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Animal-Assisted Therapy with Dogs : Basics, Animal Ethics and Practice of Therapeutic Work / / Katharina Blesch
| Animal-Assisted Therapy with Dogs : Basics, Animal Ethics and Practice of Therapeutic Work / / Katharina Blesch |
| Autore | Blesch Katharina |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Berlin, Germany : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (169 pages) |
| Disciplina | 636.7 |
| Soggetto topico |
Dogs
Gossos Animals de companyia - Ús terapèutic Teràpia amb animals de companyia Benestar dels animals Benestar |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-662-67965-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgment -- Contents -- 1 Animal-Assisted Therapy- Basics and My Personal Understanding of this Discipline -- Abstract -- 1.1 Definition and Terminology -- 1.2 Effective Factors and History of Animal-Assisted Therapy -- 1.2.1 Effective Factors of Animal-Assisted Therapy-Why are Animals Good for Humans? -- 1.2.2 Origins of Animal-Assisted Therapy -- 1.3 New Paths in Animal-Assisted Therapy -- 1.3.1 My Professional Career -- 1.3.2 My Animal Colleagues -- 1.3.3 Delineation from Conservative Ideas in Animal-Assisted Therapy and Necessary Future Questions -- 1.3.3.1 Focus on Behavior Rather than Appearances -- 1.3.3.2 Allowing Authenticity Instead of Curtailing Natural Expressions -- 1.3.3.3 More Rules for Providers -- 1.3.3.4 Inclusion of Animal Ethics -- References -- 2 Animal Ethics in Animal-Assisted Therapy -- Abstract -- 2.1 Lack of Consideration of Animal Ethical Issues in Animal-Assisted Therapy -- Summary: Previous Handling of Animal Ethics in Animal-Assisted Therapy -- 2.2 Animal Ethics -- 2.2.1 Anthropocentrism -- Summary: The Red Lines of Anthropocentrism -- 2.2.2 Non-Anthropocentrism -- 2.2.3 Synergistic Approach -- 2.3 What Specific Questions Does Animal Ethics Raise for Animal-Assisted Therapy? -- Summary: Are we allowed to use animals in human therapy from an ethical point of view? -- References -- 3 My Concept of Good Animal-Assisted Therapy -- Abstract -- 3.1 Animal Welfare Comes First -- 3.2 Selection of the Dog -- 3.2.1 Mixed Breed Dog Instead of Purebred Dog -- 3.2.1.1 No Substantial Behavioral Differences Between Different Dog Breeds -- 3.2.1.2 Genetic Variability of Mixed Breed Dogs -- 3.2.1.3 Underestimated Street Dogs -- 3.2.2 Adopt Don't Shop -- 3.2.3 Pack Instead of Lone Dog -- 3.3 Choosing the Right Training -- 3.4 Designing the Therapy so that the Dog also Enjoys It.
3.4.1 Creating a Dog-Friendly Environment -- 3.4.2 Establish Clear Behavioral Rules Towards the Dog -- 3.4.3 Dog-Friendly and Therapeutically Meaningful Exercises -- 3.5 Courage to Make Unpopular Decisions for the Sake of the Animals -- 3.6 Breaks -- 3.7 Before and After: Creating Balance -- Summary: General Aspects for Creating a Healthy Balance for Dogs in Everyday Life: -- 3.8 Willingness to Self-Criticize -- 3.9 Knowing When It's Enough: Retirement -- 3.9.1 When Should the Dog Retire? -- 3.9.2 How Do I Design the Path to Retirement? -- References -- 4 Animal-Assisted Therapy with Dogs from Animal Welfare-Limits and Opportunities -- Abstract -- 4.1 Necessary Characteristics of a (Future) Therapy Dog -- 4.2 Assessment of Suitability as a Therapy Dog -- 4.3 Special Opportunities of Working with a Therapy Dog from Animal Protection -- 4.3.1 High Sensitivity to Human Moods -- 4.3.2 Gratitude -- 4.3.3 Possibility of Identification for Patients -- 4.3.4 Feeling of Meaningfulness -- 4.4 Challenges in Working with a Therapy Dog from Animal Welfare -- Summary: Possible Stumbling Blocks in Working with a Therapy Companion Dog from an Animal Shelter: -- Reference -- 5 The Dog-Assisted Self-Confidence Training -- Abstract -- 5.1 Framework and Background of Dog-Assisted Self-Confidence Training -- 5.1.1 Target Groups, Duration, and Origin -- 5.1.2 Self-confidence -- 5.1.3 Why Train Self-Confidence with Dogs? -- Summary: The Advantages of Using Dogs in the Context of Self-Confidence Training are: -- 5.1.4 How Dogs React to Self-Confidence and Self-Insecurity -- 5.1.5 Self-Confident Behavior Towards a Dog -- Summary: Development of Self-Confidence -- 5.2 Content and Procedure of the Dog-Assisted Self-Confidence Training -- 5.2.1 Overview: The Exercises Used in Training -- 5.2.2 Course of the Training. 5.2.2.1 The Initial Consultation-Introduction to the Training -- 5.2.2.1.1 Setting of the Initial Consultation -- 5.2.2.1.2 Clarification of Important Questions and Framework Conditions -- 5.2.2.1.3 Assessment of the Participant's Self-Confidence -- 5.2.2.1.4 Setting Therapy Goals and Focus -- 5.2.2.1.5 Explaining that Self-Confidence Can Be Well Trained with Dogs -- 5.2.2.1.6 Joint Development of Self-Confident Behavior Towards a Dog -- Summary: Procedure and Contents of the Initial Conversation -- 5.2.2.2 Course of Training: Working on Change -- 5.2.2.2.1 Obstacle Course Work -- 5.2.2.2.2 Exercises Without a Leash -- 5.2.2.3 Transfer of Learned Skills to Everyday Life -- 5.2.2.4 Failure as the Key to Success -- 5.2.2.5 Setbacks to Make Progress -- 5.2.2.6 Conclusion of the Self-Confidence Training -- 5.3 Potential Difficulties in Dog-Assisted Self-Confidence Training -- 5.3.1 Participant Processes Feedback as Damaging to Self-Worth -- 5.3.2 Participant Does Not Develop Awareness of their Impact on the Dog -- 5.3.3 Participant Pursues a Different Goal -- 5.3.4 Therapist Does Not Sufficiently Consider the Underlying Needs of the Participant -- 5.4 Summary of the Key Aspects of Dog-Assisted Self-Confidence Training -- References -- 6 Preparing the Dogs for their Deployment -- Abstract -- 6.1 Basic Attitude -- 6.2 Specifics of Training Dogs from Animal Welfare -- 6.2.1 Longer Duration and Higher Difficulty Level of Training -- 6.2.1.1 Adjustment Phase -- 6.2.1.2 Untraining Undesirable Behavior -- 6.2.1.2.1 Giulio: Untraining a Variety of Different Unwanted Behaviors -- 6.2.1.2.2 Cleo: Unlearning Eating from the Street -- 6.2.1.2.3 Toni: Training to Reduce Excessive Greeting and Jumping Up -- 6.2.2 Personal Attitude -- 6.3 Training as a Therapy Companion Dog -- 6.3.1 Basics: Dog Reliably Responds to Basic Signals. 