Titlebook: International Handbook of Education for Spirituality, Care and Wellbeing; Marian Souza,Leslie J. Francis,Daniel Scott Book 2009 Springer S

TATE

Book 2009mal learning. ...The chapters in this handbook present and discuss topics that focus on spirituality as an integral part of human experience and, consequently, essential to educational programs which aim to address personal and communal identity, foster resilience, empathy and compassion, and promote meaning and connectedness..

上腭

Examining Religious and Spiritual Development During Childhood and Adolescenceildren’s religious concepts, social dynamics that influence religiosity and spirituality, and religion’s role in adolescent wellbeing and thriving. In addition, I problematize some assumptions about religious and spiritual development by challenging their implicit foundations derived from developmental theory.

憂傷

Understanding and Assessing Spiritual Healthing among school and university students and staff in Australia and the United Kingdom. The Spiritual Health in Four Domains Index, Spiritual Health and Life-Orientation Measure, Feeling Good Living Life and Quality of Influences Survey were developed for these and other studies in spiritual health.

表臉

The Contribution of Religiousness and Spirituality to Subjective Wellbeing and Satisfaction with Lifneeds to include these constructs, if it is to be comprehensive. Second, because numinous constructs have the potential for impacting psychological functioning, the potential exists for the identification of a new class of intervention techniques that can promote durable psychological change.

Ancillary

GREG

The Psychology of Faith Developmentthe essay traces the relevance of Fowler’s account of faith and its development for those concerned with pastoral care and spiritual counselling, as well as readers engaged in more educational contexts.

憤慨點吧

The Dynamics of Spiritual Developmentnal organisation of the whole person, driven by “system parameters”, ecological forces; organised by “attractors”, patterns of behaviour which emerge regularly without clear causal factors; and responsive to the child’s free choices. Children resist spiritual change, yet significant transitions may be precipitated by trivial events.

Ige326

Ambiguous

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