scholarly journals Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model

2021 ◽  
pp. 165-204
Author(s):  
Mathew A. White
Keyword(s):  
Reflective Practice ◽  
Professional Practice ◽  
Character Strengths ◽  
Positive Education ◽  
Theoretical Frameworks ◽  
Action Classification ◽  
Self Reflection ◽  
Strength Based ◽  
Practice Teaching

AbstractWhile positive education research has grown over the past decade, making strides in measurement, interventions, and applications, it has also been criticised for lacking consistent guiding theoretical frameworks, heavily emphasising psychology over education, and being driven by unacknowledged pedagogical assumptions. This chapter argues that a particular stumbling block has been ignoring the professional practice of positive education; that is, what positive education teachers do and how they know they are having an impact. To addresses this gap, this chapter introduces a strength-based reflective practice model for teachers that integrates the Values in Action classification of character strengths with Brookfield’s four lenses for reflective practice, which consists of: (1) the students’ eyes, (2) colleagues’ perceptions, (3) personal experience, and (4) theory. The model aims to provide a method for critical self-reflection, thereby helping to enable effective professional practice. Through this model, perhaps positive education can become a pedagogy that has found its practice.

Character Strengths Before and After September 11

2003 ◽  
Vol 14 (4) ◽  
pp. 381-384 ◽  
Author(s):  
Christopher Peterson ◽  
Martin E.P. Seligman
Keyword(s):  
Character Strengths ◽  
September 11 ◽  
Self Report ◽  
Terrorist Attacks ◽  
Action Classification ◽  
Before And After ◽  
On Line ◽  
September 11 Terrorist Attacks ◽  
Positive Traits

Did Americans change following the September 11 terrorist attacks? We provide a tentative answer with respect to the positive traits included in the Values in Action Classification of Strengths and measured with a self-report questionnaire available on-line and completed by 4,817 respondents. When scores for individuals completing the survey in the 2 months immediately after September 11 were compared with scores for those individuals who completed the survey before September 11, seven character strengths showed increases: gratitude, hope, kindness, leadership, love, spirituality, and teamwork. Ten months after September 11, these character strengths were still elevated, although to a somewhat lesser degree than immediately following the attacks.

Values in Action Inventory of Strengths (VIA-IS): Translation and Validation in Urdu Language

2020 ◽  
Vol 35 (1) ◽  
pp. 163-189
Author(s):  
Afifa Anjum ◽  
Naumana Amjad
Keyword(s):  
Factor Structure ◽  
Convergent Validity ◽  
Character Strengths ◽  
Future Studies ◽  
Structure Factors ◽  
Adult Participants ◽  
Positive Correlations ◽  
Cross Language ◽  
Translation And Validation

Values in Action is a classification of 24 character strengths grouped under six virtue categories. This classification is claimed to be universal across cultures and religions (Peterson & Seligman, 2004) and its measure that is, Values in Action Inventory of Strengths (VIA-IS) has been translated and validated in many languages. The present study aimed at its Urdu translation and validation on Pakistani adults taken from different educational institutes and workplaces. Study comprised two parts. Part I dealt with the translation and cross-language validation while in Part II, Construct validation on a sample of 542 adults and convergent validity on a sample of 210 adult participants were determined. Findings revealed satisfactory alpha coefficients for Urdu version. Significant positive correlations with positive affect and life satisfaction and negative correlations with negative affect were indicators of its convergent validity. Age was negatively associated with five strengths whereas significant gender differences were found on seven strengths. Social desirability effects were nonsignificant. Strength-to-virtue level factor structure exploration resulted in a theoretically meaningful four factor structure. Factors were named as Interpersonal, Cognitive, Vitality, and Transcendence and were comparable to factor structures proposed in studies on VIA-IS from a few other cultures. The study offers a valid Urdu translation for use in future studies with adult Urdu speaking population.

IRAC: Insecticide Resistance and Mode-of-action Classification of Insecticides

2019 ◽  
pp. 995-1012 ◽  
Author(s):  
Ralf Nauen ◽  
Russell Slater ◽  
Thomas C. Sparks ◽  
Alfred Elbert ◽  
Alan Mccaffery
Keyword(s):  
Insecticide Resistance ◽  
Mode Of Action ◽  
Action Classification

scholarly journals Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

2021 ◽  
Vol 11 (6) ◽  
pp. 263
Author(s):  
Chris Campbell ◽  
Tran Le Nghi Tran
Keyword(s):  
Educational Technology ◽  
Pilot Study ◽  
Reflective Practice ◽  
First Year ◽  
Assessment Practices ◽  
Self Reflection ◽  
Large N ◽  
New Concepts ◽  
Hands On ◽  
Implementation Trial

