Skip to main content
SpringerLink
Log in
Book cover

Research, Applications, and Interventions for Children and Adolescents pp 211–222Cite as

Enhancing Well-Being in Adolescents: Positive Psychology and Coaching Psychology Interventions in Schools

  • Chapter
  • First Online:

Abstract

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.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Akin-Little, K. A., Little, S. G., & Delligatti, N. (2003). A preventative model of school consultation: Incorporating perspectives from positive psychology. Psychology in the Schools, 41(1), 155–162.

    Article  Google Scholar 

  • Australian Psychological Society, Coaching Psychology Interest Group. (2012). Retrieved from http://www.groups.psychology.org.au/igcp/. Accessed on 16 March 2012.

  • Biswas-Diener, R., & Dean, B. (2007). Positive psychology coaching: Putting the science of happiness to work for your clients. Hoboken: Wiley.

    Google Scholar 

  • Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A meta-analytic review of the Penn Resiliency Program’s effects on depressive symptoms. Journal of Consulting and Clinical Psychology, 77(6), 1042–1054.

    Article  PubMed  Google Scholar 

  • Chafouleas, S. M., & Bray, M. A. (2004). Introducing positive psychology: Finding its place within school psychology. Psychology in the Schools, 41, 1–6.

    Article  Google Scholar 

  • Clonan, S. M., Chafouleas, S. M., McDougal, J. L., & Riley-Tillman, T. C. (2004). Positive psychology goes to school: Are we there yet? Psychology in the Schools, 41(1), 101–110.

    Article  Google Scholar 

  • Damon, W. (2004). What is positive youth development? Annals of the American Academy of Political and Social Science, 591, 13–23.

    Article  Google Scholar 

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.

    Article  PubMed  Google Scholar 

  • Fagan, T. K., & Wise, P. S. (2000). School psychology: Past, present and future. Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Fox Eades, J. (2008). Celebrating strengths: Building strengths-based schools. Coventry: CAPP Press.

    Google Scholar 

  • Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46, 213–233.

    Article  PubMed  Google Scholar 

  • Froh, J. J., Kashdan, T. B., Ozimkowski, K. M., & Miller, N. (2009a). Who benefits the most from a gratitude intervention in children and adolescents? Examining positive affect as a moderator. The Journal of Positive Psychology, 4, 408–422.

    Article  Google Scholar 

  • Froh, J. J., Yurkewicz, C., & Kashdan, T. B. (2009b). Gratitude and subjective well-being in early adolescence: Examining gender differences. Journal of Adolescence, 32, 633–650.

    Article  PubMed  Google Scholar 

  • Froh, J. J., Bono, G., & Emmons, R. (2010). Being grateful is beyond good manners: Gratitude and motivation to contribute to society among early adolescents. Motivation and Emotion, 34, 144–157.

    Article  Google Scholar 

  • Gill, S. (2009, July). Monitoring and promoting well-being in education principles and possible approaches to child well-being indicators (Working Paper Education for Well-Being Europe Consortium).

    Google Scholar 

  • Grant, A. M. (2003). The impact of life coaching on goal attainment, metacognition and mental health. Social Behavior and Personality: An International Journal, 31(3), 253–264.

    Article  Google Scholar 

  • Grant, A. M. (2005). What is evidence-based executive, workplace and life coaching? In M. Cavanagh, A. M. Grant, & T. Kemp (Eds.), Evidence-based coaching: Vol. 1. Theory, research and practice from the behavioural sciences (pp. 1–12). Bowen Hills: Australian Academic Press.

    Google Scholar 

  • Green, L. S., Oades, L. G., & Grant, A. M. (2006). Cognitive-behavioural, solution focused life coaching: Enhancing goal striving, well-being and hope. The Journal of Positive Psychology, 1, 142–149.

    Article  Google Scholar 

  • Green, L. S., Grant, A. M., & Rynsaardt, J. (2007). Evidence-based coaching for senior high school students: Building hardiness and hope. International Coaching Psychology Review, 2(1), 24–31.

    Google Scholar 

  • Green, S., Oades, L., & Robinson, P. (2011, April). Positive education: Creating flourishing students, staff and schools. InPsych, pp. 16–18.

    Google Scholar 

  • Green, L. S., Oades, L. G., & Robinson, P. L. (2012). Positive psychology and coaching psychology in schools. In C. van Nieuwerburgh (Ed.), Coaching in education: Getting better results for students, teachers and parents. London: Karnac.

    Google Scholar 

  • Greenberg, M. T., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.

    Article  PubMed  Google Scholar 

  • Harvard University, Institute of Coaching Grant. (2011). Enhancing well-being and self- regulation in a general adolescent population: Comparing evidence-based coaching and positive psychology interventions. Total funding US$39,829. Investigators: Green, L. S. Norrish, J. M., Vella-Brodrick, D. A., & Grant, A. M.

    Google Scholar 

  • Huitt, W. (2010). Analyzing paradigms used in education and schooling. Educational psychology interactive. Valdosta: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/intro/paradigm.html

  • Jenson, W. R., Olympia, D., Farley, M., & Clark, E. (2004). Positive psychology and externalising students in a sea of negativity. Psychology in the Schools, 41, 67–79.

    Article  Google Scholar 

  • Kauffman, C. (2006). Positive psychology: The science at the heart of coaching. In D. R. Stober & A. M. Grant (Eds.), Evidence based coaching handbook: Putting best practices to work for your clients (pp. 219–253). Hoboken: Wiley.

