| Abstract: | An introduction to the special issue addressing positive psychology and its “place” in and implications for schools is provided. The articles contained within the issue are described within the context of our perspective regarding positive psychology in schools. As the study of positive psychology continues to evolve, it is likely that its application within other fields (including school psychology) will be more clearly expressed. We contend that the “success” of introducing, implementing, and sustaining positive psychology within schools may be dependent on its early yet also sustained integration across multiple contexts. And, a “positive” school psychology will require attention to the convergence of multiple, diverse areas of literature. The articles within this special issue begin this movement toward finding either a place for positive psychology within school psychology or a place for school psychology within positive psychology. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 1–5, 2004. |
