Counselling and care of students Books

Book SynopsisA toolbox of twenty-one strategies kids can use to get along with others. Every child could use help with social skills and making friends. This book provides twenty-one concrete strategies children can use to express themselves, build relationships, end arguments and fights, halt bullying, and beat unhappy feelings. It s like a toolbox of kid-friendly social skills just open it up and pull out tools like: Mighty Might, which takes all the fun out of teasing Thought Chop, which helps kids resist self-defeating thoughts Squeaky Wheel, a type of persistence that gets results Coin Toss, a simple way to resolve small conflictsEach tool is clearly described, illustrated with true-to-life examples, and accompanied by dialogue and lines children can practice and use. Authentic stories and anecdotes show each tool in action. This revised and updated second edition incorporates electronic communication, cyberbullying, and social media with age-appropriate guidelines and stories. A note to adults includes up-to-date research on and recommendations for social skills and bullying. For kids, Speak Up and Get Along! makes learning social skills accessible and fun.

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Book SynopsisThis guidebook is designed to support professionals with the effective use of the storybook, Luna Little Legs, which has been created help preschool aged children understand about domestic abuse and coercive control.Sensitively and accessibly written, the guidebook presents the adult with comprehensive information regarding domestic abuse and coercive control, and its impact on young children, putting them in a position to have important and informed interactions with the young children in their care. These conversations help children to make sense of their experiences of domestic abuse, giving them the opportunity to vocalise their feelings and to understand what to do when something is not right.Key features of this book include: Page-by-page notes to support the sensitive reading of the Luna Little Legs story Accessible information about domestic abuse and coercive control based on the latest research A comprehensive list of Trade ReviewLuna Little Legs is a beautifully-illustrated, skilfully-designed book for young children who have experienced domestic violence, abuse and coercive control [...] You do not need to be an expert on domestic abuse to find the book valuable: The Professional Guide provides a wealth of information so that anyone can feel confident in using this wonderful resource. Dr Emma Katz, Ph.D., Senior Lecturer in Childhood and Youth, Liverpool Hope University, UK Table of ContentsBefore you read this book, Gender and parenting issues, The characters, Page by page teachers notes, Attachment and the Window of Tolerance, How children experience domestic abuse, The impacts of domestic abuse and coercive control, Talking and listening to children, Websites and helplines, Bibliography, Appendix

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Book SynopsisMany educators are now recognising how significant alternative ways of thinking in the classroom are for optimising engagement and learning. Louise explores how to facilitate quality moments of relationship with children and young people that genuinely reach them, where they are, recognising the impact of trauma on their emotional state, mental functioning and ability, or lack of it, to trust the adults. She helps identify the best way to work in practical terms so that we can teach curriculum as well as healthy behaviours. Honouring biology by building on Perry's (2006) neuro -developmental sequence, Louise provides numerous creative ways of being and doing for those wanting to ensure school is as inclusive as it can be.

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Book SynopsisThe overriding theme of Group Work: Processes and Applications is a focus on the specialized group work that counselors perform from a systemic perspective in a multicultural context. This text briefly covers traditional theoretical approaches, focusing more on the techniques and applications of the approaches, but the core of the text involves the systemic approach to group work: preparing group leaders to facilitate the systemic group process, from planning the group through the four stages of group work: forming and orienting, transition, working, and termination. The content is aligned with 2016 CACREP standards. Numerous other techniques, covered, are linked with specific theoretical orientations.PowerPoints and Instructor's manual are on the way and should be available in the next 2-3 months.Table of ContentsSection 1: Foundations of Group Work 1. Introduction to Group Work: Historical Perspectives and Functional Group Models Bradley T. Erford and Gerta Bardhoshi 2. Ethical and Legal Foundations of Group Work Lynn E. Linde and Bradley T. Erford 3. Multicultural Issues in Group Work Bradley T. Erford 4. Outcome Research in Group Work Bradley T. Erford 5. Leading Groups Amy Milsom 6. Distinguishing Group Member Roles Carmen F. Salazar and George R. Leddick Section II: Systemic Group Work: Planning and Process 7. Planning for Group Work F. Robert Wilson and Michael Brubaker 8. Accountability in Group Work Bradley T. Erford 9. Forming and Orienting Groups Nathaniel N. Ivers and Rachel Carter 10. The Transition Stage in Group Work Bradley T. Erford 11. The Working Stage Kevin A. Fall and H. George McMahon 12. Termination Catherine Y. Chang and Bradley T. Erford 13. Group Work Across the Lifespan Bradley T. Erford Section III: Group Work in Action: Task and Psycho-educational Models 14. Leading Task Groups Bradley T. Erford 15. Leading Psychoeducational Groups Sam Steen, Julia Bryan, and Norma L. Day-Vines Section IV: Group Work in Action: Counseling and Psychotherapy Group Models and Theoretical Approaches 16. Person-Centered and Existential Approaches to Counseling and Psychotherapy Groups: Theory, Techniques, and Applications Laura R. Haddock and Joel F. Diambra 17. The Rational-Emotive Behavior Therapy Approaches to Group Counseling and Psychotherapy: Theory, Techniques, and Applications Bradley T. Erford 18. Reality Therapy, Solution-focused, Behavioral Approaches to Counseling and Psychotherapy Groups: Theory, Techniques, and Applications Bradley T. Erford and Gerta Bardhoshi 19. Adlerian, Gestalt, and Psychodrama Approaches to Counseling and Psychotherapy Groups: Theory, Techniques, and Applications Darcie Davis-Gage, Laura R. Haddock, and Bradley T. Erford Epilogue Gerta Bardhoshi and Bradley T. Erford References Index

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Book SynopsisA complete, unfiltered university handbook, written by an actual student.Not sure what to pack for university?Confused about the difference between lectures, tutorials and seminars?Want to make sure you don't poison yourself (or others) the first time you cook?Nervous about Freshers' Week, or about feeling homesick?Jack Edwards has spent the last three years figuring it all out and is here to impart his wisdom to other potential freshers.From university applications to socials, this book is filled with helpful tips and tricks, real advice and fun anecdotes, and is perfect to turn to for any questions you have about university!

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Book SynopsisA brilliant collection of essays by educators, psychologists and counsellors, highlighting the critical importance of mental health and wellbeing of students in our schools. The book has been collated and edited by James Hollinsley, Head of the Longwood Primary Academy in Essex, highly respected and awarded for their proactive approach to child mental health. An absolutely critical read for all those involved in the education of young people, the book offers: a range of best-practice case studies; searingly honest anonymous stories from survivors of poor mental health who have also been (or are) practitioners in schools; and advice from experts and specialists, including psychologists, counsellors and SEN specialists.

