Handbook of positive psychology in schools:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York, NY [u.a.]
Routledge
2009
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XVII, 502 S. Ill., graph. Darst. |
| ISBN: | 0203884086 0805863613 0805863621 9780805863611 9780805863628 |
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| 245 | 1 | 0 | |a Handbook of positive psychology in schools |c ed. by Rich Gilman ... |
| 250 | |a 1. publ. | ||
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Datensatz im Suchindex
| _version_ | 1804138336778977280 |
|---|---|
| adam_text | FOREWORD ED DIENER AND CAROL DIENER ABOUT THE EDITORS CONTRIBUTORS PART
I: CONCEPTUAL FOUNDATIONS CONTENTS XI XIII XV 1 1 A CONCEPTUAL MODEL FOR
RESEARCH IN POSITIVE PSYCHOLOGYIN CHILDREN AND YOUTH 3 E. SCOTT HUEBNER,
RICH GILMAN, AND MICHAEL J. FURLONG 2 THE NATURE AND IMPORTANCE OF
POSITIVE MENTAL HEALTH IN AMERICAS ADOLESCENTS 9 COREY L. M. KEYES PART
11:INTERNAL ASSETS AND POSITIVE STUDENT DEVELOPMENT 25 3
LIFESATISFACTION 27 SHANNON M. SULDO, E. SCOTT HUEBNER, ALLISON A.
FRIEDRICH, AND RICH GILMAN 4 MEASURING AND PROMOTING HOPE IN
SCHOOLCHILDREN 37 SHANE J. LOPEZ, SAGE ROSE, CECIL ROBINSON, SUSANA C.
MARQUES, AND JOSE PAIS-RIBEIRO 5 OPTIMISM AND THE SCHOOL CONTEXT 51
PETER BOMAN, MICHAEL J. FURLONG, IAN SHOCHET, ELENA LILLES, AND CAMILLE
JONES 6 STRENGTHS OF CHARACTER IN SCHOOLS 65 NANSOOK PARK AND
CHRISTOPHER PETERSON 7 GRATITUDE IN SCHOOL: BENEFITSTO STUDENTS AND
SCHOOLS 77 GIACOMO BONO AND JEFFREY FROH 8 POSITIVESELF-CONCEPTS 89
BRUCE A. BRACKEN 9 EMOTION REGULATION:IMPLICATIONS FOR POSITIVEYOUTH
DEVELOPMENT 107 MAUREEN BUCKLEY AND CAROLYN SAARNI VII VILI * CONTENTS
10 EMPATHY, PROSOCIAL BEHAVIOR, AND POSITIVE DEVELOPMENT IN SEHOOLS
TRACY 1. SPINRAD AND NANCY EISENBERG 11 FLOW IN SEHOOLS: CULTIVATING
ENGAGED LEARNERS AND OPTIMAL LEARNING ENVIRONMENTS DAVID J. SHERNOFF AND
MIHALY CSIKSZENTMIHALYI PART 111: CONTEXTUAL RESOUREES AND POSITIVE
STUDENT DEVELOPMENT 119 131 147 12 TOWARD A POSITIVE PSYEHOLOGYOF
AEADEMIC MOTIVATION: THE ROLE OF SELF-EFFIEAEY BELIEFS 149 FRANK PAJARES
13 ORIENTED TOWARDS MASTERY: PROMOTING POSITIVE MOTIVATIONAL GOALS FOR
STUDENTS 161 LYNLEY H. ANDERMAN AND ERIC M. ANDERMAN 14 CREATIVITY IN
THE SEHOOLS:A RAPIDLY DEVELOPING AREA OF POSITIVE PSYEHOLOGY 175 JAMES
C. KAUFMAN AND RONALD A. BEGHETTO 15 SEHOOL SATISFAETION AND CHILDREN S
POSITIVE SEHOOL ADJUSTMENT 189 JEAN A. BAKER AND ANGELA N. MAUPIN 16
STUDENT ENGAGEMENT AND POSITIVE SEHOOL ADAPTATION 197 AMY-JANE
GRIFFITHS, JILL D. SHARKEY, AND MICHAEL J. FURLONG 17 THE CLASSMAPS
SURVEY: A FRAMEWORK FOR PROMOTING POSITIVE CLASSROOM ENVIRONMENTS 213
BETH DOLL, SARAH KURIEN, COURTNEY LECLAIR, ROBERT SPIES, ALLISON
CHAMPION, AND ALLISON OSBORN 18 PEER RELATIONSHIPS AND POSITIVE
ADJUSTMENT AT SEHOOL 229 KATHRYN WENTZEL, SANDRA BAKER, AND SHANNON
RUSSELL 19 PARENT-CHILD RELATIONSHIPS 245 SHANNON M. SULDO 20 PARENTS AS
ESSENTIAL PARTNERS FOR FOSTERING STUDENTS LEARNING OUTEOMES 257 AMY 1.
