Positive psychology appreciative inquiry workshop


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Positive psychology appreciative inquiry workshop

  1. 1. Positive Psychology @ School<br />Dr Suzy Green<br />Co-Founder, Positive Psychology Institute<br />Adjunct Lecturer, Coaching Psychology Unit, <br />University of Sydney<br />www.positivepsychologyinstitute.com<br />info@positivepsychologyinstitute.com<br />
  2. 2. Overall Aims<br />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.<br />
  3. 3. Aims<br /><ul><li>Time-out: professional & personal reflection
  4. 4. Building on WWW
  5. 5. Creating an inspirational vision for the future….
  6. 6. Inspire enthusiasm for action!</li></li></ul><li>Overview of Workshop<br /><ul><li>Introduction to Appreciative Inquiry (AI)
  7. 7. Identification of the WIFM (relevance to you!)
  8. 8. Review of Pos Psych & EB Coaching
  9. 9. Introduction to (and experience of) the AI 4D Model (Discover, Dream, Design & Deliver)
  10. 10. This workshop will run as a mini AI Summit!</li></li></ul><li>You are about to enter…<br />
  11. 11. The Appreciable World<br /> “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”<br />Professor David Cooperrider<br />
  12. 12. A Positive Revolution<br />
  13. 13. Welcome…<br />Take a turn to…<br />Introduce yourself to your group ie name, where you work and why you’re at this workshop?<br />Identify something that is going well for you?<br />Say why you care about the future of your role as a School Psychologist…<br />
  14. 14. What is Appreciative Inquiry?<br /><ul><li>“The co-operative search for the best in people, their organisations, and the world around them”
  15. 15. “The systematic discovery of what gives a system life”
  16. 16. “Involves the art and practice of asking questions that strengthen a system’s capacity to heighten positive potential”</li></li></ul><li>Appreciate<br />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.<br />To increase in value eg the economy has appreciated in value. Synonyms; value, prize, esteem and honour<br />
  17. 17. Inquire<br />The act of exploration and discovery.<br />To ask questions; to be open to seeing new potentials and possibilities. Synonyms: discover, search, systematically explore and study.<br />
  18. 18. Appreciative Inquiry<br /><ul><li>Evolved in the 1980s (Cooperrider & Srivastva)
  19. 19. A revolutionary & positive philosophy towards organisational change
  20. 20. Process that focused on an organisation’s core strengths rather than seeking to overcome its weaknesses</li></li></ul><li>Appreciative Inquiry<br /><ul><li>Realisation that the traditional organisational development (OD) approach of problem diagnosis and feedback was sucking the energy for change right out of the system
  21. 21. Realisation that as more problems were discovered, the more discouraged people became, and the more they blamed each other for the problems.</li></li></ul><li>Appreciative Inquiry<br /><ul><li>AI was a radical reversal of the traditional problem-solving approach
  22. 22. Instead of detailing root causes of failure, they focused on the root causes of success
  23. 23. AI began as a theory-building process, however also called a philosophy, a revolutionary force, a transformational change process, a life-giving theory and practice and even a new world-view!</li></li></ul><li>Appreciative Inquiry<br /><ul><li>Can occur in a variety of contexts
  24. 24. With individuals, teams, organisations and whole communities!</li></li></ul><li>Appreciative Summits<br /><ul><li>An event at which an organisation gathers many people to learn how to reach its best potential. Can be run with 10 or 1000 people!
  25. 25. Aim is to create whole system positive transformation</li></li></ul><li>Appreciative Inquiry<br /><ul><li>For today’s purposes…
  26. 26. AI is regarded as a positive, strength-based operational approach to change, learning and development(Gordon 2008)
  27. 27. Today it is applied to you in your role as a School Psychologist …
  28. 28. To assist you consider the application of Positive Psychology/Positive Education in your role as SP at your School</li></li></ul><li>But first… why bother?<br /> What is the relevance of Positive Psychology/Positive Education to…<br /><ul><li>You as a School Psychologist?
  29. 29. The schools you work with?
