Handbook of Positive Psychology in Schools

Herausgeber: Furlong, Michael J.; Scott Huebner, E.; Gilman, Rich

• Gebundenes Buch

Produktbeschreibung

The field of positive psychology investigates factors that facilitate a student's sense of agency and active school engagement. This groundbreaking handbook describes the application of positive psychology to educational policy, and explores how its constructs relate to the school experiences of children and youth. The second edition features thirteen new chapters and a section devoted to international applications of positive psychology. Other topics explored include conceptual foundations, assessment, intervention issues, and service delivery models.

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Produktdetails

• Verlag: Routledge
• 2. Auflage
• Seitenzahl: 536
• Erscheinungstermin: 3. März 2014
• Englisch
• Abmessung: 250mm x 175mm x 33mm
• Gewicht: 1096g
• ISBN-13: 9780415621854
• ISBN-10: 0415621852
• Artikelnr.: 39294073

Autorenporträt

Michael J. Furlong is a professor in the Department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara Rich Gilman is in the Division of Child and Adolescent Psychiatry at Cincinnati Children's Hospital Medical Center, and Professor in the Department of Pediatrics at the University of Cincinnati Medical School, US Scott Huebner is Professor in the School Psychology Program in the Department of Psychology at the University of South Carolina

Inhaltsangabe

Section I. CONCEPTUAL FOUNDATIONS
Chapter 1. Toward a Science and Practice of Positive Psychology in Schools: A Conceptual Framework
Chapter 2. Covitality: A Synergistic Conception of Adolescents' Mental Health
Section II. INDIVIDUAL POSITIVE PSYCHOLOGY ASSETS
Chapter 3. Measuring and Promoting Hope in Schoolchildren
Chapter 4. Optimism: What It Is and Its Relevance in the School Context
Chapter 5. Gratitude in School: Benefi ts to Students and Schools
Chapter 6. Empathy
Prosocial Behavior
and Positive Development in Schools
Chapter 7. Emotion Regulation: Implications for Positive Youth Development
Chapter 8. Academic Self-Efficacy
Chapter 9. Promoting Positive Motivational Goals for Students
Chapter 10. Achievement Emotions
Chapter 11. Creativity in the Schools: Renewed Interest and Promising New Directions
Chapter 12. Student Engagement
Chapter 13. Life Satisfaction and Schooling
Section III CONTEXTUAL EDUCATIONAL FACTORS AND RESOURCES
Chapter 14. Flow in Schools Revisited: Cultivating Engaged Learners and Optimal Learning Environments
Chapter 15. Meaningful Activity Participation and Positive Youth Development
Chapter 16. Cultivating Mindfulness in Students
Chapter 17. Peer Relationships and Positive Adjustment at School
Chapter 18. ClassMaps Consultation: Integrating Evaluation Into Classrooms to Promote Positive Environments
Chapter 19. Building Resilience in Schools Through Social and Emotional Learning
Chapter 20. School Climate: Defi nition
Measurement
and Application
Chapter 21. Engaging Students in School Climate Improvement: A Student Voice Strategy
Chapter 22. Positive Psychology and School Discipline
Chapter 23. Understanding and Promoting School Satisfaction in Children and Adolescents
Chapter 24. Innovative Models of Dissemination for School-Based Interventions That Promote Youth Resilience and Well-Being
Section IV. SCHOOL-BASED INTERNATIONAL PERSPECTIVES
Chapter 25. Positive Education: An Australian Perspective
Chapter 26. Enhancing Well-Being in Youth: Positive Psychology Interventions for Education in Britain
Chapter 27. Applications of Positive Psychology to Schools in China
Chapter 28. Emotional Intelligence: School-Based Research and Practice in Italy
Chapter 29. Hope in Students: Theory
Measures
and Applications to Portuguese Schools
Chapter 30. Positive Psychological Interventions in U.S. Schools: A Public Health Approach to Internalizing and Externalizing Problems
Section V. PERSPECTIVE
Chapter 31. Positive Psychology in Schools: Good Ideas Are Never Enough
Index