Positive Psychology @ School Dr Suzy Green Co-Founder, Positive Psychology Institute Adjunct Lecturer, Coaching Psychology Unit, University of Sydney www.positivepsychologyinstitute.com email@example.com
Overall Aims This workshop will allow you to learn and apply the principles of Appreciative Inquiry (AI) to assist you in considering the application of Positive Psychology/Positive Education for the optimal functioning of yourself, your students and your school.
The Appreciable World “Imagine what would happen if you had the ability to see consistently, and connect with, every strength – every one of the capacities – inherent in the world around you; or to see every positive potential in your son or daughter; or like Michelangelo, the intellectual ability to “sense” the towering, historic figure of David “already existing” in the huge slab of marble – even before the reality” Professor David Cooperrider
Welcome… Take a turn to… Introduce yourself to your group ie name, where you work and why you’re at this workshop? Identify something that is going well for you? Say why you care about the future of your role as a School Psychologist…
“The co-operative search for the best in people, their organisations, and the world around them”
“The systematic discovery of what gives a system life”
“Involves the art and practice of asking questions that strengthen a system’s capacity to heighten positive potential”
Appreciate Valuing; the act of recognising the best in people or the world around us; affirming past and present strengths, successes and potentials; to perceive those things that give life (health, vitality, excellence) to living systems. To increase in value eg the economy has appreciated in value. Synonyms; value, prize, esteem and honour
Inquire The act of exploration and discovery. To ask questions; to be open to seeing new potentials and possibilities. Synonyms: discover, search, systematically explore and study.
Take a moment…. Take a moment to ask yourself these questions? What do I want to take away from today’s workshop that will help me in my work and personal life? How could I use PP/PE as a tool for my professional development? How might I use PP/PE as an approach in my role as a School Psychologist?
Review of Positive Psychology The study of the conditions and processes that contribute to the flourishing or optimal functioning of people, groups and institutions. (Gable & Haidt, 2005)
Positive Psychology A strengths-based psychology “I do not believe that you should devote overly much effort to correcting your weaknesses. Rather, I believe that the highest success in living and the deepest emotional satisfaction comes from building and using your signature strengths” Professor Martin Seligman
Strengths Assessment Within positive psychology, strengths assessment is a key area of research. Since the publication of the VIA (Values in Action) in 2004, further research conducted. See www.viacharacter.org or www.authentichappiness.org Also Realise2 (www.cappeu.org) for assessment of staff strengths
Character Strengths Character Strengths & Virtues (CSV)(Peterson & Seligman, 2004) “unpacking good character” Believed to be universal: identified through extensive literature searches 6 virtues, 24 strengths Self-Report/Rank-ordered Top 5 “signature strengths” Youth version available (VIA Youth)
Character Strengths Creativity Curiosity Open-Mindedness Love of Learning Perspective Bravery Persistence Integrity Vitality Love Kindness Social Intelligence Citizenship Fairness Leadership Forgiveness/Mercy Humility/Modesty Prudence Self-regulation Apprec. Of Beauty/Excellence Gratitude Hope Humour Spirituality
Criteria for signature strengths: A sense of ownership & authenticity; A feeling of excitement while using it; A rapid learning curve as the strength is applied. Continuous learning of new ways to utilise the strength. A yearning or sense of inevitability to use it - intrinsic motivation. Feeling of vitality when using it.
Strengths Research Growing research and evidence of working with strengths. Using top strength in a new way for one week (Park & Peterson, 2006) Those that did were happier, less depressed and more engaged in their lives. Effects sustained at 6 month follow-up.
Strengths Research Hope, Love, Zest, Gratitude & Curiosity associated with higher levels of well-being (Peterson, Park & Seligman, 2004). Academic achievement among school children is predicted by temperance strengths and by perseverance Teaching effectiveness is predicted by teacher zest, humour and social intelligence
Deliberate Cultivation Research in its infancy… Some research for increasing hope (coaching!), gratitude, kindness, social intelligence, leadership, creativity and fairness.
Strengths@Work “To make strength productive is the unique purpose of organisation” Drucker, 1967
Strengths@Work “A strength is a pre-existing capacity for a particular way of behaving, thinking, or feeling that is authentic and energizing to the user, and enables optimal functioning, development and performance.” Linley, 2008
Strengths@Work “Personal strengths are the characteristics of a person that allow them to perform well or at their personal best.” Wood et al, 2011
Interesting…. Studies show that only about one-third of people can identify their own strengths (Hill, 2001); and Only 17% of people say they use their strengths ‘most of the time’ each day (Buckingham, 2007)
More evidence… A 2011 scientific study showed that people who reported greater use of their strengths developed greater levels of well-being over time. Specifically at both 3 & 6 month follow up, greater strength use was related to greater self-esteem, vitality, positive affect and lowered perceived stress!
Strengths Based Approaches Discuss in small groups:
Do you know what your strengths are?
Do you know the strength/s needed in your role as a School Psychologist?
Are you using strengths in your School for yourself, your studentsand your staff?
Review of Evidence-Based Coaching?
Review of Evidence-Based Coaching? In general, coaching can be defined as a goal-oriented, solution-focused collaborative relationship between coach and coachee that utilises a systematic process to improve an individual’s performance and well-being(Grant & Greene, 2001).
In essence - Coaching moves people from awareness to responsibility to action and to results! Awareness Responsibility Action Results
Who might be the “champions” at your school that would be willing to consider Pos Ed further and potentially form a “Pos Ed Working Team”? What would your role be in this Team?
Deliver decide what “will be”
Each individual to present ideas and concrete plans for themselves and their teams…
Each group leader to describe the output of their group
Larger group to identify ways to integrate ideas and concrete plans
Best Possible SP… Visualise yourself at your best – professionally and personally What strengths would you be leveraging? How would you ideally be thinking, feeling and behaving? How would others know you were at your best? Take 10 minutes to write this now….
Beyond TodayHomework Tasks… Focus on WWW: Reflect daily on what you’re doing well and what you want to continue to work on changing/developing? Complete the VIA or Realise2 Assessments (self and your team) Conduct a mini AI Summit for your team – make time for this!
Beyond TodayHomework Tasks… What 1 or 2 actions can I take this week that will move me closer to my dreams? For myself and for my school? Set up a buddy system with another SP? Monitor your SMART Goals! Celebrate success!
All of the greatest and most important problems of life are fundamentally insolvable. They can never be solved, but only outgrown. Some higher or wider interest appeared on the horizon and through this broadening of outlook the insolvable problem lost its urgency. It was not solved logically in its own terms but faded when confronted with a new and stronger life urge. Carl Jung
Thank You& see you soon! e: firstname.lastname@example.org