Hefferon & Boniwell's Book

Unusually for me, my posting for Positive Psychology News this month is a book review, Kate Hefferon and Ilona Boniwell’s Positive Psychology: Theory, Research and Applications. Don’t be put off by the fact that it’s a textbook, in short it’s a highly enjoyable, educational, and engaging read, well worth the £18-£20 it’s currently selling for online. It includes all the usual subjects such as positive emotions, subjective well-being and resilience, lots of new research, and topics you won’t find mentioned in other positive psychology textbooks, like the positive body, sex and positive death. I thoroughly recommend it whether you’re a student, lecturer, practitioner or positive psychology enthusiast. It’s so good it’s now at the top of our list of recommended reads on our Positive Psychology Masterclass!

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.

Two programmes on BBC Radio 4 featuring the science of Positive Psychology:

• All in the Mind - Claudia Hammond interviews Professor Martin Seligman about the benefits of optimism, such as living longer and increased resilience. You can learn to be happier, more optimistic and more resilient. Hammond also visited Wellington College in Berkshire where they have been teaching happiness on the curriculum for the past 3 years. Ian Morris, who teaches the happiness lessons, and head teacher Dr Anthony Seldon, are keen to point out that higher well-being is linked to better pupil performance and exam results. Another school which is following in Wellington’s footsteps is Haberdashers – where I have been involved in writing the happiness curriculum.
• Off the Page - Dominic  Arkwright interviews my colleague and fellow MAPP graduate,  Miriam Akhtar about what happiness is and how she found it, as well as Dr Phil Hammond (a potential convert to positive psychology) and Guardian journalist Lucy Mangan (a dyed-in-the-wool sceptic). Miriam gives a very personal perspective on her discovery. You can find out how to do it for yourself using her Happiness Training Plan CD.

Teaching at its best

Here’s a link to my article on Positive Psychology News Daily this month, about teachers’ wellbeing, and wellbeing in schools generally.

As usual, please feel free to add your thoughts and comments here, or on the PPND website.

Image: Thanks to Chicago 2016

More reports from the BBC on the lot of UK teachers, referring to the impending measurement of well-being in schools.

On the one hand, measuring well-being could be seen as no more than an extension of the ‘Every Child Matters’ policy, which looks at health, safety, educational achievement, contribution to society and economic well-being. On the other hand, the article mentions that schools will now have to to do opinion surveys of pupils and parents to find out how they think the school is doing on their well-being measures. Good grief. As if teachers don’t have enough to do….

Baker sums it up in the last four paragraphs of this article when he says that measuring in schools is becoming too mechanistic. When pay and benefits are linked to targets, people focus obsessively on achieving them, forgetting that the targets are there to ensure that the right things gets done.

…Now, if you could measure inspirational and creative teaching, that would be a different matter!