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Book SynopsisHelps teachers to identify and support primary-aged children with mental health needs, providing a range of evidence-based tools. The mental health and well-being of children in primary schools is a current concern. Do you feel equipped to identify mental health needs in your pupils? Do you have the knowledge and understanding to adequately support them? Do you understand where your responsibilities start and stop? This book helps you address these questions and more, providing a range of evidence-based strategies and tools. It introduces the various risk factors involved, shows how you can build resilience in children, and focuses on identifying and supporting both specific mental health needs and particular groups of pupils.Table of ContentsIntroduction Factors that put children at risk Factors that make children more resilient Identifying and supporting children with possible mental health needs Working in partnership to support identification and meeting needs Supporting specific groups of learners What next? Issues for consideration post-identification Conclusions references Index

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Book SynopsisFor effective and safe use, this book should be purchased alongside the professional guidebook. Both books can be purchased together as a set, Helping Children Learn About Domestic Abuse and Coercive Control: A Floss and the Boss Storybook and Professional Guide [9780367344511]This beautifully illustrated and sensitively written storybook has been created to help young children understand about domestic abuse and coercive control. Floss is a happy little puppy who loves going to Doggy Daycare and playing with her best friend, Houdini. The story explores how things change when her Mumâs new friend, Boss, comes into their lives. It helps children who have experienced domestic abuse and trauma to make sense of their feelings, teaching them to seek help and stay safe.This book: Can be used to support the âHealthy Relationshipsâ topic in the PSHE curriculum Can be used to address the topic of domestic abuse and coercive control with individuals, small groups and whole classes, enabling dialogue around a sensitive issue Encourages children to seek support Designed to be used with primary-aged children, this book provides a vehicle for talking to children about staying safe and their emotional wellbeing. It is also available to purchase as part of a set with a professional guide to support the sensitive and effective use of the storybook. Trade Review‘The story made me feel grateful … there’s help for Floss.’ Y1 pupil, Werneth Primary School, Oldham‘This is an important topic to talk about … different year groups can read it … it’s about physical and mental bullying; the scenarios can happen in real life.’ ‘The message is that you should never be controlled.’Y6 pupils, Crab Lane Primary School, Manchester‘This book does a great job of showing how domestic abuse and coercive control can manifest and the impact they can have on children and young people. It is a very useful resource for education and social care professionals working with families.’Kate Stanley, Director of Strategy, Policy and Evidence at NSPCC"Beautifully written with stunning illustrations, this is an excellent book for primary aged children."Social Work News"This sensitively written story has been created to help primary-age children understand about domestic abuse and coercive control… Use the book in the classroom to support the ‘healthy relationships’ element of your PSHE curriculum or to address the topic of domestic abuse and coercive control with either your whole class or individual pupils."Teach PrimaryTable of ContentsFloss and the Boss: An Illustrated Storybook

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Book SynopsisThis practical resource offers a much-needed introduction to the why, what, and how of supporting college students through mindfulness and stress-releasing strategies. Higher education professionals are in a unique position to support, coach, and teach strategies with students to manage anxiety and emotional distress and improve well-being. Drawing on experience from the disciplines of Mental Health, Counseling, and Student Affairs, the authors provide evidence-based practices and tangible techniques supported by the latest brain-based research and neuroscience. Full of tools that college students can use daily to assist with their relaxation, meditation, focus, and stress management, this book helps higher education professionals who are not trained mental health practitioners to effectively and confidently incorporate activities to support the whole student.Trade Review"Informative and timely, this work of three experts in mental health and counseling provides the reader with a practical guide to supporting college students’ mental wellbeing throughout their educational careers. Particularly compelling is the authors’ emphasis on the importance of mental health as key to student success."-Anca Turcu, University of Central Florida, Journal of Faculty DevelopmentTable of Contents1. Mind, Body, and Spirit: Community Connection and Relationships Matter 2. Brain Basics 3. Relax and Release 4. A Meditation a Day 5. Mindful Movement 6. Helping Students with Focus and Choices for Change 7. Self-Care is the New Health Care: Prescriptions for Well-Being and Being Well

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Book SynopsisPractical and clearly written, this new book from best-selling author Louise Porter equips mental health professionals with the knowledge and skills they need to provide insightful guidance and support to children and adolescents.The book introduces exciting new models for thinking about young people's needs, self-esteem and resilience that will invigorate counselling. It outlines the most common presenting difficulties for young people and provides clear, practical guidance on how professionals in a counselling environment can respond to these in an effective way. Offering a coherent blend of theories and practices, chapters address a wide range of emotional, social, behavioural and learning difficulties with which young people may present to counselling, such as experiences of grief and loss, anxiety and depression, disordered eating, and dealing with adversity. With an aim to empower, the book presents a non-pathologising approach to counselling that respects the skills thTable of ContentsPart 1: Philosophy, theory and practice of working with young people 1. Philosophy 2. Solution-focused therapy 3. Narrative therapy 4. Acceptance and Commitment Therapy 5. Principles of working with young people 6. Collaboration and consultation 7. Ethics of working with young people 8. Caring for self 9. Diversity and social justice Part 2: Emotional issues 10. Emotions and emotion regulation 11. A model of resilience 12. Counselling young people in grief 13. Depression 14. Stress and anxiety 15. Trauma 16. Self-destructive behaviours Part 3: Social issues 17. Aggression 18. Bullying 19. Violence 20. Sexual abuse perpetration by juveniles 21. Social inclusion of gender and sexual minorities

