PSY-6104 v2

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Willibald, R., Niemiec, R.M., McGrath, R.E., Gander, F., & Proyer, R.T. (2020). Character strengths-based interventions: Open questions and ideas for future research. The Journal of Positive Psychology, 680-684. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fdoi.org%2F10.1080%2F17439760.2020.1789700

Wagner, L., & Willibald, R. (2022). Displaying character strengths in behavior is related to well-being and achievement at school: Evidence from between- and within-person analyses. The Journal of Positive Psychology, 1-21. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fdoi.org%2F10.1080%2F17439760.2022.2109196

Díaz Videla, M., Delgado Rodríguez, R., Martos-Montes, R., Ordóñez Pérez, D., & Calvo, P. (2023). The LGBTQ+ people-animal bond: A systematic review of the effects of companion animals on LGBTQ+ people. Journal of Homosexuality, 1–24. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fdoi.org%2F10.1080%2F00918369.2022.2150920

O’Bryne, R., Thompson, R., Friedmann, J. S., & Lumley, M. N. (2022). Parent engagement with an online, school-based, character strengths promotion program. International Journal of Applied Positive Psychology, 7, 355-377. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs41042-022-00072-4

Dametto, D. M., & Noronha, A. P. P. (2021). Study between personality traits and character strengths in adolescents. Current Psychology, 40(5), 2067–2072. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs12144-019-0146-2

Gross National Happiness USA. (n.d.). US happiness report. GNHUSA. https://gnhusa.org/

GNH Centre. (n.d.). What is GNH?. GNH Centre. https://www.gnhcentrebhutan.org/

Cardinal, H. (2021). Creating Safe and Inclusive Schools for LGTBQ Students. BU Journal of Graduate Studies in Education, 13(2), 17–21. https://files.eric.ed.gov/fulltext/EJ1304398.pdf

Khanna, P., Singh, K., & Proctor, C. (2021). Exploring the impact of a character strengths intervention on well-being in Indian classrooms. School Mental Health: A Multidisciplinary Research and Practice Journal, 13(4), 819–831. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs12310-021-09450-w

Rivet, C. (2021). Meeting the socio-emotional needs of LGTBQ students in schools. BU Journal of Graduate Studies in Education, 13(3), 31–34. https://files.eric.ed.gov/fulltext/EJ1306817.pdf

Datu, J. A. D., Mateo, N. J., & Natale, S. (2022). The mental health benefits of kindness-oriented schools: School kindness is associated with increased belongingness and well-being in Filipino high school students. Child Psychiatry and Human Development. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs10578-021-01299-z

Kumar P, A., & Mohideen, F. (2021). Strengths-based positive schooling interventions: A scoping review. Contemporary School Psychology, 25(1), 86–98. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs40688-019-00260-1

Burke, J., & Minton, S. J. (2019). Well-being in post-primary schools in Ireland: the assessment and contribution of character strengths. Irish Educational Studies, 38(2), 177–192. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fdoi.org%2F10.1080%2F03323315.2018.1512887