In contrast to education’s traditional focus on academic performance and success, schools are increasingly being viewed as conduits for supporting the development and well-being of the whole child. The emergence of the field of positive education has led to an increasing focus on preventative and proactive approaches to well-being in contrast to traditional deficit-focused models that explicitly target symptoms of ill-health, problematic behaviors and learning challenges. This chapter will explore the application of positive psychology and coaching psychology within schools with a focus on how the two approaches can complement each other in order to create comprehensive and sustainable applied positive education programs. In addition to reviewing recent research on both school-based positive psychology interventions and evidence-based coaching programs, this chapter will highlight issues pertinent to the strategic and appropriate implementation of applied positive psychology in schools.
CITATION STYLE
Suzanne Green, L., & Maree Norrish, J. (2013). Enhancing well-being in adolescents: Positive psychology and coaching psychology interventions in schools. In Research, Applications, and Interventions for Children and Adolescents: A Positive Psychology Perspective (pp. 211–222). Springer Netherlands. https://doi.org/10.1007/978-94-007-6398-2_13
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