  30. 30. School Psychology generally?</li></ul>Discuss in small groups…<br />
  31. 31. Take a moment….<br />Take a moment to ask yourself these questions?<br />What do I want to take away from today’s workshop that will help me in my work and personal life? <br />How could I use PP/PE as a tool for my professional development?<br />How might I use PP/PE as an approach in my role as a School Psychologist?<br />
  32. 32. Review of Positive Psychology<br />The study of the conditions and processes that contribute to the flourishing or optimal functioning of people, groups and institutions. <br />(Gable & Haidt, 2005)<br />
  33. 33. Positive Psychology<br />A strengths-based psychology<br />“I do not believe that you should devote overly much effort to correcting your weaknesses. <br />Rather, I believe that the highest success in living and the deepest emotional satisfaction comes from building and using your signature strengths” <br />Professor Martin Seligman<br />
  34. 34. Strengths Assessment<br />Within positive psychology, strengths assessment is a key area of research.<br />Since the publication of the VIA (Values in Action) in 2004, further research conducted.<br />See www.viacharacter.org or www.authentichappiness.org<br />Also Realise2 (www.cappeu.org) for assessment of staff strengths<br />
  35. 35. Character Strengths<br />Character Strengths & Virtues (CSV)(Peterson & Seligman, 2004)<br />“unpacking good character”<br />Believed to be universal: identified through extensive literature searches<br />6 virtues, 24 strengths<br />Self-Report/Rank-ordered<br />Top 5 “signature strengths”<br />Youth version available (VIA Youth)<br />
  36. 36. The Virtues(Peterson & Seligman, 2004)<br />Wisdom<br />Courage<br />Humanity<br />Justice<br />Temperance<br />Transcendence<br />
  37. 37. Character Strengths<br />Creativity Curiosity<br />Open-Mindedness Love of Learning<br />Perspective Bravery<br />Persistence Integrity<br />Vitality Love<br />Kindness Social Intelligence<br />Citizenship Fairness<br />Leadership Forgiveness/Mercy<br />Humility/Modesty Prudence<br />Self-regulation Apprec. Of Beauty/Excellence<br />Gratitude Hope<br />Humour Spirituality<br />
  38. 38. Criteria for signature strengths:<br />A sense of ownership & authenticity;<br />A feeling of excitement while using it;<br />A rapid learning curve as the strength is applied.<br />Continuous learning of new ways to utilise the strength.<br />A yearning or sense of inevitability to use it - intrinsic motivation.<br />Feeling of vitality when using it.<br />
  39. 39. Strengths Research<br />Growing research and evidence of working with strengths.<br />Using top strength in a new way for one week (Park & Peterson, 2006)<br />Those that did were happier, less depressed and more engaged in their lives.<br />Effects sustained at 6 month follow-up.<br />
  40. 40. Strengths Research<br />Hope, Love, Zest, Gratitude & Curiosity associated with higher levels of well-being (Peterson, Park & Seligman, 2004).<br />Academic achievement among school children is predicted by temperance strengths and by perseverance<br />Teaching effectiveness is predicted by teacher zest, humour and social intelligence<br />
  41. 41. Deliberate Cultivation<br />Research in its infancy…<br />Some research for increasing hope (coaching!), gratitude, kindness, social intelligence, leadership, creativity and fairness.<br />
  42. 42.
  43. 43. Strengths@Work<br />“To make strength productive is the unique purpose of organisation”<br />Drucker, 1967<br />
  44. 44. Strengths@Work<br /> “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.”<br /> Linley, 2008<br />
  45. 45. Strengths@Work<br /> “Personal strengths are the characteristics of a person that allow them to perform well or at their personal best.”<br /> Wood et al, 2011<br />
  46. 46. Strengths@Work<br />Realise2<br />www.cappeu.org<br />www.positivepsychologyinstitute.com<br />60 Strengths<br />Realised Strengths, Unrealised Strengths, Learned Behaviours & Weakness<br />Strengths Tips each week!<br />
  47. 47. Realise2<br />www.positivepsychologyinstitute.com<br />
  48. 48. Interesting….<br />Studies show that only about one-third of people can identify their own strengths (Hill, 2001); and<br />Only 17% of people say they use their strengths ‘most of the time’ each day (Buckingham, 2007)<br />
  49. 49. More evidence…<br />A 2011 scientific study showed that people who reported greater use of their strengths developed greater levels of well-being over time.<br />Specifically at both 3 & 6 month follow up, greater strength use was related to greater self-esteem, vitality, positive affect and lowered perceived stress!<br />
  50. 50. Strengthspotting Exercise!<br />
  51. 51. Strengths Based Approaches<br />Discuss in small groups:<br /><ul><li>Do you know what your strengths are?
  52. 52. Do you know the strength/s needed in your role as a School Psychologist?
