"The whole is greater than the sum of its parts" — Aristotle

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.






SEHS-HE Higher 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.

Belonging and Loneliness Special Issue

Australian Journal of Pscyhology,  March 2021

This course was designed by researchers at Boston University Wheelock College of Education & Human Development in partnership with Medway Public Schools.   Dr. Jennifer Greif Green, Boston University.

SEHS- Secondary-2020

Journal of Well-Being Assessment, February 2021

Student Mental Wellness Conference Presentation, September 8, 2021

Monitoring Students' Social-Emotional Wellness (2-hour webinar)

CoVitality Model Overview

Complete Mental Health Screening Overview​

School Boredom Mindset Study & Counseling Resources. What do Kids Mean When They Say They are Bored at School?

Mini-Courses and Presentations

CASP Conference Materials, 10/15/21

Applying Dual Factor Mental Wellness Model with Grades 3-6