| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000432139 |
| 005 | | 20200224114143 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781392290712 |
| 035 | |
▼a (MiAaPQ)AAI13898869 |
| 035 | |
▼a (MiAaPQ)wisc:16254 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Bintliff, Amy Vatne. |
| 245 | 10 |
▼a "And I Just Keep Building Myself Up": A Grounded Theory of the Wellbeing of Middle School Girls with Histories of Family Stressors Participating in an After-School Wellbeing Club. |
| 260 | |
▼a [S.l.]:
▼b The University of Wisconsin - Madison.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 210 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 80-12, Section: A. |
| 500 | |
▼a Publisher info.: Dissertation/Thesis. |
| 500 | |
▼a Advisor: Bellmore, Amy D. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a Subjective wellbeing is multidimensional and thus, not easy to define, especially for adolescents who are experiencing stressful life events. This grounded theory study fills gaps in research by asking 7th and 8th grade girls who have experienced family stressors, "How do adolescent girls with histories of family stressors define and experience wellbeing in their daily lives?" In order to facilitate discussion around that theme, a group of ten girls with histories of family stressors participated in twenty hours of an after-school Wellbeing Club over the course of ten weeks. The Wellbeing Club activities included participatory discussion and art-based activities based on an emerging model of wellbeing entitled Gender, Wellbeing and the Ecological Commons: A Participatory Framework of Wellbeing for Women and Girls. Data included a graffiti wall, self-portraits, journals, semi-structured interviews, and field notes. Adolescents prioritize four components of wellbeing: connections, security, growth, and acceptance. To adolescents with histories of family stressors, wellbeing is facilitated through quality connections with peers, is impacted by levels of acceptance, is nurtured through growth and the sharing of one's voice, and is dependent on feelings of security. |
| 590 | |
▼a School code: 0262. |
| 650 | 4 |
▼a Middle School education. |
| 650 | 4 |
▼a Educational psychology. |
| 690 | |
▼a 0450 |
| 690 | |
▼a 0525 |
| 710 | 20 |
▼a The University of Wisconsin - Madison.
▼b Educational Psychology. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 80-12A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0262 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15491988
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |