Unsere sozialen Interaktionen werden von komplexen biopsychischen Prozessen angetrieben, die dadurch verkompliziert werden, dass der Mensch ein Individuum ist und gleichzeitig Mitglied eines oder mehrerer sozialer Systeme, wie bspw. der Schule. Dieses Buch trägt dazu bei, die sozialen Mechanismen des „Bedürfnisses nach Zugehörigkeit“ bei Schüler*innen in Schulkontexten zu erklären. Der theoretische Rahmen basiert auf einem Verständnis von Bedürfnissen als kognitive Mechanismen neuronaler Prozesse, die menschliches Verhalten und Körperwerte regulieren. Die Feldforschung wurde in zwei Sekundarschulen in Österreich und Australien durchgeführt. Handlungsleitlinien, die Schüler*innen dabei helfen sollen, sich zugehörig zu fühlen, werden von den Ergebnissen abgeleitet.
School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling. Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.
"The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .
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."
This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. Belonging—with peers, in the classroom, or on campus—is a critical dimension of success at college. It can affect a student’s degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. The 2nd Edition of College Students’ Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. Underpinned by theory and research and offering practical guidelines for improving educational environments and policies, this book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in students’ success. New to this second edition: A refined theory of college students’ sense of belonging and review of current literature in light of new and emerging theories; Expanded best practices related to fostering sense of belonging in classrooms, clubs, residence halls, and other contexts; Updated research and insights for new student populations such as youth formerly in foster care, formerly incarcerated adults, and homeless students; Coverage on a broad range of topics since the first edition of this book, including cultural navigation, academic spotting, and the "shared faith" element of belonging.
Disengagement of youth from schooling is an issue of significant national and international concern, and is a key driver of educational policy and reform that look to maximise school retention for the benefit of both students and the wider community. In Australia, Flexible Learning Options (FLOs) have arisen as a response to the premature disengagement from schooling of a sizeable number of Australian youth. FLOs attend to the educational, social and well-being needs of young people experiencing complex life circumstances, yet empirical evidence of their value to date has been largely anecdotal. The significance of this book lies in its innovative approach to gauging the value of FLOs—to young people themselves, as well as the wider Australian community. Drawing on past research and new findings from a national investigation, the authors provide novel insight into the pressures pushing young people out of schools and the mechanisms at work in FLOs to re-engage them in education. The varied contributions of this book elucidate many of the measurable impacts of FLOs on the life trajectories of disenfranchised youth, including improved economic integration, mental and emotional wellbeing, and myriad other outcomes. The significance of this project lies in its exploration of how young people and staff understand the transformative nature of the FLO experience, with an analysis that brings to light the wider value of this type of educational intervention in terms of long term community benefit.
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.
This book provides a coherent explanation of human nature, which is to say how people think, act, and feel, what they want, and how they interact with each other. The central idea is that the human psyche was designed by evolution to `nable people to create and sustain culture.
Draws from a wide research base documenting best practices for identity safety, including inclusive classroom practices, positive teacher-student relations, diverse and challenging tasks, and the use of student diversity as a resource Includes interactive activities and tools for professional development, linking strategies to theory Offers guiding principles to help leaders stay true to the core values of equity and identify safety, equipping leaders with the adaptive expertise needed to confront evolving challenges Covers professional growth models for teachers, counselors, campus supervisors, and other school staff Tackles the difficult issue of equitable data collection; shares principles, systems, and best practices for assessment that take bias, stakeholder voice, and universal design into account.
This volume explores innovative perspectives and practices regarding social inclusion of potentially marginalized individuals from multiple perspectives.
