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ERIC Number: EJ803138
Record Type: Journal
Publication Date: 2005
Pages: 9
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0965-4283
"You Could See It on Their Faces...": The Importance of Provoking Smiles in Schools
Barnes, Jonathan
Health Education, v105 n5 p392-400 2005
Purpose: Current research in both cognitive neuroscience and what has been called "positive psychology" point to the need for wholesale reappraisal of what happens in schools, especially with regard to the wellbeing of children. Seeks to examine this issue. Design/methodology/approach: Reviews and discussion of research by the World Health Organization and current UK reports on the mental health of children together with US and European research on the optimum conditions for children's learning. Findings: Current research findings in both psychology and cognitive neurology suggest that the condition of "positive emotion" is a prerequisite of deep, transferable learning, and also of a healthy mind and body. The author suggests that involvement in creative activity and creative thinking in any context seems to be a particularly effective way of promoting this sense of wellbeing. Practical implications: A curriculum and school ethos designed to promote a sense of security and happiness would be a powerful means of addressing under-achievement in large sections of UK society. It is hypothesized that the mood of distrust and unhappiness, which negatively affects both the health and learning of many young people, would be effectively addressed by a curriculum which concentrated more on the kind of creative and practical activities which provoke positive emotion. Originality/value: Provides 12 practical recommendations arising from ongoing work of educationists, psychologists and neurologists for consideration by leaders of health education and school policy. (Contains 3 plates and 1 note.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States