What is Educating to Flourish?

Educating to flourish is an approach to educational practice that promotes a focus on actualizing human potential. 虽然这意味着继续优先发展传统的“学术”能力, 它还认识到，这些能力只是导致人类过上美好生活的一小部分, impactful lives. 使用各种科学领域支持的数据驱动方法，如神经科学, educational psychology, behavioral economics, positive psychology and more, the goal of Shipley’s approach is to cultivate flourishing, the synergistic combination of well-being and optimal performance. 此外，对构成整个希普利社区的所有选区都要这样做.

What is the History?

In 1998, renowned researcher and University of Pennsylvania Professor Martin Seligman became president of the American Psychological Association. 尽管他当时最著名的作品是“习得性无助”和抑郁症, 他转而专注于如何把已经很好的东西做得更好. Rather than focus on fixing what depletes us, 塞利格曼向科学界提出挑战，要求他们找出如何构建我们最好的东西. He called for research that would aid in the establishment of positive institutions—and educational institutions were among the first to adapt, Shipley among them.

What Have We Learned?

Research that preceded Dr. Seligman’s historic address to the APA and the vast amount of research that followed it over the past three decades has helped scholars identify a handful of components that are core to most human beings's ability to thrive. 它们构成了希普利所认为的解锁人类潜能的关键. Below, 您将找到Shipley比较和综合的框架示例，以便为我们的方法提供信息.

Where Will We Go Next?

希普利是北美学前班到12年级教育的先驱. We are excited about the ongoing integration of our efforts toward flourishing individuals and communities with diversity and inclusion practices and will look to serve as the model institution for other schools who want to change the world for the better.

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Reason Behind Shipley’s Focus on Flourishing
随着我们对"积极教育"的了解越来越多, 很明显，希普利一直致力于积极教育的哲学基础. However, there are now multiple scientific frameworks as well as evidence-based educational practices and tools to better strengthen the excellent programs and initiatives we already have in place. 用各种各样的模型来研究人类的繁荣和心理健康, Shipley has identified eight components that are core to a life well-lived, which we call the Shipley Framework for Flourishing.
- Safety: Physical & Psychological
- Vitality & Health: 承认身心联系的基本事实以及睡眠不可避免的现实, nutrition, movement, 呼吸都是打开我们身体和精神上最好的自我的钥匙.
- Belonging & Connection: A sense that we can show up as our true, authentic selves and that others can do the same while still co-existing in ways that create win-win outcomes for all.
- Emotional Awareness & Agility: An understanding of and comfort with the range of emotional signals (both pleasant and unpleasant) that inform us and help us grow into our best selves.
- Character: The awareness, appreciation, and development of strengths of personality that allow us to live virtuous lives and positively impact the people and projects we are a part of.
- Accomplishment: 有意义的目标的完成和提供效能感的能力的发展, mastery, 和满足，同时装备我们驾驭一个日益复杂的世界.
- Meaning and Purpose: A connection to things (e.g. groups, communities, 让我们超越自身利益，做出贡献.
- Deep Engagement: Experiences of flow, states of deep immersion that allow us to access our highest potentials and experience deep satisfaction as a result.
How does educating to flourish interact with Shipley’s SEED program (Social, Emotional and Ethical Development)?

Educating to flourish at Shipley is, in so many ways, the natural next step in the development of our SEED program. Led by the Co-Director of Positive Education & Student Support, Dr. Sharron Russell, and a group of other PreK - grade 12 colleagues, SEED一直是我们努力支持学生作为学习者和人的核心. Enhancing Shipley's successful SEED program was a key component of Vision 20/26, the Strategic Plan adopted by the Board of Trustees in 2016. 了解SEED是实现我们卓越教育目标(i.e. individual well-being, collective well-being, and academic achievement), we are committed to advancing our position as a recognized leader in social, emotional, and ethical development so each of our students continues to be uniquely prepared for success in all walks of life. There is no rigid teaching method for helping students thrive; rather it is a community-wide approach to developing life skills to improve well-being for ourselves, our students, and ultimately strengthening everything we already do at Shipley, including SEED.