    Google Scholar 

  • Kemp, T., & Green, L. S. (2010). Executive coaching for the normal “non-clinical” population: Fact or fiction? Paper presented at the Fourth Australian Conference on Evidence-Based Coaching, University of Sydney.

    Google Scholar 

  • Linley, P. A., & Harrington, S. (2005). Positive psychology and coaching psychology: Perspectives on integration. The Coaching Psychologist, 1(1), 13–14.

    Google Scholar 

  • Linley, P. A., Nielsen, A. M., Gillett, R., & Biswas-Diener, R. (2010). Using signature strengths in pursuit of goals: Effects on goal progress, need satisfaction, and well-being, and implications for coaching psychologists. International Coaching Psychology Review, 5(1), 8–17.

    Google Scholar 

  • Madden, W., Green, S., & Grant, A. (2011). A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope. International Coaching Psychology Review, 61(1), 71–83.

    Google Scholar 

  • Marques, S. C., Lopez, S. J., & Pais-Ribeiro, J. L. (2011). “Building hope for the future”: A program to foster strengths in middle-school students. Journal of Happiness Studies, 12, 139–152.

    Article  Google Scholar 

  • McGrath, H. (2009). An evidence-based positive psychology approach to student well-being. Paper presented at the 1st Australia Positive Psychology in Education Symposium, University of Sydney.

    Google Scholar 

  • Merriman, D. E., & Codding, R. S. (2008). The effects of coaching on mathematics homework completion and accuracy of high school students with attention-deficit/hyperactivity disorder. Journal of Behavioral Education, 17, 339–355.

    Article  Google Scholar 

  • Morrison, G. M., Brown, M., D’Incau, B., O’Farrell, S. L., & Furlong, M. J. (2006). Understanding resilience in educational trajectories: Implications for protective possibilities. Psychology in the Schools, 43, 19–31.

    Article  Google Scholar 

  • Neil, A. L., & Christensen, H. (2007). Australian school-based prevention and early intervention programs for anxiety and depression: A systematic review. The Medical Journal of Australia, 186, 305–308.

    PubMed  Google Scholar 

  • Noble, T., & McGrath, H. (2008). The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil wellbeing. Educational and Child Psychology, 25, 119–134.

    Google Scholar 

  • Norrish, J. M., & Vella-Brodrick, D. A. (2009). Positive psychology and adolescents: Where are we now? Where to from here? Australian Psychologist, 1, 1–9.

    Google Scholar 

  • Park, N., & Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of the values in action inventory of strengths for youth. Journal of Adolescence, 29(6), 891–909.

    Article  PubMed  Google Scholar 

  • Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University Press.

    Google Scholar 

  • Plumer, P. J., & Stoner, G. (2005, August). The relative effects of classroom peer tutoring and peer coaching on the positive social behaviours of children with ADHD. Journal of Attention Disorders, 9(1), 290–300.

    Article  PubMed  Google Scholar 

  • Proctor, C., Tsukayama, E., Wood, A. M., Maltby, J., Fox Eades, J. M., & Linley, P. A. (2011). Strengths gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents. The Journal of Positive Psychology, 6(5), 377–388.

    Article  Google Scholar 

  • Reschly, D. J. (2000). The present and future status of school psychology in the United States. School Psychology Review, 29, 507–522.

    Google Scholar 

  • Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, 293–311.

    Article  Google Scholar 

  • Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13, 249–275.

    Article  Google Scholar 

  • Spence, G. B., & Grant, A. M. (2007). Professional and peer life coaching and the enhancement of goal striving and well-being: An exploratory study. The Journal of Positive Psychology, 2, 185–194.

    Article  Google Scholar 

  • Spence, S. H., & Shortt, A. L. (2007). Research review: Can we justify the widespread dissemination of universal, school-based interventions for the prevention of depression among children and adolescents? Journal of Child Psychology and Psychiatry, 48, 526–542.

    Article  PubMed  Google Scholar 

  • Valle, M. F., Huebner, E. S., & Suldo, S. M. (2006). An analysis of hope as a psychological strength. Journal of School Psychology, 44, 393–406.

    Article  Google Scholar 

  • Weare, K. (2000). Promoting mental, emotional and social health. A whole school approach. London: Routledge.

    Google Scholar 

  • Wilson, M. S., & Reschly, D. J. (1996). Assessment in school psychology training and practice. School Psychology Review, 25, 9–23.

    Google Scholar 

  • Wood, A. M., Froh, J. J., & Geraghty, A. W. A. (2010). Gratitude and well-being: A review and theoretical integration. Clinical Psychology Review, 30, 890–905.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Coaching Psychology Unit, University of Sydney, 2000, Sydney, NSW, Australia

    Lisa Suzanne Green

  2. Mind Set Go Psychology, 5 Glusshouse Road, Collingwood, Victoria, Australia

    Jacolyn Maree Norrish

Authors
  1. Lisa Suzanne Green
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jacolyn Maree Norrish
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lisa Suzanne Green .

Editor information

Editors and Affiliations

  1. Positive Psycology Research Centre, St. Peter Port, Guernsey, Channel Islands, GY1 6HL, United Kingdom

    Carmel Proctor

  2. Centre of Applied Positive Psychology, Sir William Lyons Road, Coventry, United Kingdom

    P. Alex Linley

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Green, L.S., Norrish, J.M. (2013). Enhancing Well-Being in Adolescents: Positive Psychology and Coaching Psychology Interventions in Schools. In: Proctor, C., Linley, P. (eds) Research, Applications, and Interventions for Children and Adolescents. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6398-2_13

Download citation

Publish with us

Policies and ethics

Search

Navigation