07118nam 22006135 450 991029835620332120210917214024.03-319-89842-610.1007/978-3-319-89842-1(CKB)3850000000034421(DE-He213)978-3-319-89842-1(MiAaPQ)EBC5489434(EXLCZ)99385000000003442120180703h2019201g uy 0engurnn#008mamaatxtrdacontentcrdamediacrrdacarrierHandbook of school-based mental health promotion an evidence-informed framework for implementation /Alan W. Leschied, Donald H. Saklofske, Gordon L. Flett, editors1st ed. 2018.Cham :Springer International Publishing :Imprint: Springer,2019.©20181 online resource (xxi, 489 pages) illustrations, chartsThe Springer Series on Human Exceptionality,1572-56423-319-89841-8 Chapter 1. An Overview of Implementation -- PART I: The Evidence for Implementation in Schools and Systems of Care -- Chapter 2. Both Promising and Problematic: Reviewing the Evidence for Implementation Science- Chapter 3. What Works in School-Based Mental Health Service Delivery? -- Chapter 4. Shifting Systems of Care to Support School-Based Services -- Chapter 5. Beyond Silos: Optimizing the Promise of School-based Mental Health Promotion Within Integrated Systems of Care -- Chapter 6. Schools and Mental Health: Is some Necessary Re-examining in Order? -- PART II: A Focus on Educators -- Chapter 7. Yet One More Expectation for Teachers -- Chapter 8. Mental Health Literacy as a Fundamental Part of Teacher Preparation: A Canadian Perspective -- Chapter 9. Promoting Mental Health Literacy Among Educators: A Critical Aspect of School Based Prevention and Intervention -- Chapter 10. Qualities of Teacher Effectiveness in Delivering School Based Mental Health Programs: The Relevance of Emotional Intelligence -- Chapter 11. Educational Leaders Supporting the Mental Health of Students and Staff: Limited Research but Promising Practices in Preparing School Principals -- PART III: A Focus on Specific Program Implementation -- Chapter 12. Effectiveness of School-based Interventions on Mental Health Stigmatization -- Chapter 13. Self-Stigma in Youth: Prevention, Intervention and the Relevance for Schools -- Chapter 14. Nonsuicidal Self-Injury: What Schools Can Do -- Chapter 15. School-Based Suicide Prevention, Intervention, and Postvention -- Chapter 16. School-based Prevention and Early Intervention Programs for Depression -- Chapter 17. The Fourth R: Implementing Evidence-based Healthy Relationships and Mental Health Promotion Programming in Diverse Contexts -- Chapter 18. Mindfulness-Based Programs in School Settings: Current State of the Research -- Chapter 19. Children and Adolescents “Flying Under the Radar”: Understanding, Assessing, and Addressing Hidden Distress Among Students -- Chapter 20. Resilience to Interpersonal Stress: Why Mattering Matters When Building the Foundation of Mentally Healthy Schools -- Chapter 21. School-Based Intervention for Adolescents with Impairing Social Anxiety -- Chapter 22. Implementing and Integrating Parenting Education into Early Childhood Education Environments -- Chapter 23. Youth in High-Achieving Schools: Challenges to Mental Health and Directions for Evidence-Based Interventions -- Chapter 24. Implementing Emotional Intelligence Programs in Australian Schools. .The Springer Series on Human Exceptionality Series Editors: Donald H. Saklofske and Moshe Zeidner Handbook for School-Based Mental Health Promotion An Evidence-Informed Framework for Implementation Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: · A Canadian perspective to mental health literacy and teacher preparation. · The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs. · Intervention programs for reducing self-stigma in children and adolescents. · School-based suicide prevention and intervention. · Mindfulness-based programs in school settings. · Implementing emotional intelligence programs in Australian schools. The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies. .Springer series on human exceptionality.Child psychologySchool psychologySocial workEducational policyEducation and stateChild and School Psychologyhttps://scigraph.springernature.com/ontologies/product-market-codes/Y12040Social Workhttps://scigraph.springernature.com/ontologies/product-market-codes/X21000Educational