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Autor Saklofske, Donald H. |
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Crear una solicitud de compra Refinar búsquedaEmotional Intelligence in Education / Keefer, Kateryna V. ; Parker, James D. A. ; Saklofske, Donald H.
TÃtulo : Emotional Intelligence in Education : Integrating Research with Practice Tipo de documento: documento electrónico Autores: Keefer, Kateryna V., ; Parker, James D. A., ; Saklofske, Donald H., Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: XVI, 462 p. 17 ilustraciones, 6 ilustraciones en color. ISBN/ISSN/DL: 978-3-319-90633-1 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: PsicologÃa Escolar Servicio social Educación y estado Trabajo Social PolÃtica y polÃtica educativa Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este libro destaca los conocimientos actuales, las mejores prácticas, las nuevas oportunidades y los difÃciles desafÃos asociados con la promoción de la inteligencia emocional (IE) y el aprendizaje socioemocional (SEL) en entornos educativos. El volumen proporciona análisis de las teorÃas y herramientas de medición de la IE contemporáneas, principios y barreras comunes en una programación eficaz de la IE y el SEL, consideraciones de desarrollo tÃpicas y atÃpicas e implicaciones institucionales y polÃticas de alto nivel. También aborda crÃticas comunes sobre la relevancia de la IE y analiza la necesidad de una mayor conciencia de los contextos socioculturales al evaluar y fomentar las habilidades de IE. Los capÃtulos brindan ejemplos de programas efectivos de IE y SEL en contextos preescolares, de escuela secundaria y universitarios, y exploran aplicaciones innovadoras de IE, como la prevención del acoso y el entrenamiento deportivo. Además, los capÃtulos exploran las implicaciones de la IE en entornos postsecundarios, profesionales y ocupacionales, con temas que van desde el éxito universitario y la preparación profesional de los jóvenes hasta la capacitación en IE para futuros educadores y lÃderes organizacionales. Los temas que se presentan en este libro incluyen: Capacidad y rasgo de la IE y su papel para afrontar el estrés, el rendimiento académico, el rendimiento deportivo y la preparación profesional. Implicaciones de la competencia emocional de los niños en edad preescolar para el éxito futuro en el aula. Comprender la IE en individuos con excepcionalidades. Aplicaciones de programas escolares de IE y SEL en América del Norte y Europa. Recomendaciones de polÃticas para el desarrollo socioemocional en escuelas, colegios y universidades. Desarrollar competencias emocionales, sociales y cognitivas en directivos durante un programa MBA. Formación en inteligencia emocional para profesores. Perspectiva transcultural sobre la IE y las emociones. La inteligencia emocional en la educación es un recurso imprescindible para investigadores, profesionales y formuladores de polÃticas, asà como para estudiantes de posgrado en disciplinas como la psicologÃa infantil y escolar, el trabajo social y las polÃticas educativas. El capÃtulo "La inteligencia emocional como capacidad: teorÃa, desafÃos y nuevas direcciones" está disponible en acceso abierto bajo una licencia internacional Creative Commons Attribution 4.0 a través de link.springer.com. Nota de contenido: Chapter 1. Three Decades of Emotional Intelligence Research: Perennial Issues, Emerging Trends, and Lessons Learned in Education – Introduction to Emotional Intelligence in Education -- PART I. Theory and Measurement -- Chapter 2. Emotional Intelligence as an Ability: Theory, Challenges, and New Directions -- Chapter 3. Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts -- Chapter 4. Grace under Pressure in Educational Contexts: Emotional Intelligence, Stress, and Coping -- Chapter 5. The Role of Culture in Understanding and Evaluating Emotional Intelligence -- PART II. Applications in PreK-12 Contexts -- Chapter 6. Implications of Preschoolers' Emotional Competence in the Classroom -- Chapter 7. Building Emotionally Intelligent Schools: From Preschool to High School and Beyond -- Chapter 8. School-based Social and Emotional Learning Interventions: Common Principles and European Applications -- Chapter 9. Emotional Intelligence and School-based Bullying Prevention and Intervention -- Chapter 10. Emotional Intelligence in Atypical Populations: Research and School-Based Interventions -- Chapter 11. Emotional Intelligence in Sports and Physical Activity: An Intervention Focus -- Chapter 12. Scaling Up High-Quality Social-Emotional and Character Development in All Schools: A Set of Policy Recommendation to the U.S. Secretary of Education -- PART III. Applications in Post-Secondary Contexts -- Chapter 13. Emotional Intelligence and Youth Career Readiness -- Chapter 14. Emotional Intelligence and the Next Generation of Teachers -- Chapter 15. Leading Change: Developing Emotional, Social, and Cognitive Competencies in Managers During an MBA Program -- Chapter 16. Emotional Intelligence and Post-Secondary Education: What Have We Learned and What Have We Missed?. . Tipo de medio : Computadora Summary : This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers' emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. The chapter "Emotional Intelligence as an Ability: Theory, Challenges, and New Directions" is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Emotional Intelligence in Education : Integrating Research with Practice [documento electrónico] / Keefer, Kateryna V., ; Parker, James D. A., ; Saklofske, Donald H., . - 1 ed. . - [s.l.] : Springer, 2018 . - XVI, 462 p. 17 ilustraciones, 6 ilustraciones en color.
