Michael Furlong co-edits the second edition of the Handbook of Positive Psychology in Schools
Collection features six articles co-authored by members of the Gevirtz School
Michael Furlong of UC Santa Barbara’s Gevirtz School--along with Rich Gilman of the University of Cincinnati Medical School and E. Scott Huebner of the University of South Carolina--has co-edited the second edition of the Handbook of Positive Psychology in Schools (Routledge, 2014).
Understanding the factors that encourage young people to become active agents in their own learning is critical. Positive psychology is one lens that can be used to investigate the factors that facilitate a student’s sense of agency and active school engagement. In the second edition of this groundbreaking handbook, the editors draw together the latest work on the field, identifying major issues and providing a wealth of descriptive knowledge from renowned contributors. Major topics include: the ways that positive emotions, traits, and institutions promote school achievement and healthy social and emotional development; how specific positive-psychological constructs relate to students and schools and support the delivery of schoolbased services; and the application of positive psychology to educational policy making. With thirteen new chapters, this edition provides a long-needed centerpiece around which the field can continue to grow, incorporating a new focus on international applications of the field.
Other Gevirtz School authors in the collections are Tyler L. Renshaw, Erin Dowdy, Jennica Rebelez, Douglas C. Smith, Meagan D. O’Malley, Seung-Yeon Lee, and Ida Frugård Strøm, along with Furlong on the chapter “Covitality: A Synergistic Conception of Adolescents’ Mental Health;” Jill D. Sharkey, Matthew Quirk, and Ashley M. Mayworm on the chapter “Student Engagement;” Tyler L. Renshaw and Meagan D. O’Malley on the chapter “Cultivating Mindfulness in Students;” Meagan D. O’Malley with two non-UCSB authors Adam Voight and Jo Ann Tzu on the chapter “Engaging Students in School Climate Improvement: A Student Voice Strategy;” Shane R. Jimerson with two non-UCSB authors David N. Miller and Amanda B. Nickerson on the chapter “Positive Psychological Interventions in U.S. Schools: A Public Health Approach to Internalizing and Externalizing Problems;” and Collie W. Conoley, Jance C. Conoley, Kathryn Z. Spaventa-Vancil, and Anna N. Lee on the chapter “Positive Psychology in Schools: Good Ideas Are Never Enough.”
Michael Furlong is a Professor in the Department of Counseling, Clinical, and School Psychology. He is a Fellow of the American Psychological Association (Division 16, School Psychology) and the American Educational Research Association and serves as the Editor of the Journal of School Violence. He carries out his research with colleagues in the Center for School-Based Youth Development.