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Book SynopsisAn instructional manual on restorative justice in schools from world-leading experts; this 'how to' guide offers guidance on the issues of carrying out restorative practices, including coping with day-to-day problems, and offers worksheets for practical daily use.Beginning with challenges to orthodox thinking about behaviour change, it goes on to describe a multitude of approaches to respond to minor incidents in school settings, then takes a close look at using restorative approaches to bullying, before it finally focuses on the formal end of the continuum (including conference preparation and facilitation). This book is reflective of the evolution of processes and responses from the most serious of incidents through to minor everyday issues, making this an essential resource for all school staff.Trade ReviewThis book is so much more than a 'How To' manual for restorative practices in schools. By offering a continuum of responses it lays out a whole-school approach to the full range of relationship issues supported with excellent advice on decision-making and a powerful chapter on 'What ifs?' It also supports the development of a relationship-based approach to teaching and learning. Gold! -- Maurie Abraham, Principal, Hobsonville Point Secondary SchoolStill passionate about their work, Marg and Dave write with insight, generosity, compassion and understanding, distilling over 25 years of wisdom and experience into a seamless narrative that is a joy to read. The book is highly practical and is essential reading for both those new to the field and those with more experience. -- Dr Belinda Hopkins, Director of Transforming Conflict and author of Just Schools, Just Care and Restorative Theory in PracticeRestorative trainers, trainees and practitioners will find this book invaluable. It is very much a manual - thoughtfully guiding the reader through the what, why and how of a range of school-based restorative processes. The scenarios are a great training resource and the case studies illustrate the sometimes messy reality of running restorative processes. A highly recommended and valuable resource. -- Dr. Terence Bevington, Director, Conexus Conflict ConsultancyMarg Thorsborne and David Vinegrad have harvested their experience, skills and learnings into a restorative book of knowledge! Each practice-while unique in real time-is presented with theoretical background and practical tips. Practitioners the world over will glean insight through comparison with their own context and practice. -- Nancy Riestenberg, Author, Circle in The Square: Building Community and Repairing Harm in SchoolA timely and essential handbook on Restorative Practice in schools by an expert team. Underpinned by decades of practice and research, this masterful guide offers a wealth of support to school communities so that they can build, repair and maintain relationships over the long-term for the benefit of all. -- Dr Shelley Davidow, Senior Lecturer in Education, School of Education and Tertiary Access, University of the Sunshine CoastTable of ContentsAcknowledgements; Foreword; Introduction; Part A. 1. Restorative Approaches and Changing Behavior; 2. Proactive Classroom Meetings; 3. Classroom Conferencing; 4. Conversations along the Continuum: Keeping the small things small; Part B. 5. Decision making: responding to serious harm; 6. Conference preparation; 7. Facilitating the conference; 8. Managing the Emotional Dynamics; 9. After the conference; 10. Responding to bullying; 11. What if?; Appendix; Conference Preparation checklist; Information for conference participants; Sample Letter to Parents; Formal Conference Script; Informal Conference Script; No Blame Classroom Conference Script; Incident -based Classroom Conference Script; Conference Agreement (blank); Conference Evaluation Sheet; Asking good questions; Recommended Reading and Resources; About the Authors

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Book SynopsisThis workbook will help you find your voice, spread your wings, and regain a sense of purpose and direction. Inside are dozens of creative activities, from journaling and drawing to word searches and colouring. It''s a safe space where you can reflect on, search for, and define your own inner butterfly - allowing you to see just how special and strong you truly are! This workbook was designed to accompany Butterflies in Me. These self-pace activities will help children learn about themselves through self-reflection. Youth will learn to measure their own self-esteem through reflective questions and goal setting. Doing these activities will help children better understand all of the amazing talents and skills they have.

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Book SynopsisNow with brand new illustrations, the second edition of these bestselling cards continues to provide a tool to consider and discuss a multitude of positive and negative emotions. The cards cover the entire range of emotions identified within Plutchik's Wheel of Emotions, and a Blob Plutchik wheel is provided to show how the emotions relate to each other. Blobs are a way to discuss issues in a deep, meaningful way and yet they can be understood by adults and children alike. The groups of Blobs on these cards are acting in many familiar ''human'' ways: celebrating, worrying, feeling left out and supporting each other. Looking at Blobs together enables you to explore a wide range of feelings and emotions to do with personal and social interaction. The accompanying activity cards suggest several different ways of using the cards with individuals or groups to initiate discussion and reflection around emotions. Intended for use in educational settings and/or therapy conTable of Contents48 colour flashcards, with guidance for use

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Book SynopsisThe classic edition of this groundbreaking book includes a new preface from the authors discussing developments in the field since the handbook's initial publication. Chapters provide an overview of best principles and best practices in counseling supervision process, one that is firmly rooted in the recent explosion of empirical research in this field. Sponsored by the Association for Counselor Education and Supervision (ACES), the book is targeted primarily at master''s-level practitioners who want practical, how-to applications of the research literature rather than a comprehensive review of the supervision literature. It''s also a useful supplement for more academic texts used for doctoral-level instruction in counseling supervision. Trade Review"The book is the best for beginning supervisors who want an overview of supervision, good documentation forms, supervisor questions, and suggestions for supervision. It is also good for those who are seasoned supervisors and want to supplement the book in practicum courses with personal experiences."PsycCRITIQUES"Borders's and Brown's practice oriented guide in counseling supervision is a must-have tool for both supervisees and supervisors. One notable facet of this revision is its expansion of multicultural and diversity issues. Of particular merit is the authors' discussion of the multicultural influences on the supervisory relationship and their inclusion of concrete questions and activities that supervisors can utilize with their supervisees to increase cultural awareness."Catherine Y. Chang, Georgia State UniversityTable of ContentsPreface to the Classic Edition. 1. Supervision Models and Principles 2. Initial Supervisory Sessions 3. Supervision Interventions 4. Group Supervision 5. Supervisory Relationship and Process Issues 6. Ethical Issues in Supervision 7. Evaluation of the Supervisee 8. Technology in Supervision Appendices: Standards for Counseling Supervisors. Curriculum Guide for Training Counseling Supervisors. Ethical Guidelines for Counseling Supervisors. Standards for Counseling Supervisors Association for Counselor Education and Supervision. Curriculum Guide for Training Counseling Supervisors Association for Counselor Education and Supervision. Ethical Guidelines for Counseling Supervisors Association for Counselor Education and Supervision.

