- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editor
- Beyond Pathology Positive Psychology and Disability
- Understanding Disability A Strengths-Based Approach
- Positive Psychology and Disability A Historical Analysis
- The Impact of the Quality of Life Concept on the Field of Intellectual Disability
- Optimism Within the Context of Disability
- Social Well-Being and Friendship of People with Intellectual Disability
- Exercise, Leisure, and Well-Being for People with Disabilities
- Coping and Disability
- Adaptive Behavior
- Self-Determined Learning
- Understanding Hope in Individuals with Disabilities
- Family Perspectives on Child Intellectual Disability Views from the Sunny Side of the Street
- Resilience and Disability Concepts, Examples, Cautions, and Prospects
- Problem Solving and Decision Making
- Forgiveness, Gratitude, and Spirituality
- Career Development and Career Thoughts
- Self-Regulation and Disability
- Disability Studies/Disability Culture
- Positive Behavior Support Foundations, Systems, and Quality of Life
- Supports and Support Needs
- Supported Employment
- Family Quality of Life
- Aging with Disability
- A Positive Psychology of Physical Disability Principles and Progress
- Cognitive and Developmental Disabilities
- Severe Multiple Disabilities
- Positive Psychology and Children with Emotional and Behavioral Difficulties
- Positive Psychology and Autism Spectrum Disorders
- Limitations to Positive Psychology Predicted by Subjective Well-Being Homeostasis
Abstract and Keywords
Although the work of positive psychology theory development and practice has accelerated over the past 10 years, limited conceptualization and application of this knowledge base has occurred for children and adolescents. Despite the high interest in various emerging areas of positive psychology and the promising results of adult studies, research has yet to establish a foundation of work within positive psychology for use in school- or clinic-based interventions with targeted groups such as children and adolescents with emotional and behavioral difficulties. This chapter provides a context for notable recent developments in the field, as well as for existing knowledge and practice with internalizing and externalizing students, and concludes with recommendations for future research.
Daniel E. Olympia, PhD. is an Associate Professor and Training Director for the School Psychology Program at the University of Utah.
Lora Tuesday Heathfield is Adjunct Associate Professor, Educational Psychology, University of Utah.
William R. Jenson, Department of Educational Psychology, University of Utah, Salt Lake City, UT
Holly Majszak is a Graduate Assistant, Department of Educational Psychology, University of Utah.
Virginia Ramos-Matias is Continuing Education Instructor, University of Utah.
Monique Thacker is a Graduate Assistant, Department of Educational Psychology, University of Utah.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.