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Handbook of Positive Psychology in Schools: Supporting Process and Practice 3rd edition [Hardback]

Edited by , Edited by (Monash University, Australia), Edited by , Edited by
  • Formāts: Hardback, 574 pages, height x width: 254x178 mm, weight: 1197 g, 34 Tables, black and white; 22 Line drawings, black and white; 13 Halftones, black and white; 35 Illustrations, black and white
  • Sērija : Educational Psychology Handbook
  • Izdošanas datums: 22-Mar-2022
  • Izdevniecība: Routledge
  • ISBN-10: 0367420821
  • ISBN-13: 9780367420826
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  • Cena: 288,80 €
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Handbook of Positive Psychology in Schools: Supporting Process and Practice 3rd editionPalielināt
  • Formāts: Hardback, 574 pages, height x width: 254x178 mm, weight: 1197 g, 34 Tables, black and white; 22 Line drawings, black and white; 13 Halftones, black and white; 35 Illustrations, black and white
  • Sērija : Educational Psychology Handbook
  • Izdošanas datums: 22-Mar-2022
  • Izdevniecība: Routledge
  • ISBN-10: 0367420821
  • ISBN-13: 9780367420826
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780367420826.html
Keywords:

The Handbook of Positive Psychology in Schools offers the most current and comprehensive insights into how positive psychology principles provide a framework for young people to become active agents in their own learning. The third edition of this groundbreaking volume assembles the latest global research identifying fundamental assets—hope, optimism, gratitude, self-efficacy, emotional regulation, among others—that support students’ learning and well-being. Chapters examining social-ecological perspectives on classroom quality and school climate provide best practice guidance on schoolwide policies and practices. These 35 new chapters explore positive psychology’s ongoing influence and advances on prevention, intervention, and assessment practices in schools.



The Handbook of Positive Psychology in Schools offers the most current and comprehensive insights into how positive psychology principles provide a framework for young people to become active agents in their own learning.

Recenzijas

"An expert team of editors and contributors from around the globe has joined forces to produce a comprehensive, scientific, cross-cultural snapshot of contemporary positive psychology in schools. This book offers a refreshing array of perspectives, processes, and practices that can transform schools into places that intentionally promote wellness and success for students of all ages and levels."

John J. Murphy, Professor of Psychology at the University of Central Arkansas, USA

"The Handbook of Positive Psychology in Schools, Third Edition, is a major accomplishment and an immense body of knowledge for anyone interested in childrens well-being and positive development. Since its initial study by a small group of devoted experts, positive psychology has grown and developed into a scientific movement. These thirty-five chapters, sorted into five sections, presents a thoughtful effort to better understand not only the positive psychology of children, especially in schools, but also how the COVID-19 pandemic has caused significant changes in schools and learning as well as in childrens lives." Asher Ben-Arieh, Full Professor in the Paul Baerwald School of Social Work and Social Welfare at the Hebrew University of Jerusalem, Israel "An expert team of editors and contributors from around the globe has joined forces to produce a comprehensive, scientific, cross-cultural snapshot of contemporary positive psychology in schools. This book offers a refreshing array of perspectives, processes, and practices that can transform schools into places that intentionally promote wellness and success for students of all ages and levels." John J. Murphy, Professor of Psychology at the University of Central Arkansas, USA

"The Handbook of Positive Psychology in Schools, Third Edition, is a major accomplishment and an immense body of knowledge for anyone interested in childrens well-being and positive development. Since its initial study by a small group of devoted experts, positive psychology has grown and developed into a scientific movement. These thirty-five chapters, sorted into five sections, presents a thoughtful effort to better understand not only the positive psychology of children, especially in schools, but also how the COVID-19 pandemic has caused significant changes in schools and learning as well as in childrens lives." Asher Ben-Arieh, Full Professor in the Paul Baerwald School of Social Work and Social Welfare at the Hebrew University of Jerusalem, Israel