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Book SynopsisFinally, a text that thoroughly covers the topic of classroom guidance an effective tool for every school counselor at every school level. Tiffany Bates, Louisiana Tech University Intended for school counselors to aid in the learning of developmental classroom guidance, School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes teaches the fundamentals, strategies, and research outcomes of classroom guidance programming for comprehensive, developmentally appropriate school counseling programs. The content of this book looks at the history and fundamentals of classroom guidance, how these activities meet CACREP and ASCA standards, how and why activities should be aligned to the larger academic curriculum and state/national teaching standards, recommendations on how to develop and assess classroom guidance units, a sampling of units and lessons, techniques in managing the classroom, and outcome research and trends.Trade Review"Finally, a text that thoroughly covers the topic of classroom guidance – an effective tool for every school counselor at every school level." -- Tiffany Bates"School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes is an indispensible text for all students training for the profession of school counseling. This text provides comprehensive information for school counselors as they deliver classroom guidance to all students. With the diverse students in our schools, novice school counselors often struggle with responsibilities such as classroom management, lesson plan development, and evaluating student learning outcomes. Ziomek-Daigle provides comprehensive information surrounding these areas and includes discussion questions and exercises to facilitate concept application to various learning styles, the Common Core Curriculum, and other current initiatives." -- Jeannine StuderTable of ContentsPart I: The Specialty of School Counseling and Classroom Guidance as a Delivery Service Chapter 1: History of Counseling, Emergence of School Counseling, and Classroom Guidance - Jolie Ziomek-Daigle A Rich History Counseling Today Classroom Guidance as a Delivery Service Professional Identity of School Counselors Chapter 2: The Three Broad Domains: Academic, Career, and Social/Emotional - Jolie Ziomek-Daigle Attending to the Needs of K–12 Students in Three Developmental Domains Part II: Developmental and Contextual Considerations for Classroom Guidance Chapter 3: The Elementary School - Jolie Ziomek-Daigle and Christy W. Land Elementary School Students Strengths and Challenges of Elementary School Students Comprehensive School Counseling Programs at the Elementary Level What Is an Elementary School Like? Chapter 4: The Middle School - Sam Steen, Joy Rose, Kristin Avina, and Dana Jenkins Adolescent Development The Middle School - Sam Steen, Joy Rose, Kristin Avina, Dana Jenkins Classroom Guidance Programming: The Essential Component of Comprehensive School Counseling Programs in Middle School Benefits of Classroom Guidance Planning Classroom Guidance Reflective Case Illustrations Chapter 5: The High School - Melinda M. Gibbons and Amber N. Hughes Selling Classroom Guidance Developmental and Contextual Considerations Strengths and Challenges of Working with High School Students Cultural Considerations Career Development Considerations Part III: Planning, Execution, and Evaluation of Classroom Guidance Chapter 6: Needs Assessment and Unit/Lesson Design - Clare Merlin and Andrew J. Knoblich School Counseling Core Curriculum Needs Assessments Identifying Standards Developing a Unit Writing Objectives Developing Classroom Guidance Lessons Preparation and Organization Conclusion Chapter 7: Delivery, Evaluation, Analysis, and Reporting - Amy W. Upton Presenting Classroom Guidance Programming Data Collection Reporting to Stakeholders Counselor Performance Appraisal ASCA School Counselor Performance Appraisal as it Related to Classroom Guidance Programming Chapter 8: Facilitation Skills and Classroom Management - Natoya Hill Haskins Group Counseling Skills in Classroom Guidance Programming Basic Counseling Skills in Classroom Guidance Respect, Genuineness, Empathy, and Unconditional Positive Regard Integrating Your Theoretical Orientation The Basics of Teaching and Managing Technology in the Classroom Ethics in Classroom Guidance Part IV: Other Considerations in Classroom Guidance Chapter 9: School Counselor as Active Collaborator - Christopher Janson and Sophie Maxis Counselor Consultant Integration into Broader Academic Curriculum School Counselors and Multi-Tiered Systems of Support (MTSS) Common Core Curriculum Counselor in Leadership Roles Professional Learning Communities Homeroom Advisory Programs Extending Learning and Leadership from School Staff to the Community Marketing Comprehensive School Guidance Programs Chapter 10: Outcome Research and Future Directions of Classroom Guidance - E. C. M. Mason, Stephanie Eberts, and Lauren Stern Wynne Results of Effective Classroom Guidance Programming Prevention Rather than Intervention Teacher and Counselor Accountability College- and Career-Readiness Focus Components of College and Career Readiness Diversity and Social Justice Virtual Education/Schools and the Online Environment History of Counseling, Emergence of School Counseling, and Classroom Guidance - Jolie Ziomek-Daigle The Three Broad Domains: Academic, Career, and Social/Emotional - Jolie Ziomek-Daigle The Elementary School - Jolie Ziomek-Daigle, Christy Land The High School - Melinda Gibbobs, Amber Hughes Needs Assessment and Unit/Lesson Design - Clare Merlin, Andrew Knoblich Delivery, Evaluation, Analysis, and Reporting - Amy Upton Facilitation Skills and Classroom Management - Natoya Hill Haskins School Counselor as Active Collaborator - Chris Janson, Sophie Maxis Outcome Research and Future Directions of Classroom Guidance - Erin Mason, Stephanie Eberts, Lauren Wynne

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Book SynopsisHow can the desk in front of you reveal a whole new perspective on your life?What's so important about refusing to board the catastrophe train?Why does the anti-rotting agent given off by plants make you feel great? Through 18 short chapters, Aidan Harvey-Craig scours every corner of psychology - from neuroscience to psychodynamics - to uncover the unexpected secrets of hacking your wellbeing. Based on the latest research, each chapter takes you on a journey of surprises, guiding you through an abundance of deceptively simple ideas which will help you to see your world in a new light and improve your wellbeing.Organised into three sections - 'Notice', 'Energise' and 'Connect' - each hack addresses issues that affect us all, including our sleep, relationships, stress, identity, and our dependence on smartphones. Intertwining the latest insights in psychology with practical and easy-to-use advice, this book offers new ways to empower yourself and tackle the challenges of growing up and studying in the 21st Century.Trade ReviewThis book simply explains what the hack is, how to put it into day-to-day life and the psychology that explains why it works. -- Isaac, Student, University of ManchesterA must read for anyone who wants to learn to be accountable for their own success and wellbeing. -- Gilda Scarfe, CEO and founder of Positive Ed Ltd, International SpeakerAidan Harvey-Craig has brought his experience of working in psychology and education to produce this highly informative and thought provoking book. It is packed with evidenced-based life hacks, provided in a refreshing format. I may not be a student, but I've taken away many life hacks from the book that I'm now using. Highly recommended! -- Kirsty R. Lowe, Consultant Clinical and Forensic Psychologist. UKThis is my kind of book! It's evidence-based, easy to read and so practical. This book will prove so useful to students. A book that will help them understand themselves and the people around them better, as well as equipping them with the tools they need to thrive. -- Adrian Bethune, award-winning author and wellbeing advisor