6.3.2 Training Necessary Behaviors for Therapy -- 6.3.2.1 Dog Learns to Focus on the Participant -- 6.3.2.1.1 Important for All Forms of Animal-Assisted Therapy -- 6.3.2.1.2 Specific Training -- 6.3.2.2 Dog Learns to Authentically Respond to the Participant's Behavior -- 6.3.2.3 Dog Learns to Deal Confidently with Various People -- 6.3.2.4 Lifelong Learning also for Fully Trained Therapy Dogs -- References -- 7 Afterword -- Abstract -- Further Reading. |
| Record Nr. | UNINA-9910746298303321 |
Blesch Katharina
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| Berlin, Germany : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Broadening the scope of wellbeing science : multidisciplinary and interdisciplinary perspectives on human flourishing and wellbeing / / edited by Andrew H. Kemp and Darren J. Edwards
| Broadening the scope of wellbeing science : multidisciplinary and interdisciplinary perspectives on human flourishing and wellbeing / / edited by Andrew H. Kemp and Darren J. Edwards |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (186 pages) |
| Disciplina | 155.9 |
| Soggetto topico |
Social psychology
Well-being Environmental psychology Benestar Psicologia social Psicologia ambiental |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-18329-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910629288203321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Care and design : bodies, buildings, cities / / edited by Charlotte Bates, Rob Imrie, & Kim Kullman
| Care and design : bodies, buildings, cities / / edited by Charlotte Bates, Rob Imrie, & Kim Kullman |
| Pubbl/distr/stampa | Chichester, West Sussex, UK : , : John Wiley & Sons, , 2017 |
| Descrizione fisica | 1 online resource (266 p.) |
| Disciplina | 307.1/216 |
| Soggetto topico |
City planning - Social aspects
City planning - Health aspects Design - Human factors Environmental psychology Well-being Urbanisme Disseny urbà Psicologia ambiental Condicions socials Benestar |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
1-119-05347-1
1-119-05346-3 1-119-05348-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | References |
| Record Nr. | UNINA-9910135030503321 |
| Chichester, West Sussex, UK : , : John Wiley & Sons, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Children's concepts of well-being : challenges in international comparative qualitative research / / Tobia Fattore, Susann Fegter, Christine Hunner-Kreisel, editors
| Children's concepts of well-being : challenges in international comparative qualitative research / / Tobia Fattore, Susann Fegter, Christine Hunner-Kreisel, editors |
| Autore | Fattore Tobia |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (291 pages) |
| Disciplina | 362.7 |
| Collana | Children's Well-Being Indicators and Research |
| Soggetto topico |
Child welfare
Children - Attitudes Well-being - Age factors Benestar Seguretat (Psicologia) Psicologia infantil Actitud (Psicologia) Infants Condicions econòmiques Condicions socials |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-67167-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Understanding Children´s Concept of Well-Being: Challenges in International Comparative Qualitative Research -- Contents -- Contributors -- Chapter 1: Introduction -- 1.1 The Value of Qualitative Research on Children´s Well-being -- 1.2 Children´s Understandings of Well-being: Global and Local Contexts-Premises and Research Framework of a Multinational Comp... -- 1.3 The CUWB Network as a Methodological Learning Space: On the Diversity of Analytical Approaches Within the CUWB Network -- 1.4 The Volume and Its Contributions -- 1.4.1 Theoretical Challenges and Foundations -- 1.4.2 Methodological Innovations -- 1.4.3 Social Contexts and Inequalities in Children´s Well-being -- References -- Part I: Theoretical Challenges and Foundations -- Chapter 2: Child Well-Being as a Cultural Construct: Analytical Reflections and an Example of Digital Cultures -- 2.1 Introduction -- 2.2 Culture as a Challenge Within Child Well-Being Research -- 2.2.1 Child Well-Being as a Cultural Construct -- 2.2.1.1 Cultural Approaches Towards Child Well-Being -- 2.2.1.2 Researching Norms as Cultural Contexts of Children´s Understandings of Well-Being -- 2.2.2 Children´s Perspectives as Cultural Constructs -- 2.2.2.1 Children´s Perspectives as Embedded in Cultural Contexts -- 2.2.2.2 Children´s Perspectives Within Epistemological Cultures -- 2.3 The Analytical Approach -- 2.3.1 Theoretical Empiricism -- 2.3.2 Well-Being as a Cultural Construct: Norms, Values and Concepts of the Self as Cultural Elements that Constitute Children... -- 2.3.3 Researching Norms, Values and Concepts of the Self as Discursive Practices: The Epistemological Approach -- 2.3.4 Discursive (Evaluative) Differentiation: The Unit of Analysis and a Two-Step Approach -- 2.4 Children´s Understandings of Well-Being as Part of Digital Cultures.