ISBN : 978-3-319-90633-1
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: PsicologÃa Escolar Servicio social Educación y estado Trabajo Social PolÃtica y polÃtica educativa Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este libro destaca los conocimientos actuales, las mejores prácticas, las nuevas oportunidades y los difÃciles desafÃos asociados con la promoción de la inteligencia emocional (IE) y el aprendizaje socioemocional (SEL) en entornos educativos. El volumen proporciona análisis de las teorÃas y herramientas de medición de la IE contemporáneas, principios y barreras comunes en una programación eficaz de la IE y el SEL, consideraciones de desarrollo tÃpicas y atÃpicas e implicaciones institucionales y polÃticas de alto nivel. También aborda crÃticas comunes sobre la relevancia de la IE y analiza la necesidad de una mayor conciencia de los contextos socioculturales al evaluar y fomentar las habilidades de IE. Los capÃtulos brindan ejemplos de programas efectivos de IE y SEL en contextos preescolares, de escuela secundaria y universitarios, y exploran aplicaciones innovadoras de IE, como la prevención del acoso y el entrenamiento deportivo. Además, los capÃtulos exploran las implicaciones de la IE en entornos postsecundarios, profesionales y ocupacionales, con temas que van desde el éxito universitario y la preparación profesional de los jóvenes hasta la capacitación en IE para futuros educadores y lÃderes organizacionales. Los temas que se presentan en este libro incluyen: Capacidad y rasgo de la IE y su papel para afrontar el estrés, el rendimiento académico, el rendimiento deportivo y la preparación profesional. Implicaciones de la competencia emocional de los niños en edad preescolar para el éxito futuro en el aula. Comprender la IE en individuos con excepcionalidades. Aplicaciones de programas escolares de IE y SEL en América del Norte y Europa. Recomendaciones de polÃticas para el desarrollo socioemocional en escuelas, colegios y universidades. Desarrollar competencias emocionales, sociales y cognitivas en directivos durante un programa MBA. Formación en inteligencia emocional para profesores. Perspectiva transcultural sobre la IE y las emociones. La inteligencia emocional en la educación es un recurso imprescindible para investigadores, profesionales y formuladores de polÃticas, asà como para estudiantes de posgrado en disciplinas como la psicologÃa infantil y escolar, el trabajo social y las polÃticas educativas. El capÃtulo "La inteligencia emocional como capacidad: teorÃa, desafÃos y nuevas direcciones" está disponible en acceso abierto bajo una licencia internacional Creative Commons Attribution 4.0 a través de link.springer.com. Nota de contenido: Chapter 1. Three Decades of Emotional Intelligence Research: Perennial Issues, Emerging Trends, and Lessons Learned in Education – Introduction to Emotional Intelligence in Education -- PART I. Theory and Measurement -- Chapter 2. Emotional Intelligence as an Ability: Theory, Challenges, and New Directions -- Chapter 3. Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts -- Chapter 4. Grace under Pressure in Educational Contexts: Emotional Intelligence, Stress, and Coping -- Chapter 5. The Role of Culture in Understanding and Evaluating Emotional Intelligence -- PART II. Applications in PreK-12 Contexts -- Chapter 6. Implications of Preschoolers' Emotional Competence in the Classroom -- Chapter 7. Building Emotionally Intelligent Schools: From Preschool to High School and Beyond -- Chapter 8. School-based Social and Emotional Learning Interventions: Common Principles and European Applications -- Chapter 9. Emotional Intelligence and School-based Bullying Prevention and Intervention -- Chapter 10. Emotional Intelligence in Atypical Populations: Research and School-Based Interventions -- Chapter 11. Emotional Intelligence in Sports and Physical Activity: An Intervention Focus -- Chapter 12. Scaling Up High-Quality Social-Emotional and Character Development in All Schools: A Set of Policy Recommendation to the U.S. Secretary of Education -- PART III. Applications in Post-Secondary Contexts -- Chapter 13. Emotional Intelligence and Youth Career Readiness -- Chapter 