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Book SynopsisWith accessible strategies grounded in trauma-informed education and positive psychology, this book equips teachers to support all students, particularly the most vulnerable. It will help them to build their resilience, increase their motivation and engagement, and fulfil their full learning potential within the classroom. Trauma-informed, strengths-based classrooms are built upon three core aims: to support children to build their self-regulatory capacities, to build a sense of relatedness and belonging at school, and to integrate wellbeing principles that nurture growth and identify strengths. Taking conventional approaches to trauma one step further, teachers may create a classroom environment which helps students to meet their own needs in a healthy way and progress academically. Based on the successful Berry Street education strategies pioneered by the authors, this book also includes comprehensive case studies, learning points and opportunities for self-reflection, fully supporting teachers to implement these strategies within the classroom.Trade ReviewThis book is full of rich examples, tips, ideas, and gems of knowledge around trauma; to support schools to offer children a much more containing, calm, regulating, and supportive school experience. This books looks at some of the reasons why children might behave in certain ways, as behaviour is communication, and is curious about "what happened to you?" and "what is strong with you?" instead of "what is wrong with you?". There an array of tangible take home messages and skills which can be apply in the day-to-day school experience. It will be a valuable and enriching resource in the education world. -- Dr Karen Treisman, Clinical Psychologist, Trainer, Organisational Consultant, and Author of 11 books including the bestselling "Therapeutic treasure box for working with developmental trauma".This book provides an exciting and unique framework for supporting learners in schools who have been impacted by complex trauma. Tom and Jacolyn draw from neuroscience and positive psychology to explain the impact of trauma on developing bodies and brains and provide easy-to-implement classroom strategies to address this harm. Above all, their work is respectful of trauma-impacted young people and those wonderful people in schools working hard to educate them. An important resource for all educators! -- Dr. Judith Howard, Associate Professor, Queensland University of Technology.This rigorous, yet practical, book helps teachers connect with students who may be struggling. More than that, it helps instil academic inspiration into our vulnerable students. What I love about this book is that the strategies will be effective for all students, not just those who are trauma-affected. The timing of the release is uncanny given the vast numbers of teachers across the globe who will be supporting students through the trauma, distress and social-emotional side effects of the Covid-19 global pandemic. It's a "must have" for all teachers! -- Professor Lea Waters AM, PhD. University of Melbourne. Director of the school-based Visible Wellbeing program and author of best-selling book for parents and teachers ‘The Strength Switch.’This book is a much-needed and essential addition to the expanding field of wellbeing education. Tom Brunzell and Jacolyn Norrish draw on the most advanced research and the practical wisdom of Berry Street. The result is a book that focuses on how teachers can establish trauma-informed, strengths-based classrooms. It is full examples, providing teachers with greater insight into how teachers can support students who may be struggling in and outside the classroom. Thoughtfully written case studies and vignettes connect theory into practice. This book combines comprehensive, evidence-informed strategies for teachers and school leaders alike. -- Associate Professor Mathew White, President - Education Division, International Positive Education Association, School of Education, The University of AdelaideFor children and young people who have experienced trauma, school and education can be both a safe place and their best opportunity to change their trajectory towards a better future. In this highly practical and deeply informed book, Tom Brunzell and Jacolyn Norrish help teachers transform the learning environment to become trauma-informed, integrating strengths-based approaches and positive psychology, thereby providing an environment where children and young people can safely process their traumatic reactions, develop their wellbeing and build their character strengths. Better life outcomes will be the result. -- Alex Linley, PhD, CEO Cappfinity & Visiting Professor in Psychology, Bucks New University, UK Author, Average to A+: Realising Strengths in Yourself and Others Author, The Strengths Profile Book: Finding What You Can Do + Love to Do and Why It Matters

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Book SynopsisThere are many reasons why children and young people face barriers to attendance at school, ranging from anxiety, neurodivergence, mental health difficulties, through to bullying. Suzy Rowland's "I Can't Go To School!" a book for children with an accompanying guide for adults, contains a variety of accessible exercises and activities, alongside a range of friendly and reassuring illustrations, to spark conversation between children and the adults around them. Although some pupils may wish to read the book by themselves; ideally, they will be working through it with a parent carer or supported by a member of the school's pastoral team.I Can't Go To School and it's associated Companion Parent & Teacher Guide, skilfully introduces topics that children of a variety of ages might find difficult to talk about, relating to their school experiences, issues with friends or their inner world. Removing your child from full-time education isn't an option for some parents. For others, it's the only option. This book acknowledges different situations and helps parents and schools to work through a number of options on this sensitive issue. Unfortunately, some schools are inflexible about addressing the barriers to regular attendance, thankfully, others are more forward-looking. Whichever scenario you find yourself in, you are sure to find the content in the Companion Guides & The Children's Workbook, insightful and positive.Trade ReviewA wonderful, exceptionally useful book which will I am sure, help thousands of families -- Professor Peter Fonagy OBE, Chief Executive of the Anna Freud National Centre for Children & FamiliesSuch an important book! Too many children and young people (neurodivergent and neurotypical) are struggling to manage uncertainty in school. This very gentle book has lots of practical ideas that will be useful to parents, teachers, SENDCO's, as well as children and young people. Its focus on better communication couldn't be more timely. -- Clare Ward, specialist speech and language therapist, SEND consultant at Special Networks and co-author of The Anxiety Workbook for Supporting Teens Who Learn DifferentlyIf you really want to understand young people, ask them, never assume! This amazing workbook does just that, gives them a voice so adults can understand. Thoroughly researched, friendly, humorous, this engaging workbook provides a creative support tool for kids and young people...easy to understand, informative, empathic. The exercises not only encourage the young person back into school, they help them build emotional literacy for life! I will definitely be recommending this to schools, for staff and support workers. -- Angela Barrows, psychotherapist working with children & young people and specialist working in Alternative Provision (AP) schools

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Book SynopsisSafe Is Not Enough illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms, schools, and districts across the country, Michael Sadowski identifies emerging practices such as creating an LGBTQ-inclusive curriculum; fostering a whole-school climate that is supportive of LGBTQ students; providing adults who can act as mentors and role models; and initiating effective family and community outreach programs.While progress on LGBTQ issues in schools remains slow, in many parts of the country schools have begun making strides toward becoming safer, more welcoming places for LGBTQ students. Schools typically achieve this by revising antibullying policies and establishing GSAs (gay-straight student alliances). But it takes more than a deficit-based approach for schools to become places where LGBTQ students can fulfill their potential. In Safe Is Not Enough, Michael Sadowski highlights how educators can make their schools more supportive of LGBTQ students’ positive development and academic success.

