Introduction - The contribution of psycho-educational interventions in the development of learning and socio-emotional skills in the school context
Abstract
Abstract non available
Article Details
- How to Cite
-
Μακρή-Μπότσαρη Ε. (2019). Introduction - The contribution of psycho-educational interventions in the development of learning and socio-emotional skills in the school context. Psychology: The Journal of the Hellenic Psychological Society, 24(1), 5–8. https://doi.org/10.12681/psy_hps.22384
- Issue
- Vol. 24 No. 1 (2019)
- Section
- SPECIAL SECTION
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The journal PSYCHOLOGY adopts a Platinum open-access policy. Submission, processing or publication costs are waived by the Hellenic Psychological Society. Papers published in the journal PSYCHOLOGY are licensed under a 'Creative Commons Attribution-ShareAlike 4.0 International' licence. The authors reserve the copyright of their work and grant the journal the right of its first publication. Third-party licensees are allowed to use the published paper immediately after publication as they wish, provided they retain the defined by the license copyright formalities, regarding the reference to its author(s) and its initial publication in the journal PSYCHOLOGY. Moreover, any adjusted work should be shared under the same reuse rights, so with the same CC license.
Downloads
Download data is not yet available.
References
Bazzanini, E., (2013). Arte e infanzia. L’ importanza dell’ arte nello sviluppo del bambino, Tafter Journal N.56 Available from: http://www.tafterjournal.it/2013/02/04/arte-e-infanzia-limportanza-dellarte-nello-sviluppo-del-bambino/
Craig, W. M., Pepler, D. J., & Shelley, D. (2004). Summary of Interventions to Address Bullying Problems at School. Ontario Ministry of Education, Queen’s Park.
Pepler, D. & Craig, W. (2014) Bullying Prevention and Intervention in the School Environment: Factsheets and Tools. Resource prepared for the Ontario Ministry of Education. Available at: www.prevnet.ca/resources/bullying-prevention-facts-and-tools-for-school
Craig, W. M., Pepler, D. J., & Shelley, D. (2004). Summary of Interventions to Address Bullying Problems at School. Ontario Ministry of Education, Queen’s Park.
Enright, R.D. (2012). The forgiving life. The forgiving life. APA Books
Enright, R.D., Knutson, J.A., Holter, A.C., Baskin, T., & Knutson, C. (2007). Waging peace through forgiveness in Belfast, Northern Ireland II: Educational programs for mental health improvement of children. Journal of Research in Education, 17(1), 63-78.
Evans, C., Fraser, M. & Cotter, K. (2014) The effectiveness of school-based bullying prevention programs: A systematic review. Aggression and Violent Behavior, 19(5), 532-544.
Floreno, J. (2011). Computer crimes. American School & University, 83(6), 34–36.
Henderson, Ν. & Milstein, Μ.Μ. (2008). Σχολεία που προάγουν την ψυχική ανθεκτικότητα.(Επιμ. Χ. Χατζηχρήστου). Αθήνα: Τυπωθήτω
Holter, A.C., Magnuson, C., Knutson, C., KnutsonEnright, J.A., &Enright, R.D. (2008). The forgiving child: The impact of forgiveness education on excessive anger for elementary aged children in Milwaukee’s central city. Journal of Research in Education 18, 82-93.
Hui, E.K & Chau, T.S(2009)The impact of a forgiveness intervention with Hong Kong Chinese children hurt in interpersonal relationships,British Journal of Guidance & Counselling,37 (2),141-156.
Hymel, S. &Swearer, S. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70 (4), 293-299.
Jiménez-Barbero, J, Luiz-Hernandez, J. Llor-Zaragosa, L., Perez-Garcia, M. &Llor-Esteban, B. (2016). Effectiveness of anti-bullying school programs: A meta-analysis. Children and Youth Services Review, 61, 165-175.
Lee, S., Kim C.J & Kim, D.H (2015). A meta-analysis of the effect of school-based anti-bullying programs. Journal of Child Health Care, 19(2), 136-153.
Makri-Botsari, E., & Karagianni, G. (2014). Cyberbullying in Greek adolescents. The role of parents. Procedia Social & Behavioral Sciences,116,3241-3253.
Merrell, K. , Gueldner, B., Ross, S. & Isava, D. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23 (1), 26-42.
O’Gorman, L. (2014). The arts and education for sustainability: shaping student teachers’ identities towards sustainability. In J. Davis & S. Elliott (Eds). Research in early childhood education for sustainability: International perspectives and provocations (pp. 266-279) London: Routledge.
Pepler, D. & Craig, W. (2014) Bullying Prevention and Intervention in the School Environment: Factsheets and Tools. Resource prepared for the Ontario Ministry of Education. Available at: www.prevnet.ca/resources/bullying-prevention-facts-and-tools-for-school
Rigby, K., &Slee, P.T. (2014). Interventions to reduce bullying. In J.C. Srabstein & J. Merrick (Eds.) Bullying: A public health concern (pp. 251-277). New York: Nova Publishers.
Schulte, C. M., & Thompson, C. M. (Eds.). (2018). Communities of practice: Art, play, and aesthetics in early childhood. New York: Springer.
Sheldon, K. & King, L. (2001). Why positive psychology is necessary? American Psychologist, 56(3), 216-217.
Smith, P. K., Pepler, D. & Rigby, K. (eds.) (2004). Bullying in schools. How successful can interventions be? Cambridge: Cambridge University Press.
Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75-90.
Woolfolk, Α. (2019). Educational Psychology. New York: Pearson.
Worthington, E.L. & Scherer, M. (2007). Forgiveness is an emotion-focused coping strategy that can reduce health risks and promote health resilience: theory, review, and hypotheses. Psychology & Health, 19(3), 385
