The Prosocial Framework: Theory, Practice and Applications Within Schools

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Gillard, D., Jackson-Brown, F., Stanley-Duke, M., Atkins, P., Anderson, B., Balfour, E. and Cooper, P. 2022. The Prosocial Framework: Theory, Practice and Applications Within Schools. Educational Psychology Research and Practice. 8 (1), pp. 1-11. https://doi.org/10.15123/uel.8v1v8
AuthorsGillard, D., Jackson-Brown, F., Stanley-Duke, M., Atkins, P., Anderson, B., Balfour, E. and Cooper, P.
Abstract

Recent collaborations across psychological and evolutionary science have resulted in the emergence of an intervention programme for increasing the cohesion and effectiveness of human group processes. Prosocial (Atkins et al., 2019) combines Acceptance & Commitment Therapy (ACT; S. Hayes et al., 2012) and Multi-Level Selection Theory (Wilson & Sober, 1994) with Nobel Laureate Elinor Ostrom’s Core Design Principles (CDPs) for effective group-level processes (Ostrom, 2012, 2015). Ostrom’s work was ground-breaking but, being primarily descriptive in nature, did not provide a full account of the processes and procedures required to implement the CDPs. The current paper outlines the theoretical underpinnings of Prosocial and offers guidelines for its application within educational communities, providing specific examples of the wide array of ways in which the approach can be applied by professionals such as educational psychologists (EPs) to bring about positive change at the systemic level.

JournalEducational Psychology Research and Practice
Journal citation8 (1), pp. 1-11
ISSN2059-8963
Year2022
PublisherSchool of Psychology, University of East London
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Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8v1v8
Publication dates
Online2022
Publication process dates
Deposited29 Sep 2022
Copyright holder© 2022 The Authors
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