| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910790530603321 |
|
|
Titolo |
Positive psychology and appreciative inquiry in higher education / / Peter Mather, Eileen Hulme, editors |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Somerset, New Jersey : , : Wiley, , 2013 |
|
|
|
|
|
|
|
ISBN |
|
1-118-81043-0 |
1-118-81045-7 |
|
|
|
|
|
|
|
|
Edizione |
[1st ed.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (106 p.) |
|
|
|
|
|
|
Collana |
|
J-B SS Single Issue Student Services |
New directions for student services ; ; no. 143 |
|
|
|
|
|
|
|
|
Altri autori (Persone) |
|
|
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Education, Higher |
Education - Philosophy |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Title page; Copyright page; Contents; Editors' Notes; 1: Appreciative Education; What Is Appreciative Education?; Theoretical Grounding and Appreciative Mindset.; The Six Phases of Appreciative Education.; Appreciative Education: Ideas for Innovative Practices; Positive Interactions.; Reciprocal Learning.; Holistic Engagement.; Strategic Design.; Appreciative Leadership.; Intentional Change.; Conclusion; 2: Cultivating Change Using Appreciative Inquiry; Appreciative Inquiry; Key Principles of AI; Constructionist.; Simultaneity.; Poetic.; Anticipatory.; Positive.; Wholeness. |
Planning and OrganizationAI as a Framework.; SOAR.; AI Resources; Organizing Data.; In Short; Examples of AI in Student Affairs; University of Oregon.; University of Alabama at Birmingham (UAB).; Conclusion; RESOURCES; 3: Promoting Positive Leadership; Janice's Concern; Positive Organizational Scholarship; Leadership Models; Abundance and the Upward Spiral; Strengths.; Social Fabric.; Conclusion; 4: Thriving in College; Thriving as an Integrative View of Student Success; Pathways to Thriving: One Size Does Not Fit All; Campus Involvement.; Spirituality. |
Creating a Sense of Community on Campus: The Foundation for Thriving5: Fostering Student Engagement by Cultivating Curiosity; |
|
|
|
|
|
|
|
|
|
|
|
Curiosity as the Foundation for Student Engagement; Emerging Research on Curiosity in High-Achieving College Students; The Study of High-Achieving College Students; The Bifurcation of Exploration: Mastery Versus Performance; Intellectual Challenge.; Approach to Uncertainty.; Relationship to Fear of Failure.; Meaning and Purpose.; The Effect of Psychosocial Support Systems.; Practical Suggestions for Enhancing Curiosity Through Student Affairs Practice |
Student Affairs Professionals and Faculty Must Model Curiosity as a Way of Leading.Challenge Students to Conceptualize Failure as a Valuable Part of the Learning Process.; Allow Students to Experience Uncertainty by Not Providing Quick Solutions to Problems.; Orient Students to the Role of Curiosity in the College Experience.; Develop an Emphasis on Discovering a Sense of Meaning in Life.; Conclusion; 6: Appreciative Inquiry in Teaching and Learning; Appreciative Inquiry; Appreciative Inquiry in the Classroom; Appreciative Inquiry Beyond the Classroom; Conclusion |
7: Promoting Social Justice Through Appreciative Community ServiceAsset Mapping; Appreciative Education in Service: A Model for Practice; Disarm.; Discover.; Dream.; Design.; Deliver.; Don't Settle.; Conclusion; 8: Resources and Readings in Positive Psychology; Introductory Texts; Positive Emotional Experience; Strengths and Engagement; Coaching and Activities; Appreciative Inquiry and Positive Organizations; Appreciative Social Justice; Journals; Index |
|
|
|
|
|
|
Sommario/riassunto |
|
Given the shared interest between higher education and positive psychology in developing healthy and productive human beings, this issue explores how this new subdiscipline of psychology can contribute to the mission of higher education. It presents a variety of strategies for bolstering student learning and development. The authors also draw from appreciative inquiry, which, like positive psychology, is based on studying strengths, but focuses on organizational rather than individual performance. During a time of daunting challenges, positive psychology and appreciative inquiry |
|
|
|
|
|
|
|
| |