Handbook of Positive Psychology in Schools / Edition 1

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Overview

National surveys consistently reveal that an inordinate number of students report high levels of boredom, anger, and stress in school, which often leads to their disenagement from critical learning and social development. If the ultimate goal of 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 student's sense of agency and active school engagement.
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Product Details

  • ISBN-13: 9780805863611
  • Publisher: Taylor & Francis
  • Publication date: 2/23/2009
  • Edition number: 1
  • Pages: 520
  • Product dimensions: 7.30 (w) x 10.10 (h) x 1.30 (d)

Meet the Author

Rich Gilman is Coordinator of the Psychology and Special Education Programs in the Division of Developmental and Behavioral Pediatrics at the Cincinnati Children's Hospital Medical Center, and Associate Professor in the Department of Pediatrics at the University of Cincinnati Medical School.

E. Scott Huebner is Professor and Former Director of the School Psychology Program at the

University of South Carolina.

Michael J. Furlong is Chair of the Department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara.

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Table of Contents

Section 1: Conceptual Foundations 1. A Conceptual Model for Research in Positive Psychology in Children and Youth 2. The Nature and Importance of Positive Mental Health in America's Adolescents Section 2: Internal Assets and Positive Student Development 3. Life Satisfaction 4. Measuring and Promoting Hope in Schoolchildren 5. Optimism and the School Context 6. Strengths of Characters in Schools 7. Gratitude in School: Benefits to Students and Schools 8. Positive Self-Concepts 9. Emotion Regulation: Implications for Positive Youth Development 10. Empathy, Prosocial Behavior, and Positive Development in Schools 11. Flow in Schools: Cultivating Engaged Learners and Optimal Learning Environments Section 3: Contextual Resources and Positive Student Development 12. Toward a Positive Psychology of Academic Motivation: The Role of Self-Efficacy Beliefs 13. Oriented Towards Mastery: Promoting Positive Motivational Goals for Students 14. Creativity in the Schools: A Rapidly Developing Area of Positive Psychology 15. School Satisfaction and Children's Positive School Adjustment 16. Student Engagement and Positive School Adaptation 17. The ClassMaps Survey: A Framework for Promoting Positive Classroom Environments 18. Peer Relationships and Positive Adjustment at School 19. Parent-Child Relationships 20. Parents as Essential Partners for Fostering Students' Learning Outcomes 21. Secrets of Their Success: Activity Participation and Positive Youth Development Section 4: School-Based Applications for Positive Student Development 22. Positive Psychology and School-Based Interventions 23. The Positive in Positive Models of Discipline 24. Positive Psychology and the Prevention of School-Based Victimization 25. Promoting Positive Adaptation During the Early Childhood Years 26. Listening to Students: Moving from Resilience Research to Youth Development Practice and School Connectedness 27. Positive Psychology and Students with Intellectual Disabilities 28. Positive Psychology and School/Community-based Youth Participatory Photography Programs 29. Child and Adolescent Health Risk Behaviors: Prevalence and Comprehensive Prevention and Intervention Strategies 30. Wholistic Wellness and Exercise among Adolescents 31. Nutrition: The Foundation of Health, Happiness, and Academic Success 32. A Positive Psychology Approach to Developing Talent and Preventing Talent Loss in the Arts and Sciences 33. Positive Psychology, Culture, and Schools: Conceptual and Empirical Challenges 34. Positive Psychology for Educators 35. The Law's Place in Fostering Positive Youth Development in Schools

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