Integrating positive psychology into schools: Implications for practice

Integrating positive psychology into schools: Implications for practice

Traditional approaches for working with children and families in the schools focus on problems and disturbance. The concept of positive psychology as a way to change this focus is offered through exploration of its integration within school psychology. Specifically, the application of positive psych...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Psychology in the schools 2004-01, Vol.41 (1), p.163-172
Hauptverfasser: Terjesen, Mark D., Jacofsky, Matthew, Froh, Jeffrey, DiGiuseppe, Raymond
Format: Artikel
Sprache:eng
Schlagworte:
Children
Consultation Programs
Educational Assessment
School Psychologists
School Psychology
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 172
container_issue 1
container_start_page 163
container_title Psychology in the schools
container_volume 41
creator Terjesen, Mark D.
Jacofsky, Matthew
Froh, Jeffrey
DiGiuseppe, Raymond
description Traditional approaches for working with children and families in the schools focus on problems and disturbance. The concept of positive psychology as a way to change this focus is offered through exploration of its integration within school psychology. Specifically, the application of positive psychology can form the basis of preventive practices within the school setting. Examples of this application are provided within common roles of the school psychologist (consultation, direct work, educational assessment and planning). © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 163–172, 2004.
doi_str_mv 10.1002/pits.10148
format Article
fullrecord <record><control><sourceid>eric_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1002_pits_10148</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ761715</ericid><sourcerecordid>EJ761715</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3308-f31b6ac2d72a6d07e9118d1669690cf153ec29cf43795e927acd4c3c90097e813</originalsourceid><addsrcrecordid>eNp9kDFPwzAQhS0EEqWwMDNkRgqc7caO2WhVSqoKEC1itIzjFEMaR3YE5N-TEujIdHe6770nPYROMVxgAHJZ2yZ0Gx6le2iAEwIxS4HvowEApTGFNDlERyG8AQAXJB2gWVY1Zu1VY6t1VLtgG_thojq0-tWVbt1GtmpcFLrLleEqyjZ1aXVHuypEhfNR7ZVurDbH6KBQZTAnv3OInm6mq8ltvLifZZPrRaxplx4XFL8wpUnOiWI5cCMwTnPMmGACdIETajQRuhhRLhIjCFc6H2mqBYDgJsV0iM57X-1dCN4UsvZ2o3wrMchtBXJbgfypoIPPeth4q3fgdM4Z5l3UEOH-_WlL0_5jJB-y1fLPMu41NjTma6dR_l0yTnkin-9mcjlekGT8yOWcfgOgmHfB</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Integrating positive psychology into schools: Implications for practice</title><source>Education Source</source><source>Wiley Online Library Journals Frontfile Complete</source><creator>Terjesen, Mark D. ; Jacofsky, Matthew ; Froh, Jeffrey ; DiGiuseppe, Raymond</creator><creatorcontrib>Terjesen, Mark D. ; Jacofsky, Matthew ; Froh, Jeffrey ; DiGiuseppe, Raymond</creatorcontrib><description>Traditional approaches for working with children and families in the schools focus on problems and disturbance. The concept of positive psychology as a way to change this focus is offered through exploration of its integration within school psychology. Specifically, the application of positive psychology can form the basis of preventive practices within the school setting. Examples of this application are provided within common roles of the school psychologist (consultation, direct work, educational assessment and planning). © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 163–172, 2004.</description><identifier>ISSN: 0033-3085</identifier><identifier>EISSN: 1520-6807</identifier><identifier>DOI: 10.1002/pits.10148</identifier><language>eng</language><publisher>Hoboken: Wiley Subscription Services, Inc., A Wiley Company</publisher><subject>Children ; Consultation Programs ; Educational Assessment ; School Psychologists ; School Psychology</subject><ispartof>Psychology in the schools, 2004-01, Vol.41 (1), p.163-172</ispartof><rights>Copyright © 2004 Wiley Periodicals, Inc.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3308-f31b6ac2d72a6d07e9118d1669690cf153ec29cf43795e927acd4c3c90097e813</citedby><cites>FETCH-LOGICAL-c3308-f31b6ac2d72a6d07e9118d1669690cf153ec29cf43795e927acd4c3c90097e813</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fpits.10148$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fpits.10148$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ761715$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Terjesen, Mark D.