Understanding the factors that encourage young people to become active agents in their own learning is critical. Positive psychology is one lens that can be used to investigate the factors that facilitate a student’s sense of agency and active school engagement. In the second edition of this groundbreaking handbook, the editors draw together the latest work on the field, identifying major issues and providing a wealth of descriptive knowledge from renowned contributors. Major topics include: the ways that positive emotions, traits, and institutions promote school achievement and healthy social and emotional development; how specific positive-psychological constructs relate to students and schools and support the delivery of school-based services; and the application of positive psychology to educational policy making. With thirteen new chapters, this edition provides a long-needed centerpiece around which the field can continue to grow, incorporating a new focus on international applications of the field.
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Michael J. Furlong is a professor in the Department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara
Rich Gilman is in the Division of Child and Adolescent Psychiatry at Cincinnati Children’s Hospital Medical Center, and Professor in the Department of Pediatrics at the University of Cincinnati Medical School, US
Scott Huebner is Professor in the School Psychology Program in the Department of Psychology at the University of South Carolina
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