Abstract
As the field of Positive Education gains traction globally, there is a recognised concern around sustainability. Many schools utilise external providers to engage and educate schools on ‘wellbeing science’, which in the main is comprised of research from the field of Positive Psychology. This often involves a significant financial and time investment, and while most schools have good intentions for their desired end states, often the initial motivation for change is impacted by the many competing responsibilities occurring within a school setting. Those schools that have successfully implemented strategic and sustainable approaches often continue to work with an external consultant who guides the school to successfully apply their learnings. Many schools, however, are unable to fund ongoing consultancy and are required to utilise their own internal resources. In many cases, this is the inspired and motivated educators who are keen to support the initiative, yet who are generally time-poor, often with other learning and extra-curricular responsibilities. More often than not, the school counsellor has not been consulted or included in these initiatives. We explore the potential role of the school counsellor in providing guidance on the implementation of a Positive Education approach aimed at improving mental health and wellbeing and performance.
The psychotherapeutic role of the nurse in a psychodynamic unit
