The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil wellbeing

By T. Noble, H. McGrath. Educational & Child Psychology, 2008

112 citations recorded by the source corpus.

This paper outlines the Positive Educational Practices (PEPs) Framework, an organising tool for facilitating the work of educational psychologists in promoting pupil wellbeing and supporting pupils to achieve learning outcomes and engage in pro-social behaviour. The PEPs Framework is an example of applied positive psychology, in itself a movement which has shifted the primary focus of psychologists from deficits, problems and treatment to a preventative focus on positive experiences, strengths and the intentional promotion of wellbeing and resilience. PEPs is a wide-ranging prevention framework based on five foundations of wellbeing drawn not only from research in positive psychology but also from research in other contemporary psychological and educational movements that are consistent with positive psychology. The five foundations: social and emotional competency, positive emotions, positive relationships, engagement through strengths and a sense of meaning and purpose are outlined along with examples of practical suggestions that can contribute to their achievement.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bdfa080b17c7e3ae58220456b5edbe0d52eae33a

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

PROSPER: A New Framework for Positive Education (2015, background): “The first prototype evolved as an outcome of the authors’ co-development of the Australian Government Scoping Study on Approaches to Student Wellbeing (Noble and McGrath 2008a) and the second prototype is titled the Positive Educational Practices (PEPs) Framework (Noble and McGrath 2008b).”
Positive Psychology and Positive Education: Old Wine in New Bottles? (2012, methodology): “…project (the Penn Resiliency Program), in addition to U.S. (the Strath Haven Positive Psychology Curriculum) and Australian (the Geelong Grammar School Project) pilot projects, providing a rationale for these programs grounded in the tenets of positive psychology (cf. also Noble & McGrath, 2008).”
Music practice and participation for psychological well-being: A review of how music influences positive emotion, engagement, relationships, meaning, and accomplishment (2015, unknown): “…including “Positive emotions,” “Positive relationships,” “Positive purpose,” and “Optimal learning environments that facilitate achievement” (p. 139; see also Noble & McGrath, 2008; Seligman, Ernst, Gillham, Reivich, & Linkins, 2009; Slavin, Schindler, Chibnall, Fendell, & Shoss, 2012).”
A Review of School-Based Positive Psychology Interventions (2011, background): “Alternatively, Noble and McGrath’s (2008) positive education practises (PEP) framework could be used as “an organising tool for facilitating.”
Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators (2017, background): “…there have been several review papers of multi-week interventions, whole-school initiatives, and integrating positive psychology frameworks within schools (e.g., Noble and McGrath 2008; Seligman et al. 2009; Waters 2011), to our knowledge, a review of brief interventions has not been published.”