</creatorcontrib><creatorcontrib>Jacofsky, Matthew</creatorcontrib><creatorcontrib>Froh, Jeffrey</creatorcontrib><creatorcontrib>DiGiuseppe, Raymond</creatorcontrib><title>Integrating positive psychology into schools: Implications for practice</title><title>Psychology in the schools</title><addtitle>Psychol. Schs</addtitle><description>Traditional approaches for working with children and families in the schools focus on problems and disturbance. The concept of positive psychology as a way to change this focus is offered through exploration of its integration within school psychology. Specifically, the application of positive psychology can form the basis of preventive practices within the school setting. Examples of this application are provided within common roles of the school psychologist (consultation, direct work, educational assessment and planning). © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 163–172, 2004.</description><subject>Children</subject><subject>Consultation Programs</subject><subject>Educational Assessment</subject><subject>School Psychologists</subject><subject>School Psychology</subject><issn>0033-3085</issn><issn>1520-6807</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><recordid>eNp9kDFPwzAQhS0EEqWwMDNkRgqc7caO2WhVSqoKEC1itIzjFEMaR3YE5N-TEujIdHe6770nPYROMVxgAHJZ2yZ0Gx6le2iAEwIxS4HvowEApTGFNDlERyG8AQAXJB2gWVY1Zu1VY6t1VLtgG_thojq0-tWVbt1GtmpcFLrLleEqyjZ1aXVHuypEhfNR7ZVurDbH6KBQZTAnv3OInm6mq8ltvLifZZPrRaxplx4XFL8wpUnOiWI5cCMwTnPMmGACdIETajQRuhhRLhIjCFc6H2mqBYDgJsV0iM57X-1dCN4UsvZ2o3wrMchtBXJbgfypoIPPeth4q3fgdM4Z5l3UEOH-_WlL0_5jJB-y1fLPMu41NjTma6dR_l0yTnkin-9mcjlekGT8yOWcfgOgmHfB</recordid><startdate>200401</startdate><enddate>200401</enddate><creator>Terjesen, Mark D.</creator><creator>Jacofsky, Matthew</creator><creator>Froh, Jeffrey</creator><creator>DiGiuseppe, Raymond</creator><general>Wiley Subscription Services, Inc., A Wiley Company</general><general>John Wiley &amp; Sons, Inc</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>200401</creationdate><title>Integrating positive psychology into schools: Implications for practice</title><author>Terjesen, Mark D. ; Jacofsky, Matthew ; Froh, Jeffrey ; DiGiuseppe, Raymond</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3308-f31b6ac2d72a6d07e9118d1669690cf153ec29cf43795e927acd4c3c90097e813</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Children</topic><topic>Consultation Programs</topic><topic>Educational Assessment</topic><topic>School Psychologists</topic><topic>School Psychology</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Terjesen, Mark D.</creatorcontrib><creatorcontrib>Jacofsky, Matthew</creatorcontrib><creatorcontrib>Froh, Jeffrey</creatorcontrib><creatorcontrib>DiGiuseppe, Raymond</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Psychology in the schools</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Terjesen, Mark D.</au><au>Jacofsky, Matthew</au><au>Froh, Jeffrey</au><au>DiGiuseppe, Raymond</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ761715</ericid><atitle>Integrating positive psychology into schools: Implications for practice</atitle><jtitle>Psychology in the schools</jtitle><addtitle>Psychol. Schs</addtitle><date>2004-01</date><risdate>2004</risdate><volume>41</volume><issue>1</issue><spage>163</spage><epage>172</epage><pages>163-172</pages><issn>0033-3085</issn><eissn>1520-6807</eissn><abstract>Traditional approaches for working with children and families in the schools focus on problems and disturbance. The concept of positive psychology as a way to change this focus is offered through exploration of its integration within school psychology. Specifically, the application of positive psychology can form the basis of preventive practices within the school setting. Examples of this application are provided within common roles of the school psychologist (consultation, direct work, educational assessment and planning). © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 163–172, 2004.</abstract><cop>Hoboken</cop><pub>Wiley Subscription Services, Inc., A Wiley Company</pub><doi>10.1002/pits.10148</doi><tpages>10</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0033-3085
ispartof Psychology in the schools, 2004-01, Vol.41 (1), p.163-172
issn 0033-3085
1520-6807
language eng
recordid cdi_crossref_primary_10_1002_pits_10148
source Education Source; Wiley Online Library Journals Frontfile Complete
subjects Children
Consultation Programs
Educational Assessment
School Psychologists
School Psychology
title Integrating positive psychology into schools: Implications for practice
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-31T13%3A02%3A48IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Integrating%20positive%20psychology%20into%20schools:%20Implications%20for%20practice&rft.jtitle=Psychology%20in%20the%20schools&rft.au=Terjesen,%20Mark%20D.&rft.date=2004-01&rft.volume=41&rft.issue=1&rft.spage=163&rft.epage=172&rft.pages=163-172&rft.issn=0033-3085&rft.eissn=1520-6807&rft_id=info:doi/10.1002/pits.10148&rft_dat=%3Ceric_cross%3EEJ761715%3C/eric_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ761715&rfr_iscdi=true