Policy and Politicshttps://scigraph.springernature.com/ontologies/product-market-codes/O19000Child psychology.School psychology.Social work.Educational policy.Education and state.Child and School Psychology.Social Work.Educational Policy and Politics.155.4155.424Leschied Alan Winfield1952-edthttp://id.loc.gov/vocabulary/relators/edtSaklofske Donald Hedthttp://id.loc.gov/vocabulary/relators/edtFlett Gordon Ledthttp://id.loc.gov/vocabulary/relators/edtBOOK9910298356203321Handbook of School-Based Mental Health Promotion1558492UNINA02509nam 2200613Ia 450 991045618800332120200520144314.00-292-79350-2(CKB)2520000000006531(OCoLC)646875761(CaPaEBR)ebrary10351557(SSID)ssj0000340100(PQKBManifestationID)11269215(PQKBTitleCode)TC0000340100(PQKBWorkID)10387171(PQKB)11776131(MiAaPQ)EBC3443444(OCoLC)505913384(MdBmJHUP)muse19321(Au-PeEL)EBL3443444(CaPaEBR)ebr10351557(EXLCZ)99252000000000653120090219d2009 ub 0engurcn|||||||||txtccrManhood in Hollywood from Bush to Bush[electronic resource] /David Greven1st ed.University of Texas Press Austin20091 online resource (310 p.) Bibliographic Level Mode of Issuance: Monograph0-292-71987-6 Includes bibliographical references and index.When Hollywood masculinity became self-aware -- Manhood in Hollywood from Bush to Bush -- An ill-fated bacchanal: Casualties of war and the horror of the homosocial -- Male medusas and female heroes: fetishism and ambivalence in The silence of the lambs -- The Hollywood man date: split masculinity and the double-protagonist film -- Destroying something beautiful: narcissism, male violence, and the homosocial in Fight club -- "Am I blue?" Vin Diesel and multiracial male sexuality -- The devil wears abjection: The passion of the Christ -- Narcissus transfigured: Brokeback Mountain -- The reign of masochism.Masculinity in motion picturesMen in motion picturesMotion picturesUnited StatesHistory20th centuryMotion picturesUnited StatesHistory21st centuryElectronic books.Masculinity in motion pictures.Men in motion pictures.Motion picturesHistoryMotion picturesHistory791.43/6521Greven David952722MiAaPQMiAaPQMiAaPQBOOK9910456188003321Manhood in Hollywood from Bush to Bush2458513UNINA02422oam 2200301z- 450 991013562680332120240626102635.088-498-3781-X(CKB)3790000000000531(BIP)042255535(EXLCZ)99379000000000053120220330c2012uuuu -u- -itaAtlante delle mafie : storia, economia, società, cultura : volume primoRubbettinoill88-498-3424-1 A cosa è dovuto il successo plurisecolare delle mafie italiane? E come mai viene definita "mafia" ogni violenza privata che ha successo nel mondo? L'"Atlante delle mafie" prova a rispondere a queste due domande. Partendo dalla messa in discussione dal paradigma interpretativo dell'esclusività della Sicilia nella produzione di ciò che comunemente si intende per mafia. Se un fenomeno, nato in Sicilia nell'Ottocento, ha avuto una così lunga durata, affrancandosi dalle condizioni storiche e territoriali che ne resero possibile la sua originaria espansione e proiettandosi così agevolmente nella contemporaneità (divenendo addirittura un modello vincente per tutte le violenze private del globo) non è utile continuare a descriverlo solo come un originale prodotto siciliano. Il modello mafioso, infatti, si è dimostrato riproducibile nel tempo e in altri luoghi, non più specifico solo della Sicilia e del Mezzogiorno d'Italia. Con il termine mafia si deve intendere oggi un marchio di successo della violenza privata nell'economia globalizzata. Con questa ottica, l'"Atlante delle mafie" passa in rassegna le "qualità" criminali che differenziano nettamente i fenomeni mafiosi dalla criminalità comune e da quella organizzata. Esse vengono sintetizzate in cinque caratteristiche: culturali, politiche, economiche, ideologiche e ordinamentali. Secondo i curatori, si può ritenere mafia la "violenza di relazioni", cioè una violenza in grado di stabilire contatti, rapporti... Annotation Supplied by Informazioni EditorialiAtlante delle mafie SociologySocial scienceCiconte Enzo1947-139531Forgione Francesco1960Sales Isaia1950-BOOK9910135626803321Atlante delle mafie : storia, economia, società, cultura : volume primo4171870UNINA