RESCHLY AND SANDRA 1. CHRISTENSON 21 SEERETS OFTHEIR SUEEESS:AETIVITY
PARTICIPATION AND POSITIVEYOUTH DEVELOPMENT 273 BONNIE 1. BARBER, BREE
D. ABBOTT, COREY J. BLOMFIELD, AND JACQUELYNNE S. ECCLES PART IV:
SEHOOL-BASED APPLIEATIONS FOR POSITIVE STUDENT DEVELOPMENT 22 POSITIVE
PSYEHOLOGY AND SEHOOL-BASED INTERVENTIONS DAVID N. MILLER, AMANDA B.
NICKERSON, AND SHANE R. JIMERSON 23 THE POSITIVE IN POSITIVE MODELS OF
DISCIPLINE GEORGE G. BEAR 291 293 305 CONTENTS * IX 24
POSITIVEPSYCHOLOGYAND THE PREVENTION OFSCHOOL-BASED VICTIMIZATION 323
KRIS VARJAS. JOEL MEYERS. BARBARA MEYERS. SAMUEL KIM. CHRISTOPHER C.
HENRICH. AND LAURA SUBBIAH TENEBAUM 25 PROMOTING POSITIVE ADAPTATION
DURING THE EARLY CHILDHOOD YEARS 339 KATHLEEN H. ARMSTRONG. KRISTEN N.
MISSALL. EMILY I. SHAFFER. AND ROBIN L. HOJNOSKI 26 LISTENING TO
STUDENTS: MOVING FROM RESILIENCERESEARCH TO YOUTH DEVELOPMENT PRACTICE
AND SCHOOL CONNECTEDNESS 353 BONNIE BENARD AND SEAN SLADE 27 POSITIVE
PSYCHOLOGYAND STUDENTS WITH INTEUECTUALDISABILITIES 371 H. THOMPSON
PROUT 28 POSITIVEPSYCHOLOGYAND SCHOOLLCOMMUNITY-BASED YOUTH
PARTICIPATORY PHOTOGRAPHY PROGRAMS 383 MARYAM KIA-KEATING 29 CHILD AND
ADOLESCENT HEALTH RISK BEHAVIORS:PREVALENCE AND COMPREHENSIVE PREVENTION
AND INTERVENTION STRATEGIES 399 ROBERT F. VALOIS AND KEITH J. ZULLIG 30
WHOLISTIC WEUNESSAND EXERCISEAMONG ADOLESCENTS 409 R. L. PETOSA AND
BRIAN V. HORTZ 31 NUTRITION: THE FOUNDATION OFHEALTH, HAPPINESS, AND
ACADEMIC SUCCESS 423 SARA A. PYLE. MELISSA L. HYDER. C. KEITH HADDOCK.
AND W S. CARLOS POSTON 32 A POSITIVEPSYCHOLOGYAPPROACH TO DEVELOPING
TALENT AND PREVENTING TALENT LOSS IN THE ARTS AND SCIENCES 433 RENA F.
