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Details
Table of Contents
Intro
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?
2.2.1 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?
2.3.3 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
3.2 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
4.4 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
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?
2.2.1 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?
2.3.3 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
3.2 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
4.4 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