2.4.1 Effects of Digitalisation on Children´s Well-Being -- 2.4.2 Digital Cultures of Well-Being -- 2.5 Conclusion -- References -- Chapter 3: The Relevance of Nation in Children´s Understanding of Well-Being in Azerbaijan and Germany from an Intersectional ... -- 3.1 Introduction -- 3.2 The Starting Point of Our Considerations: A Critique of Methodological Nationalism and Child Well-being Research -- 3.3 Knowledge-constituting Interest: How to Conceptualize Cross-border Research Which Takes into Account Nation as an Empirica... -- 3.4 Rationale for this Chapter -- 3.5 Vechta Project: Data Sample -- 3.5.1 Context Azerbaijan -- 3.5.2 Context Germany -- 3.5.3 Intersectional, Praxeological Multi-level Analysis of the Data: Agency in Unequal Societal Relations of Power -- 3.6 Children´s Understanding of Well-being in (sub-)urban Places in Azerbaijan and Germany -- 3.6.1 Concepts of Well-being: Places and Spaces -- 3.6.2 Discursive and Structural Levels -- 3.7 How Does Nation Become Relevant? Conclusions Regarding the Significance of Nation from an Intersectional Perspective -- 3.8 Final Considerations: Intersectional, Cross-Border Research on Children´s Understanding of Well-being -- References -- Chapter 4: A New Theoretical Framework for the Study of Children´s Experiences of Well-being -- 4.1 Introduction -- 4.2 Empirical Data -- 4.2.1 Theoretical Framework -- 4.2.2 Methodology -- 4.3 Findings -- 4.3.1 Modes of Action and Forms of Well-being -- 4.3.2 Well-being as Integration of Modes of Action -- 4.3.3 A Processual Approach of Well-being -- 4.3.4 Children as ``Negotiators´´ of their Well-being -- 4.4 Conclusion -- References -- Chapter 5: School and Well-being: Education, Self-determination and Adult-imposed Aspirations -- 5.1 Introduction -- 5.2 Child Well-being Research -- 5.2.1 Research Literature on Schools and Children´s Well-being. 5.3 Methods -- 5.3.1 Briefing the Children -- 5.3.2 Customising the Data Collection Methods -- 5.4 School as a Site of Co-existing Expectations -- 5.4.1 School as Promoting Self-determination -- 5.4.2 School as Promoting Adult-imposed Aspirations -- 5.5 Discussion -- 5.6 Conclusion -- References -- Part II: Methodological Innovations -- Chapter 6: The Powerful Combination of Group Interviews and Drawings: How to Give Children a Voice in the Understanding of Wel... -- 6.1 Subjective Well-being, its Importance and Study in Adults and Children -- 6.2 Giving Children a Voice in the Understanding of Well-being -- 6.3 Survey-based Research on Children´s Subjective Well-being in Portugal -- 6.4 The Contribution of Qualitative Methodologies to the Study of Well-being -- 6.5 A Combined Qualitative Approach for Studying children´s Well-being -- 6.6 Method -- 6.6.1 Participants -- 6.6.2 Instruments -- 6.6.3 Data Collection Procedures -- 6.6.4 Data Analyses Procedures -- 6.7 Results -- 6.8 Discussion -- References -- Chapter 7: The Voices of Young Children Experiencing Difficulties at School -- 7.1 Introduction -- 7.2 Methodology -- 7.2.1 Background -- 7.2.2 Participants -- 7.2.3 Instrument -- 7.2.4 Analysis -- 7.3 Findings -- 7.3.1 The Maps -- 7.3.2 The Posters -- 7.3.3 The Process -- 7.4 Discussion -- 7.5 Conclusion -- Appendix 1: One of the Maps Produced by the Participants -- Appendix 2: A Poster Produced by the Participants -- References -- Chapter 8: Deepening in the Use of Discussion Groups with Children as Researchers´ Advisers: Strengths, Challenges and Applica... -- 8.1 Why Is it So Important to Take into Account Children´s and Adolescents´ Opinions in Qualitative Research? -- 8.2 Different Contributions from a Qualitative Methodology that Allow us to Obtain Data from Children. 8.3 Conceptual Delimitation of Group Qualitative Techniques: Focus Groups, Discussion Groups and Group Interviews -- 8.4 Strengths and the Challenges of Using Discussion Groups with Children and Adolescents -- 8.5 Research Applications of DG with Children and Adolescents in Health and Social Sciences -- 8.6 The Use of Discussion Groups to Explore Children´s and Adolescent´s Subjective Well-being (SWB) -- 8.6.1 Example 1: Contributions of DG at a Conceptual Level: A Qualitative Longitudinal Study on the Well-being of Children and... -- 8.6.2 Example 2: Contributions of Discussion Groups with Children and Adolescents at a Methodological Level: Comparing Paper B... -- 8.6.2.1 Items on Domain-satisfaction: How Satisfied Are You with Each of the Following Things in Your Life? -- 8.7 Discussion -- References -- Chapter 9: The Children´s Delphi: A Participatory Methodological Framework for Conducting Research on Children´s Subjective We... -- 9.1 Introduction -- 9.2 The Vagaries of Child Participation in Contemporary Research with Children -- 9.2.1 Child Participation and Subjective Well-being -- 9.3 Introducing the Children´s Delphi -- 9.4 Using the Children´s Delphi for Conducting Research on Children´s Subjective Well-being -- 9.5 Conclusion -- References -- Part III: Social Contexts and Inequalities in Children´s Well-being -- Chapter 10: Does Socioeconomic Status Matter? Exploring Commonalities and Differences in the Construction of Subjective Well-B... -- 10.1 The Method and the Fieldwork -- 10.2 Home as a Relational Space -- 10.3 School as a Relational Space -- 10.4 Conclusion -- References -- Chapter 11: Continuities and Discontinuities of Experiences of Well-Being at School in Chilean Adolescents of Different Socioe... -- 11.1 Introduction -- 11.2 School Reality in Chile -- 11.3 Subjective Well-Being of Boys and Girls at School. 11.4 Relevance of the Voices of Boys, Girls and Adolescents -- 11.5 Experience as an Object of Study -- 11.6 Method -- 11.6.1 Methodological Approach -- 11.6.2 Participants -- 11.6.3 Fieldwork Procedures -- 11.6.4 Fieldwork Tools -- 11.6.5 Data Analysis -- 11.7 Results -- 11.7.1 Interpersonal Links at School -- 11.7.1.1 Links with Classmates -- To Meet and Share -- Support and Companionship -- Loyalty -- Absence of Violence and Mistreatment -- 11.7.1.2 Links with Teachers -- Emotional Support and Teacher Commitment -- To Be Understood by the Teachers -- Teacher Support and Help -- Being Respected and not Mistreated by Teachers -- 11.7.2 The Teaching-Learning Environment -- 11.7.2.1 Teaching Methods -- Participatory Classes -- Respect for Learning Paces -- Fun and Entertaining Teaching -- 11.7.2.2 Good Working Atmosphere in the Classroom -- Absence of Being Told off and Shouted at -- Absence of Disorder in Classes -- 11.7.3 Physical Space -- 11.7.3.1 Recreation and Sports Equipment -- 11.7.3.2 Good Infrastructure Conditions -- 11.7.4 Adolescents´ Agency -- 11.7.4.1 Autonomy and Freedom -- 11.7.4.2 Respected in Their Decisions -- 11.7.4.3 Absence of Uniformity -- 11.7.4.4 Surveillance at School -- 11.8 Discussion -- References -- Chapter 12: Conceptualising Children's Subjective Well-Being: A Case Study of Bhambapur, Punjab, India -- 12.1 Introduction -- 12.2 Study Aims and Methods -- 12.3 Brief Description of Bhambapur -- 12.3.1 Researcher Positionality -- 12.4 Sample -- 12.5 Data Analysis -- 12.6 Findings -- 12.6.1 Good childhood/child well-being -- 12.6.2 Social and Personal Relationships -- 12.6.3 Adversity and Hardship -- 12.6.4 Vulnerability and Agency -- 12.7 Discussion and Conclusion -- References -- Chapter 13: Nepalese Children´s Understanding of Well-Being from the Perspective of Safety -- 13.1 Introduction: The Global Context. 13.2 The Nepalese Context. |
