|
|
|||
|
||||
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 disengagement 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 leaning 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. 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 policy 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 children and youth. Topical coverage ranges from conceptual foundations to assessment and intervention issues to service delivery models. Intrapersonal factors (e.g., hope, life satisfaction) and interpersonal factors (e.g., positive peer and family relationships) are examined as is classroom-and-school-level influences (e.g., student-teacher and school-community relations). Interdisciplinary Focus – this volume brings together the divergent perspectives, methods, and findings of a broad, interdisciplinary community of scholars whose work often fails to reach those working in contiguous fields. Chapter Structure – to insure continuity, flow, and readability chapters are organized as follows: overview, research summary, relationship to student development, examples of real-world applications, and a summarizing table showing implications for future research and practice. Methodologies – chapters feature longitudinal studies, person-centered approaches, experimental and quasi-experimental designs and mixed methods." Full Product DetailsAuthor: Michael J. Furlong (University of California - Santa Barbara, USA) , Richard Gilman (Cincinnati Children's Hospital, USA) , E. Scott Huebner (University of South Carolina, USA)Publisher: Taylor & Francis Inc Imprint: Routledge Dimensions: Width: 17.80cm , Height: 3.30cm , Length: 25.40cm Weight: 1.179kg ISBN: 9780805863611ISBN 10: 0805863613 Pages: 520 Publication Date: 20 February 2009 Audience: Professional and scholarly , Professional & Vocational Replaced By: 9780415621854 Format: Hardback Publisher's Status: Active Availability: In Print This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsReviewsAuthor InformationRich 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. Tab Content 6Author Website:Countries AvailableAll regions |