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Young children face daily challenges that require them to cope with
stressful situations. Some of these challenges may seem trivial to
adults, but to young children unable to regulate their own
emotions, they can be problematic. The Building Conceptual
PlayWorlds for Wellbeing set, comprising of a story book and
companion guide is for use with children aged between 4 and 8 and
is a conversation point for educators and parents to open
discussions with young children about managing their emotions and
coping with problems. In the vibrant and accessible The Lonely
Little Cactus storybook, children are introduced to a cactus that
feels lonely living in the desert. Through a series of colourful
interactions with desert dwellers, the little cactus learns
strategies to cope with feelings of loneliness. Both entertaining
and educational, the story showcases an array of coping strategies
and encourages the reader to try various approaches to managing
difficult situations and find strategies that best work for them.
The accompanying guidebook uses the evidence-driven Conceptual
PlayWorlds model of intentional teaching developed by Professor
Marilyn Fleer to provide supporting classroom- or home-based
activities to help children aged between 4 and 8 solve challenges
and learn wellbeing concepts through play. Offering imagery-rich
scenarios including 20 unique activities, children have an
opportunity to experientially grasp wellbeing concepts that can be
otherwise difficult to explain. This resource book guides educators
through a range of wellbeing activities including: Identifying
feelings Coping (social support, problem solving, and
self-regulation) Friendships (relationship building, working
together, time with friends, social skills) Positive emotions
(happiness, joy, doing something you love, enjoyment, fun)
Relaxation strategies Belonging and inclusion (working together,
collaboration, joining in play, including others) Offering a unique
opportunity for children to learn about psychological strategies
while being engaged in a beautiful narrative and visually
captivating illustrations, this set is the ideal resource for
educators, support staff, practitioners and parents looking to help
children understand and manage their feelings.
Chapter 3 includes 365 social media prompts for academics to use on
their own social media platforms. The book will be supported by
@academicchatter who will trial suggested posts through their
Twitter account to test engagement and also to lead the 365 day
challenge once the book is published. The book broadly encompasses
applicability with all social media platforms and not just twitter.
Written in a clear and accessible style, this book presents a
wealth of practical information to guide the next generation of
educational and developmental psychologists in Australia and New
Zealand in pursuing a career in the field. There are over 800
educational and developmental psychologists in Australia, and over
200 educational psychologists in New Zealand, who represent a
diverse workforce. Pathways to becoming an educational and
developmental psychologist have seen rapid shifts with updated key
competencies that prospective educational and developmental
psychologists need to be aware of. This book gives the reader a
comprehensive understanding of what makes an educational and
developmental psychologist and outlines seven steps required to
become an endorsed educational and developmental psychologist.
Specifically, it offers guidance on understanding the role and its
history, tertiary study requirements, registration requirements,
professional competencies, skills and attributes needed, work
experience, professional associations and member groups,
endorsement and supervision requirements, finding work, and
starting work. With a primary focus on Australia, each chapter also
features a section on the career in New Zealand, with a variety of
psychologists sharing their expertise and reflections from their
experiences in New Zealand. This resource is essential reading for
students, provisional psychologists, and practising psychologists.
At the same time, it provides insights for other educational and
health professionals who may work multi-, inter-, or
transdisciplinary with educational and developmental psychologists.
* New edition reflects the speed at which positive psychology
theory has matured and school-based research has proliferated. *
Chapters include implications for educational practice, summaries
of key points from the chapter, and annotated lists of 3-5
suggested readings and 3-5 online resources. * Includes numerous
real-life examples of how schools in Australia, China, Italy,
Portugal, UK, and USA and are implementing programs that aim to
enhance the well-being and life success of their students.
- This set teaches children the skills the need to cope with
worries and stress, particularly in relation to feelings of
loneliness and belonging - The storybook and guidebook can be used
together in classroom settings or one to one and there’s plenty
of activities to help children talk about their issues. - The book
uses a friendly and engaging narrative to tackle big global social
issues and improve wellbeing in children.