| Record Nr. | UNINA-9910484875303321 |
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Fattore Tobia
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| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The Ecology of Purposeful Living Across the Lifespan [[electronic resource] ] : Developmental, Educational, and Social Perspectives / / edited by Anthony L. Burrow, Patrick L. Hill
| The Ecology of Purposeful Living Across the Lifespan [[electronic resource] ] : Developmental, Educational, and Social Perspectives / / edited by Anthony L. Burrow, Patrick L. Hill |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 |
| Descrizione fisica | 1 online resource (256 pages) |
| Disciplina | 155 |
| Soggetto topico |
Developmental psychology
Social groups Family Health promotion Developmental Psychology Sociology of Family, Youth and Aging Health Promotion and Disease Prevention Psicologia existencial Psicologia positiva Benestar |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-52078-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction(Anthony Burrow) -- Part 1: Purpose as a Catalyst for Healthy Development -- Chapter 2. Is Purpose Good for Your Health?: A Look at Emerging Evidence (Carol Ryff) -- Chapter 3. Taking a Purposeful Direction toward Healthy Aging (Patrick Hill) -- Chapter 4. TBA (Rachel Sumner) -- Part 2: Educating for a Purpose -- Chapter 5. Adolescents’ Self-Transcendent Purposes for Learning in School: Theory and Intervention (David Yeager) -- Chapter 6. Discovering Identity and Purpose in the Classroom: Theoretical, Empirical, and Applied Perspectives (Lisa Kiang) -- Chapter 7. A Multinational Cultural Perspective on Developing and Educating for Youth Purpose (Seana Moran) -- Part 3: The Role of Purpose in a Diverse Society -- Chapter 8. Youth Purpose: A Translational Research Agenda (Kendall Cotton Bronk) -- Chapter 9. Paths of Identity: Navigating Stereotypes and Finding Purpose (Leoandra Rogers) -- Chapter 10. Purpose as a Motivator for Equity Work (Adia Harvey Wingfield) -- Part 4: Purpose in Context -- Chapter 11. Coming of Age on the Edge of Town: Perspectives on Growing Up in the Context of Rural Poverty(Katherine MacTavish) -- Chapter 12. Determinants of Purpose in Life: Evidence from Two Longitudinal Analyses (Ying Chen) -- Chapter 13. Supporting Youth Purpose in Adolescence: Youth-Adult Relationships as Ecological Assets (Nancy Deutsch) -- Chapter 14. Discovering the Possible: How Youth Programs Provide Apprenticeships in Purpose (Reed Larson) -- Chapter 15. Concluding Remarks (Anthony Burrow). |
| Record Nr. | UNINA-9910416136703321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Embracing well-being in diverse African contexts : research perspectives / / edited by Lusilda Schutte, Tharina Guse, Marié P. Wissing
| Embracing well-being in diverse African contexts : research perspectives / / edited by Lusilda Schutte, Tharina Guse, Marié P. Wissing |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (432 pages) |
| Disciplina | 150.1988096 |
| Collana | Cross-Cultural Advancements in Positive Psychology |
| Soggetto topico |
Positive psychology
Benestar Psicologia positiva |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-85924-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- References -- Acknowledgements -- Contents -- Editors and Contributors -- Part I: Theoretical Perspectives on Well-Being in Africa -- Chapter 1: Embracing Well-Being in Diverse Contexts: The Third Wave of Positive Psychology and African Imprint -- 1.1 Introduction -- 1.2 Neglect of Culture, Context and Worldviews in Psychology and Positive Psychology -- 1.3 Developments in Science: The Case of Positive Psychology -- 1.3.1 Developments in Science in General -- 1.3.2 Phases in the Development of Positive Psychology as a Science -- 1.3.2.1 The First Phase/Wave of PP from 1998/2000-2010 -- 1.3.2.2 The Second Phase/Wave of PP from More or Less 2010-2015 -- 1.3.2.3 The Third Phase/Wave of PP from Around 2015-2020 -- 1.4 African Value Imprints and Positive Psychology -- 1.5 The Way Forward -- 1.6 Summary and Conclusion -- References -- Chapter 2: Well-Being in Africa: Towards an Africa(n) Centred Positive Psychology -- 2.1 Introduction: Well-Being as Contextually and Culturally-Embedded -- 2.2 Limitations of Cross-Cultural Psychology -- 2.3 (Positive) Psychology in Africa, Critical (Positive) Psychology, Cultural (Positive) Psychology, and (Positive) Psychologi... -- 2.4 Well-Being Research in Africa -- 2.5 The Way Forward for an African-Centred Positive Psychology -- 2.6 Concluding Remarks -- References -- Chapter 3: Socially Influenced Health Norms: Their Construction and Enactment in African Culture Settings -- 3.1 Introduction -- 3.2 Historical Foundations of Health Norms in African Communities -- 3.3 Health Identities: Their Cultural Mediation and Transmission -- 3.4 Traditional and Alternative Medicine Adherence -- 3.5 Health Norm Identity Development in African Culture Communities: A Research Protocol Proposal -- 3.6 Summary and Conclusion -- References -- Part II: Measuring Well-Being in Africa.