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Book SynopsisIn every UK classroom, an estimated three children suffer from a diagnosable mental health problem. Proactive Pastoral Care is a vital guide to enable secondary teachers to empower their students to make healthy life choices and look after their wellbeing, both in school and beyond. With practical, research-based activities and resources for tutor time, assemblies, Relationships and Sex Education and PSHE lessons, this book puts student wellbeing at the heart of the agenda. It also includes a foreword by Dr Pooky Knightsmith, an internationally renowned mental health educator, speaker and author.Pastoral care expert Maria O'Neill explores several aspects of student wellbeing, from community building and parental engagement to e-safety and caring for mental health. Maria introduces refreshing, proactive techniques that can be put into practice straightaway to create a supportive learning environment. Backed up by academic research, Maria''s easy-to-follow techniques mean any teacTrade ReviewSteeped in research and yet utterly practical, this has to be the essential text for any staff wanting to know about wellbeing in schools. -- Daniel Sobel * CEO, Inclusion Expert *A wonderful book written by a highly experienced pastoral leader. Everyone interested in pastoral care in schools should read it. -- Professor Barnaby Lenon * Dean of Education, University of Buckingham, @barnabylenon *In writing this work, Maria has combined her pastoral passion with a deep empathy for children’s needs. Teamed with a forensic analysis of her subject matter, Maria has authored a 'must-read' text for anyone who cares about making pastoral care a priority. -- Andrew Cowley * Deputy headteacher and author of 'The Wellbeing Toolkit', @andrew_cowley23 *Proactive Pastoral Care resets the dial in the post-COVID world for what it means to educate and nurture young people in schools. Let this book be your practical guide in rediscovering how to build a culture of love and support which seeks to build capacity in our young people. -- Mike Buchanan * Founder of PositivelyLeading, Chair of the European Positive Education Network, @PosiLeading *Maria explores in a compelling way the importance of being proactive in our pastoral care structures, systems and practices. This fully researched and well-informed book should be invaluable to individuals and organisations committed to ensuring that our schools are supportive, caring communities in which pupils and staff thrive. -- Jill Berry * leadership development consultant and former headteacher, @jillberry102 *Maria has so much knowledge around mental health and pastoral support and has a real heart to make sure people get the care they deserve. Proactive Pastoral Care does not disappoint; filled with practical advice it is a book for anyone who is looking into the way they do pastoral care. Whether you are just starting out in pastoral support or have been doing these roles for years, this book will offer you something new and transform the way you deliver it. -- Hope Virgo * author and founder of #DumpTheScales, @HopeVirgo *This book will inspire and motivate everybody working with young people to develop a proactive approach to pastoral care that supports learners in achieving their full potential. -- Phil Jones * National Chair of The National Association for Pastoral Care in Education (NAPCE), @PJEducation *Maria has written a book which is very easy to read. As a governor, it has helped me formulate questions I can ask my school leaders about pastoral care in my schools. -- Naureen Khalid * Trustee and governor, @5Naureen *I don’t think anyone disagrees that pupils who feel happy and safe are more likely to be successful learners but putting this into action is not always straightforward and often support becomes reactive rather than proactive. In this book, Maria has managed to bring together a wide range of research and suggests approaches that are both practical and evidence based. Recommended to anyone with an interested in improving pastoral care in their school – which should be everyone! -- Andrew Wright * Headmaster, Bablake School *A concise guide, this book explores several aspects of pastoral care including what is wellbeing, wellbeing theories, character education, parental engagement, curriculum delivery, e-safety, and measuring impact. With wellbeing now a compulsory aspect of both the primary and secondary curriculum, this book can be used to evaluate a school’s policies and procedures as well as providing strategies, practical research-based activities and resources suitable for tutor time, assemblies and PHSE lessons. With questions to prompt reflection and further action, this is useful addition to the staff library. -- Barbara Band * barbaraband.com *Proactive Pastoral Care by @Maria0Neill is the must go to text for pastoral leaders, written from the point of view of authenticity, empathy and values determined leadership. -- Andrew Cowley, author of The Wellbeing Curriculum

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Book SynopsisCollege suicides are a growing social problem in the United States. Suicide is the second leading cause of death on university campuses and more than half of all college students report experiencing some level of suicide ideation in their lifetime. Asian American students are particularly vulnerable to suicide ideation, yet these students also show strong resiliency, leading to lower rates of suicide deaths than their peers.Stories of Survival explores the paradox of suicide vulnerability and resiliency among Asian American college students using one-on-one interviews collected during the global pandemic. This narrative research uses a strength-based approach to understand how Asian American college students live with their suicidal tendencies. It offers a deeply felt examination of the history of mental health challenges that the Asian American undergraduate population facefrom intergenerational trauma to racial microaggressionsand the coping strategies, protective factors, and life s

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Book SynopsisNow in a thoroughly revised and updated second edition, this handbook provides a comprehensive resource for those who facilitate the complex transitions to adulthood for adolescents with disabilities. Building on the previous edition, the text includes recent advances in the field of adolescent transition education, with a focus on innovation in assessment, intervention, and supports for the effective transition from school to adult life. The second edition reflects the changing nature of the demands of transition education and adopts a life design approach. This critical resource is appropriate for researchers and graduate-level instructors in special and vocational education, in-service administrators and policy makers, and transition service providers.Table of Contents1. An Introduction to the Second Edition of the Handbook of Adolescent Transition Education for Youth with Disabilities 2. A History of Adolescent Transition Education 3. Policy and Adolescent Transition 4. Evidence- and Research-Based Transition Predictors and Practices: Identification and Implications 5. Career Design 6. Adolescent Transition Planning Strategies 7. IEP Development that Supports the Transition to Adult Life for Youth with Disabilities 8. Transition Assessment 9. Student Involvement in the Transition Process 10. Family Involvement in Adolescent Transition Planning 11. Academic Skill Instruction in Adolescent Transition Education 12. Life Skills and Community-Based Instruction 13. New Social Relationships: Social Skills, Supports, and Networks in Adolescent Transition Education 14. Self-Determination and Transition 15. Work-Based Learning for Students with Disabilities 16. School Completion and Adolescent Transition Education 17. Assistive Technology in the Transition Education Process 18. Middle School Transition Education Planning and Services 19. Integrating College and Career Readiness into Transition Education 20. Addressing Equity and Providing Transition Education to a Diverse Student Population 21. Effective Strategies for Interagency Collaboration 22. Supporting the Transition to Postsecondary Education for Students with Disabilities 23. Promoting Access to Supports and Accommodations in Postsecondary Education 24. Job Placement and Job Development for Young Adults with Disabilities 25. Enabling Community Participation During and After Transition 26. Trends in Transition Educator Personnel Preparation 27. Adolescent Transition Education for Students with Autism 28. Transition and Adolescents with Learning Disabilities 29. Adolescent Transition Education for Students with Intellectual Disability 30. Adolescent Transition Education for Deaf Students 31. Transition Education for Adolescents Who Are Blind or Have Low Vision 32. Transition Planning and Services for Youth with Emotional and Behavioral Disorders 33. Improving Transition Outcomes for Youth with Mental Health Conditions

