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Childhood well-being and resilience : influences on educational outcomes /

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MARC

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651185

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20241118104201.0

008		200828s2021 enka b 001 0 eng
010		\|a 2020038343
020		\|a9780367342425\|q(hbk.)
020		\|a9780367342432\|q(pbk.) : \|cNT$995
020		\|a9780429324635\|q(ebk.)
040		\|aDLC\|beng\|cDLC\|dDLC\|dTMUE\|eaacr2
042		\|apcc
050	00	\|aLB1115\|b.C514 2020
082	00	\|a372.21\|223
095		\|aTMUE\|b41\|cA0341698\|pB\|d372.21\|eC536\|y2021\|tDDC\|r995
245	00	\|aChildhood well-being and resilience : \|binfluences on educational outcomes / \|cedited by Zeta Williams-Brown and Sarah Mander.
260		\|aAbingdon, Oxon : \|bRoutledge, \|c2021.
300		\|axv, 184 p. : \|bill. ; \|c25 cm.
500		\|a"A David Fulton book"--Cover.
504		\|aIncludes bibliographical references and index.
505	0	\|aIntroduction -- Section 1, Defining well-being and resilience in education -- Understanding the concept of child well-being : domains, dimensions and discourses -- The concept of resilience and implications for interventions in schools -- Well-being, mental health and the student population -- Listening to children : the rights of the child -- Section 2, The role of children and young people in their own well-being and resilience -- What does resilience mean to children? -- The importance of positive peer relationships for child well-being and resilience -- Mental health in digital lives -- Section 3, Examples of practice interventions that support children and young people's well-being and resilience -- Well-being and outdoor learning -- The role of mindfulness in supporting well-being in young children -- Education and social work working collaboratively to support vulnerable families : Benefits and tensions -- Solution-focused resilience work : from the fantastical to the real -- Section 4, Societal and cultural influences upon children’s and young people's well-being and resilience -- The flourishing practitioner -- Developing a resilient nation : devolution and the Welsh approach to enhancing well-being -- Well-being as a right : challenging the role of educational professionals in supporting children in Italian schools -- The role of the kindergarten in children's well-being and resilience : The case of Norway -- Conclusion.
520		\|a"This book examines the ways in which well being affects educational outcomes. Using an ecological approach, the book defines what we mean by well being and resilience in education and how this relates to policy and children and young people's rights. The book considers strategies utilised by the education, health, voluntary and private sectors which promote well being and resilience for children and young people from the early years to adulthood. This book also explores societal factors such as poverty and family well being. Childhood Well being and Resilience goes on to provide examples of practice interventions inside and outside the classroom. It represents a sea change in professional approaches to well being and resilience as protective factors against poor mental health. It includes chapters on key topics such as: The concept of child well being, resilience and the rights of the child; peer interaction and well being; social media and mental health; well being and outdoor learning; mindfulness for young children; international policy and child well being. This book supports professionals to increase their knowledge, establish a skill set and build their confidence which can enable children and young people to develop good levels of well being and to improve their resilience. Including reflective questions and case studies, Childhood Well being and Resilience is essential reading for undergraduate students studying Early Childhood Studies, Education Studies, Teaching Awards and Family and Community Studies"--\|cProvided by publisher.
650	0	\|aChild development.
650	0	\|aResilience (Personality trait) in children.
650	0	\|aSchool environment\|xPsychological aspects.
650	0	\|aSchool mental health services.
650	0	\|aAffective education.
700	1	\|aWilliams-Brown, Zeta.
700	1	\|aMander, Sarah.

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This book examines the ways in which well-being affects educational outcomes. Using an ecological approach, the book defines what we mean by well-being and resilience in education and how this relates to policy and children and young people’s rights. The book considers strategies utilised by the education, health, voluntary and private sectors which promote well-being and resilience for children and young people from the early years to adulthood. This book also explores societal factors such as poverty and family well-being.

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Zeta Williams-Brown is a Reader in Education for Social Justice at the University of Wolverhampton.
Sarah Mander is a Staff Tutor and Lecturer for The Open University.

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