Handbook of Positive Psychology in Schools

Supporting Process and Practice

Kelly-Ann Allen, Michael J. Furlong, Dianne Vella-Brodrick, Shannon Suldo, Kelly-Ann Allen, Michael J. Furlong, Dianne Vella-Brodrick, Shannon M. Suldo

• Editorial: Routledge
• Año: 2022
• ISBN:
  9781000528459
• Edición: 3
• Categoría: Education
• Categoría: Education Counseling

The Handbook of Positive Psychology in Schools offers the most current and comprehensive insights into how positive psychology principles provide a framework for young people to become active agents in their own learning. The third edition of this groundbreaking volume assembles the latest global research identifying fundamental assets—hope, optimism, gratitude, self-efficacy, emotional regulation, among others—that support students' learning and well-being. Chapters examining social-ecological perspectives on classroom quality and school climate provide best practice guidance on schoolwide policies and practices. These 35 new chapters explore positive psychology's ongoing influence and advances on prevention, intervention, and assessment practices in schools.

PART A Emotional and Physical Development

6 Well-being Literacy Language Use as a Way to Contextualize the Process of Positive Education

Lindsay G. Oades, Hanchao Hou, Jacqueline J. Francis, Lisa M. Baker and Lanxi Huang

DOI: 10.4324/9781003013778-9

Introduction

The integration of positive psychology with education over the past two decades has resulted in the proliferation of positive education research and rapid changes to positive education itself (Norrish et al., 2013). However, this merge has brought to light several unanswered questions: What exactly is a positive educational process? What should be the outcome of a positive educational process? In response to these questions, we introduce the language-use capability of wellbeing literacy (WL). A capability is defined briefly as what people can be and do (Sen, 1993). Therefore, WL as a language-use capability is what people can be and do with well-being language to foster well-being.

We argue that at its humanistic core, education is relational—it cannot exist without the activity of human relations (Rutyer et al., 2020). This argument is consistent with positive psychology’s humanistic origins (Rich, 2018; Robbins, 2008; Taylor, 2001). Within schools, relationships exist between teachers, learners, and the knowledge shared between the parties. Positive education, broadly defined as positive psychology applications within educational contexts, is also an important relational process. By necessity, language mediates positive education and the component enterprises of education itself (e.g., teaching, learning, and assessment; Rutyer et al., 2020). Additionally, positive educational processes, defined as those focused on well-being outcomes through prevention, intervention, and assessment practices, are relational and language-dependent. Relational and language capabilities are, therefore, crucial. Understanding well-being, defined herein as “feeling good and functioning effectively” (Huppert & So, 2013, p. 838), is fundamental to positive education processes and outcomes.

Communicating about and for well-being is key to WL. WL, a language-use capability, is inherently relational and thereby necessitates reframing positive education in educational discourse (Oades & Johnston, 2017). This chapter outlines WL as a five-component capability model, how it may exist in action in schools, and why it is crucial. Implications for schools in measuring positive education gains, framing positive educational practices, and providing a shared well-being language are discussed. We conclude that WL is a necessary aspect of achieving and sustaining positive well-being outcomes in education. Moreover, we assert that it contributes to understanding the nascent conceptualization of positive educational processes, more than mechanistically transplanting positive psychology interventions (PPIs) from psychology into educational contexts.

Table 6.1 Five Component Model of Wellbeing Literacy

Component	Description
1 Vocabulary and knowledge about well-being	Words and basic facts about well-being (i.e., content that is signified).
2 Comprehension of multimodal text related to well-being	Reading, listening, and viewing about and for well-being.
3 Composition of multimodal text related to well-being	Writing, speaking, and creating about and for well-being.
4 Context awareness and adaptability	Awareness of differences across contexts and adapt use of language to fit the relevant context.
5 Intentionality for well-being	Habit of intentionally using language to maintain or improve well-being of self or others.

What Is Wellbeing Literacy?

Language is a lever for influencing well-being as a natural, universal, and constant tool that is never put down (Brothers, 2005; Oades et al., 2020). Consistent with a conceptualization of literacy as a form of language use (Perry, 2012; Snow, 1983), WL is the purposeful, mindful language used about and for well-being (Oades, 2017; Oades & Johnston, 2017). Specifically, WL is the capability (e.g., incorporating knowledge, vocabulary, and language skills) of comprehending and composing well-being languages, sensitivity to contexts, and being used intentionally to maintain or improve one’s or others’ well-being (see Table 6.1).

