The PROSPER School Pathways for Student Wellbeing Policy and Practic
This brief defines student wellbeing and outlines seven evidence-informed pathways that schools can take to promote student wellbeing and develop their school as an enabling institution. The acronym PROSPER is applied as an organizer for both t
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Toni Noble Helen McGrath
The PROSPER School Pathways for Student Wellbeing Policy and Practices 123
SpringerBriefs in Well-Being and Quality of Life Research
More information about this series at http://www.springer.com/series/10150
Toni Noble Helen McGrath •
The PROSPER School Pathways for Student Wellbeing Policy and Practices
123
Toni Noble Institute for Positive Psychology and Education Australian Catholic University Strathfield, NSW Australia
Helen McGrath School of Education Deakin University Burwood, VIC Australia
ISSN 2211-7644 ISSN 2211-7652 (electronic) SpringerBriefs in Well-Being and Quality of Life Research ISBN 978-3-319-21794-9 ISBN 978-3-319-21795-6 (eBook) DOI 10.1007/978-3-319-21795-6 Library of Congress Control Number: 2015948716 Springer Cham Heidelberg New York Dordrecht London © The Author(s) 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com)
Contents
1 Student Skills for Happiness and Wellbeing . . . . . . . . . . . . . . . . 1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2 Outline of Chapters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.3 Why Does Student Wellbeing Matter? . . . . . . . . . . . . . . . . . . . 1.4 C21st Skills and Understandings for Student Wellbeing . . . . . . . 1.5 Defining Student Wellbeing . . . . . . . . . . . . . . . . . . . . . . . . . . 1.5.1 Student Wellbeing Is not the Same as Student Welfare . . 1.6 What Is a Student Wellbeing Program? . . . . . . . . . . . . . . . . . . 1.6.1 Guidelines for Choosing Implementing and Sustaining Student Wellbeing Programs. . . . . . . . . . . . . . . . . . . . . 1.7 Social and Emotional Learning (SEL) . . . . . . . . . . . . . . . . . . . 1.8 Positive Psychology and Positive Education . . . . . . . . . . . . . . . 1.8.1 Our Definition of Positive Education . . . . . . . . . . . .
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