From the Blog

Ugh, No! Positive Psychology Is Not Just About

In the early Autumn of 2016 I helped host a talk by Dr. Sonja Lyubomirsky (whom you saw some research from in our previous post). If Marty Seligman is one of the “fathers” of the field, we ought to consider Sonja one of the “mothers.” As we waited for the crowd to gather and pile into the auditorium we were chatting about the name of the field—Positive Psychology. Sonja became visibly annoyed. “It’s a terrible name, I hate it,” she told me. I knew why. I felt (and still feel) similarly. Read More >>>
Supporting Well-Being with PERMA+: Positive Emotions

Positive Emotions put the P in PERMA, 马丁塞利格曼关于如何发展和维持幸福和快乐的科学理论. 我们都有能力体验一系列积极的情绪——从希望到快乐, to amusement and compassion—and we can all increase our capacity for them.

Meet the Team

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Sharron Russell

Director of Student Support and Well-Being

Phone/Extension: 4116

News

Making Sense of Emotions by Making Music

Dr. Harley Givler asked his third grade students to imagine what a storybook's characters would sound like as a musical composition. The third graders performed the composition for their PreK Book Buddies, sharing lessons in emotions, tolerance, and being an upstander, as well as inspiring a love of music.
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Guiding Students on the Path to Success: Shipley’s Sixth Grade SEED

Helping students identify their strengths and weaknesses is an essential goal for any educator guiding them on the path to success. This is especially important in sixth grade, as students make the transition from elementary to middle school. One cornerstone of the sixth grade SEED curriculum is having students explore their own learning styles and apply this knowledge to forming relationships.
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3-2-1 Care to Share? A Quiet Lesson in Diversity

Middle School is a time of physical and emotional growth and transformation, but the process that each child goes through is uniquely beautiful, messy, and complex. Through conversations in sixth grade SEED, teacher and Middle School counselor Lindsay Fick hopes that her students learn to acknowledge that for themselves and build the skills to accept it when it comes to others—a powerful lesson in viewpoint diversity.
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Learning to Set Healthy Boundaries in Upper School SEED

On Valentine's Day, 10th graders participated in a “speed dating” activity in class using a deck of cards with “what would you do” boundary-setting scenarios exploring healthy boundaries in relationships. "The goal is for students to identify and practice healthy behaviors, boundary-setting skills, and consent in their relationships with themselves and others," said Jamie O'Leary, a SEED (Shipley's social emotional learning program) teacher.
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Think, Care, 行为:在希普利的五年级社会情感学习课程中播下善良的种子

In the fifth grade’s social emotional learning SEED class at Shipley, teacher Betsy Leschinsky reads her students Emmanuel’s Dream: The True Story of Emmanuel Ofosu. Mrs. L uses it as a springboard to inspire her fifth graders to think about how they might raise awareness about issues and topics that mean something to them for their capstone Think Care Act projects.
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聚焦低年级种子:“面具背后”课程教学生情感

For Lower School SEED teacher Betsy Leschinsky, 帮助年轻学生学习如何识别和管理情绪是她教学的关键部分. This can be particularly challenging in the time of COVID-19. Her “Behind My Mask” unit was designed to help students uncover the feelings that people might not see when we wear masks, as well as some of the characteristics and interests that define us.
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Q&A with Sharron Russell, Director of Positive Education and Student Support

In 1995, Dr. 莎伦·拉塞尔被雇来编写和教授希普利的社交情感课程. Dr. Russell, who holds a certificate and doctoral degree in school psychology from Immaculata University and Philadelphia College of Osteopathic Medicine, respectively, 自2011年以来一直在指导学生支持，自2016年以来一直在希普利指导积极教育. She is largely responsible for helping to make Shipley the first-ever positive education school in the country.
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Q&A with Upper School Counselor Kira White