Written in a clear and accessible style, this book presents a
wealth of practical information to guide the next generation of
educational and developmental psychologists in Australia and New
Zealand in pursuing a career in the field. There are over 800
educational and developmental psychologists in Australia, and over
200 educational psychologists in New Zealand, who represent a
diverse workforce. Pathways to becoming an educational and
developmental psychologist have seen rapid shifts with updated key
competencies that prospective educational and developmental
psychologists need to be aware of. This book gives the reader a
comprehensive understanding of what makes an educational and
developmental psychologist and outlines seven steps required to
become an endorsed educational and developmental psychologist.
Specifically, it offers guidance on understanding the role and its
history, tertiary study requirements, registration requirements,
professional competencies, skills and attributes needed, work
experience, professional associations and member groups,
endorsement and supervision requirements, finding work, and
starting work. With a primary focus on Australia, each chapter also
features a section on the career in New Zealand, with a variety of
psychologists sharing their expertise and reflections from their
experiences in New Zealand. This resource is essential reading for
students, provisional psychologists, and practising psychologists.
At the same time, it provides insights for other educational and
health professionals who may work multi-, inter-, or
transdisciplinary with educational and developmental psychologists.
- This set teaches children the skills the need to cope with
worries and stress, particularly in relation to feelings of
loneliness and belonging - The storybook and guidebook can be used
together in classroom settings or one to one and there’s plenty
of activities to help children talk about their issues. - The book
uses a friendly and engaging narrative to tackle big global social
issues and improve wellbeing in children.
* New edition reflects the speed at which positive psychology
theory has matured and school-based research has proliferated. *
Chapters include implications for educational practice, summaries
of key points from the chapter, and annotated lists of 3-5
suggested readings and 3-5 online resources. * Includes numerous
real-life examples of how schools in Australia, China, Italy,
Portugal, UK, and USA and are implementing programs that aim to
enhance the well-being and life success of their students.
Building Better Schools with Evidence-based Policy: Adaptable
Policy for Teachers and School Leaders provides an extensive set of
free-to-use policies for building better schools. The policies
included in this book cover a broad range of popular topics for
schools that are not readily accessible, and each policy is built
on theory, driven by research, and created by experts. Each policy
is based on substantial evidence, and this is ensured through the
inclusion of contributors who are active and highly reputable in
their respective field. Most schools are obliged to write and
maintain policy, and not all school leaders have the required
skills, time, or expertise to do this effectively. Building Better
Schools with Evidence-based Policy: Adaptable Policy for Teachers
and School Leaders is a time-saving resource for schools. It aims
to address the reported research-to-practice gap in education by
delivering accessible evidence-based practice in a ready-to-use
adaptable format. All policies within this book are designed to be
adapted and tailored to the unique diversity and needs of each
school as reflected by the context and the people that make up the
school community. This book is relevant to every person who works
in a school - worldwide. Users of this book can rest assured that
each policy has been carefully formulated from the current
understandings of best practice. This is a practical innovation and
an example of how schools can use research evidence in their
day-to-day practices. "The Open Access version of this book,
available at www.taylorfrancis.com, has been made available under a
Creative Commons Attribution-Non-Commercial-No Derivatives 4.0
license."
Building Better Schools with Evidence-based Policy: Adaptable
Policy for Teachers and School Leaders provides an extensive set of
free-to-use policies for building better schools. The policies
included in this book cover a broad range of popular topics for
schools that are not readily accessible, and each policy is built
on theory, driven by research, and created by experts. Each policy
is based on substantial evidence, and this is ensured through the
inclusion of contributors who are active and highly reputable in
their respective field. Most schools are obliged to write and
maintain policy, and not all school leaders have the required
skills, time, or expertise to do this effectively. Building Better
Schools with Evidence-based Policy: Adaptable Policy for Teachers
and School Leaders is a time-saving resource for schools. It aims
to address the reported research-to-practice gap in education by
delivering accessible evidence-based practice in a ready-to-use
adaptable format. All policies within this book are designed to be
adapted and tailored to the unique diversity and needs of each
school as reflected by the context and the people that make up the
school community. This book is relevant to every person who works
in a school - worldwide. Users of this book can rest assured that
each policy has been carefully formulated from the current
understandings of best practice. This is a practical innovation and
an example of how schools can use research evidence in their
day-to-day practices. "The Open Access version of this book,
available at www.taylorfrancis.com, has been made available under a
Creative Commons Attribution-Non-Commercial-No Derivatives 4.0
license."
