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

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Research, Applications, and Interventions for Children and Adolescents

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.

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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
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  2. Jacolyn Maree Norrish
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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

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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

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