Can our students learn something positive for themselves in spite of traumatic and toxic situations? Can they thrive in their cognitive, emotional, and social capacities to transform their painful and challenging current COVID-19 environment? What do teachers need to do for this? These questions guided this book to suggest a new perspective of education, called the Pedagogy of Thriveology, which challenges students to overcome the current toxic social environments based on the biblical perspective. In fact, Jesus presents many effective teaching cases in Scripture. In this book, I identify specific cases of audiences who experienced trauma (that are related to physical, emotional, relational, spiritual, cultural, ethical identity issues) along with appropriate learning strategies and instructional processes that are used by Jesus so that the specific audience in each case would be equipped with resilience needed to overcome their trauma.

Happiness is not a goal—it’s a side effect. Discover the skills, habits, and principles that help you thrive—and build a happier life. Happiness has become a default goal for many people. Yet that goal seems to always elude those chasing it. Building a thriving life is recognizing that happiness is not a goal, but a side effect. Thriving is about building a life of meaning and purpose, practicing forgiveness and gratitude, and creating a resilient self to deal with issues and struggles that arise throughout life. Thrive Principles is a roadmap for anyone looking to build a thriving life by learning how to: Stop chasing happiness, and allow it to find you Discover deeper purpose and live it out Accept where you are, and then move forward Forgive yourself and others, easily and consistently Raise personal standards to live a life of excellence Build resilience in order to face difficult times and still thrive Discover your own internal resources, and more

Pearsall identifies the characteristics of individuals he labels "thrivers"--those who face challenges head-on and grow stronger and more vital as a result. Illustrations.

The Forgive Process reveals a simple process to forgive the hurts and pains that hold people back. Life is full-contact. There are hurts and joys at every turn. But those hurts, when they are not released, hold people captive. The way through a hurt is forgiveness. Yet many people do not understand forgiveness. The misunderstandings and myths make it even more difficult—unless you have a simple process to work through. With Lee Baucom’s principles, forgiving is a simple, six-step process. Anyone can forgive, move forward, and find peace and healing.

What if there are some rules to living? What if these “laws” are frequently broken? In fact, you probably are breaking some of them right now. Anyone struggling or feeling stuck in life is breaking at least one of these laws. Just like gravity, these laws affect every person, whether that person understands them or not. Instead of breaking the laws (even without realizing it), readers discover how to obey the laws. They learn how to get “unstuck,” find success without chasing it, and finally, obtain peace. The Immutable Laws of Living helps readers understand: Why life isn’t fair, and why that isn’t the problem. How to deal with life challenges, and come out ahead. How your thoughts keep you stuck, and how to free yourself. Why fighting change won’t work, and why you don’t have to. How to deal with your fears and get them to help you. How to make a real and lasting impact. If you believe there are hidden rules or laws to living a great life, there are. And you can learn them for yourself. Follow the laws and learn to thrive!

This volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or proteges and mentors in K-12 school settings. At its core, mentoring is about helping, advising, supporting, and guiding mentees and proteges to gain a wide variety of skills, abilities, and/or attributes. Another outcome of mentoring, less often discussed, is the positive impact it can have on the mental health and wellbeing of both the mentor and mentee. Of particular interest for this edited volume is how mentoring can promote mental health, build resilience, and develop capacity to maintain and sustain emotional, psychological, and social wellbeing for all in the K-12 school settings. The notion of wellbeing, in general, includes both hedonic aspects of feeling good (positive emotions) and eudemonic (conducive to happiness) aspects of living well that entail experiences of positive relationships, meaningfulness in life and work, senses of mastery and personal growth, autonomy, and achievement. This edited volume expands and adds to the existing literature on mentoring in schools, by offering a collection of works that examine the connection between mentorship and wellbeing. This volume includes chapters that describe effective mentoring for wellbeing, detail positive approaches to mentoring youth, offer recommendations for growing the wellbeing of pre-service teachers, early career teachers, and mid-late career teachers, illustrate approaches to growing a community of educators through mentoring and developing teacher leaders as agents of change and facilitators of wellbeing, and discuss studies and models for nurturing and promoting wellbeing among and through school leaders in national and international settings. Through these chapters, authors advocate for greater attention to how to support and nurture wellbeing as central to mentorship efforts in K-12 school settings. ENDORSEMENTS: "Mentoring for Wellbeing in Schools shines light on wellbeing in studies of mentoring in K–12 education. This collection provides researchers, practitioners, and policymakers alike with a rich array of wellbeing in mentoring relationships—not as an add-on feature of mentorship but rather an essential aspect of mentors’ support and role. As demonstrated from various perspectives, a culture of wellbeing in schools has multiple benefits for people and organizational cultures, including teacher and leader preparation. Readers, especially those concerned with the flourishing of schools in a pandemic world, will walk away better prepared to make mentoring work." — Carol A. Mullen, Virginia Tech "Effectively marshalled by Kutsyuruba and Kochan, respected international authorities on mentoring, the authors provide a wealth of examples and guidance on much-needed means of promoting wellbeing and human flourishing in schools. Given the vast number of threats and impediments to the wellbeing of students, trainee teachers, established teachers, and principals worldwide, this work is extremely timely. Arguably, it should be compulsory reading for school principals, mentors, teacher educators, mentor trainers, education researchers in these spaces, and – perhaps more importantly – anyone who holds public office and makes or has the capacity to influence decisions which impact the work of school teachers and principals." — Andrew J. Hobson, University of Brighton, UK