Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782354
Title: Collaborative pursuit of flourishing
Author: Pahil, Rajinder
ISNI:       0000 0004 7967 9596
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2019
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Abstract:
This research explored two under-researched core positive psychology constructs: flourishing, and positive or enabling institutions, using twin methodologies: appreciative inquiry and case study (Seligman & Csikszentimihalyi, 2000; Cooperrider, 2012, Thomas, 2015). The research is organized into three, interrelated empirical studies. Study One explored dimensions of flourishing children through multiple lenses of staff, parents and children perspectives, using different methods of data collection (repertory grid method, semi-structured interview, and drawing/talking/colouring the 'best possible child'). The developmental-ecosystemic model of flourishing derived from analysis of findings from Study One was further developed in Study Two; its most distinctive component was a focus on children's entitlements. A nested design frame was used in Study Two. This study involved collaboration with a group of teaching staff and support staff as well as representatives from these groups to determine what universal interventions would support flourishing in Faith Primary School. The resultant draft flourishing programme consisted of systemic innovations and repairs. Study Three focused on a process-based evaluation, which indicated this nested appreciative inquiry was mostly transformative in its impact (Bushe & Kassam, 2005). Possible implications for educational psychology practice are discussed through consideration of 'phronesis', drawn from findings from the three studies.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.782354  DOI: Not available
Keywords: L Education (General)
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