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Title: The Positive Psychology Programme : an exploratory study of a universal approach to promoting the wellbeing of students, following their transition into secondary school
Author: Head, Jennifer
ISNI:       0000 0004 2736 2343
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2011
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Through a qualitative design, this research explored the views of students (n=30), teachers (n=4) and other key staff (n=2) regarding a pilot of the Positive Psychology Programme (PPP), delivered as a PSHE unit to promote the wellbeing of all Year 7 students in a mainstream secondary school, as part of the local authority's Targeted Mental Health in Schools (TaMHS) project. The research aimed to identify the factors that influenced programme implementation and the students' level of engagement with the PPP, as well as their perceived outcomes. Furthermore, the views of a sub-group of students with identified vulnerability to mental health difficulties were explored and considered alongside the views of staff to gain an understanding of how well this particular group of students engaged with the PPP, as well as other factors supporting their wellbeing. An additional aim was to explore student and staff views regarding embedding positive psychology within wholeschool practice. Findings revealed generally positive perceived effects of the PPP, including its ability to engage students through a strengths-based approach that had a positive influence on students' subjective psychological and social wellbeing. Other factors influencing the successful implementation of the PPP included its compatibility with existing school systems and ethos, and endorsement of a positive language for talking about students' strengths and guiding positive self-reflection. These findings have important implications for the future implementation of the programme in this school, as well as its dissemination into practice across the local authority. Furthermore, these findings have implications for how the learning from the PPP can be sustained and how positive psychology can be embedded within whole-school practice. The reported views of vulnerable students were also very positive and were used to inform the development of further targeted intervention.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available