SUBOTNIK AND STEVEN KNOTEK 33 POSITIVEPSYCHOLOGY,CULTURE, AND SCHOOLS:
CONCEPTUAL AND EMPIRICAL CHAUENGES 447 CRAIG FRISBY 34
POSITIVEPSYCHOLOGYFOR EDUCATORS 463 COLLIE W CONOLEY AND JANE CLOSE
CONOLEY 35 THE LAW SPLACE IN FOSTERING POSITIVEYOUTH DEVELOPMENT IN
SCHOOLS 477 ROGER J. R. LEVESQUE INDEX 495
PSYCHOLOGY
National surveys consistently reveal that an inordinate number of students report high levels
оґ
boredom, anger, and stress in school, which often leads to their disengagement
trom
critical
learning and social development. II the ultimate goal
оҐ
schools is to educate young people
to become responsible and critically thinking citizens who can succeed in life, understanding
factors that stimulate them to become active agents in their own learning is critical. A new field
labeled positive psychology is one lens that can be used to investigate factors that facilitate a
studenťs
sense of agency and active school engagement.
The purposes of this groundbreaking handbook are to
1 )
describe ways that positive emotions,
traits, and institutions promote school achievement and healthy social emotional development.
2)
describe how specific positive-psychological constructs relate to students and schools and support
the delivery of school-based services, and
3)
describe the application of positive psychology to
educational
poliev
making. By doing so. the book provides a long-needed centerpiece around
which the field can continue to grow in an organized and interdisciplinary manner. Key features
include...
Comprehensive This book is the first to provide a comprehensive review of what is known
about positive psychological constructs and the school experiences of ehildren and youth. Topical
coverage ranges from conceptual foundations to assessment and intervention issues to service
deliver} models.
Intrapersonal
factors (e.g.. hope, life satisfaction) and interpersonal factors
(e.g.. positive peer and tamilv relationships) are examined as are classroom-and-school-level
influences (e.g.. student-teacher and school-community relations).
Interdisciplinary Focus This veil
ume
brings together the divergent perspectives, methods, and
findings of a broad, interdisciplinary community ot scholars whose work often fails to reach
those working in contiguous fields.
Chapter Structure To ensure continuity across chapters, authors provide overviews and
detailed research summarv. illustrate relationships to student dev elopment. and
prov ide
examples
of real-world applications.
Methodologies Chapters feature longitudinal studies, person-centered approaches, experimental
and quasi-experimental designs, and mixed methods.
|
| adam_txt |
FOREWORD ED DIENER AND CAROL DIENER ABOUT THE EDITORS CONTRIBUTORS PART
I: CONCEPTUAL FOUNDATIONS CONTENTS XI XIII XV 1 1 A CONCEPTUAL MODEL FOR
RESEARCH IN POSITIVE PSYCHOLOGYIN CHILDREN AND YOUTH 3 E. SCOTT HUEBNER,
RICH GILMAN, AND MICHAEL J. FURLONG 2 THE NATURE AND IMPORTANCE OF
POSITIVE MENTAL HEALTH IN AMERICAS ADOLESCENTS 9 COREY L. M. KEYES PART
11:INTERNAL ASSETS AND POSITIVE STUDENT DEVELOPMENT 25 3
LIFESATISFACTION 27 SHANNON M. SULDO, E. SCOTT HUEBNER, ALLISON A.
FRIEDRICH, AND RICH GILMAN 4 MEASURING AND PROMOTING HOPE IN
SCHOOLCHILDREN 37 SHANE J. LOPEZ, SAGE ROSE, CECIL ROBINSON, SUSANA C.
