Changing Behaviour in Schools

My latest article for Positive Psychology News Daily is a review of a new Positive Psychology-based book by ed psych and consultant Sue Roffey, called Changing Behaviour in Schools: Promoting Positive Relationships and Well-being.

One of the great strengths of this book is its breadth, not just in terms of aims but also its evidence base. It draws on quantitative research from more than a dozen areas including restorative approaches, school culture and leadership, mental health, and values education, not just positive psychology. Thus the suggested approaches have a multi-dimensional foundation.  Not surprisingly, there isn’t space in just over 200 pages to describe positive psychology theories or research in great depth.

Roffey makes use of most of the main positive psychology concepts, such as flow, strengths, resilience, optimism, positive emotions, and emotional intelligence, although with the exception of emotional intelligence, they aren’t described in detail. Depending on your expectations and your association with positive psychology, this might be a disappointment or a welcome relief! I particularly liked the chapter on Being and Becoming Emotionally Literate, with its 11 dimensions of social and emotional literacy, and numerous questions for personal development.

I love the core message, which is that school can be a positive transformational experience, and that building positive relationships and school connectedness lead to both improved learning and better behaviour for all students.

Despite its limitations, I think this is a fabulous resource book for anyone working in primary or secondary education. Dip into almost any page and you will find some gem of information, a question that will challenge your thinking, an activity, or an insightful case study. If you picked up this book expecting it to help you manage challenging student behaviour you may be in for a surprise. It does this exceeding well in my opinion, but it does much more than that.

This book sets out the expectation that everyone in an education role, every teacher, trainee, teaching assistant, support person, and early childhood practitioner, can be a role model of well-being. Changing behaviour is schools is based on the premise that a theoretical knowledge of the subject isn’t sufficient. Teachers have to be able to do well-being in order to teach well-being.

For the full review, click here.

Creativity expert, Sir Ken Robinson, talks about the need for revolution in the education system.

“Very many people go through their whole lives having no real sense of what their talents may be, or if they have any to speak of. I meet all kinds of people who don’t think they’re really good at anything”, he says. This sounds very familiar to me – only today I was working with some public sector admin staff who had no idea of their strengths, or that there might be a role for them at work in which they could really flourish, rather than just survive the 9-5.  We focussed on ways to identify and apply their strengths in the workplace using the VIA-Inventory of Strengths* – and it was a real eye-opener for them.

Robinson talks about the need for an organic “agricultural model” of education, in which the conditions necessary for flourishing are created, rather than the linear, “manufacturing model”, which merely standardises everything, and squashes creativity and talent, as well as depleting our spirit and energy.

A brilliant short talk, which brings ideas such as strengths, flow, positive energy, flourishing, authenticity, meaning and spirituality to life, all without mentioning Positive Psychology once. An inspiration.

* You can do this inventory yourself for free here: it takes about 30 minutes to do, and you get an immediate report of your strengths in order. Well worth it.

Thanks to Morten Mortensen for the link.

Ultimate Multi-tasking

Here’s a link to my post to Positive Psychology News Daily this month, on the subjects of happiness, busyness and holiday letters.

Please feel free to add your comments and thoughts here or on the PPND site.

Image: sha in LA

I’ve been reading a lot about Twitter over the past 12 months or so, and have finally succumbed. A simple search of Pos Psych today unearthed plenty of old stuff about Seligman, using strengths and stuff like that, and then I came across this list of Pos Psych songs by Dr John Schinnerer. Not sure what I’m going to do with it yet, but in the meantime I thought you might enjoy it!

Image: Ktylerconk

You can see why Anthony Seldon, head of Wellington College (one of the most elite schools in the UK) is so keen that kids get something more than the National Curriculum, since it will hardly prepare them for the adult world in the 21st Century after all. But teaching them Positive Psychology doesn’t fill Richard Schoch with confidence, largely because he says you can’t measure meaning and engagement, which are the holy grail of happiness. He thinks there is a place for well-being in the classroom, but doesn’t really have any suggestions about how to teach it, other than getting kids to read ancient texts.

Hmmmmm.

I’m not sure that’s the answer either!

The really interesting question is why we feel that children need to be taught about happiness in the first place. Some people (including Seldon) have argued that kids are more prone to depression, anxiety and other mental illnesses than in the past. So teaching them various life skills will help them survive these issues. If that’s the case, shouldn’t we be asking ourselves what is causing them to be more prone to depression, anxiety and other mental illnesses in the first place, and try to do something to fix that?

According to Schoch, Positive Psychology is a bit like Marmite, i.e. you either love it or you hate it. The challenge for Positive Psychologists is how to persuade its critics that it’s a useful subject which can make a positive difference to how people choose to live their lives. I’m not sure it’s succeeding in that aim at the moment. What do you think?

You can read the original debate between Seldon and sociologist Frank Furedi here.

I doubt many would argue about positive relationships being a corner-stone of happiness and well-being, although you might be interested to know that there is remarkably little published scientific research into this field. But the importance of positive achievements seems to have people divided.