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Book SynopsisCase Studies in School Psychology is the first textbook to comprehensively introduce the NASP Practice Model through active discussion of real-life, school-based examples of issues facing school psychologists. Incorporating all 10 domains of practice, these true-to-life scenarios span individual child, class-wide, school-wide, and district/community-wide organizational levels across multiple age and developmental ranges. Graduate students will better understand their expansive roles and potential avenues to make positive impacts as school psychologists in children's academic, social, emotional, and behavioral development.Table of Contents1. School Psychologists as Data-Based Decision-Makers 2. School Psychologists as Consultants and Collaborators 3. Providing Services in Academic Interventions and Instructional Supports 4. Providing Services in Mental and Behavioral Health Services and Interventions 5. Understanding School-Wide Practices to Promote Learning 6. Understanding Services to Promote Safe and Supportive Schools 7. School Psychologists as Family, School, and Community Collaborators 8. Ensuring Equitable Practices for Diverse Student Populations 9. Understanding Research and Evidence-Based Practice 10. Understanding Legal, Ethical, and Professional Practice

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Book SynopsisDeveloping Comprehensive School Safety and Mental Health Programs offers an integrated, long-term plan to create safe and supportive learning environments. This user-friendly guide illustrates how to develop, implement, evaluate, and sustain multiple evidence-based programs that work. This book informs school mental health professionals, administrators, and teachers about multi-tiered service delivery, organizational development, and facilitating the implementation process. It describes the complementary roles of school administrators, counselors, and school psychologists, providing school staff with time, resources, and ongoing support to strengthen their skills and sustain programs they have embraced. It expresses empathy and appreciation for teachers, advocating for their personal growth, professional collaboration, and stress management. School leaders, facilitators, and teams are provided the knowledge, skills, and long-term plans to effectivelyTrade Review"This book is an incredible resource full of practical strategies for all school professionals engaged in school safety and mental health initiatives! Each chapter provides an overview of the research underlying evidenced-based practices while also focusing on the 'nuts and bolts' of how to establish effective school safety and mental health programs. It is a one-of-a-kind book that emphasizes critical strategies needed to help establish a multi-disciplinary team approach, with an emphasis on engaging teachers and parents. A strong focus is placed on a comprehensive approach to school safety and mental health programming that includes: how to integrate new initiatives within existing intervention frameworks, culturally competent practices, trauma informed approaches, threat and suicide assessment, and crisis prevention through intervention and recovery. The book concludes with strategies on how to conduct high quality professional development and sustain new initiatives, critical to schools in the era of limited resources and overwhelming needs. A must read for administrators, educators, school mental health professionals, school safety and security professionals and other key stakeholders invested in school safety and mental health!" —Melissa A. Reeves, PhD, NCSP, LCMHC, associate professor, School Psychology Program & Psychology Department, Winthrop University, past-president, National Association of School Psychologists (NASP)"This thorough, engaging, and accessible text is an excellent resource for both experienced educators and graduate students. The authors provide a comprehensive overview of school-based mental health services within a multi-tiered framework and offer clear and practical recommendations for implementation. While there is a clear and consistent focus on culturally responsive practices and social justice throughout the book, the standalone chapter on culturally responsive school mental health services and education is quite strong and provides a useful framework for developing educators' cultural competence, adapting interventions for different cultural groups, and addressing systemic factors that impact mental health of students from minoritized backgrounds."—Celeste M. Malone, PhD, MS, associate professor of School Psychology and program coordinator, Howard University School of Education; president-elect, National Association of School Psychologists, 2021-2022, member, APA Board of Educational Affairs"More than ever before, schools face an imperative to promote environments that are physically and psychologically safe, and support mental wellness among students, families, and staff. Doing so, however, requires significant planning, buy-in, and integration of efforts. Developing Comprehensive School Safety and Mental Health Programs: An Integrated Approach offers a new and contemporary roadmap to help schools and districts address this challenge.Drs. Roth and Erbacher offer a rich and comprehensive, yet practical and application-focused reference that uniquely integrates efforts to ensure school safety and mental health. This volume highlights and brings together existing frameworks and approaches including trauma-informed care, crisis prevention and response, violence prevention, culturally responsive service delivery, positive behavior supports, and more. Just as importantly, Roth and Erbacher describe the important steps schools and administrators must take to build staff knowledge and buy-in, and effectively advocate for improved service delivery and program development. All education personnel, and particularly school-employed mental health professionals, would benefit from maintaining a copy of Developing Comprehensive School Safety and Mental Health Programs on their bookshelves." —Eric Rossen, PhD, NCSP, director, Professional Development and Standards, National Association of School Psychologists (NASP); National Register Health Service Psychologist"I’ve been involved in school crisis prevention and intervention and student mental health for four decades and finally a book provides what we need to know to make the difference in student lives! This book is a timely masterpiece with a wealth of practical information to help school personnel truly focus on supporting student mental health and primary prevention. School psychologist practitioners Roth and Erbacher have hit one out of the park with this comprehensive, practical, must have book for school personnel. School psychology is blessed to have these two experienced professionals who have provided a wealth of information on how to develop and sustain safety and prevention programs much needed by schools today." —Scott Poland, EdD, LP, NCSP, professor at the College of Psychology, director of the Suicide and Violence Prevention Office, Nova Southeastern University; past-president National Association of School Psychologists"Each chapter of this book reads as an executive summary for practitioners covering the waterfront of school mental health programs and practices. It is packed with valuable, practical guidance succinctly presented in terse declarative prose and bullet lists covering key topics such as culturally responsive practices, multi-tiered systems of support, positive behavioral interventions and supports, social and emotional learning, and trauma-informed schools. It offers authoritative advice on effective school practices in mental health screening, social media monitoring, suicide assessment and violence prevention, among others. This is your one-stop resource for school mental health services." —Dewey Cornell, PhD, professor of Education and Clinical Psychologist, University of Virginia; director of the UVA Virginia Youth Violence Project; principal author, Comprehensive School Threat Assessment Guidelines"This book is a valuable and comprehensive resource for school administrators and mental health professionals. Foundational practices and considerations, such as positive school climate, culturally responsive teaching and mental health services, multi-tiered systems of supports, and family-school collaboration are reviewed. I especially appreciate the inclusion of a chapter on monitoring social media and technology, with its practical considerations and suggestions for a topic that challenges educators and parents. In this book, Jeffrey Roth and Terri Erbacher provide current and helpful guidance to schools on topics such as crisis prevention and preparedness, violence prevention, including threat assessment and intervention, and suicide prevention and postvention. Comprehensive approaches to promote positive behavior and mental health, including positive behavioral interventions and supports and social and emotional learning, with helpful case studies and tips for integrating these frameworks in the curriculum. The important topics of mental health screening and trauma-informed practices are also covered. In addition to this excellent content, Roth and Erbacher provide readers with detailed guidance about professional development and how to create and maintain an infrastructure to implement, evaluate, and sustain multiple programs. The balance of foundational and infrastructure issues with more specific content makes this book ideal not only for practitioners, but also for university professors teaching courses on school safety and system-wide prevention." —Amanda B. Nickerson, PhD, NCSP, professor of School Psychology, director, Alberti Center for Bullying Abuse Prevention; University of Buffalo, the State University of New York; Co-author, School Crisis Prevention and Intervention: The PREPaRE Model"This comprehensive book provides an expert analysis for school staff to learn how to keep their schools physically and psychologically safe. Drs. Roth and Erbacher have embedded research and best practice documents from a variety of school safety professionals and researchers. Their analysis provides a range of topics from trauma, social emotional learning, violence and crisis prevention, social media, positive school climate, and mental health delivery. This book has the power to provide any educator with a quick reference to support a safe school climate." —Christina Conolly, PsyD, NCSP, director, Division of Psychological Services, Montgomery County Public Schools, Maryland; Co-author, School Crisis Prevention and Intervention: The PREPaRE Model "Developing Comprehensive School Safety and Mental Health Programs: An Integrated Approach is an invaluable book focusing on school crisis, safety, and mental health that will be useful for school-based and other mental health practitioners, graduate students, and university faculty. Dr. Jeff Roth and Dr. Terri Erbacher provide numerous applied and feasible strategies and considerations that are not only drawn from evidence-based research, but also from their years of experience as practicing school psychologists. This book provides extensive information on a variety of critical topics, including suicide prevention, trauma-informed schools, culturally responsive school mental health services, and family-school collaboration. It is an invaluable resource that complements and expands upon other existing school safety and mental health publications." —Jacqueline Brown, PhD, NCSP, associate professor of Psychology, University of Montana-Missoula; Co-editor, Supporting Bereaved Students at SchoolTable of ContentsAbout the Authors; List of Illustrations; Foreword by Charles Barrett; Acknowledgments and Dedications; SECTION I Background; Chapter 1: Introduction; Chapter 2: The Case for Comprehensive School Safety and Mental Health Programs; Chapter 3: Models Promoting School Safety and Mental Health Service Delivery; SECTION II Foundational Practices Supporting School Safety and Mental Health; Chapter 4: Positive School Climate; Chapter 5: Culturally Responsive School Mental Health Services and Education; Chapter 6: Multi-Tiered System of Supports (MTSS); Chapter 7: Family – School Collaboration and Caregiver Education; Chapter 8: Monitoring Social Media and Technology; SECTION III: Programs and Practices Supporting School and Student Safety; Chapter 9: Crisis Prevention, Preparedness, and Response; Chapter 10: Violence Prevention, Threat Assessment, and Intervention; Chapter 11: Suicide Prevention, Intervention, and Postvention; SECTION IV School-Wide Programs Promoting Positive Behavior and Mental Health; Chapter 12: Universal Mental Health Screening; Chapter 13: Positive Behavioral Interventions and Supports (PBIS); Chapter 14: Social and Emotional Learning (SEL); Chapter 15: Trauma–Informed Schools (TIS); SECTION V Professional Development for School Safety and Mental Health; Chapter 16: Developing Effective Professional Development; Chapter 17: Best Practices in Professional Development; SECTION VI Putting It All Together; Chapter 18: Implementing, Evaluating, and Sustaining Integrated Programs and Practices; Chapter 19: Integrating and Managing Multiple Programs and Practices; Appendix; Index.

