2. Positive Psychology School Psychologists Association of WA Annual Conference September 2011 Dr Suzy Green Clinical & Coaching Psychologist POSITIVE PSYCHOLOGY INSTITUTE CPU, UNIVERSITY OF SYDNEY info@positivepsychologyinstitute.com

3. Welcome back… A year ago: An introduction to Positive Psychology… This morning: Revising and renewing interest! This afternoon: Reflecting on PP for yourself & your school Committing to action!

4. Where I’m coming from… As a Clinical Psychologist Treatment and prevention of clinical disorders As a Coaching Psychologist Promotion of mental health, mental fitness and psychological well-being As a Scientist-Practitioner Science, Research and practice

5. Introducing PPI…

6. About PPI… Our vision: To significantly improve well-being within the global community Our mission: To research, practice and promote the science of optimal human functioning to enhance the well-being of individuals, communities, educational institutions, organisations and governments. Our structure: Individual, Educational, Organisational

7. Positive Introductions! Turn to the person next to you… Tell a story about a time in your role as a School Psychologist that showed YOU at your very BEST! Take turns. Don’t allow modesty to stifle the truth! As a listener, listen appreciatively. Respond in a way that builds on what has been said.

8. Review of Positive Psychology?

9. Review of Positive Psychology What is Positive Psychology? Positive Psychology is a strengths-based psychology that works to promote optimal functioning across the full range of human functioning, from disorder and distress to health & fulfilment (Linley & Joseph, 2004) It is the science of optimal functioning (Gable & Haidt, 2005)

10. Applied Positive Psychology? Application of positive psychology research for the facilitation of optimal functioning; Includes evidence-based coaching! Individual, Group, Organisation, Community & Society Levels!

11. Review of Positive Psychology 4 Main Imperatives: 1.Rise to life’s challenges, making the most of setbacks & adversities; 2.Engage and relate to others; 3.Find fulfilment in creativity & productivity; 4.Look beyond oneself and help others to find lasting meaning, satisfaction and wisdom in life. Keyes & Haidt, 2004

12. Review of Positive Psychology? Founded on the belief that individuals want to lead meaningful & fulfilling lives, to cultivate what is best within ourselves & to enhance our experiences of love and work.

13. History of Positive Psychology Rogers (1951) The fully functioning person Jahoda (1958) Mental Health Allport (1961) Mature Individuality Erikson (1963) Stages of Development Maslow (1954-1971) Self Actualisation Vaillant (1977) Positive Defenses & Exceptional Performance Deci & Ryan (1985) Self Determination Theory Csikszentmihalyi (1990) Flow – Optimal Experience Ryff & Singer (1996) Psychological Well-Being Seligman (1991-2006) Learned Helplessness, Optimism, Authentic Happiness

14. Fundamental Values & Assumptions Implicit within Positive Psychology is the idea that human beings have the potential for ‘good’ and that we are motivated to pursue a ‘good life’ … (Linley & Joseph, 2006)

15. Fundamental Values & Assumptions Involves a shift in mindset: Growth-mindset, rather than fixed mindset Solution-focused, rather than problem-focused Strengths-based, rather than weakness-based

16. The scientific study of Well-Being? What is Well-Being? “Well-being refers to positive and sustainable characteristics which enable individuals and organisations to thrive and flourish” Institute of Well-Being, Cambridge University

17. 2 approaches Subjective Well-Being Psychological Well-Being

18. Key Constructs Character Strengths Happiness, Meaning & Purpose Positive Emotions & Psychological Well-Being Positive Leadership Citizenship Forgiveness Gratitude Creativity Wisdom Hope & many others…..

19. Proactivity, not Reactivity!

20. Self-Actualisation!

21. Feeling Good & Doing Good!

22. PP Theories Authentic Happiness/PERMA Self-Determination Theory Hope Theory Broaden & Build Theory Any others?

23. Authentic Happiness Theory Seligman (2003) 3 Roads to the Good Life…. The Pleasurable Life The Engaged Life The Meaningful Life

24. How well are you travelling?

25. Approaches to Happiness www.authentichappiness.org

26. PERMA Positive Emotions Engagement Relationships Meaning Accomplishment

27. Self Determination Theory is a developmental theory of motivation and personality; One of the most widely researched theories in psychology; Identifies reasons why people pursue their goals! Identifies three psychological needs: autonomy, competence & relatedness …… SDT

28. SDT Example: 4 Reasons Why You May Pursue your Goals … Autonomous (internally motivated reasons) Intrinsic Identified “I really enjoy it”“I value it, meaning” ________________________________________________ Controlled (externally motivated reasons) Introjected Extrinsic “I should do it” “I’ll be penalised, guilt! or receive recognition”

29. Self-Determination Theory Self-Concordant or Authentic Goals Research shows that those pursuing self- concordant or authentic goals have greater goal attainment and well-being

30. Hope Theory (Snyder, 1991) Hope reflects an individual’s perceptions of their capacity to: 1.Clearly conceptualise goals; 2.Develop the specific strategies to reach those goals ( pathways ) 3.Initiate & sustain the motivation for using those strategies ( agency ).