MARQUES, AND JOSE PAIS-RIBEIRO 5 OPTIMISM AND THE SCHOOL CONTEXT 51
PETER BOMAN, MICHAEL J. FURLONG, IAN SHOCHET, ELENA LILLES, AND CAMILLE
JONES 6 STRENGTHS OF CHARACTER IN SCHOOLS 65 NANSOOK PARK AND
CHRISTOPHER PETERSON 7 GRATITUDE IN SCHOOL: BENEFITSTO STUDENTS AND
SCHOOLS 77 GIACOMO BONO AND JEFFREY FROH 8 POSITIVESELF-CONCEPTS 89
BRUCE A. BRACKEN 9 EMOTION REGULATION:IMPLICATIONS FOR POSITIVEYOUTH
DEVELOPMENT 107 MAUREEN BUCKLEY AND CAROLYN SAARNI VII VILI * CONTENTS
10 EMPATHY, PROSOCIAL BEHAVIOR, AND POSITIVE DEVELOPMENT IN SEHOOLS
TRACY 1. SPINRAD AND NANCY EISENBERG 11 FLOW IN SEHOOLS: CULTIVATING
ENGAGED LEARNERS AND OPTIMAL LEARNING ENVIRONMENTS DAVID J. SHERNOFF AND
MIHALY CSIKSZENTMIHALYI PART 111: CONTEXTUAL RESOUREES AND POSITIVE
STUDENT DEVELOPMENT 119 131 147 12 TOWARD A POSITIVE PSYEHOLOGYOF
AEADEMIC MOTIVATION: THE ROLE OF SELF-EFFIEAEY BELIEFS 149 FRANK PAJARES
13 ORIENTED TOWARDS MASTERY: PROMOTING POSITIVE MOTIVATIONAL GOALS FOR
STUDENTS 161 LYNLEY H. ANDERMAN AND ERIC M. ANDERMAN 14 CREATIVITY IN
THE SEHOOLS:A RAPIDLY DEVELOPING AREA OF POSITIVE PSYEHOLOGY 175 JAMES
C. KAUFMAN AND RONALD A. BEGHETTO 15 SEHOOL SATISFAETION AND CHILDREN'S
POSITIVE SEHOOL ADJUSTMENT 189 JEAN A. BAKER AND ANGELA N. MAUPIN 16
STUDENT ENGAGEMENT AND POSITIVE SEHOOL ADAPTATION 197 AMY-JANE
GRIFFITHS, JILL D. SHARKEY, AND MICHAEL J. FURLONG 17 THE CLASSMAPS
SURVEY: A FRAMEWORK FOR PROMOTING POSITIVE CLASSROOM ENVIRONMENTS 213
BETH DOLL, SARAH KURIEN, COURTNEY LECLAIR, ROBERT SPIES, ALLISON
CHAMPION, AND ALLISON OSBORN 18 PEER RELATIONSHIPS AND POSITIVE
ADJUSTMENT AT SEHOOL 229 KATHRYN WENTZEL, SANDRA BAKER, AND SHANNON
RUSSELL 19 PARENT-CHILD RELATIONSHIPS 245 SHANNON M. SULDO 20 PARENTS AS
ESSENTIAL PARTNERS FOR FOSTERING STUDENTS' LEARNING OUTEOMES 257 AMY 1.
RESCHLY AND SANDRA 1. CHRISTENSON 21 SEERETS OFTHEIR SUEEESS:AETIVITY
PARTICIPATION AND POSITIVEYOUTH DEVELOPMENT 273 BONNIE 1. BARBER, BREE
D. ABBOTT, COREY J. BLOMFIELD, AND JACQUELYNNE S. ECCLES PART IV:
SEHOOL-BASED APPLIEATIONS FOR POSITIVE STUDENT DEVELOPMENT 22 POSITIVE
PSYEHOLOGY AND SEHOOL-BASED INTERVENTIONS DAVID N. MILLER, AMANDA B.