The Five-Component Model of Wellbeing Literacy

WL is a capability consisting of five components: (a) vocabulary and knowledge, (b) comprehension of multimodal texts, (c) composition of multimodal texts, (d) context-sensitivity, and (e) intentionality (see Table 6.1). The following sections discuss these capabilities in more detail.

Vocabulary and Knowledge

Well-being vocabulary includes language associated with the well-being of oneself and others. Well-being knowledge includes declarative knowledge about and for well-being (refer to Tables 6.1 and 6.2). One example may be a university student who recently moved away from home and feels lonely but knows that well-being is related to a positive relationship and social support. In this instance, the student could articulate words associated with the problem and express how this made them feel, such as “isolated,” “I feel lonely because I am isolated,” and “I know it is good to be connected because then I have support.”

Multimodal Comprehension

Communicating about and for well-being includes both receiving (comprehension) and producing (composition) aspects of literacy (see Table 6.2). WL is multimodal, reflecting a real-world, societal view of literacy (Perry, 2012). Comprehension of well-being communication occurs through reading, listening, and viewing (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2020a, 2020b). For example, reading about well-being could include older students reading the novel How It Feels to Float by Helena Fox, discussing perspective and building student empathy for people who have experienced mental illness. Listening about or for well-being could involve intentionally listening to music to boost student and teacher mood in the classroom or online. Viewing about or for well-being could involve viewing a portrait, which generates positive feelings such as awe or inspiration.

Multimodal Composition

The composition of well-being communication is also multimodal and occurs through writing, speaking, and creating (ACARA, 2020b) (See Table 6.2). Literacy is understood here as pivotal for relationships and well-being, as a sociocultural phenomenon, and as occurring between people (Gee, 1998). Well-being experiences are likely composed in congruence with values and the sociocultural context. Examples of intentionally composing for well-being could include sending regular text messages to a sibling, who lives interstate, to strengthen their sense of family connection. Speaking for well-being could involve deliberately singing personally favorite songs in the shower to get ready for the day, exercising one’s strength of playfulness, and boosting positive emotion. Creating about well-being, could involve painting or choreographing a dance, representing the joys and sorrows of life.

Context Sensitivity

The meaning of language varies with context. WL requires context identification and appropriately adaptive language use. For example, words and communication modes differ across a person’s life domains, such as home, school, the workplace, and with grandparents, friends, or work colleagues. Sensitivity to context is demonstrated when an individual can select language and communication modes that meet different situations and their contexts’ communication needs. Therefore, a well-being-literate person can adapt their comprehension and composition of language to be context-appropriate (see Table 6.2).

Intentionality

Relevant to both context sensitivity and intentionality, Malle and Knobe (1997) provide a folk model of intentionality that involves belief, desire, intention, and awareness. Intentionality relates to the component of WL; that is not just what language is about or signifies, but why it is being used. Does the sender or receiver of communication aim for the positive well-being of self, others, or the world? Intentionality is more than a single good intention. Rather it involves the ongoing habit of those intentions, or more specifically the capability to keep having good intentions regarding language use for well-being. Paradoxically, by becoming a habit it may become more automatic, less conscious. The paradox is that we mean that we become unaware that we have good intentions with our language use. This forms a key aspect of the capability of WL.

In everyday communication, the terms skillful or mindful language use are relevant to intentionality awareness. A nonautonomous view of language provides the basis for WL (Street, 2003). Language does not use itself; it has the user’s intentions and awareness of contexts in which they use the language. Intentionality in this context refers to an ongoing mental state, rather than a solitary instance or action. A single act of intervention for the well-being of self or others is simply a well-being activity and does not assume or create literacy. Rather, WL denotes awareness, values, and goals, which motivate a habit of intention.

Table 6.2 A Broad Overview of the Wellbeing Literacy Model within the School Context

	Wellbeing Literacy Component and Description	Capabilities	Capabilities Demonstrated as Individual Psychological Assets by Students.	How This Capability Might Be Demonstrated within the Whole School—School Climate and Culture?
The what of wellbeing literacy—about well-being.	1. Well-being vocabulary and knowledge. Words and information about well-being—possessing words (vocabulary) and knowledge about well-being that is consistent with our values and social context.	I have the words that I can use, and that other people understand, to help myself and/or others, feel good, and function well.	Early years. Children learn that mindfulness can help them feel calm. They learn and use the word mindfulness. Primary. Children learn that our beliefs, attitudes, and...