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The Need of Holistic Interventions in Schools: The Promotion of Healthy and Sustainable Personal Development among Children | OMICS International | Abstract
ISSN: 2471-2701

Clinical and Experimental Psychology
Open Access

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Commentary

The Need of Holistic Interventions in Schools: The Promotion of Healthy and Sustainable Personal Development among Children

Danilo Garcia1,2,3,4,5,6*, Anders Drugge7, Helen Blixt Samuelsson7, Ulrika Storm7, Trevor Archer2,3 and Kevin M Cloninger4

1Blekinge Centre of Competence, Blekinge County Council, Karlskrona, Sweden

2Department of Psychology, University of Gothenburg, Gothenburg, Sweden

3Network for Empowerment and Well-Being, Sweden

4Anthropedia Foundation, Washington, Missouri, USA

5Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden

6Department of Psychology, Lund University, Lund, Sweden

7Department of Psychology, Linnaeus University, Växjö, Sweden

Corresponding Author:
Garcia D
Network for Empowerment and Well-Being
Axel W. Anderssons Väg 8A, SE 371 62
Lyckeby, Sweden
Tel: +46 31 7864694
E-mail: [email protected]

Received date April 19, 2016; Accepted date May 02, 2016; Published date May 09, 2016

Citation: Garcia D, Drugge A, Samuelsson HB, Storm U, Archer T, et al. (2016) The Need of Holistic Interventions in Schools: The Promotion of Healthy and Sustainable Personal Development among Children. Clin Exp Psychol 2:129. doi:10.4172/2471-2701.1000129

Copyright: © 2016 Garcia D, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

It is our opinion that interventions at school should target the development of, besides empathy per se, character development. Here we first present a biopsychosociospiritual model of human personality, secondly, two interventions that are relatively common in Sweden for the development of children’s social and emotional skills and then detail a non-published study in which differences in character point to areas of development for interventions at schools.

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