SECTION I: CONCEPTUAL AND THEORETICAL FOUNDATIONS
1. A Selected
Introduction to the Science and Practice of Positive Psychology in Schools
2.
PERMAH: A Useful Model for Focusing on Wellbeing in Schools
3. Capacities and
Vulnerabilities in the Classroom: Self-Determination Theory and the Promotion
of Proactive Human Nature among Students
4. Covitality: Cultivating
Psychosocial Strengths and Well-Being
5. Adapting the Dual-Factor Model for
Universal School-Based Mental Health Screening: Bridging the Research to
Practice Divide SECTION II: INDIVIDUAL PSYCHOLOGICAL ASSETS
6. Wellbeing
Literacy: Language Use as a Way to Contextualize the Process of Positive
Education
7. Optimism in the Classroom and Beyond
8. Gratitude in School:
Benefits to Students and Schools
9. Cultivating Mindfulness in Schools to
Promote Well-Being
10. Social Emotional Learning: What are the Learning
Outcomes from a Preschool SEL Program (COPE-Resilience) in Taiwan and
Australia
11. Physical Activity and Sport
12. Conceptualizations of
Well-being during Middle Childhood: Investigating Developmental Shifts
through Visual Narrative Analysis
13. Academic Self-Concept: A Key Construct
for Positive Psychology
14. Empathy: A Necessary Ingredient in School-Based
Social-Emotional Health and Equity
15. Integrating Assessment into School
Environments to Promote Students Psychological Well-Being
16. Coming
Together: A comprehensive Overview of the Transdisciplinary Perspectives of
School Belonging
17. Academic Self-Efficacy
18. Flow in Schools Reexamined:
Cultivating Engagement in Learning from Classrooms to Educational Games
19.
Promoting Students Growth Motivation: Mastery-Structured Classrooms
20.
Students Growth Orientation: Implications for their Academic Flourishing
21.
Achievement Emotions
22. Creativity in the Schools: Creativity Models and New
Directions SECTION III: WHOLE SCHOOL CLIMATE AND CULTURE
23. Prosocial
Approaches to School Climate Improvement: Definitions, Measurement, and
Improvement Strategies for Thriving Schools
24. Positive Psychology and
School Discipline
25. Understanding and Promoting School Satisfaction in
Children and Adolescents
26. Student Voice: Youth Disrupting Barriers to
Achieving the Good Life SECTION IV: POSITIVE EDUCATION IN PRACTICE
27. Using
Theory of Change for Fostering Well-being and Engagement in Learning
Communities
28. Tracking the Effects of Positive Education around the World
29. Enhancing Well-Being in Youth: Positive Psychology Interventions for
Education in Britain
30. Application of Positive Psychology in Chinese School
Contexts
31. Applications of Positive Psychology in Spain: Strengths-Based
Interventions in Diverse Spanish School Ecosystems
32. Measuring and
Promoting Resilience in Youth SECTION V: PERSPECTIVE
33. "Smart" Technology
has an Important Role to Play in Making Learning about Well-being in Schools
Engaging and Real for Students
34. Using Experience Sampling Methods to
Understand How Various Life and School Experiences Affect Student Well-being
35. The Use of Positive Psychology Intervention to Foster Teacher Well-being
Kelly-Ann Allen is Senior Lecturer in the Faculty of Education, Monash University, Australia, and Honorary Senior Fellow of the Centre for Wellbeing Science in the Melbourne Graduate School of Education at the University of Melbourne, Australia. She is a Fellow for the Australian Psychological Society and the College of Educational and Developmental Psychologists and is currently Editor-in-Chief of the Educational and Developmental Psychologist as well as Co-Founder and Co-Editor-in-Chief of the Journal of Belonging and Human Connection. In 2020, Dr Allen was recognized by the The Australian as one of Australias top 40 early career researchers, listed within the top five for her discipline.

Michael J. Furlong is Distinguished Professor Emeritus and Research Professor in the International Center for School-Based Youth Development at the University of California Santa Barbara, USA. There, he is also Principal Investigator of Project Covitality, which supports schools efforts to foster social-emotional development for all students. He is currently Associate Editor of the Educational and Developmental Psychologist. He was awarded a 20212022 University of California Edward A. Dickson Emeritus Professorship.

Dianne Vella-Brodrick is Professor and Gerry Higgins Chair in Positive Psychology at the Melbourne Graduate School of Education and Deputy Director and Research Director at the Centre for Wellbeing Science at the University of Melbourne, Australia. She founded the Australian Positive Psychology Network and directed the inaugural Master of Applied Positive Psychology program at the University of Melbourne. She is a Fellow and serves on the Council of Advisors of the International Positive Psychology Association. Dianne is also the founder of the innovative Bio-Dash wellbeing program which aims to make learning about well-being engaging for students through the use of biofeedback.

Shannon Suldo is Professor and Director of Clinical Training in the School Psychology Program at the University of South Florida, USA. There, she is Principal Investigator of a federally funded study to evaluate the efficacy of the Well-Being Promotion Program, a manualized small group positive psychology intervention for middle school students with low life satisfaction. She is a Licensed Psychologist and provides school-based mental health services to youth in the Tampa area. She is currently Associate Editor of School Mental Health and President of the Society for the Study of School Psychology.