Education

论文题目Topic

Part 1: Introduction & Theory (400 words)

a. Describe positive education and its intended benefits.

b. What are advantages of using a “systems” or “school-wide/whole school” approach?

Part 2: Case Study Analysis (1100 words)

Choose either Geelong Grammar, The Peninsula School or St. Peter’s College.

a. How has the school implemented PERMA using a systems or “school-wide” approach? Analyse

this using the   

b. What are some challenges or lessons learned? What are the results so far?

c. Choose from positive emotion, engagement or positive relationships. How could the school

further embed this into two components of the organisation? Based on the research, what

benefits can the organisation realise?

Midterm assignment required resources:

Waters, L. (2011). A review of school-based positive psychology interventions. The Australian

Educational and Developmental Psychologist, 28(2), 75-90.

Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education:

Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293- 311.

Rowling, L., & Samdal, O. (2013). Theory and empirically-based implementation of elements in

components. In O. Samdal & L. Rowling (Eds.), The implementation of health promoting schools: Exploring the theories of what, why and how, 1st edition (pp. 89-97). New York: Routledge.

论文Sample

The Application of Positive Education in Geelong Grammar

1.0 Introduction

Positive education refers to an approach of schooling which shows the positive psychology’s emphasis on promoting both learning skills and happiness through personal motivation and strengths (Seligman, 2011). It combines the science of positive psychology with best teaching practices to embed the skills for well-being and wealth to the students. Through cultivating hope, gratitude, serenity, resilience and character strengths in students, the education can help them develop positive emotions, positive relationships, meaning, psychological health and social well-being (Waters, 2011).  

Instead of pushing students to achieve goals set in advance, positive education develops personalized goals for each student and encourages them to achieve the goals through self-motivation and engagement (Seligman et al, 2009). Besides, students are taught that learning is a happy and cooperative process which stimulates teamwork rather than fierce competition (Seligman, 2011). Moreover, positive psychology was integrated into the whole teaching process in order to help students establish the ability of resilience and develop positive emotions when they are confronted with frustrations, failures or obstacles (Howell, 2009). In a word, from the perspective of students, positive education can not only develop their academic performance to the largest extent but also promote their well-being.

Besides, in today’s era when the depression and other mental disorders are gaining their popularity among young people, positive education is of great significance because it can enable individuals within their community to know the values of living and to flourish with a high level of happiness (Diener et al. 2011). Then the society can be more harmonious and prospering.

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