Chapter 4: Factorial Validity of the Twi Version of the Mental Health Continuum-Short Form and Prevalence of Mental Health in ... -- 4.1 Introduction -- 4.1.1 Operationalisation of Well-Being -- 4.1.2 Instrument Validation in Well-Being Research: Language and Translation Issues -- 4.1.3 Factor Structure of the MHC-SF -- 4.1.4 Prevalence of Positive Mental Health -- 4.1.5 The Present Study -- 4.2 Method -- 4.2.1 Design and Context -- 4.2.2 Setting and Participants -- 4.2.3 Measure -- 4.2.3.1 Preparation of Scale -- 4.2.4 Ethical Considerations and Procedure -- 4.2.5 Data Analysis -- 4.3 Results -- 4.3.1 Best Model Fit for MHC-SF -- 4.3.2 Factor Loadings -- 4.3.3 Reliability -- 4.3.4 Prevalence of Positive Mental Health -- 4.4 Discussion -- 4.5 Conclusions -- References -- Chapter 5: Conceptualising and Measuring Hospitality in Relation to Wellbeing in Kenya: Is Hospitality a Character Strength? -- 5.1 Introduction -- 5.2 The Current Research -- 5.3 Study 1: Qualitative Study on Perceived Concept of Hospitality -- 5.3.1 Purpose -- 5.3.2 Method -- 5.3.3 Findings -- 5.3.3.1 Hospitality Is Welcoming Guests -- 5.3.3.2 Being with and Spending Time with Guests -- 5.3.3.3 Having Savouring Conversation -- 5.3.3.4 Preparing and Providing Good Food and Drinks -- 5.3.3.5 Preparation of Place and Accommodation -- 5.3.3.6 No Problem Even If They Came Unannounced -- 5.3.4 Discussion -- 5.4 Study 2: Validation of the Tangaza Hospitality Scale -- 5.4.1 Purpose -- 5.4.2 Method -- 5.4.2.1 Participants -- 5.4.2.2 Instruments -- 5.4.3 Findings -- 5.4.4 Discussion -- 5.5 Study 3: Hospitality and Mental Health -- 5.5.1 Purpose -- 5.5.2 Method -- 5.5.2.1 Participants -- 5.5.2.2 Instruments -- 5.5.3 Findings -- 5.5.4 Discussion -- 5.6 General Discussion -- 5.7 Conclusion -- Appendix: Tangaza Hospitality Scale -- References. Chapter 6: The Factor Structure of the Peer and Community Relational Health Indices in Two South African Samples: A Bifactor E... -- 6.1 Introduction -- 6.1.1 Relatedness as a Core Facet of Being Well, Especially in African Contexts -- 6.1.2 Relational-Cultural Theory -- 6.1.3 Measuring Relational Well-Being: The Relational Health Indices -- 6.1.4 Determining Factorial Validity: Traditional and Recent Approaches -- 6.1.5 The Present Study -- 6.2 Method -- 6.2.1 Research Design and Participants -- 6.2.2 Measures -- 6.2.2.1 Socio-Demographic Questionnaire -- 6.2.2.2 The Relational Health Indices -- 6.2.3 Ethical Considerations and Procedure -- 6.2.4 Data Analysis -- 6.2.4.1 Stage 1: Descriptive Statistics -- 6.2.4.2 Stage 2: Factorial Validity -- 6.2.4.3 Stage 3: Internal Consistency Reliability -- 6.3 Results -- 6.3.1 Stage 1: Descriptive Statistics -- 6.3.2 Stage 2A: Factorial Validity of the RHIP-English, RHIC-English, and RHIC-Setswana -- 6.3.3 Stage 2B: Standardised Factor Loadings -- 6.3.4 Stage 3: Internal Consistency Reliability -- 6.4 Discussion -- 6.4.1 Dimensionality of the RHIP and RHIC -- 6.4.2 Problematic Scale Items -- 6.4.3 Possible Further Development of the RHI -- 6.4.4 The Role of Culture -- 6.5 Limitations and Recommendations -- 6.6 Conclusion -- Appendix -- References -- Part III: Manifestations and Dynamics of Well-Being in Africa -- Chapter 7: Resilience in the Context of Chronic, Complex Stressors: An Emerging Adult´s Account -- 7.1 Introduction -- 7.1.1 Emerging Adult Resilience: A Brief Review of the Relevant Literature -- 7.2 Purpose of this Chapter -- 7.3 The Case of Simphiwe -- 7.3.1 Methodological Snapshot -- 7.3.2 Learning About Emerging Adult Resilience from Simphiwe -- 7.3.2.1 ``I Suffer a Lot´´: The Challenge of a Disabling Physical and Social Ecology -- 7.3.2.2 ``I Can Still Make It´´: A Vision for the Future. 7.3.2.3 ``It´s a Habit I Started´´ -- 7.4 Theorising About Emerging Adult Resilience: Three Propositions -- 7.4.1 Personal Resources Trump Ecological Ones -- 7.4.2 Ecological Constraints Likely Explain the Emphasis on Personal Strengths -- 7.4.3 Facilitate Ecological Supports to Amplify the Resilience of Emerging Adults in Stressed Environments -- 7.5 Conclusion -- References -- Chapter 8: Psychological Well-Being Among Young People Living with HIV: Role of Social Support, Self-Esteem and Socio-Demograp... -- 8.1 Introduction -- 8.1.1 Relationship Between Socio-Demographic Variables and Psychological Well-Being Among YPLWH -- 8.1.2 Relationships Between Social Support, Self-Esteem, and Psychological Well-Being Among YPLWH -- 8.1.2.1 Associations Between Social Support and Self-Esteem -- 8.1.2.2 Relationship Between Self-Esteem and Well-Being -- 8.1.2.3 Social Support and Well-Being -- 8.1.2.4 Self-Esteem as Mediator Between Social Support and Well-Being -- 8.1.3 The Present Study -- 8.2 Method -- 8.2.1 Design and Sampling -- 8.2.2 Participants -- 8.2.3 Instruments -- 8.2.3.1 Psychological Well-Being -- 8.2.3.2 Social Support -- 8.2.3.3 Self-Esteem -- 8.2.4 Procedure -- 8.2.5 Data Analyses -- 8.3 Results -- 8.3.1 Descriptive Statistics -- 8.3.2 Variations in Psychological Well-Being with the Respondents´ Demographic Characteristics -- 8.3.3 Mediation Effect of Self-Esteem on the Relationship Between Social Support and Psychological Well-Being -- 8.3.3.1 Analysis of the Direct Effect Model -- 8.3.3.2 Analysis of Multiple Indirect Effects Model -- 8.4 Discussion -- 8.5 Conclusion -- References -- Chapter 9: Exploring Protective Resources that Facilitate Positive Outcomes among Married Girls in the Northern Region of Ghana -- 9.1 Introduction -- 9.2 Methodology -- 9.2.1 Research Design -- 9.2.2 Research Settings and Socio-Cultural Context. 9.2.3 Participants -- 9.2.4 Procedure -- 9.2.5 Data Analysis -- 9.2.5.1 Trustworthiness of Findings -- 9.2.6 Ethical Considerations -- 9.3 Findings -- 9.3.1 Intrinsic Resources -- 9.3.1.1 Coping Strategies -- 9.3.1.2 Attitudes Towards Dominant Marriage Norms -- 9.3.2 Extrinsic Resources -- 9.3.2.1 Receipt of Social Support -- 9.3.2.2 NGO Support -- 9.3.2.3 Community Support -- 9.4 Discussion -- 9.5 Implications for Intervention -- 9.6 Limitations and Recommendations for Future Studies -- 9.7 Conclusions -- References -- Chapter 10: Factors Contributing to Student Wellbeing: Student Perspectives -- 10.1 Introduction -- 10.2 Method -- 10.2.1 Approach and Design -- 10.2.2 Data Collection -- 10.2.3 Participants -- 10.2.4 Data Analysis -- 10.2.5 Ethical Considerations -- 10.3 Findings -- 10.3.1 Learning Environment -- 10.3.2 Support Structures -- 10.4 Discussion -- 10.5 Limitations and Strengths of the Study -- 10.6 Implications for Theory and Practice -- 10.7 Conclusion -- References -- Chapter 11: Nature and Role of Student Hope and Meaning in Goal Setting: Implications for Higher Education in South Africa -- 11.1 Introduction -- 11.1.1 The Student Context in South Africa -- 11.1.2 Goals -- 11.1.3 Hope and Meaning -- 11.1.4 Aim and Objectives of the Study -- 11.2 Method -- 11.2.1 Design -- 11.2.2 Participants and Setting -- 11.2.3 Measuring Instruments -- 11.2.3.1 Dispositional Hope Scale (DHS -- Snyder et al., 1991) -- 11.2.3.2 Meaning in Life Questionnaire (MLQ -- Steger et al., 2006) -- 11.2.4 Procedure and Ethical Aspects -- 11.2.5 Data Analysis -- 11.2.5.1 Quantitative -- 11.2.5.2 Qualitative -- 11.3 Results -- 11.3.1 Optimism -- 11.3.2 Latent Class Membership and Characteristics -- 11.3.2.1 Model Fitting and Class Assignments -- 11.3.2.2 Mean Score Differences -- 11.3.3 Goal and Obstacle Content -- 11.3.3.1 Goals -- 11.3.3.1.1 Tertiary Education. 11.3.3.1.2 Employment and Career. |