  53. 53. Are you using strengths in your School for yourself, your studentsand your staff?</li></li></ul><li>Review of Evidence-Based Coaching?<br />
  54. 54. Review of Evidence-Based Coaching?<br />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).<br />
  55. 55. In essence -<br /> Coaching moves people from awareness to<br />responsibility to action and to results!<br />Awareness Responsibility Action Results<br />
  56. 56. Coaching Comparisons<br />Coaching & Consulting<br />Coaching & Mentoring<br />Coaching & Training<br />Coaching &Counselling<br />
  57. 57. Mentoring<br />Coaching<br />Counselling<br />Training<br />Consulting<br />
  58. 58. Client-focusedASKING<br />Solution-focused <br /> Focus on strengths<br />“HOW TO?”<br />Problem-focusedDiagnostic <br />“WHY ?”<br />Expert-centredTELLING<br />
  59. 59. Client-focusedASKING<br />Solution-focused <br /> Focus on strengths<br />“HOW TO?”<br />Problem-focusedDiagnostic <br />“WHY ?”<br />Expert-centredTELLING<br />
  60. 60. The Coaching Mindset<br />Solution-Focused<br />Strengths-Based <br />Client-Centred (Rogerian)<br />Coachee knows best! Not always the expert!<br />Ask, don’t tell.<br />Socratic Questioning<br />Broaden & Build Theory (Fredrickson, 1998, 2001)<br />
  61. 61. The Coaching Conversation<br /><ul><li>Listening and clarifying (microskills)
  62. 62. Unconditional positive regard (client-centred)
  63. 63. Remain curious (not always the expert)
  64. 64. Identifying strengths (applied positive psychology)
  65. 65. Powerful questioning (Socratic Questioning)
  66. 66. Possibility thinking (SF coaching)
  67. 67. Zest and Hope (strengths of the coach!)</li></li></ul><li>Define the Issue<br />Set a Goal<br />Develop Action Plan<br />Act<br />Change if not workingDo more of what works<br />Monitor<br />Evaluate<br />Celebrate Success<br />Coaching = Assisted Self-Regulation<br />
  68. 68. Take a moment…<br /><ul><li>What am I doingalready in regard to PP/PE that is successful?
  69. 69. What am I not doing that I want to start doing?</li></li></ul><li>Back to AI<br />Remember for today’s purposes:<br /><ul><li>A positive, strengths-based operational approach to change, learning and development…
  70. 70. Can be used to create change in your organisation, your personal life, your professional life.</li></li></ul><li>Key Assumptions of AI<br /><ul><li>In every society, organisation, group or individual something works!</li></li></ul><li>Key Assumptions<br /><ul><li>What people focus on becomes their reality!
  71. 71. Or what you focus on grows!</li></li></ul><li>Key Assumptions<br /><ul><li>The act of asking questions of an organisation, group, or individual influences the group or individual in some way.</li></li></ul><li>Key Assumptions<br /><ul><li>People are more confident and comfortable in their journey to the future (the unknown) when they carry forward parts of the past (the known).</li></li></ul><li>Key Assumptions<br /><ul><li>If people carry parts of the past forward, those parts should be what is best about the past</li></li></ul><li>Key Assumptions<br /><ul><li>It’s important to value differences</li></li></ul><li>Key Assumptions<br /><ul><li>The language people use creates their reality.</li></li></ul><li>Appreciative Inquiry 4-D Cycle<br />
  72. 72. AI Kick-Start Exercises<br />
  73. 73. Discovery<br />Defining the best of “what is”<br /><ul><li>What is it that you value most about being a SP and working in the Education Sector?
  74. 74. When do you as a SP feel most passionate?
  75. 75. What are you already doing well in your role as a SP at your school that falls under the umbrella of PP?</li></li></ul><li>Dream<br />of what “could be”<br /><ul><li>Building on your present successes….
  76. 76. If you, or SPsmore generally, were creating all of their hopes and aspirations, what would be happening? How would you feel?
  77. 77. What would you and others be celebrating?
  78. 78. What would your role ideally look like as part of an overall APP in Education Strategy in your school?</li></li></ul><li>Dream<br />of what “could be”<br /><ul><li>Generate a shared “picture” and a memorable phrase to describe it.
  79. 79. Tips for dreaming: Defer judgment; Be visual; Encourage wild ideas</li></li></ul><li>Design<br />what “should be”<br /><ul><li>What would have to be in place to support your dreams?
  80. 80. Brainstorm, then list, what you will do to ensure that these dreams hopes, aspirations happen.
  81. 81. Sort these choices/actions by priority
  82. 82. 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? </li></li></ul><li>Deliver<br />decide what “will be”<br /><ul><li>Each individual to present ideas and concrete plans for themselves and their teams…
  83. 83. Each group leader to describe the output of their group
  84. 84. Larger group to identify ways to integrate ideas and concrete plans</li></li></ul><li>Best Possible SP…<br />Visualise yourself at your best – professionally and personally<br />What strengths would you be leveraging?<br />How would you ideally be thinking, feeling and behaving?<br />How would others know you were at your best?<br />Take 10 minutes to write this now….<br />
  85. 85. Beyond TodayHomework Tasks…<br />Focus on WWW: Reflect daily on what you’re doing well and what you want to continue to work on changing/developing?<br />Complete the VIA or Realise2 Assessments (self and your team)<br />Conduct a mini AI Summit for your team – make time for this!<br />
  86. 86. Beyond TodayHomework Tasks…<br />What 1 or 2 actions can I take this week that will move me closer to my dreams? For myself and for my school?<br />Set up a buddy system with another SP?<br />Monitor your SMART Goals!<br />Celebrate success!<br />
  87. 87. Questions? Key Learnings?<br />
  88. 88. Halleluljah Video<br />
  89. 89. 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.<br />Carl Jung<br />
  90. 90. Thank You& see you soon!<br />e: info@positivepsychologyinstitute.com<br />
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