The Hummingbird Project is a Positive Psychology Intervention (PPI). This course will review a research article describing the background, history, rationale, description, methodology, and effectiveness of PPIs in school settings. This article/course will discuss a specific research study about the Hummingbird Project. In addition, recommendations for implementation and future research will be discussed.
This course is based on the reading-based online article, The Hummingbird Project created by Ian Andrew Platt, (PhD Student), Chathurika Sewwandi Kannangara, PhD, Michelle Yvette Tytherleigh, PhD, and Jerome Francis Carson, PhD in 2020.
Front. Psychol. 11:2012 Aug 2020
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Ian Andrew Platt, (PhD Student)
Ian Andrew Platt is a Doctorate Student / Research Assistant at the University of Bolton in Bolton, United Kingdom. He has published two articles in peer reviewed journals.
Chathurika Sewwandi Kannangara, PhD
Chathurika Sewwandi Kannangara is an Associate Teaching Professor and an Early Career Researcher in the Department of Psychology, University of Bolton, UK. She is also a registered Counsellor with BACP. Chathurika is a Fellow with Higher Education Academy, UK. Her teaching areas are positive psychology and counselling. Her primary research interest lies within the broad and developing domain of positive psychology applications in wellbeing. She has more than 10 works published in peer reviewed journals.
Michelle Yvette Tytherleigh, PhD
Michelle Yvette Tytherleigh is a Senior Lecturer in Psychology and, also, the Senior University Teaching Fellow (SUTF) for the Faculty of Social Science (FSS). As a Senior University Teaching Fellow, Michelle’s role is to provide leadership in the enhancement of academic practice and to disseminate good practice at Faculty and University levels and, as a psychologist, is passionate about incorporating the principles of positive psychology within this. In particular, positive education and a strengths–based approach to learning and teaching. The focus of her core teaching is positive psychology, psychological wellbeing and applied psychology (e.g., occupational psychology), and her research interests are around strengths-based approaches to wellbeing and success, and hope, compassion and self-efficacy. Michelle is a peer reviewer for several empirical journals and publishers, an external examiner for PhD students for North West University (Vanderbiljpark campus), South Africa and is currently working with the University of Bolton on research associated with the Hummingbird Project. She is also an International Affiliate Member of the APA. She has had more than 10 works published in peer reviewed journals.
Jerome Francis Carson, PhD
Jerome Francis Carson is a faculty member in the Department of Psychology, University of Bolton in Bolton, United Kingdom. His research foucses on recovery in mental illness, occupational stress, positive psychology and quality of life. He has had 54 articles published in peer reviewed publications.
Anna Hollis, Ph.D., NCSP, is a nationally certified school psychologist currently living near Detroit, Michigan. She is licensed as a psychologist in 2 states (Michigan and South Carolina) and certified as a school psychologist in in 5 states (South Carolina, Michigan, Vermont, Pennsylvania, and Maryland). She is a member of the American Psychological Association (APA); the National Association of School Psychologists (NASP); the Michigan Association of School Psychologists (MASP); and the Association for Contextual Behavioral Science (ACBS). Dr. Hollis obtained her Ph.D. in School Psychology from the University of South Carolina. Her professional interests include Acceptance and Commitment Therapy (ACT); Positive Psychology; Trauma-Informed Practice; and Urban School Psychology.
Counselors, marriage and family therapists, psychologists and social workers. This course is appropriate for all levels of knowledge.
After taking this course, you should be able to:
Describe and discuss the background, history, and use of Positive Psychology Interventions (PPIs) in the school system.
Identify the reasons and rationale for the use of PPIs in the school system.
Describe the Hummingbird Project and the intended use in the secondary school system.
Explain the current study, including the methodology and results.
Discuss the implications of the current study and describe the recommendations for implementation and future research.
Disclosure to Learners
Disclosure of Relevant Financial Relationships
CE Learning Systems adheres to the ACCME's Standards for Integrity and Independence in Accredited
Continuing Medical Education. Any individuals in a position to control the content of a CE activity –
including faculty, planners, reviewers, or others ― are required to disclose all relevant financial
relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity's planners, faculty, and
Planners and Reviewers
The planners of this activity have reported that they have no relevant financial relationships.
Faculty: Anna Lynn Hollis, Ph.D., School Psychologist
No relevant financial relationships.
There is no commercial support for this distance-learning course.
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