| Record Nr. | UNINA-9910574079703321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
International perspectives on teacher well-being and diversity : portals into innovative classroom practice / / Timothy R. N. Murphy and Patricia Mannix-McNamara (editors)
| International perspectives on teacher well-being and diversity : portals into innovative classroom practice / / Timothy R. N. Murphy and Patricia Mannix-McNamara (editors) |
| Pubbl/distr/stampa | Gateway East, Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (218 pages) |
| Disciplina | 370.711 |
| Collana | Understanding Teaching-Learning Practice |
| Soggetto topico |
Teachers - Attitudes
Multicultural education Well-being Actituds dels professors Benestar Educació intercultural |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
981-16-1699-X
9789811616990 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Acknowledgements -- Contents -- Editors and Contributors -- Abbreviations -- 1 Introduction -- 1.1 Teacher Well-Being and Complexity -- 1.2 Teacher Well-Being in the Context of Ethnic Diversity -- 1.3 Teacher Well-Being in the Context of Socio-Economic Disadvantage -- 1.4 Overview of Chapters in the Book -- References -- 2 Practitioner Enquiry and Action Research for Teacher Well-Being -- 2.1 Introduction -- 2.2 Our Understanding of Well-Being -- 2.2.1 Barriers to Teacher Well-Being -- 2.2.2 Self-Study Action Research as a Positive Influence on Well-Being -- 2.2.3 The Role of Values in Achieving Enhanced Practice and Well-Being -- 2.2.4 Connectedness as the Calm in a Sea of Diversity -- 2.3 The Social and Personal Contexts of Our Work -- 2.3.1 A Vignette: Mary's 'Back' Story -- 2.3.2 Developing a Sense of Self-Efficacy -- 2.3.3 Reflecting is Core to Worthwhile Continuous Professional Development (CPD) -- 2.3.4 Identifying and Articulating a Research Question -- 2.3.5 The Benefits of Taking Control of One's Practice -- 2.3.6 Teaching Better and Generating Knowledge of Practice -- 2.4 Practitioner Enquiry to Enhance Practice and to Develop a Deeper Understanding -- 2.4.1 Enhancing Practice -- 2.4.2 Enhancing Well-Being -- 2.4.3 Critical Reflection as an Essential Aspect of Self-Study Action Research -- 2.4.4 Critical Reflection Challenging Well-Being -- 2.5 The Significance of Participatory Enquiry and Action Research for Well-Being -- 2.5.1 Significance for Teacher Resilience -- 2.5.2 Significance for Relational Learning -- 2.5.3 Significance for Educational Leadership -- 2.6 Conclusion: Hegemony and Well-Being -- References -- 3 The Care/Justice Relation in Teachers' and Students' Well-Being -- 3.1 Introduction -- 3.2 Well-Being and Education Today, Pressures and Challenges.
3.2.1 Advantages of a Multidisciplinary Approach to Well-Being and Ill-Being -- 3.2.2 The Hollowing Out of Well-Being -- 3.3 Inward and Outward, Care and Justice Education: Moving On -- 3.3.1 The Relationship Between Care and Justice for Well-Being -- 3.3.2 The Relational Self, Care Ethics and Well-Being -- 3.3.3 Social Justice as Deeply Relational -- 3.3.4 Reflection and an Ethic of Care for Well-Being, Going Inside -- 3.4 A Pedagogical Praxis of Outreach/Inreach for Student-Teacher Well-Being -- 3.5 Conclusion -- References -- 4 Teacher Well-Being and Linguistic Diversity: A Social Justice Perspective -- 4.1 Introduction and Background -- 4.2 Literature Review -- 4.2.1 Teacher Well-Being -- 4.2.2 Teacher Well-Being and Multilingualism -- 4.2.3 Whole School Development (WSD) -- 4.2.4 Social Justice and Social Justice Pedagogy -- 4.3 School and Community Context -- 4.4 Research Methodology -- 4.5 Research Findings -- 4.5.1 Factors Positively Affecting TWB and Multilingualism -- 4.5.2 Factors Negatively Influencing TWB and Multilingualism -- 4.6 Discussion of Findings -- 4.7 Conclusion -- References -- 5 Teacher Well-Being and Teacher Professional Development -- 5.1 Introduction -- 5.1.1 Language Policy -- 5.1.2 The Increase in Diversity and Its Impact on Teacher Well-Being -- 5.2 Teachers' Experiences with Adapted Education in a Diverse Urban Primary School Context in Norway -- 5.2.1 Background -- 5.2.2 Theoretical Context -- 5.2.3 Methodology -- 5.2.4 Results -- 5.2.5 Discussion: Teachers Feel Pulled in Different Directions -- 5.3 Multilingualism as a Resource in Early Primary School -- 5.3.1 Background -- 5.3.2 Methodology -- 5.3.3 Findings and Discussion -- 5.4 'The Lifeline Project' -- 5.4.1 Background -- 5.4.2 Methodology -- 5.4.3 Results and Analysis -- 5.4.4 Teachers' Reflections on the Significance of the Project for the Students' Well-Being. 5.4.5 Teacher Reflections on the Significance of the Project for Their Own Well-Being -- 5.4.6 Discussion -- 5.4.7 Conclusion -- 5.5 Home-School Relationships in a TWBD Context -- 5.5.1 Background -- 5.5.2 Methodology -- 5.5.3 Findings and Discussion -- 5.5.4 Conclusion -- 5.6 Chapter Summary and Conclusion -- References -- 6 Teacher-Social Educator Well-Being and Home-School Collaboration -- 6.1 Introduction -- 6.2 Project Participants and School Profile -- 6.3 Teacher Well-Being, Educator Well-Being, and Pedagogical Well-Being-Theoretical Framework -- 6.4 A Description of the Development Project -- 6.4.1 Project Initiation: From Dialogue Meeting to Action Learning -- 6.4.2 Home-School Collaboration -- 6.4.3 Collaboration Between Teachers and Social Educators -- 6.4.4 Multilingual Pedagogy -- 6.4.5 Additional Well-Being Factors -- 6.5 Planning Interventions: From Deficiency Perspective to Resource Perspective -- 6.5.1 Methods for the Development of Practice-Action Learning -- 6.5.2 Methods of Data Collection: Observation and 'SnapLogs' -- 6.6 Presentation of the Five Phases of the Action Learning Process -- 6.6.1 Problem Statement -- 6.6.2 Description of Action -- 6.6.3 Didactic Reflection/Semi-structured Interview -- 6.6.4 Collaborating on Children's Well-Being and Development -- 6.6.5 Views of Culture and Identity -- 6.6.6 Meaningful Informal Learning -- 6.6.7 Linguistic Development in the Informal Learning Environment -- 6.6.8 Processing Experiences -- 6.7 Conclusion -- References -- 7 Teacher Well-Being in an Inclusive Secondary School -- 7.1 Introduction -- 7.2 Existing Research on Teacher Well-Being (TWB) -- 7.2.1 TWB and Emotional Literacy -- 7.2.2 TWB and Neo-liberal Context -- 7.2.3 TWB and Teacher and Student Interactions -- 7.2.4 TWB and Professional Learning Communities -- 7.3 Teacher Pedagogical Well-Being (TPWB). 