describes five character strengths initiatives. Four of the strengths initiatives have been integrated into existing school experiences such as English curriculum, school sport, student leadership, and counseling. The fifth initiative involved a brand new program which introduced a Positive Education Curriculum for years K-10. We describe these five initiatives and then explain how students at the school may experience these in a more holistic and integrated way. We hope that this article will act as a fitting tribute to the legacy of Christopher Peterson.
  • Item
    Thumbnail Image
    A multidimensional approach to measuring well-being in students: Application of the PERMA framework
    Kern, ML ; Waters, LE ; Adler, A ; White, MA (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2015-05-04)
    Seligman recently introduced the PERMA model with five core elements of psychological well-being: positive emotions, engagement, relationships, meaning, and accomplishment. We empirically tested this multidimensional theory with 516 Australian male students (age 13-18). From an extensive well-being assessment, we selected a subset of items theoretically relevant to PERMA. Factor analyses recovered four of the five PERMA elements, and two ill-being factors (depression and anxiety). We then explored the nomological net surrounding each factor by examining cross-sectional associations with life satisfaction, hope, gratitude, school engagement, growth mindset, spirituality, physical vitality, physical activity, somatic symptoms, and stressful life events. Factors differentially related to these correlates, offering support for the multidimensional approach to measuring well-being. Directly assessing subjective well-being across multiple domains offers the potential for schools to more systematically understand and promote well-being.
  • Item
    Thumbnail Image
    Case study of a school wellbeing initiative: Using appreciative inquiry to support positive change
    Waters, L ; White, M (International Journal of Wellbeing, 2015-01-26)
    Drawing from the fields of positive psychology, positive organizational scholarship and educational administration, this case study reports on the process used in a large K-12 school to implement the strategic goal of fostering student wellbeing. This case study outlines the three strategic phases used to build wellbeing over a two-and-a-half-year time period: 1) development; 2) implementation; and 3) monitoring. The school aligned its change process to the goal of achieving wellbeing by adopting appreciative inquiry as the overarching change approach. Appreciative inquiry is a systematic, holistic, and collaborative methodology that follows a strengths-based model of change. Through the use of appreciative inquiry, 15 bottom-up (instigated by students and staff) and top-down (instigated by leadership) initiatives were generated over a two-and-a-half-year period. This paper provides an applied example of how AI can be woven into a strategic change process to support the wellbeing of students. The paper aims to contribute to the rapidly developing field of positive education.