Applying Child-Rights-Respecting Research to the Study of Psychological Well-Being: Global and Local Examples
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Springer International Publishing
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http://link.springer.com/content/pdf/10.1007/978-3-030-37119-7_36
Reference47 articles.
1. Alderson, P. (2012). Rights-respecting research: A commentary on ‘the right to be properly researched: Research with children in a messy world’. Children’s Geographies, 10(2), 233–239. https://doi.org/10.1080/14733285.2012.661603
2. Arnett, J. J. (2008). The neglected 95%: Why American Psychology needs to be less American. American Psychologist, 63, 602–614. https://doi.org/10.1037/0003-066X.63.7.602
3. Bell, P. B., Larrazolo, H. L., & Nastasi, B. K. (2017). Promoting universal psychological well-being in an urban US public school using a culture-specific, participatory action research approach to consultation. International Journal of School & Educational Psychology, 5(3), 178–191. https://doi.org/10.1080/21683603.2016.1276815
4. Bell, P. B., Summerville, M. A., Nastasi, B. K., MacFetters, J., & Earnshaw, E. (2015). Promoting psychological well-being in an urban school using the Participatory Culture Specific Intervention Model. Journal of Educational and Psychological Consultation, 25(1–18), 2015. https://doi.org/10.1080/10474412.2014.929955
5. Bell, P. B., Verlenden, J. M., Swift, A. L., Henderson, H. L., & Nastasi, B. K. (2016). Emic perspectives of risk and support: Voices from lower elementary students in New Orleans, Louisiana, USA. In B. K. Nastasi & A. P. Borja (Eds.), International handbook of psychological well-being in children and adolescents: Bridging the gaps between theory, research, and practice (pp. 271–290). New York, NY: Springer Science+Business Media.
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