31. Hope Theory (Snyder, 1991) Can be trait or state, general or specific. Variability between individuals in levels of hope ie HIGH vs LOW HOPERS! High Hopers do better at school, athletics, have better health, problem-solving ability and are better adjusted psychologically.)

32. Broaden & Build Theory of Emotion (Frederickson, 1998, 2000) Asserts that positive emotions evolved as psychological adaptations that increased our human ancestor’s odds of survival and reproduction. Negative emotions narrow people’s behavioural urges towards specific actions However positive emotions widen the array of thoughts and actions

33. Broaden & Build Theory The benefits of broadened mindsets build a variety of personal resources, like social connections, coping strategies, environmental knowledge. Reserves that we can later draw on to manage threats (mental health prevention).

34. Positive Emotions Professor Barbara Fredrickson Joy Gratitude Serenity Interest Hope Pride Amusement Inspiration Awe Love

35. Triangle or Squares?

36. What is Positive Education? Applied Positive Psychology in Education Positive Education utilises the research base from the field of Positive Psychology to enhance the optimal functioning of students, teachers, staff and the whole school Involves the application of PP research on topics such as wisdom, mental fitness, virtues & strengths, mindfulness, flow, positive emotions, purpose and meaning + much more….

37. What is Positive Education? Seligman defines it as….”education for both traditional skills and for happiness” Positive Psychology Institute incorporates evidence- based coaching as a methodology that “enhances the transfer of education and training in Positive Psychology into everyday practice” Over 20 years of research shows that personally meaningful goal-striving is highly correlated with well-being! Upcoming Harvard Research: PPI vs EB Coaching?

38. Positive Education Clarification Point The terms “happiness” and “well-being” are still being used interchangeably Seligman states happiness is “too worn and weary a term to be of much scientific use” Fredrickson says it is “semantically messy” We need to clarify for those in education interested in PP that it is for “optimal functioning”

39. Positive Education PP provides: Scientific underpinning of “well-being” Strengths-Based Assessment & Development Positive Psychology Interventions (PPIs) Research on a wide range of Positive Psychology constructs! Underlying Values, Assumptions & Theories

40. Positive Education Why do we need it? For reduction of mental illness; poor mental health can impede academic & social success For increasing well-being and optimal functioning; better learning & more creative thinking For creating virtuous citizens and a virtuous society!

41. Positive Education Why do we need it? Schools have immense influence on the development of youth The primary focus is on the acquisition of fundamental academic skills PP can directly influence academic outcomes through the development of intrapersonal and interpersonal strengths (of students & staff!) Many programs are focused on preventing pathology rather than building health eg The School Psychologist’s role is primarily reactive not proactive

42. Positive Education: A Snapshot Growing interest globally! Australia forging ahead! Geelong Grammar, Knox Grammar – Strategic Positive Education Programs - training in PP for staff, students & parents,, PP embedded into curriculum, co-curricular activities, policies and procedures. University of Sydney research has focused on “evidence-based coaching as an applied positive psychology” for enhancement of individual goal attainment & well-being Growing number of Australian schools adopting!

43. Positive Education: A Review Positive Psychology in Education Symposium Hosted by the Coaching Psychology Unit, University of Sydney, April, 2009 & 2011 www.positivepsychologyaustralia.org

44. Australian schools adopting….

45. Example PP Initiatives Celebrating Strengths – WWW - (Jenny Fox-Eades) Figures of Eminence Night (St Caths) Strengths Art on corridor walls (St Caths) Mood Boosting music for bell (St Caths) Strengths-Coaching (Wendy Ewen) Gratitude (Diary, Café) Kindness (RAOK, Friendship Tree) Hope (Goal Setting/Coaching) Mood-Boosts (music/videos; visual triggers) Positive Relationships: Grandparents Day/Harmony Policy

46. Positive Education PPIs for Adolescents (Norrish PhD) Adolescents categorised as flourishing reported higher academic achievement & performance (Howell, 2009) Adolescents demonstrate a preference for the pleasure orientation to happiness (which has been demonstrated to have the weakest relationship with well-being). Very few adolescents referred to meaning in their qualitative responses. Norrish & Vella-Brodrick: Multi-component PPIs aimed at enhancing adolescent well-being

47. Positive Education PP & CP: Complementary Approaches Optimal Functioning Enhanced Performance Enhanced Psychological Well-Being Focus on Strengths & Solutions

48. Positive Psychology & Coaching Psychology? Positive Psychology: scientific research to better understand human flourishing Coaching Psychology: a framework for change to apply PP research to everyday life Complementary Partners in the creation of flourishing individuals, groups, organisations, communities!

49. Positive Education We need Training & Coaching!

50. PPI’s Educational Projects

52. OTHERS… Public Schools – Grants? Professional Development Days Senior Leadership Development – Training & Coaching Student Workshops: Year 11 & Year 12 – Increasing Hope & Hardiness Pos Ed Experts Panel & Team Work with teachers, school psychologists, students & staff!

