000			02068nam a2200325Ia 4500
001			273467
003			0000000000
005			20211104065509.0
008			150122s2014 nyu ||||||eng d
020			_a9780415621861
040			_erda
050			_aLB 1027.55 _b.H191 2014
245		0	_aHandbook of positive psychology in schools / _cedited by Michael J. Furlong, Richard Gilman, E. Scott Huebner.
264			_aNew York : _bRoutledge, _c2014
300			_aviii, 522 pages ; _b26 cm.
336			_atext _2rdacontent
338			_avolume _2rdacarrier
500			_aFirst edition published in 2009 by Routledge.
504			_aIncludes bibliographical references and index.
520			_a 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.
520			_a how specific positive-psychological constructs relate to students and schools and support the delivery of school-based services
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
650			_aPositive psychology _2sears _916730
650			_aSchool psychology _2sears _927483
700			_aFurlong, Michael J., _9120098
700			_aGilman, Rich, _9120099
700			_aHuebner, Eugene Scott, _9120100
942			_cREF
999			_c85076 _d85076