The Geelong Grammar Positive Psychology Experience

O’Connor, Meredith; Cameron, Georgiana

doi:10.1007/978-981-10-3394-0_19

Cited by 14 publications

(12 citation statements)

References 37 publications

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“…At least 90 minutes per week was dedicated to the explicit teaching of PPIs throughout the school year. One such intervention was a positive education programme entitled ‘Learning to Flourish’ which draws primarily from the science of positive psychology (O’Connor & Cameron, 2017). The programme included activities based on the Values in Action character strengths framework (Peterson & Seligman, 2004), developing a growth mindset (Dweck, 2006), hope (Lopez, 2013), flexible thinking, meaning, purpose, gratitude and optimism.…”

Section: Methodsmentioning

confidence: 99%

“…Despite promising results in schools (Gillham et al., 2011; Norrish, 2015; O’Connor & Cameron, 2017), positive education, positive psychology and well-being science in general have not escaped criticism, partly due to positive psychology’s huge umbrella under which many scientific and some pseudo-scientific interventions claim to reside. Points of contention include alleged individualism, lack of philosophical or theoretical grounding, a ‘faddish’ nature, elitism and the suggestion that many of its interventions existed previously under different names (cf.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Positive education and the new prosperity: Exploring young people’s conceptions of prosperity and success

Trask-Kerr

Chin

Vella-Brodrick

2019

Australian Journal of Education

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Positive psychology and positive education aim to broaden the definition of prosperity and success to include well-being. This qualitative study sought to explore whether students in a school with a school-wide approach to positive education expressed different ideas about prosperity and success than students who have not received explicit positive education training. Using thematic analysis techniques and with reference to Seligman’s PERMA and Cummins’ Personal Well-being Index (PWI) frameworks, the writing tasks of 205 Year 10 students were analysed. Results showed that positive education students attributed success and prosperity to relationships more frequently than students who had not participated in the positive education programme, and discussed money as indicative of success less frequently. Social equity, health and collective well-being did not feature prominently in positive education students’ responses, suggesting potential for further development of positive education programmes to promote these elements of prosperity and engender a more social definition of success.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Positive education and the new prosperity: Exploring young people’s conceptions of prosperity and success

Trask-Kerr

Chin

Vella-Brodrick

2019

Australian Journal of Education

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“…This growing understanding of positive mental health has spurred considerable interest in how it might be promoted within the education system. Under labels including social emotional learning (SEL), positive education, positive psychology , and resilience programs , curriculum and pedagogy are being implemented with the aim of improving positive mental health outcomes (Norrish, Williams, O’Connor, & Robinson, 2013; O’Connor & Cameron, 2017). These interventions typically include explicit stand-alone lessons to teach students social and emotional skills, the infusion of SEL concepts into traditional academic subjects, as well as a focus on teacher instructional and classroom management practices (Weissberg, Goren, Domitrovich, & Dusenbury, 2013).…”

Section: School-based Interventions Targeting Positive Mental Healthmentioning

confidence: 99%

Positive Mental Health and Academic Achievement in Elementary School: New Evidence From a Matching Analysis

O’Connor

Cloney

Kvalsvig

et al. 2019

Educational Researcher

Self Cite

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Previous research suggests that gains in positive mental health (often termed flourishing, wellbeing, or competence) is associated with stronger academic achievement. This study examines the relationship between positive mental health at school entry and academic achievement at Grade 3, drawing on a representative sample of Australian children with linkage to results of standardized academic testing. Propensity score analysis was used and small positive associations were found between positive mental health and most academic outcomes. Associations were modest in size but sustained over the 3-year period and were similar across a range of academic skills. Future intervention research should assess the potentially wider ranging impact of targeting positive mental health outcomes in the early years of schooling.

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“…Complex programs that are cohesively described and articulated are more likely to be implemented with higher quality (Michie et al 2009). Despite this, logic models are not the panacea for program implementation, as they need to be supported through an intentional, resourced and monitored implementation strategy, targeted to all layers of the supporting system (Fixsen et al 2009;O'Connor and Cameron 2017;Slemp et al 2017;White 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Across positive psychology, there are examples of complex programs being delivered in a high-quality manner with fidelity. A leader in this field is Geelong Grammar, a private school in Victoria, Australia, who have embedded positive psychology principles, values and content across multiple levels of their school (Norrish 2015;O'Connor and Cameron 2017;Seligman et al 2009;White 2013). O'Connor and Cameron (2017) describe a planned and resourced implementation schedule targeted at multiple levels (student, teacher, family, leadership and organisational) and integrating a range of teaching strategies (both implicit and explicit).…”

Section: Implementation Of Complex Positive Psychology Interventions mentioning

confidence: 99%

Program Logic Modelling and Complex Positive Psychology Intervention Design and Implementation: The ‘Resilient Futures’ Case Example

Raymond¹,

Iasiello

Kelly

et al. 2019

Int J Appl Posit Psychol

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Positive psychology interventions (PPIs) and programs differ markedly in implementation quality. Lower quality implementation is associated with interventions that include multiple components (or PPIs), are delivered across multiple layers (individual, workgroup/ classroom and organisation/school) or agency sites, and include cohorts with heterogeneous or complex needs (e.g., trauma). This paper collectively refers to these interventions as 'complex PPI's' or 'complex programs'. Drawing upon the implementation science literature, we argue that logic modelling represents a method to guide the design and implementation of 'complex' interventions. We describe a growth-focused logic model and implementation methodology (titled intentional practice) that operationalises positive psychology outcomes and processes to support program developers to achieve a balance between fidelity and adaptation. The Resilient Futures program, developed by the South Australian Health and Medical Research Institute (SAHMRI) Wellbeing and Resilience Centre, is described as a case example of the approach. This program represents a large scale and multi-site implementation of a resilience and wellbeing skill-building program for 850 young people from disadvantaged backgrounds with heterogeneous needs. The case study describes how logic modelling and intentional practice consolidated early theory building work to operationalise the intervention at the program level, but also to support multi-site nuancing and translation of the program to individual sites and agency/youth needs. The article argues that logic modelling offers a flexible and evidence-based method for program designers, facilitators and researchers to design and implement complex PPI's or programs. Key considerations for utilising logic models are offered.

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The Geelong Grammar Positive Psychology Experience

Cited by 14 publications

References 37 publications

Positive education and the new prosperity: Exploring young people’s conceptions of prosperity and success

Positive education and the new prosperity: Exploring young people’s conceptions of prosperity and success

Positive Mental Health and Academic Achievement in Elementary School: New Evidence From a Matching Analysis

Program Logic Modelling and Complex Positive Psychology Intervention Design and Implementation: The ‘Resilient Futures’ Case Example

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