PROSPER: A Unique Framework for Positive Education

PROSPER: A Unique Framework for Positive Education

Utilising the Prosper Framework in Schools

PROSPER in just a college context includes the evidence-informed college techniques that have actually the prospective to improve pupil health and accomplishment and build schools as allowing organizations. The PROSPER organiser develops regarding the authors’ two previous versions of the psychology that is positive for training. The very first prototype developed as a result for the writers’ co-development regarding the Australian national Scoping Study on methods to scholar well-being (Noble and McGrath) plus the 2nd model is en titled the Positive Educational methods (PEPs) Framework (Noble and McGrath). PROSPER has some similarities with Geelong Grammar School’s (GGS) Positive Education framework outlined by Norrish. The GGS’ domain names are Positive feelings, Positive Relationships, Positive Accomplishment, Character Strengths, Positive Purpose, Positive Engagement and Positive Health and Resilience.

The authors’ very very very first initiative in using the maxims of good therapy to training ended up being included inside their Bounce straight right straight right Back Wellbeing and Resilience system posted and revised (McGrath and Noble). Bounce straight right right Back originated as a school that is whole and center college well-being system to market an optimistic college tradition along with offer a multi-faceted well-being curriculum for class instructors to show to their pupils. PROSPER has become provided being an organising framework when it comes to school that is evidence-based of pupil well-being and Bounce right right right right right Back is supplied as system that centers on these components through teaching methods, college and class organization, using moms and dads therefore the supply of concentrated curriculum devices. The Bounce straight straight Back curriculum units are feelings, Humour additionally the side that is brightPositivity), Relationships and Core Values devices (Relationships), a product on triumph product that includes results, skills, Purpose and Engagement additionally the People Bouncing as well as Courage devices (Resilience).

Positive Education is defined in the PROSPER context as:

‘the integration associated with core maxims of good therapy using the evidence-informed structures, techniques and programs that enhance both health and achievement that is academic. The purpose of good training would be to allow all known people in a college community to succeed and prosper’.

Figure 1 describes the PROSPER acronym and illustrates each one of the seven elements with a selection of college and classroom methods that subscribe to student well-being.

The PROSPER framework: Seven class Pathways that enable all pupils to PROSPER.


Positivity may be defined merely ‘as the continuing state to be positive’. The definition of ‘positivity’ is required by Barbara Fredrickson to add the meanings that are positive positive attitudes that trigger good feelings. Positivity also contains the long-term impact that positive feelings have actually on one’s character, relationships, communities and environment. As outlined in Figure 1 a concentrate on Positivity encourages educators to produce class room and college possibilities for pupils to have and amplify good feelings such as feeling linked and experiencing safe. Positivity additionally encourages educators to clearly show pupils the values and abilities for expressing appreciation and thinking optimistically.

Positive Thoughts

Individuals who usually encounter and express positive thoughts have a tendency to be much more resilient (Fredrickson and Tugade), more socially linked (Mauss et al.), and much more very likely to work at optimal amounts (Fredrickson and Losada; Mauss et al.). Fredrickson’s ‘broaden and build’ model hypothesises that experiencing positive thoughts, such as for example belonging, security, interest and fascination, entertainment, joy and appreciation, can broaden an individual’s ideas and actions in a confident and helpful method. Good thoughts, even if fleeting, are hypothesised to build up and compound as time passes with techniques that incrementally build people’s individual resources such because their physical, intellectual, social and mental resources (Fredrickson). Huebner and Hills have determined, through the available research proof carried out with kiddies and adolescents, that ‘…frequent positive thoughts seem to facilitate more positive life experiences in several essential arenas of [their] life’ (p774). For instance in a single college research involving 293 pupils in grades 7–10, Reschly et al. demonstrated that experiencing regular good feelings in school had been connected with greater degrees of pupil engagement and coping that is adaptive.

Feeling Connected

Self-determination concept posits that the necessity to belong and feel connected is among the three basic individual requirements (Deci and Ryans). In a report of nearly 700 pupils across two high schools, students’ sense of belonging with their college had been recognized as the most important adjustable for describing pupil wellbeing that is psychologicalBizumic et al.). The more connected and accepted the learning pupils felt, the not as likely these people were to report anxiety, despair, lack of psychological control and violence, therefore the not as likely their instructors ranked their behavior as troublesome. Osterman present in her research review that after pupils encounter a feeling of belonging and acceptance in school these are generally prone to take part in learning activities, help each other, act according to college guidelines and objectives and attain at a greater degree. Pupils whom feel attached to their college may also be less likely to want to take part in health-compromising behavior (Blum and Libbey; Bond et al.) and much more very likely to graduate from senior high school (Miltich et al.). A feeling of belonging is the consequence of numerous tiny actions taken by a college such as for instance: the substantial usage of cooperative learning, the supply of lunchtime groups and extracurricular programs, therefore the use of peer support structures such as for instance cross-age friend systems and peer tutoring (Stanley and McGrath).

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