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

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SEHS-P

Primary

SEHS-S

Secondary

SEHS-HE Higher Education

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

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 (Weiss & Luciano, 2015), complex personality models (Figueredo, Vásquez, Brumbach, & Schneider, 2007), and positive psychology/education (Furlong et al., 2014; Keyes, 2015).


CoVitality Universal School Screening Application  

Covitality Video (description of covitality model)

Support is provided by the Institutes 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 Sciences or the U.S. Department of Education.


Social Emotional Health Survey-Secondary-2020 Journal of Well-Being Assessment, February 2021

Belonging and Loneliness Special Issue Australian Journal of Pscyhology,  April 2021

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