In the business world, goal-setting has been the back-bone (along with a smidgen of good luck) of company and personal prosperity since the dawn of time. Call it strategy, business planning or personal development planning, it’s all about creating a new, more successful future. To some, particularly coaches, goal-setting and accomplishment is vital, it’s what successful coaching is all about. When we were training as coaches, one of the first things we learnt was how to help clients (or coachees) define where they want to be by setting their goals clearly and then to help them achieve these goals. After all, how can you get where you want to go unless you know where you’re going in the first place?

Goal-setting is also making its way into normal life; you will no doubt have noticed yourself the proliferation of books and articles about so-called Life Lists, those 101-things-you-must-do/see/experience- before-you-die type lists. Earlier in the year for example, the New York Times published an article called 10 Things To Do Before I Finish This Article. If you google ‘Life Lists’, you’ll retrieve millions of entries, such as the original 43things.com, which invites you to publish your own Life List and which contains everything from the quirky (“build a trebuchet”) to the frankly quite dull (“organise my filing cabinet”). You can get Life List websites which list the things you need to consider when making your list. Curiously, in my google search for UK Life Lists, three of the top ten were by bird-watchers; it left me wondering whether twitchers are happier than your average UK resident. Perhaps that could be the subject of my MAPP dissertation…..

There are even people who make their living out of their Life List, such as John Goddard, aka ‘The World’s Greatest Goal Achiever’. This is a man who has achieved 109 of his 127 life goals (you should look at them, this is not a man who needs to organise his filing cabinet…). Interestingly, his 126th goal was to marry and have children – he now has five. My question is, how on earth does he get time for them, in between scaling Mount Kilimanjaro, retracing the steps of Marco Polo and Alexander the Great, and exploring the Amazon river?

And going back to coaching for a moment, Caroline Adams-Miller, the well-known US life coach, author and Pennsylvania MAPP graduate, specialises in goal-setting theory and happiness in her coaching practice, based on the research evidence that identifying and achieving ones goals can increase your well-being (e.g. Locke 2005). Miller has also set up a very successful website where people can make a public statement about their goals, called Your100things.com.

But Life Lists don’t attract support from every quarter; there are some who think that making a list of what you want to achieve in life actually detracts from what life is all about, i.e. living. I don’t often listen to BBC Radio 4’s Thought for the Day on the Today programme, but this one by Rhidian Brook about Life Lists caught my attention, particularly Brook’s claim that “They provide us with a kind of short cut to meaningful achievement and self-fulfilment”. I’m not sure that’s the case at all. Surely it depends to a large extent what your goals are (materialistic? altruistic?), whether they are realistic goals or just wild dreams, and how relentlessly you pursue them. Many Life Lists I’ve looked at contain a mix of goals which cover all Seligman’s pillars of well-being (creating pleasure, engagement, meaning and good relationships).

And anyway, who is it who said that ‘Life is what happens to you while you’re making other plans’?

1) awareness, through actively noticing, and
2) responsibility, by allowing them to actively follow their own interest, make their own choices and decisions.

Awareness and responsibility are essential components of engagement and developing intrinsic motivation, and are therefore crucial to coaching effectiveness and success. Anyone working in business change management and transformation knows that change cannot occur effectively without them.

At the Masterclass, Downey performed two demonstrations, one in which he coached someone to catch a tennis ball one-handed. ‘What’s that got to do with business coaching?’ you might ask. Well, it was a visible and powerful demonstration of what sports psychologist and coach Tim Gallwey referred to as The Inner Game, which is simply

Potential – Interference = Performance.

By getting the coachee to notice and focus their attention on the ball and how it is in flight, interference (in the form of fear, doubt, lack of confidence about ability etc) is removed and the coachee enters a flow state, in which they are more creative, insightful, relaxed, intuitive and objective. Rather than worry about dropping the ball and trying too hard to catch it, the coachee’s focus is temporarily placed outside themselves, resulting in visibly improved performance.

With his emphasis on strengths and developing potential I would describe Downey as a true Positive Psychology coach. If you want to understand more about the role of Positive Psychology in coaching read Effective Coaching ; just be aware that the book was first published in 1999, before the term ‘Positive Psychology’ really came into regular use. Your coaching practice will be re-energised as a result.

BTW I’m reliably informed you say ‘cheek-sent-me-high’. Our PP class, however, prefers to call him “Mike”…

Stefan Sagmeister, Austrian-born graphic designer, shares his thoughts on the subjects of design and happiness . His insights are very personal (such as his list of breathtaking moments), however, there are many themes here which everyone can relate to – such as doing work which really matters to you, being able to immerse yourself in work without being interrupted and enjoying the end results of a completed project.

Please do watch this clip, it’s only 15 minutes long, and contains some fascinating insight into the theory and practice of happiness. Plus it’s always inspiring to hear someone talk with passion and humour about their work.

Any well-being practitioners or academics reading will instantly spot that what Sagmeister talks about supports theories like self-determination , intrinsic motivation , flow ,competence, autonomy, relatedness and so on.

I liked his lists too, there were some real snippets of wisdom in ‘Things I have learned in my life so far’. In fact he has used some of them in his designs, for example, Being Not Truthful Works Against Me and Complaining is Silly: Either Act or Forget. I’ll summarise them for you in a future post.

Thanks to Neil for sending this clip to me.