出版社：Faculdade de Educação, Pontifícia Universidade Católica do Rio Grande do Sul
摘要：This article intends to contribute with reflections on the role of educators in initiatives of positive psychoeducational interventions in situations characterized by psychosocial risks. Thus, the concept of positive interventions will be presented, based on the assumptions of Positive Psychology and the phenomenon of resilience. It will be argued that the appreciative and optimistic view of the professional educator in contexts of vulnerability requires good practices and resilience mentoring that set up standards of respectful and supportive professional relationships. These can be preventive of socially toxic environments and help in protecting and preventing the innumerable threats to the human development of children, adolescents and their families. Two examples of positive intervention practices in the school context and their results will be presented.