7.3.1 TPWB and Planning Classroom Activities -- 7.3.2 TPWB and Interacting with Pupils -- 7.3.3 TPWB and Making Evaluations -- 7.3.4 TPWB and Choosing and Developing Instructional Tools -- 7.4 Methodology -- 7.5 Teachers' Understanding of Teacher Pedagogical Well-Being -- 7.5.1 Challenges to Teacher Pedagogical Well-Being -- 7.5.2 Available Supports for Teacher Pedagogical Well-Being -- 7.6 Teacher Learning Communities and Teacher Pedagogical Well-Being -- 7.6.1 Teacher Learning Communities and Planning Classroom Activities -- 7.6.2 Teacher Learning Communities and Interacting with Pupils -- 7.6.3 Teacher Learning Communities and Making Evaluations -- 7.7 Conclusion -- References -- 8 Teacher Well-Being in Diverse School and Preschool Contexts -- 8.1 Introduction -- 8.2 Teacher Well-Being -- 8.3 Social Support, Social Capital and Positive Working Relationships -- 8.4 How Schools Can Achieve Teacher Well-Being -- 8.5 The Research Project -- 8.5.1 Methodological Approach -- 8.6 Presentation of Findings -- 8.6.1 Confidence in Knowledge and Ability to Teach -- 8.6.2 Challenges to Teacher Well-Being -- 8.7 Individual and Collective Action to Support Well-Being -- 8.7.1 Individual Level -- 8.7.2 Collective Level -- 8.8 Discussion of Findings -- 8.9 Implications of the Research -- 8.10 Conclusion -- References -- 9 International Perspectives on Teacher Well-Being and Diversity: Portals into Innovative Classroom Practice -- 9.1 Introduction -- 9.2 The Potential of Teacher Collaboration -- 9.3 The Neo-Liberal Turn in Education -- 9.4 The Need for Culturally Responsive Pedagogies -- 9.5 The Importance of Dialogue with Parents -- 9.6 The Critical Factor of School Leadership -- 9.7 Teacher Well-Being and Student Well-Being Are Inter-connected -- 9.8 Further Research Opportunities -- References -- Author Index -- Subject Index. |
| Record Nr. | UNINA-9910485606903321 |
| Gateway East, Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Living Well in a World Worth Living in for All [[electronic resource] ] : Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing / / edited by Kristin Elaine Reimer, Mervi Kaukko, Sally Windsor, Kathleen Mahon, Stephen Kemmis
| Living Well in a World Worth Living in for All [[electronic resource] ] : Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing / / edited by Kristin Elaine Reimer, Mervi Kaukko, Sally Windsor, Kathleen Mahon, Stephen Kemmis |
| Autore | Reimer Kristin Elaine |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (250 pages) |
| Disciplina | 306.43 |
| Altri autori (Persone) |
KaukkoMervi
WindsorSally MahonKathleen KemmisStephen |
| Soggetto topico |
Educational sociology
Education and state Education—Philosophy Sociology of Education Educational Policy and Politics Educational Philosophy Educació Condicions socials Justícia social Benestar |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-7985-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Searching for worlds worth living in -- Education for living well in a world worth living in -- Why listen? Student voice work defended: Students as ‘expert witnesses’ to their experiences in schools and other sites of learning -- The heart of the small rural village school: Roots and wings, solidarity and autonomy -- Leading for love, life, wisdom, and voice in Steiner schools: Constraints and conditions of possibility -- The sand through my fingers: Finding Aboriginal cultural voice, identity and agency on country -- Leading by listening: Why Aboriginal voices matter in creating a world worth living in -- Practices and experiences in educational researcher training: Reflections from research students exploring the theme, living well in a world worth living in, during the COVID-19 pandemic -- Partnering for Hope: Agentic narrative practices shaping a world worth living in -- Keeping each other safe: Young refugees’ navigation towards a good life in Finland, Norway, and Scotland -- The kitchen is my favrote place in the house”: A world worth living in for children with feeding difficulties and their families -- Facing the climate crisis, acting together: Young climate activists on building sustainable future -- Finding worlds worth living in. |
| Record Nr. | UNINA-9910669807003321 |
|
Reimer Kristin Elaine
|
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Nature and psychology : biological, cognitive, developmental, and social pathways to well-being / / Anne R. Schutte, Julia C. Torquati, Jeffrey R. Stevens, editors
| Nature and psychology : biological, cognitive, developmental, and social pathways to well-being / / Anne R. Schutte, Julia C. Torquati, Jeffrey R. Stevens, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (287 pages) |
| Disciplina | 616.8982 |
| Collana | Nebraska Symposium on Motivation |
| Soggetto topico |
Schizophrenia
Motivation (Psychology) Benestar Motivació (Psicologia) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-69020-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910495236703321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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New Research and Possibilities in Wellbeing Education / / Mathew A. White, Faye McCallum, and Christopher Boyle, editors
| New Research and Possibilities in Wellbeing Education / / Mathew A. White, Faye McCallum, and Christopher Boyle, editors |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Adelaide, SA : , : Springer, Springer Nature Singapore Pte Ltd., , [2023] |
| Descrizione fisica | 1 online resource (405 pages) |
| Disciplina | 370.117 |
| Soggetto topico |
Multicultural education