NICKERSON, AND SHANE R. JIMERSON 23 THE POSITIVE IN POSITIVE MODELS OF
DISCIPLINE GEORGE G. BEAR 291 293 305 CONTENTS * IX 24
POSITIVEPSYCHOLOGYAND THE PREVENTION OFSCHOOL-BASED VICTIMIZATION 323
KRIS VARJAS. JOEL MEYERS. BARBARA MEYERS. SAMUEL KIM. CHRISTOPHER C.
HENRICH. AND LAURA SUBBIAH TENEBAUM 25 PROMOTING POSITIVE ADAPTATION
DURING THE EARLY CHILDHOOD YEARS 339 KATHLEEN H. ARMSTRONG. KRISTEN N.
MISSALL. EMILY I. SHAFFER. AND ROBIN L. HOJNOSKI 26 LISTENING TO
STUDENTS: MOVING FROM RESILIENCERESEARCH TO YOUTH DEVELOPMENT PRACTICE
AND SCHOOL CONNECTEDNESS 353 BONNIE BENARD AND SEAN SLADE 27 POSITIVE
PSYCHOLOGYAND STUDENTS WITH INTEUECTUALDISABILITIES 371 H. THOMPSON
PROUT 28 POSITIVEPSYCHOLOGYAND SCHOOLLCOMMUNITY-BASED YOUTH
PARTICIPATORY PHOTOGRAPHY PROGRAMS 383 MARYAM KIA-KEATING 29 CHILD AND
ADOLESCENT HEALTH RISK BEHAVIORS:PREVALENCE AND COMPREHENSIVE PREVENTION
AND INTERVENTION STRATEGIES 399 ROBERT F. VALOIS AND KEITH J. ZULLIG 30
WHOLISTIC WEUNESSAND EXERCISEAMONG ADOLESCENTS 409 R. L. PETOSA AND
BRIAN V. HORTZ 31 NUTRITION: THE FOUNDATION OFHEALTH, HAPPINESS, AND
ACADEMIC SUCCESS 423 SARA A. PYLE. MELISSA L. HYDER. C. KEITH HADDOCK.
AND W S. CARLOS POSTON 32 A POSITIVEPSYCHOLOGYAPPROACH TO DEVELOPING
TALENT AND PREVENTING TALENT LOSS IN THE ARTS AND SCIENCES 433 RENA F.
SUBOTNIK AND STEVEN KNOTEK 33 POSITIVEPSYCHOLOGY,CULTURE, AND SCHOOLS:
CONCEPTUAL AND EMPIRICAL CHAUENGES 447 CRAIG FRISBY 34
POSITIVEPSYCHOLOGYFOR EDUCATORS 463 COLLIE W CONOLEY AND JANE CLOSE
CONOLEY 35 THE LAW'SPLACE IN FOSTERING POSITIVEYOUTH DEVELOPMENT IN
SCHOOLS 477 ROGER J. R. LEVESQUE INDEX 495
PSYCHOLOGY
National surveys consistently reveal that an inordinate number of students report high levels
оґ
boredom, anger, and stress in school, which often leads to their disengagement
trom
critical
learning and social development. II" the ultimate goal
оҐ
schools is to educate young people
to become responsible and critically thinking citizens who can succeed in life, understanding
factors that stimulate them to become active agents in their own learning is critical. A new field
labeled '"positive psychology" is one lens that can be used to investigate factors that facilitate a
studenťs
sense of agency and active school engagement.
The purposes of this groundbreaking handbook are to
1 )
describe ways that positive emotions,
traits, and institutions promote school achievement and healthy social emotional development.
2)
describe how specific positive-psychological constructs relate to students and schools and support
the delivery of school-based services, and
3)
describe the application of positive psychology to
educational
poliev
making. By doing so. the book provides a long-needed centerpiece around
which the field can continue to grow in an organized and interdisciplinary manner. Key features
include.
Comprehensive This book is the first to provide a comprehensive review of what is known
about positive psychological constructs and the school experiences of ehildren and youth. Topical
coverage ranges from conceptual foundations to assessment and intervention issues to service
deliver} models.