14. Emotional Intelligence and the Next Generation of Teachers -- Chapter 15. Leading Change: Developing Emotional, Social, and Cognitive Competencies in Managers During an MBA Program -- Chapter 16. Emotional Intelligence and Post-Secondary Education: What Have We Learned and What Have We Missed?. . Tipo de medio : Computadora Summary : This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers' emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. The chapter "Emotional Intelligence as an Ability: Theory, Challenges, and New Directions" is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Handbook of School-Based Mental Health Promotion : An Evidence-Informed Framework for Implementation Tipo de documento: documento electrónico Autores: Leschied, Alan W., ; Saklofske, Donald H., ; Flett, Gordon L., Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: XXI, 489 p. 30 ilustraciones, 25 ilustraciones en color. ISBN/ISSN/DL: 978-3-319-89842-1 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: PsicologÃa Escolar Servicio social Educación y estado Trabajo Social PolÃtica y polÃtica educativa Clasificación: 370.15 Educación (Psicología educativa) Resumen: Serie Springer sobre la excepcionalidad humana Editores de la serie: Donald H. Saklofske y Moshe Zeidner Manual para la promoción de la salud mental en las escuelas Un marco de implementación basado en evidencia Alan W. Leschied, Donald H. Saklofske y Gordon L. Flett, editores Este manual proporciona una descripción general completa para implementar una promoción eficaz de la salud mental basada en evidencia en las escuelas. Aborda cuestiones relacionadas con las crecientes demandas de los psicólogos escolares y los profesionales de la educación y la salud mental para apoyar y proporcionar mejores resultados académicos, de aprendizaje y de bienestar de los estudiantes. El volumen explora factores fuera del marco tradicional de aprendizaje que son importantes para maximizar los resultados educativos, asà como cómo los estudiantes aprenden a enfrentar los desafÃos emocionales que enfrentan tanto durante sus años escolares como a lo largo de su vida. Los capÃtulos ofrecen ejemplos sólidos de programas e intervenciones exitosas, que abordan una variedad de problemas de los estudiantes, incluida la depresión, las autolesiones, la ansiedad social, la ansiedad de los estudiantes de alto rendimiento y la angustia oculta. Además, los capÃtulos exploran formas en que los profesionales de la salud mental y la educación pueden implementar programas basados ​​en evidencia, desde las etapas experimentales y de prueba hasta el uso real en las escuelas y aulas. Los temas que se presentan en este manual incluyen: · Una perspectiva canadiense sobre la alfabetización en salud mental y la preparación docente. · La relevancia de la inteligencia emocional en la eficacia de la impartición de programas de salud mental en las escuelas. · Programas de intervención para la reducción del autoestigma en niños y adolescentes. · Prevención e intervención del suicidio en la escuela. · Programas basados ​​en Mindfulness en el ámbito escolar. · Implementación de programas de inteligencia emocional en escuelas australianas. El Manual para la promoción de la salud mental en las escuelas es un recurso imprescindible para investigadores, médicos y profesionales afines, y formuladores de polÃticas, asà como para estudiantes de posgrado en disciplinas interrelacionadas como la psicologÃa infantil y escolar, el trabajo social, las polÃticas y polÃticas educativas, las ciencias especiales y educación general, salud pública, enfermerÃa escolar, terapia ocupacional, psiquiatrÃa, asesoramiento escolar y estudios familiares. . Nota de contenido: 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. . Tipo de medio : Computadora Summary : 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. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Handbook of School-Based Mental Health Promotion : An Evidence-Informed Framework for Implementation [documento electrónico] / Leschied, Alan W., ; Saklofske, Donald H., ; Flett, Gordon L., . - 1 ed. . - [s.l.] : Springer, 2018 . - XXI, 489 p. 30 ilustraciones, 25 ilustraciones en color.
