Studying at York
Positive Psychology in Education (UG) - EDU00054H
Module summary
This module will provide you with an in-depth critical understanding of the main positive psychology approaches to enhancement of mental health and wellbeing in education such as social and emotional learning interventions, mindfulness-based programmes and strategies developing healthy qualities of mind (e.g., gratitude, sense of connection and meaning etc.).
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Spring Term 2022-23 to Summer Term 2022-23 |
Module aims
This module aims to provide you with an in-depth critical review of the main positive psychology approaches to enhancement of mental health and wellbeing in education. You will critically consider and compare a variety of positive psychology approaches including social and emotional learning interventions, mindfulness-based programmes, therapeutic approaches such as dialectic behavioural therapy and strategies developing healthy qualities of mind (e.g., compassion, gratitude, sense of connection and meaning etc.). You will also advance and refine a range of transferable skills in assimilating information from different sources and developing your own perspective on it, formulating reasoned arguments, analysing and synthesising theoretical approaches and findings from different sources, and further developing effective communication, literature search and digital literacy skills.
Module learning outcomes
At the end of the module:
1. You will have advanced critical understanding of cutting edge research on mental health and wellbeing in the positive psychology context.
2. You will be able to critically appraise mental health and wellbeing policy and practice in relation to positive psychology interventions aiming to enhance mental health and wellbeing in education.
3. You will have developed skills in presenting complex information in a concise and engaging way to variety of audiences and advanced your written academic communication skills.
4. You will be able to formulate innovative evidence-based mental health and wellbeing interventions informed by positive psychology approaches.
5. You will have advanced understanding of the complexities of possible collaborations between researchers, policy makers and teachers in developing, researching and implementing positive psychology interventions in education.
Module content
Spring Term:
Week 2 - Introduction to positive psychology approaches to mental health and wellbeing in education
Week 3 - Social and emotional learning approaches - effectiveness, implementation and limitations
Week 4 - The optimistic child - preventing depression in children and adolescents
Week 5 - Mindfulness-based approaches to mental health and wellbeing in education
Week 6 - Acceptance commitment therapy and Dialectic behavioural therapy approaches to mental health and wellbeing in education
Week 7 - Compassion focused therapy and self-compassion approaches to mental health and wellbeing in education
Week 8 - Cultivating healthy qualities of the mind in education - gratitude, generosity, awe, sense of connection etc.
Week 9 - Developing meaning and purpose in life as part of education
Week 10 - Positive psychology approaches to teacher mental health and wellbeing in education
Summer Term
Week 1 – Positive psychology approaches in primary schools
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In this problem-based learning session students will discuss in groups and propose innovative positive psychology programs for primary schools based on their understanding of existing programmes for this age group
Week 2 – Positive psychology approaches in secondary schools
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In this problem-based learning session students will discuss in groups and propose innovative well-being programs for secondary schools based on their understanding of existing programmes for this age group
Week 3 – Positive Psychology in Education – Reading group
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Students will critically discuss two papers they will be asked to read ahead of the session
Week 4 – Wrap up and essay preparation session
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Students will critically discuss overarching links between the main topics of the module
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This session will also provide an opportunity for students to discuss specific queries about their essays
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Additional assessment information
Students will submit their essay title and plan to the tutor for feedback as part of the formative work.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Written feedback on summative assignment report sheet and face-to-face feedback in supervisions.
Students will receive in-session formative feedback on critical writing and also formative feedback on their essay plans.
The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Livheim, F., Hayes, L., Ghaderi, A., Magnusdottir, T., Högfeldt, A., Rowse, J., ... & Tengström, A. (2015). The effectiveness of acceptance and commitment therapy for adolescent mental health: Swedish and Australian pilot outcomes. Journal of Child and Family Studies, 24(4), 1016-1030.
Selligman, M. (2018). The Optimistic Child. Nicholas Brealey Publishing.
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137-151.
Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-based intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies, 15(6), 1289-1311.