Building Mental Resilience in Children: Positive Psychology, Emotional Intelligence, and Play: 9798369383124: Education Books

Publication Status: E-Book and Print Version Available for Purchase

ISBN13: 9798369383124

ISBN13 Softcover: 9798369383131

EISBN13: 9798369383148

DOI: 10.4018/979-8-3693-8312-4

Description:

Mental resilience in children is an essential aspect of childhood well-being and long-term success. Positive psychology, emotional intelligence, and play are critical when nurturing this resilience and building mental strength. Emotional intelligence may help children recognize and manage their emotions effectively, while preparing them to overcome personal challenges. Play in teaching and learning may also serve as an avenue for social skill development, problem-solving, and emotional regulation. More research into the effects of psychology and play in childhood development is needed to correlate the relationship between mental resilience and positive child psychological practices.

Building Mental Resilience in Children: Positive Psychology, Emotional Intelligence, and Play explores the effectiveness of psychology, play pedagogy, and emotional intelligence practices in improved childhood development. The practice of mental resilience in K-12 educational settings is further examined through a psychosocial lens. This book covers topics such as mental health and wellness, sociolinguistics, and school settings, and is a useful resource for education professionals, teachers, academicians, sociologists, psychologists, medical professionals, researchers, and scientists.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Child Learning Disabilities
Child Psychology
Constructive Play
Diversity and Inclusion
Educational Resilience
Emotional Intelligence
K-12 Education
Mental Health and Wellness
Play-Based Pedagogy
Psychosociology
School Settings
Sociolinguistics
Special Education

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Louiza Ioannidou has been a Lecturer and member of the Department of Psychology and Social Sciences of Frederick University since 2015. She has also been an accredited School Psychologist since 2009. She has obtained her PhD degree in Psychology (2019), her Master’s degree in School Psychology (2009) (duration of 3 years, including 1600 hours of supervised clinical practice), and her BA degree in Psychology (2005) from the University of Cyprus. In the context of continuing education, she has also trained in the field of Cognitive - Behavioural Therapy for children and adults. She has also a diploma in the Treatment and Management of Eating Disorders and Obesity, based on the Cognitive Behavioural model (Master Practitioner in Eating Disorders and Obesity). In addition to the above specializations, she has been awarded certificates in the areas of Positive Psychology, Mindfulness, Solution Focused Therapy, and Business - Team Coaching. Her research interests include bullying, psychopathology, children's mental health and well-being, and the development, implementation, and evaluation of psychoeducational preventive programs to promote children's mental health and resilience, a safe school climate and, parental involvement. Her research findings are published in scientific journals and presented in scientific conferences.

Agathi Argyriadis is a Psychologist with specialization on Cognitive – Behavioral Psychotherapy and Developmental Psychology. Her PhD thesis is entitled “The effects of “Aesthetic flow experiences” in school’s environment of first graders. A psycho-educational approach”. She also holds a M.Ed. in Special Education and a second Master in Counseling. She is a Lecturer in the Department of Psychology at Frederick University, teaching developmental and cognitive psychology. In the past she has also taught at Cyprus University of Technology, at the East London University and at the University of Peloponnese at the department of Speech Pathology, for 3 years. She is the writer of 10 scientific books in the field of psychology and more than 80 papers in high impact factor academic journals. Her research interests focus on optimizing learning environments using positive psychology and aesthetic theories, developmental psychological issues, special education and social inclusion.

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