000			01915nam a2200229Ia 4500
003			NULRC
005			20250520102710.0
008			250520s9999 xx 000 0 und d
020			_a9780415621861
040			_cNULRC
050			_aLB 1027.3 .H363 2014
245		0	_aHandbook of positive psychology in schools. / _cedited by Michael J. Furlong, Rich Gilman and E. Scott Huebner
250			_aSecond Edition.
260			_aLondon, United Kingdom : _bRoutledge Taylor & Francis Group, _cc2014
300			_aviii, 522 pages ; _c26 cm.
365			_bUSD114.25
504			_aIncludes index.
505			_aSection 1. Conceptual Foundations -- Section 2. Individual Positive Psychology Assets -- Section 3. Contextual Educational Factors and Resources -- Section 4. School-Based International Perspective -- Section 5. Perspective .
520			_aUnderstanding the factors that encourage young people to become active agents in their own learning is critical. Positive psychology is one lens that can be used to investigate the factors that facilitate a student's sense of agency and active school engagement. In the second edition of this groundbreaking handbook, the editors draw together the latest work on the field, identifying major issues and providing a wealth of descriptive knowledge from renowned contributors. Major topics include: the ways that positive emotions, traits, and institutions promote school achievement and healthy social and emotional development; how specific positive-psychological constructs relate to students and schools and support the delivery of school-based services; and the application of positive psychology to educational policy making. With thirteen new chapters, this edition provides a long-needed centerpiece around which the field can continue to grow, incorporating a new focus on international applications of the field.
650			_aPSYCHOLOGY
942			_2lcc _cBK
999			_c13277 _d13277