School of Education
Faculty of Arts
Positive education shows great promise in helping young people feel good and function well, but there is no best practice for its implementation in schools.
The implementation of positive education has often been costly, inexact and lacking in student 'buy-in', so we explored the use of Participatory Action Research in the implementation of positive education at an Australian government school. The use of Participatory Action Research aimed to address these areas by being an accessible, evidence-based approach which empowers students to research their school and have a say in how positive education gets done.
Correspondingly, while there is evidence for the efficacy of positive psychology interventions (PPIs) in randomized trials, evidence for their effective real-world implementation in a positive education strategy is mixed. Real-world contexts lack experimental control. We are using implementation science to explore and explain what makes positive education have an impact in a school setting. Implementation science has great relevance for translating the promise of tested PPIs into helpful outcomes in real-world positive education programs.
The findings from these projects may have broad implications in how positive education is implemented in Australian schools.
Date Institution name Country Title 2014 - 2014 University of Adelaide Australia Bachelor of Health Sciences (Hons.) 2013 - 2013 University of Adelaide Australia Graduate Diploma Psychological Sciences 2002 - 2004 University of Adelaide Australia Bachelor of Media 1997 - 2000 University of Adelaide Australia Bachelor of Social Sciences (Psychology)
Date Title Institution Country 2015 PhD University of Adelaide Australia
Year Citation 2019 Halliday, A., Kern, M., & Turnbull, D. (2019). Can physical activity help explain the gender gap in adolescent mental health? A cross-sectional exploration. Mental Health and Physical Activity, 16, 8-18.
2018 Halliday, A., Kern, M., Garrett, D., & Turnbull, D. (2018). The student voice in well-being: a case study of participatory action research in positive education. Educational Action Research, 27(2), 1-24.
Year Citation 2018 Halliday, A. J. (2018). Involve Me in My Own Wellbeing: Using Participatory Action Research to Involve Students in Positive Education. Poster session presented at the meeting of World Positive Education Accelerator (WPEA). Fort Worth, Texas. 2016 Halliday, A. J. (2016). Using Participatory Action Research to Introduce Positive Education at an Australian School. Poster session presented at the meeting of Mind Body Brain - Australian Positive Psychology and Wellbeing Conference. Adelaide, Australia. 2016 Branson, V., Halliday, A., & Turnbull, D. (2016). Challenging our assumptions about stress: A test of the Challenge Model of Resilience. Poster session presented at the meeting of 5th Australian Positive Psychology and Wellbeing Conference. Adelaide, S.A.. 2015 Halliday, A. J., & Garrett, D. K. (2015). An introduction to Positive Education through the PERMA Framework. Poster session presented at the meeting of Australian Council for Health, Physical Education and Recreation Secondary Schooling Conference. Flinders University, SA.
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