Get to know Shipley's new Upper School counselor, Kira White. A graduate of Swarthmore College and the University of Pennsylvania, Kira says they chose to pursue a career in counseling because, "我想帮助学生们弄清楚成长过程中其他(非学术的)部分. I think the presence of a supportive school counselor is something that adults either remember from their time in school or wish they had had at that time in life." They appreciate Shipley's focus on the development of students as whole people including emotional well-being and awareness, "skills fundamental to navigating the world." Learn more about Kira in our New Colleague Q&A.
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Q&A with Nick Holton, Associate Director of Positive Education

Get to know Shipley's new Associate Director of Positive Education, Dr. Nick Holton, who says, "I firmly believe that human potential is the world's greatest resource and that systems of education can amplify that potential or squander it. I believe Positive Education does the former.了解更多关于尼克的信息，以及他为什么将自己的一生奉献给积极教育.
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Shipley Community Shows Compassion in Action

Compassionate participation in the world is a pillar of Shipley's mission and something Shipley strives to instill in every member of the community. Read more about how Shipley's students, families, colleagues, and alumni are living the mission and displaying compassion in action, especially during the global pandemic.
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Junior Josh Harycki Founds Social Distancing Pledge

当希普利大三学生乔希·哈里基注意到同龄人对COVID-19预防措施缺乏认识时, he and a few friends created the Social Distancing Pledge to educate and encourage others to practice responsible social distancing amid the COVID-19 pandemic.
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Gyasi Miller ’24: A Perfect Blend of Love and Basketball

Two years ago, when Gyasi Miller ’24 was in fifth grade, it was no surprise his love of basketball inspired his Think, Care, Act project to clean up a park near his home. He presented a proposal to a local councilman, secured funding, and recently cut the ribbon to officially open the renovated park in October.
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Psychologist Lea Waters, Ph.D. Visits Shipley to Speak About Strength-Based Parenting

World-renowned psychologist Lea Waters, Ph.D. visited Shipley on Thursday, 9月6日向同事和家庭讲述以力量为基础的育儿方式.
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Meeting of the Minds: Positive Education

希普利是全国第一所采用全校积极教育方法的学校, 它的目标是通过使用循证技术的幸福感来加强学术和个人成就. What is wellbeing? Can you teach it? How do you incorporate a successful Positive Education practice in schools? Should you? Our panel explores these questions and more.
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Meeting of the Minds: Gender & Sexuality Diversity

It’s an important topic that’s sparked legal battles, political debates, and philosophical divides in communities across the country. 我们的圆桌会议探讨了学校在应对这一复杂主题方面的作用. How are Shipley and other schools responding to the issues surrounding gender identity and sexuality diversity? Shipley’s Head of School and a national expert weigh in.
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From The Blog: Why Practice Mindfulness? A Student’s Perspective

While mindfulness is something I’ve been interested in for a while, I only began seriously looking into it about a year ago. 三月初，我开始把定期练习作为我生活的一部分, and already I can see a difference.
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Meeting of the Minds: Educating for an Unknown Future

在我们这个瞬息万变的世界里，未来有很多不确定性. What skills, knowledge, 这些经历将是我们的学生在职业和个人发展中所需要的? How can Shipley and other schools ensure that students are future ready? Shipley administrators and alumni weigh in on the topic.
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Dr. Ken Ginsburg Speaks to Eleventh Graders and Families

As part of their Social, Emotional, and Ethical Development (SEED) curriculum, eleventh graders and their families hear from Dr. Ken Ginsburg, author of 养育孩子茁壮成长:平衡爱与期望和保护与信任.
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Age of Opportunity, Lessons from the new science of Adolescence

Dr. Laurence Steinberg, an expert on the science behind adolescent brain development presented a program for 9th and 10th grade students and parents. Dr. 斯坦伯格的研究集中在当代青少年研究的一系列主题上, including adolescent brain development, risk-taking and decision-making, parent-adolescent relationships, adolescent employment, high school reform, and juvenile justice.
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