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020 _a9783319430393
024 7 _a10.1007/978-3-319-43039-3
_2doi
040 _aES-MaUEC
_bspa
_cES-MaUEC
_dES-MaUEC
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050 4 _aBF204.6
_b2016 EB
100 1 _aSlee, Phillip T.
_eautor
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_9688646
245 1 0 _aWell-Being, Positive Peer Relations and Bullying in School Settings
_cby Phillip T. Slee, Grace Skrzypiec
250 _aFirst edition 2016
264 1 _aCham
_bSpringer International Publishing
_c2016
300 _a1 recurso en línea (VIII, 213 páginas)
_bilustraciones
336 _2rdacontent
_aTexto
_btxt
337 _2rdamedia
_aelectrónico
_bc
338 _2rdacarrier
_arecurso electrónico
_bcr
347 _aarchivo de texto
_bPDF
490 0 _aPositive Education
_x2468-0281
505 0 _aChapter 1. Well-Being at School -- Chapter 2. School/ Community Based Interventions for Well-Being -- Chapter 3. An International Overview of Programs Addressing School Based Mental Health -- Chapter 4. Student's School Relationships -- Chapter 5. School and Classroom Climate and Well-Being -- Chapter 6. School Bullying, Victimization and Pro-Social Behaviour -- Chapter 7. Bullying and Victimization: A Global Perspective -- Chapter 8. Anti-Bullying Interventions -- Chapter 9. Implementing a School/ Community Partnership -- Chapter 10. Epilogue.
520 _aThis book focuses on well-being at school in association with positive peer relationships and bullying. Taking an integrative and community-based approach, the book outlines the significance of student-school relationships for well-being and emphasizes the importance of school and classroom climate for promoting well-being. Embedded in research and theory, the book reflects the belief that all of our dealings with children and young people in whatever role, whether as parent or teacher or in some other capacity, are bounded by theory, either implicit or explicit. The book highlights the role of partnerships and linkages in addressing school-based well-being and anti-bullying programs. It pays special attention to the barriers and facilitators that schools must address in engaging with external agencies to deliver strong evidence-based initiatives. The international concern with school bullying is given particular consideration in relation to its impact on the well-being of all involved. A feature of the text is the focus given to the implementation of programs into the busy and complex world of schools and classrooms recognizing that the effectiveness and impact of any school-based program is strongly related to the quality of its implementation. The text reflects a commitment of the authors to a broad-based systemic view of development, taking into account family, school, community and culture as influential factors. The text incorporates a number of pedagogical features e.g. classroom based activities and discussion starters, reflections on points raised in the text, and case studies. This book is of special interest to teachers, school counselors, educational psychologists and mental health professionals working in school settings.
988 _aSpringer_Psychology_2016
650 7 _2embne
_9431111
_aPsicología positiva
700 1 _aSkrzypiec, Grace,
_eautor
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_9683935
_d1956-
776 0 8 _iPrinted edition:
_z9783319430379
776 0 8 _iPrinted edition:
_z9783319430386
776 0 8 _iPrinted edition:
_z9783319827223
856 4 0 _uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-319-43039-3
_zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942 _2lcc
_cLE
998 _b05/2022
_dz
_ek
_zSI