Intrapersonal
factors (e.g. hope, life satisfaction) and interpersonal factors
(e.g. positive peer and tamilv relationships) are examined as are classroom-and-school-level
influences (e.g. student-teacher and school-community relations).
Interdisciplinary Focus This veil
ume
brings together the divergent perspectives, methods, and
findings of a broad, interdisciplinary community ot scholars whose work often fails to reach
those working in contiguous fields.
Chapter Structure To ensure continuity across chapters, authors provide overviews and
detailed research summarv. illustrate relationships to student dev elopment. and
prov ide
examples
of real-world applications.
Methodologies Chapters feature longitudinal studies, person-centered approaches, experimental
and quasi-experimental designs, and mixed methods. |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author_GND | (DE-588)138211817 |
| building | Verbundindex |
| bvnumber | BV035169408 |
| callnumber-first | L - Education |
| callnumber-label | LB1027 |
| callnumber-raw | LB1027.55 |
| callnumber-search | LB1027.55 |
| callnumber-sort | LB 41027.55 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CP 1000 CX 4500 |
| ctrlnum | (OCoLC)190395985 (DE-599)BVBBV035169408 |
| dewey-full | 370.15 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15 |
| dewey-search | 370.15 |
| dewey-sort | 3370.15 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| discipline_str_mv | Pädagogik Psychologie |
| edition | 1. publ. |
| format | Book |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV035169408 |
| illustrated | Illustrated |
| index_date | 2024-07-02T22:53:43Z |
| indexdate | 2024-07-09T21:26:34Z |
| institution | BVB |
| isbn | 0203884086 0805863613 0805863621 9780805863611 9780805863628 |
| language | English |
| lccn | 2008027300 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016976381 |
| oclc_num | 190395985 |
| open_access_boolean | |
| owner | DE-29 DE-92 DE-355 DE-BY-UBR DE-824 DE-11 |
| owner_facet | DE-29 DE-92 DE-355 DE-BY-UBR DE-824 DE-11 |
| physical | XVII, 502 S. Ill., graph. Darst. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Routledge |
| record_format | marc |
| spelling | Handbook of positive psychology in schools ed. by Rich Gilman ... 1. publ. New York, NY [u.a.] Routledge 2009 XVII, 502 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier School psychology Handbooks, manuals, etc Positive psychology Handbooks, manuals, etc Schulpsychologie (DE-588)4077212-3 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Schulpsychologie (DE-588)4077212-3 s DE-604 Gilman, Rich 1968- Sonstige (DE-588)138211817 oth Erscheint auch als Online-Ausgabe 978-0-203-88408-9 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016976381&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016976381&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Handbook of positive psychology in schools School psychology Handbooks, manuals, etc Positive psychology Handbooks, manuals, etc Schulpsychologie (DE-588)4077212-3 gnd |
| subject_GND | (DE-588)4077212-3 (DE-588)4143413-4 |
| title | Handbook of positive psychology in schools |
| title_auth | Handbook of positive psychology in schools |
| title_exact_search | Handbook of positive psychology in schools |
| title_exact_search_txtP | Handbook of positive psychology in schools |
| title_full | Handbook of positive psychology in schools ed. by Rich Gilman ... |
| title_fullStr | Handbook of positive psychology in schools ed. by Rich Gilman ... |
| title_full_unstemmed | Handbook of positive psychology in schools ed. by Rich Gilman ... |
| title_short | Handbook of positive psychology in schools |
| title_sort | handbook of positive psychology in schools |
| topic | School psychology Handbooks, manuals, etc Positive psychology Handbooks, manuals, etc Schulpsychologie (DE-588)4077212-3 gnd |
| topic_facet | School psychology Handbooks, manuals, etc Positive psychology Handbooks, manuals, etc Schulpsychologie Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016976381&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016976381&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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