What is the CoVitality Principle?
Positive personal mindsets develop with some degree of synchronicity— one's sense of gratitude might be fostered when a teacher or friend helps them with a challenging math problem. The helpee experiences gratitude for the support, just as their self-efficacy is fostered when they recognize, “hey, I can do this!” When considering global well-being, the concept of covitality has been used for benefits that emerge from multiple competencies and strengths in the fields of biology, complex personality models, and positive psychology/education.
Support is provided by the Institute of Education Sciences, U.S. Department of Education, through Grant # R305A160157 to the University of California, Santa Barbara (2016–2021). The opinions expressed are those of the authors and do not represent views of the Institute of Education Science or the U.S. Department of Education.
Reducing the Impact of Bias-Based Bullying on Suicidal Thoughts Among Sexual and Gender Minority Youth: Are Psychological Strengths Enough?
School Mental Health, November 2021
Researchers at Boston University Wheelock College of Education & Human Development in partnership with Medway Public Schools designed this course. Contact: , Boston University.
Enhancement and Standardization of a Universal Social Emotional Health Measure for Students Psychological Strengths
Journal of Well-Being Assessment, February 2021
September 8, 2021
Monitoring Students' Social-Emotional Wellness (2-hour webinar)
CoVitality Model Overview
Complete School Mental Health Screening Overview
Mini-Courses and Presentations
CASP WIsdom Conference Jan. 14, 2022
Applying Dual Factor Mental Wellness Model with Grades 3-6
Bored with School? Bored with Life? Well-Being Characteristics Associated with a School Boredom Mindset
Journal of Positive School Psychology, March 2021