53. Positive Education Seligman’s Suggestion Teaching Positive Psychology Embedding Positive Psychology Living Positive Psychology

54. Positive Education Teaching Positive Psychology There is a place for stand-alone PP courses Not “happiness classes” if we want to be taken seriously! It’s about “mental fitness” or “optimal functioning” or “well-being” Training for teachers first, then students Include Parents!!

55. Positive Education Embedding Positive Psychology In the classroom; in curriculum; in music On the sports field In the staffroom In assemblies and festivals

56. Positive Education Living Positive Psychology WWW: What went well! Mindfulness in all schools! For students and for teachers! A shared language of strengths - VIA known to all - seeing the best in others! A coaching culture - bringing out the best in others!

57. Positive Education It’s for the students! Yes but more so for the teachers! High rates of stress and burnout! Teachers are role-models If they’re not flourishing, what is the impact on the students?

58. A Strategy? To create sustained change Training & Education for Teachers & Students - YES but we need more! A Positive Education Working Party committed to creating sustained change The creation of a Strategic Plan over 3-5 years which is an individualised, multi- initiative strategy across all levels of the school

59. Pre-program Pre-program Setting the Framework Pre-program Pre-program Setting the Framework Appreciative Leadership Summit (share Appreciative Interview data) Appreciative Leadership Summit (share Appreciative Interview data) Appreciative Interviews: Identifying the School’s Positive Core (School Leadership Team) Appreciative Interviews: Identifying the School’s Positive Core (School Leadership Team) Appreciative AppreciativeInterview Data Analysis Appreciative AppreciativeInterview Data Analysis Leadership Coaching (external 1-to-1 coaching) Small Group Coaching Programs to support Coaching Workshops (transfer of training & coaching supervision) Teacher as Coach (Workshop - 2.5 days) Teacher as Coach (Workshop - 2.5 days) Student as Coach (Workshop - 2.5 days) Parent as Coach (series of short evening workshops) Parent as Coach (series of short evening workshops) Professional Development Workshops for all Staff (optional Professional Development Workshops for all Staff (optional) Draft Strategic Plan Draft Strategic Plan Positive Education Program Positive Education Summit (One-Day - Sydney) Positive Education Summit (One-Day - Sydney) Outcome : Improved relationships & school climate Outcome : E nhanced academic & sporting performance M1M2M3M4M6M5M7M8M9M12 Outcome : Optional functioning of staff & students Outcome : Optional functioning of staff & students Student Coaching (external 1-to-1 coaching) Positive Education Working Party Creation of a Positive Education Strategy

60. Explicit Explicit Instruction: Specific timetabled courses on PP – where could this happen in public education? PP embedded into the curriculum eg PDHPE and other subjects Staff training in evidence-based coaching ie holding coaching conversations “The quality of the conversation determines the quality of the relationship…..and the quality of the relationship determines the quality of the organisation”, Cavanagh, 2008

61. Implicit Implicit Instruction: Behaviours towards each other (mindfulness) Use of language (solution focused & strengths-based) Focus on values & beliefs (made explicit and linked to behaviours) Our attitudes (positive and caring; focus on strengths of character) Quality of feedback (committed and caring)

62. Wish List… All teachers trained in Evidence-Based Coaching ie Teacher As Coach: peer & student All school staff trained in PP: with ongoing PD Senior Students trained in EB Coaching ie Student as Coach, Peer Coaching Student Coaching (goal-setting & striving) Creation of a coaching culture (strengths-based & solution focused) Strengths Assessment of all students & staff Positive Parenting Workshops/Parent as Coach Leadership Coaching – individual & team

63. Wish List… AI Summit – 4D Model of Change PE Working Party & Champions Mental health screening of students & staff All students trained in PP – explicit & embedded into curriculum More School Psychologists – counselling & coaching role! Greater organisational psychology influence Culture/Climate Measures – Staff/Student/Parent surveys More research on applied interventions

64. Positive Education Key Questions for the SP? Should well-being be taught in schools? Whose responsibility is it? What is the role of the school psychologist in not only reducing mental illness but in increasing well- being? How can a School Psychologist be best utilised in a school setting in the implementation of a strategic Positive Education Program? What are the strengths of a School Psychologist that need to be marshalled and maximised to be their best selves?

65. The Role of the SP?

66. Where do you sit? What would need to happen for you to be spending more time in the promotion space? How could you work more strategically with the Leadership Team? What would be happening if you felt truly valued in your school? If you were at your best, what would I notice if I came to your school?

67. First steps Introducing PE at your school… Immerse yourself in the PP literature Attend conferences & workshops Talk to other schools Engage experts and work collaboratively Training in PP and CP Create a PP Working Party (champions) Make a start! =

68. Thank You e: info@positivepsychologyinstitute.cominfo@positivepsychologyinstitute.com