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Introduction. Part 1. Virtue One: Wisdom and Knowledge. 1. Creativity: Thinking of novel and productive ways to do things. 2. Curiosity: Taking an interest in all of ongoing experience. 3. Open Mindedness: Thinking things through and examining them from all sides. 4. Love of Learning: Mastering new skills, topics and bodies of knowledge. 5. Perspective: Being able to provide wise counsel to others. Part 2. Virtue Two: Courage. 6. Authenticity: Speaking the truth and presenting oneself in a genuine way. 7. Bravery: Not shrinking from threat, challenge, difficulty or pain. 8. Persistence: Finishing what ones starts. 9. Zest: Approaching life with excitement and energy. Part 3. Virtue Three: Humanity. 10. Kindness: Doing favours and good deeds to others. 11. Love: Valuing close relations with others. 12. Social Intelligence: Being aware of the motives and feelings of self and others. Part 4. Virtue Four: Justice. 13. Fairness: Treating all people the same according to notions of fairness and justice. 14. Leadership: Organising group activities and seeing that they happen. 15. Teamwork: Working well as a member of group or team. Part 5. Virtue Five: Temperance. 16. Forgiving those who have Done Wrong. 17. Modesty: Letting one's accomplishments speak for themselves. 18. Prudence: Being careful about one's choices; not saying or doing things that might later be regretted. 19. Self-regulation: Regulating what ones feels and does. Part 6. Virtue Six: Transcendence. 20. Appreciation of Beauty and Excellence: Noticing and appreciating beauty, excellence and/or skills performance in all domains of life. 21. Gratitude: Being aware of and thankful for the good things that happen. 22. Hope: Expecting the best and working to achieve it. 23. Humour: Likely to laugh and tease; bringing smiles to other people. 24. Religiousness: Having coherent beliefs about the higher purpose and meaning of life. Appendices. Further reading and useful websites. Mental health information. Useful resources for young people.
A fully-formed positive psychology programme to promote happiness, resilience and motivation in young people aged 11-18
Ruth MacConville is Head of the Special Educational Needs Services, London Borough of Ealing. She is the author of several books on promoting happiness, resilience and well-being in young people. Tina Rae is Academic and Professional Tutor for the Doctorate in Educational and Child Psychology, University of East London, UK. She has written several resources that promote well-being and motivation in young people.
This is a must-read book for all who want to help bring up young people in a psychologically healthy manner. Readable, well-informed, and very persuasive. -- Dr Anthony Seldon, Master, Wellington College, UK Ruth MacConville and Tina Rae have compiled a rich resource to enable schools to adopt a positive "strengths approach" to helping young people become more motivated, more resilient through difficulties and ultimately happier. -- Nasen Special Magazine I would recommend this book for anyone working with groups of young people where it its desired to encourage personal and social responsibility, self-knowledge and self-confidence, as I feel this programme can deliver this and a lot more. -- BACP Children & Young People Building Happiness, Resilience and Motivation in Adolescents is a practical resource for use in schools. MacConville and Rae acknowledge that adolescence can be a turbulent time where difficulties can develop into mental health problems. They recognise that schools play a vital role in promoting emotional well-being, which will in turn enhance learning... a practical resource for practitioners who want an overview of positive psychology. (...) contains relevant activities and worksheets that are ideal for this client group. -- The Psychologist The book is a tremendously useful, user friendly book which can provide even the novice with the basic information and practical steps needed to introduce and then implement the programme in schools. While this text is aimed directly at adolescents, and so for use in secondary schools, the model would apply equally well in primary schools and the teaching resources easily adapted for younger children. -- Debate