This paper reports on a pilot study that was conducted during a technical trial of a new ePortfolio system at a large Australian university. Students from a large (n = 325) first-year educational technology course were given the opportunity to use the new ePortfolio system weekly as part of their reflective practice at the end of the hands-on tutorial classes and also through a blogging assignment that required six posts throughout the semester. Although the students reflecting on their work and ePortfolios themselves are not new concepts, this paper reports how assessment practices can be improved using ePortfolios and how students can improve their reflective practice through simple and regular use throughout the 12-week semester that the study was conducted. From the class, 208 students responded to the survey with the results being positive. The students were able to use the system easily and did not report many problems with crashing or freezing. The lessons learnt form an important part of this study for future iterations with these reported in the paper.

scholarly journals Positive Psychology: A Personal History

2019 ◽  
Vol 15 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Martin E.P. Seligman
Keyword(s):  
Mental Health ◽  
Positive Psychology ◽  
American Psychological Association ◽  
Well Being ◽  
Personal History ◽  
Positive Education ◽  
Physical And Mental Health ◽  
American Psychological ◽  
Politics And Religion

As president of the American Psychological Association in 1998, I organized researchers and practitioners to work on building well-being, not just on the traditional task of reducing ill-being. Substantial research then found that well-being causes many external benefits, including better physical and mental health. Among the applications of Positive Psychology are national psychological accounts of well-being, Positive Psychotherapy, the classification of strengths and virtues, Comprehensive Soldier Fitness, and Positive Education. Positive Psychology has spread beyond psychology into neuroscience, health, psychiatry, theology, and even to the humanities. Positive Psychology has many critics, and I comment on the strongest criticisms. I conclude with the hope that the building of well-being will become a cornerstone of morality, politics, and religion.

scholarly journals The impact of a teacher-based positive education intervention on student wellbeing literacy

2021 ◽  
Vol 2 (1) ◽  
pp. 22-43
Author(s):  
Lea Waters ◽  
Matthew Charles Higgins
Keyword(s):  
Mental Health ◽  
Education Intervention ◽  
Positive Education ◽  
Post Intervention ◽  
Emotional Management ◽  
Strength Based ◽  
Before And After ◽  
Education Interventions ◽  
Written Descriptions ◽  
The Impact

Over the past decade, research has consistently found that positive education interventions have a beneficial effect on mental health outcomes for students, such as improvements in life satisfaction and reduction of anxiety. While it is encouraging to see these changes in student mental health, the research has not yet adequately explored whether positive education interventions change a student’s understanding of wellbeing itself. Wellbeing literacy is a new construct within the field of positive education and is defined as the ability to understand the concept and language of wellbeing. This study examines whether student language and understanding of wellbeing changes following an intervention that trains teachers in the core principles of positive education. Students across grades five, six and seven (ages 11–13; n = 231) from three Australian schools provided brief written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis was used as the methodological tool to analyze student language and understanding of wellbeing. Inferential frequency-based statistical analyses were used to compare the pre-intervention and post-intervention responses. The results revealed that student understanding of wellbeing evolved in four key ways to become more: (1) detailed; (2) strength based; (3) expanded/multidimensional; and (4) relational. Post-intervention understanding of wellbeing was significantly more likely to include aspects of emotional management, strengths, coping, mindfulness and self-kindness. Implications, limitations and future directions are discussed.

A Survey of Applied Impact of Literature in Sport Psychology

2021 ◽  
pp. 1-9
Author(s):  
Andrew P. Friesen
Keyword(s):  
Sport Psychology ◽  
Professional Practice ◽  
Journal Article ◽  
Direct Connection ◽  
Exercise Psychology ◽  
Scholarly Literature ◽  
Practice Teaching ◽  
Sport And Exercise ◽  
Psychology Community ◽  
Applied Sport Psychology

There has been an implied direct connection between the scholarly literature and applied practice. However, the sport and exercise psychology community is lacking an empirical account of what practitioners believe to have been the most impactful scholarly writings to their applied practice. The purpose of this study was to survey applied practitioners of their perceived most impactful scholarly writings to their professional practice. Surveys were returned from 532 participants solicited from the Association for Applied Sport Psychology membership, who were asked to identify their perceived most impactful book and journal article to their practice. Frequency statistics were calculated and presented for topic, type, title, author(s), year published, and journal. A total of 143 different books and 188 different articles across 84 different journals were reported. Implications for applied practice, teaching sport and exercise psychology, and research are presented.

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