School children - Psychology Teachers - Training of Benestar Educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-9956-09-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 -- 5 Wellbeing for Student Actors: #MeToo and New Initiatives in the Australian Tertiary Drama Curriculum -- 5.1 Introduction -- 5.1.1 Background: The Crisis -- 5.2 The Response -- 5.3 The Wellbeing of Students in Tertiary Settings and Actor Training Context: More Than Intimacy Training Alone -- 5.4 Case Study 1: The Evolution of Actor Wellbeing at the Academy of Theatre, Film and Television (AFTT) -- 5.5 Case Study 2: Navigating Intimacy Work in Tertiary-Level Actor Training at Flinders University, South Australia -- 5.6 Wellbeing Working Group at Flinders University and the Drama Program -- 5.7 Conclusion -- References -- 6 Positive Museums, Community Intervention in Wellbeing Through the Arts -- 6.1 Introduction -- 6.2 Cultural Expression and Positive Humanities -- 6.3 Positive Museums -- 6.4 Positive Museums Selected Experiences -- 6.5 Results -- 6.6 Positive Museums and Prosocial Behavior -- 6.7 Discussion -- 6.8 Conclusions. References -- 7 The Value of Music Education for Child Development and Wellbeing in the Post COVID-19 Landscape -- 7.1 Introduction -- 7.2 Discussion of Literature -- 7.2.1 Music Education Reports -- 7.2.2 Music Education and Cognitive Benefits -- 7.2.3 Research on the Benefits of Choirs and Singing -- 7.2.4 New Developments: Studies on Benefits of Orchestral and Ensemble Participation -- 7.2.5 New Directions: Music Education Research Impacting Government Policy -- 7.3 Conclusions -- References -- Part III New Developments in Whole School Wellbeing Issues -- 8 The Toolbox Approach: Towards a Novel Flexible Way of Implementing and Testing Positive Education -- 8.1 Introduction -- 8.2 Teaching and Learning Wellbeing Skills -- 8.3 Theoretically Building the Positive Education Toolbox Approach -- 8.4 Building the Toolbox: Choosing the PPIs -- 8.5 From Theory to Practice: Adapting the Interventions for School Contexts -- 8.5.1 Toolbox interventions: some examples -- 8.6 Limitations -- 8.7 Conclusion -- References -- 9 Flourishing SD-A Positive School Development Approach -- 9.1 Introduction -- 9.2 Multilevel Model of Flourishing SD -- 9.3 Key Factors of Success -- 9.4 PERMA Packages for Positive Processes with Flourishing SD -- 9.5 PERMAchange-Seven Steps to Success -- 9.6 Voices from Schools -- 9.7 Conclusions -- References -- 10 Using Metaphors to Shine a Light on Wellbeing Education -- 10.1 Introduction -- 10.2 Understanding Wellbeing -- 10.3 Broadening Understanding of Wellbeing Through Metaphors -- 10.3.1 Wellbeing Metaphors -- 10.4 Research on the Use of Metaphors in Wellbeing Education -- 10.5 Application: How Schools Can Incorporate Metaphors in Wellbeing Education -- 10.6 Conclusion -- References -- 11 Well Leaders, Well Teachers, Well Children -- 11.1 Introduction -- 11.2 Literature -- 11.3 Theoretical Framework -- 11.4 Methodology. 11.5 Ethics -- 11.6 Results and Discussion -- 11.7 Challenges to Leaders and Teachers' Wellbeing -- 11.8 Strategies to Address Challenges -- 11.9 Teacher's Views on the Role of Leadership in their Wellbeing -- 11.10 Conclusions -- References -- Part IV New Research on Persistent Global Education Wellbeing Challenges -- 12 Wellbeing and Online Learning: Perspectives of Refugee-Background Students -- 12.1 Introduction -- 12.2 Disadvantage and Readiness for Online Learning -- 12.3 Methodology -- 12.4 How Was Online Learning Implemented in South Australian Schools? -- 12.5 Results and Discussion -- 12.6 Positive Perceptions -- 12.7 Negative Perceptions -- 12.8 What Challenges Do RBS Experience with Online Learning? -- 12.9 Effects of Online Learning on RBS' Wellbeing -- 12.10 Conclusion -- References -- 13 Flourishing as the Aim of Education: An outline-and Ten Remaining Problems -- 13.1 Introduction -- 13.2 The Flourishing Bandwagon -- 13.3 Problem 1 -- 13.4 Problem 2 -- 13.5 Problem 3 -- 13.6 Problem 4 -- 13.7 Problem 5 -- 13.8 Problem 6 -- 13.9 Problem 7 -- 13.10 Problem 8 -- 13.11 Problem 9 -- 13.12 Problem 10 -- 13.13 Concluding Remarks -- References -- Part V New Perspective on Post-school Wellbeing -- 14 The Dynamic-Grit Mindset: Flourishing in the Future Workforce -- 14.1 Introduction -- 14.2 Literature Review -- 14.3 Theoretical Framework -- 14.4 Methodology -- 14.5 Findings and Discussion -- 14.5.1 Systemic Inequities -- 14.5.2 The Dynamic-Grit Mindset -- 14.5.3 Other Components in the Dynamic-Grit Mindset -- 14.5.4 Problem-Solving -- 14.5.5 Emotional Intelligence -- 14.6 Conclusion -- 14.7 Ethics Statement -- References -- 15 The Role of Preservice Teachers' Wellbeing, Dispositions and Self-Awareness in Predicting Future Teacher Behaviour -- 15.1 Introduction -- 15.2 Policy Relevance -- 15.3 Wellbeing and Mental Health Needs of Students. 15.4 Role of Schools and Teachers -- 15.5 Prioritising Teacher Wellbeing for Workforce Retention and Recruitment -- 15.6 Key Factors that Influence Teachers' Engagement with Wellbeing and Mental Health -- 15.7 Self-Evaluative Thinking -- 15.8 The Role of Resilience -- 15.8.1 ITE in the Next 5 Years -- 15.8.2 Predicting the Development Needs to Preservice Teacher Wellbeing and Mental Health as a Teacher -- 15.9 Methodology -- 15.10 The Existing Data -- 15.10.1 TCAT -- 15.10.2 Intended Behaviour as a Teacher -- 15.10.3 Self-Awareness and Social Desirability -- 15.10.4 The Relationship Between Dispositions and Intentional Behaviour as a Teacher -- 15.10.5 Determining the Relationship Between Wellbeing and Mental Health and Intended Behaviour as a Teacher -- 15.10.6 The Predictive Nature of the Wellbeing and Mental Health Factors -- 15.11 Discussion -- 15.11.1 A Model of Policy Coherence -- 15.12 Limitations -- 15.13 Recommendations -- 15.13.1 More Research -- 15.13.2 Health Education in ITE -- 15.13.3 Resources -- 15.14 Conclusion -- References -- 16 Putting the "We" in Wellbeing Through Belonging Research -- 16.1 Introduction -- 16.2 Literature -- 16.3 Why Belonging is Important for Wellbeing -- 16.4 School Belonging and Wellbeing -- 16.5 Theoretical Framework -- 16.5.1 Building Belonging Through Wellbeing Education -- 16.5.2 Competencies for Belonging -- 16.5.3 Opportunities to Belong -- 16.5.4 Motivations to Belong -- 16.5.5 Perceptions of Belonging -- 16.5.6 Taking a Systems Approach: Developing Whole School Policies -- 16.6 Conclusions -- References -- 17 Enhancing Positive Wellbeing in Schools: The Relationship Between Inclusion and Belonging -- 17.1 Introduction -- 17.2 Inclusive Education -- 17.3 School Belonging -- 17.4 Being Good Humans -- 17.5 Importance of Inclusion and Belonging -- 17.6 Conclusion -- References. 18 New International Research Priorities for Wellbeing Education. |
| Record Nr. | UNINA-9910754088703321 |
| Adelaide, SA : , : Springer, Springer Nature Singapore Pte Ltd., , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Soggetto topico
-
Benestar
(21)
- Well-being (4)
- Condicions socials (3)
- Educació (3)
- Psicologia positiva (3)