ISBN : 978-3-319-89842-1
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: PsicologÃa Escolar Servicio social Educación y estado Trabajo Social PolÃtica y polÃtica educativa Clasificación: 370.15 Educación (Psicología educativa) Resumen: Serie Springer sobre la excepcionalidad humana Editores de la serie: Donald H. Saklofske y Moshe Zeidner Manual para la promoción de la salud mental en las escuelas Un marco de implementación basado en evidencia Alan W. Leschied, Donald H. Saklofske y Gordon L. Flett, editores Este manual proporciona una descripción general completa para implementar una promoción eficaz de la salud mental basada en evidencia en las escuelas. Aborda cuestiones relacionadas con las crecientes demandas de los psicólogos escolares y los profesionales de la educación y la salud mental para apoyar y proporcionar mejores resultados académicos, de aprendizaje y de bienestar de los estudiantes. El volumen explora factores fuera del marco tradicional de aprendizaje que son importantes para maximizar los resultados educativos, asà como cómo los estudiantes aprenden a enfrentar los desafÃos emocionales que enfrentan tanto durante sus años escolares como a lo largo de su vida. Los capÃtulos ofrecen ejemplos sólidos de programas e intervenciones exitosas, que abordan una variedad de problemas de los estudiantes, incluida la depresión, las autolesiones, la ansiedad social, la ansiedad de los estudiantes de alto rendimiento y la angustia oculta. Además, los capÃtulos exploran formas en que los profesionales de la salud mental y la educación pueden implementar programas basados ​​en evidencia, desde las etapas experimentales y de prueba hasta el uso real en las escuelas y aulas. Los temas que se presentan en este manual incluyen: · Una perspectiva canadiense sobre la alfabetización en salud mental y la preparación docente. · La relevancia de la inteligencia emocional en la eficacia de la impartición de programas de salud mental en las escuelas. · Programas de intervención para la reducción del autoestigma en niños y adolescentes. · Prevención e intervención del suicidio en la escuela. · Programas basados ​​en Mindfulness en el ámbito escolar. · Implementación de programas de inteligencia emocional en escuelas australianas. El Manual para la promoción de la salud mental en las escuelas es un recurso imprescindible para investigadores, médicos y profesionales afines, y formuladores de polÃticas, asà como para estudiantes de posgrado en disciplinas interrelacionadas como la psicologÃa infantil y escolar, el trabajo social, las polÃticas y polÃticas educativas, las ciencias especiales y educación general, salud pública, enfermerÃa escolar, terapia ocupacional, psiquiatrÃa, asesoramiento escolar y estudios familiares. . Nota de contenido: 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. . Tipo de medio : Computadora Summary : 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. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo de serie: Personality measurement and testing /, Vol 2, TÃtulo : The SAGE Handbook of Personality Theory and Assessment : Personality Measurement and Testing (Volume 2) Tipo de documento: documento electrónico Autores: Boyle, Gregory John ; Matthews, Gerald ; Saklofske, Donald H. Mención de edición: 1st ed. Editorial: Sage Publications Ltd. Fecha de publicación: 2008 Número de páginas: 1 online resource (xxiv, 717 pages) : Il.: illustration ISBN/ISSN/DL: 978-1-4462-0703-1 Palabras clave: Personality assessment. Personality. Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/132158 Personality measurement and testing /, Vol 2,. The SAGE Handbook of Personality Theory and Assessment : Personality Measurement and Testing (Volume 2) [documento electrónico] / Boyle, Gregory John ; Matthews, Gerald ; Saklofske, Donald H. . - 1st ed. . - Sage Publications Ltd., 2008 . - 1 online resource (xxiv, 717 pages) : : illustration.
ISBN : 978-1-4462-0703-1
Palabras clave: Personality assessment. Personality. Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/132158
TÃtulo de serie: Personality theories and models /, Vol 1, TÃtulo : The SAGE Handbook of Personality Theory and Assessment : Personality Theories and Models (Volume 1) Tipo de documento: documento electrónico Autores: Boyle, Gregory John ; Matthews, Gerald ; Saklofske, Donald H. Mención de edición: 1st ed. Editorial: Sage Publications Ltd. Fecha de publicación: 2008 Número de páginas: 1 online resource (xxiv, 783 pages) : Il.: illustration ISBN/ISSN/DL: 978-1-4462-0702-4 Palabras clave: Personality assessment. Personality. Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/132157 Personality theories and models /, Vol 1,. The SAGE Handbook of Personality Theory and Assessment : Personality Theories and Models (Volume 1) [documento electrónico] / Boyle, Gregory John ; Matthews, Gerald ; Saklofske, Donald H. . - 1st ed. . - Sage Publications Ltd., 2008 . - 1 online resource (xxiv, 783 pages) : : illustration.
ISBN : 978-1-4462-0702-4
Palabras clave: Personality assessment. Personality. Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/132157
