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001482678 001__ 1482678
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001482678 0247_ $$a10.1007/978-981-99-5609-8$$2doi
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001482678 035__ $$aSP(OCoLC)1406096594
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001482678 050_4 $$aLB1051$$b.N49 2023
001482678 08204 $$a370.15$$223/eng/20231106
001482678 24500 $$aNew research and possibilities in wellbeing education /$$cM.A. White, F. McCallum, C. Boyle, editors.
001482678 264_1 $$aCham :$$bSpringer,$$c[2023]
001482678 264_4 $$c©2023
001482678 300__ $$a1 online resource
001482678 336__ $$atext$$btxt$$2rdacontent
001482678 337__ $$acomputer$$bc$$2rdamedia
001482678 338__ $$aonline resource$$bcr$$2rdacarrier
001482678 5050_ $$aIntro -- Foreword -- Preface -- Acknowledgments -- Contents -- Editors and Contributors -- 1 Where to from Here? Priorities for Wellbeing Education, Pedagogy and COVID-19 Recovery -- 1.1 Introduction -- 1.2 Wellbeing Education Research -- 1.3 About This Book -- 1.4 Conceptual Framework -- 1.5 About the Structure of the Book -- 1.6 Significance of This Book -- 1.7 Conclusion -- References -- Part I New Priorities for Student Wellbeing -- 2 Students' Quality of Life, Resources, and Promotion -- 2.1 Introduction -- 2.2 What Do We Know About Students' Quality of Life at School?
001482678 5058_ $$a2.2.1 How Do Students Feel at School? -- 2.2.2 Analysis of the Quality of Life of Students with an Innovative Approach -- 2.2.3 Identification of Students' Profiles: A Helpful Model in Order to Analyze What They Perceive -- 2.3 Psychological Resources that Can Be Enhanced and Skills that Can Be Taught in Order to Prevent Burnout, to Promote Quality of Life and to Develop Resilience -- 2.3.1 The Benefits of Teaching Non-technical Skills -- 2.3.2 What Do We Know About School-Based Resilience Programs?
001482678 5058_ $$a2.3.3 From School-Based Resilience Programs Towards Whole-School Approaches: Resilience, Wellbeing and Positive Education Embedded in All Levels and All Areas of the School Experience -- 2.4 The Positive School and How to Organize It -- 2.4.1 How to Approach Positive School Systems? -- 2.4.2 A Three-Level Conceptualization -- 2.4.3 The Future of PosEd: Recommendations for Implementing Positive Education Programs and for Aiming at More Positive School Systems -- 2.5 Conclusion -- References -- 3 Fostering Students' Belonging Through Appreciative Advising -- 3.1 Introduction
001482678 5058_ $$a3.2 Appreciative Inquiry: Fundamentals for Appreciative Advising -- 3.3 What Is Appreciative Advising? -- 3.4 Appreciative Advising in a Mexican University -- 3.5 The Tecmilenio Manual for Appreciative Advising and Mentoring -- 3.6 The Phases of Appreciative Mentoring -- 3.7 The Appreciative Advising Inventory -- 3.8 Preliminary Results: School Permanence -- 3.9 Conclusions -- References -- 4 Understanding High School Students' Perceptions of Wellbeing: A Qualitative Study -- 4.1 Introduction -- 4.2 Defining Wellbeing -- 4.3 Literature on Wellbeing Education
001482678 5058_ $$a4.4 Why Do Schools Adopt Wellbeing Education? -- 4.5 The Wellbeing of Secondary School Students -- 4.6 Theoretical Framework -- 4.7 Methods -- 4.8 Ethics -- 4.9 Participants -- 4.10 Procedure: Data Collection -- 4.11 Data Analysis -- 4.12 Findings and Discussion -- 4.13 Social Wellbeing -- 4.14 Physical Wellbeing -- 4.15 Cognitive Wellbeing -- 4.16 Emotional Wellbeing -- 4.17 Spiritual Wellbeing -- 4.18 Significance of the Study -- 4.19 Conclusions -- References -- Part II New Developments in Arts Curriculum and Wellbeing
001482678 506__ $$aAccess limited to authorized users.
001482678 520__ $$aThis book examines a variety of issues related to wellbeing education and cross-cultural education, curriculum and pedagogy, education policy and systems, teacher education and professional development of educators, educational administration, management and leadership, and inclusive education. Stimulated, in part, by the launch of positive psychology, wellbeing education has grown worldwide. Various theories of wellbeing have been adopted in education, coining the term 'wellbeing education', defined in this book as how school leaders and teachers plan to implement evidence-informed wellbeing interventions to promote wellbeing and academic goals. This book investigates a series of questions related to wellbeing education, and how evidence-informed wellbeing approaches are integrated into learning, teaching, and education.
001482678 588__ $$aDescription based on print version record.
001482678 650_6 $$aBien-être$$xÉtude et enseignement.
001482678 650_6 $$aEnseignants$$xFormation.
001482678 650_6 $$aÉlèves du primaire$$xPsychologie.
001482678 650_6 $$aÉducation interculturelle.
001482678 650_0 $$aWell-being$$xStudy and teaching.$$xAge factors$$0(DLC)sh2006003455
001482678 650_0 $$aTeachers$$xTraining of.$$0(DLC)sh 85000698
001482678 650_0 $$aSchool children$$xPsychology.
001482678 650_0 $$aMulticultural education.
001482678 655_0 $$aElectronic books.
001482678 7001_ $$aWhite, Mathew A.
001482678 7001_ $$aMcCallum, Faye.
001482678 7001_ $$aBoyle, Christopher$$q(Christopher M.),$$d1972-$$q(C. Kevin)$$0(OCoLC)oca00672560
001482678 77608 $$iPrint version: $$z9789819956081$$z9819956080$$w(OCoLC)1396733723
001482678 852__ $$bebk
001482678 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-99-5609-8$$zOnline Access$$91397441.1
001482678 909CO $$ooai:library.usi.edu:1482678$$pGLOBAL_SET
001482678 980__ $$aBIB
001482678 980__ $$aEBOOK
001482678 982__ $$aEbook
001482678 983__ $$aOnline
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