Can a sense of belonging increase life satisfaction? Why do we
sometimes feel lonely? How can we sustain lasting human
connections? The Psychology of Belonging explores why feeling like
we belong is so important throughout our lives, from childhood to
old age, irrespective of culture, race or geography. With its
virtues and shortcomings, belonging to groups such as families,
social groups, schools, workplaces and communities is fundamental
to our identity and wellbeing, even in a time when technology has
changed the way we connect with each other. In a world where
loneliness and social isolation is on the rise, The Psychology of
Belonging shows how meaningful connections can build a sense of
belonging for all of us.
Chapter 3 includes 365 social media prompts for academics to use on
their own social media platforms. The book will be supported by
@academicchatter who will trial suggested posts through their
Twitter account to test engagement and also to lead the 365 day
challenge once the book is published. The book broadly encompasses
applicability with all social media platforms and not just twitter.
With rising rates of youth mental illness, disconnection and social
isolation, strategies are needed that can help stem the tide. A
sense of belonging to one's school is associated with good school
performance, physical and psychological wellbeing, and offers a
quintessential solution to help address many of the issues faced by
young people today. Grounded in theory, research, and practical
experience, Boosting School Belonging provides 48 activities for
practitioners and teachers to use with classes, groups, or
individuals to help secondary students develop a sense of school
belonging. Through six modules, readers will understand the
evidence underlying each module, identify fun and practical tools
to use with young people, and develop strategies for helping young
people connect with teachers, parents, peers, themselves, learning,
and help. The evidence-based strategies and concepts make it an
invaluable resource for teachers, psychologists and counsellors
looking to help foster a sense of school belonging amongst
students.
With rising rates of youth mental illness, disconnection and social
isolation, strategies are needed that can help stem the tide. A
sense of belonging to one's school is associated with good school
performance, physical and psychological wellbeing, and offers a
quintessential solution to help address many of the issues faced by
young people today. Grounded in theory, research, and practical
experience, Boosting School Belonging provides 48 activities for
practitioners and teachers to use with classes, groups, or
individuals to help secondary students develop a sense of school
belonging. Through six modules, readers will understand the
evidence underlying each module, identify fun and practical tools
to use with young people, and develop strategies for helping young
people connect with teachers, parents, peers, themselves, learning,
and help. The evidence-based strategies and concepts make it an
invaluable resource for teachers, psychologists and counsellors
looking to help foster a sense of school belonging amongst
students.
This book explores the concept of school belonging in adolescents
from a socio-ecological perspective, acknowledging that young
people are uniquely connected to a broad network of groups and
systems within a school system. Using a socio-ecological framework,
it positions belonging as an essential aspect of psychological
functioning for which schools offer unique opportunities to
improve. It also offers insights into the factors that influence
school belonging at the student level during adolescence in
educational settings. Taking a socio-ecological perspective and
drawing from innovative research methods, the book encourages
researchers interested in school leadership to foster students'
sense of belonging by developing their qualities and by changing
school systems and processes
Can a sense of belonging increase life satisfaction? Why do we
sometimes feel lonely? How can we sustain lasting human
connections? The Psychology of Belonging explores why feeling like
we belong is so important throughout our lives, from childhood to
old age, irrespective of culture, race or geography. With its
virtues and shortcomings, belonging to groups such as families,
social groups, schools, workplaces and communities is fundamental
to our identity and wellbeing, even in a time when technology has
changed the way we connect with each other. In a world where
loneliness and social isolation is on the rise, The Psychology of
Belonging shows how meaningful connections can build a sense of
belonging for all of us.
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