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Book Synopsis All you need to understand the dynamics of conflict -- and the joy of resolution The rapid rate of change in the workplace and among families often leads to conflict and confrontation which can undermine productivity and poison relationships. The Joy of Conflict Resolution helps readers understand conflict and why it arises through the lens of the drama triangle of victims, villains and heroes. In an accessible, engaging and light-hearted style that uses stories and humor to explore potentially emotionally charged situations, it provides proven and practical skills to move beyond confrontation to resolve conflicts collaboratively. Table of ContentsVictims, Villains, and Heroes; Lessons from the Sandbox; Just Like the Movies; Welcome to Turm-Oil Inc; The Assumption Iceberg; The Wobbly Stool of Conflict; The Perils of Anger Mountain; Beware the Conflict Gremlins; The Power of Listening; Spinning The Straw of Defensiveness; Escaping The Trap of Positions; Probing The Depths of Conflict; Standing Up For Ourselves (Without Knocking The Other Person Down); The Road to Resolution; Tips for the Traveller; Index.

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Book SynopsisAround the world, students in higher education suffer from and deal with psychosocial problems. This phenomenon is universal and seems to be increasing. A vast number of students enter higher education with problems like stress, anxiety or depression, or develop them during their student lives, due to, for example, loneliness, family crisis, mental health or study environment issues.Battling, belonging and recognition are the focal points of this book's analyses, showing how students faced with psychosocial problems experience high degrees of stigma and exclusion in the academic communities and society as such. The book is based on research situated in a welfare society, Denmark, where students have relatively easy access to higher education and to public support for education as well as special support for students with psychosocial problems. Taking a student perspective, the book provides in-depth, qualitative analyses of what characterizes student life, which specifTable of Contents1: Battling and belonging. Students’ psychosocial problems and the experience of higher education. 2: Higher education as a battlefield. Contradictions in the Danish educational context. 3: The orientation towards a student perspective. Methodological framework. 4: "If a look at myself…" Poetic representations of students’ negotiations of self. 5: "Like everyone else can". Shameful identities and the narrative of the ‘good student’ in higher education. 6: "I cannot even set the pace". Asyncronicity and inequality in an accelerated educational system. 7: "If you don’t feel at ease socially". Recognition, loneliness and communities in higher education. 8: "I see it as an extra job I have". Students’ extra work in making higher education accessible. 9: From battling to belonging in higher education

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Book SynopsisDeveloping Your School's Student Support Teams is a practical manual for schools seeking to establish and sustain coordinated teams in support of students' social, emotional and behavioral health. Every day, students struggle with a range of issues, including traumas, that complicate their learning, engagement, and overall well-being. School psychologists, counselors, social workers and nurses are employed in many school districts, but their schedules often make it difficult to collaborate effectively in developing and implementing comprehensive intervention plans. This book promotes teamwork throughout schools by exploring how interdependent practitioners can come together at the appropriate levels and times to help coordinate school and community resources. This filtering process will guide K-12 leaders and service professionals toward systems and decision-making that enable long-term student supports, accurate identification of systemic learning barriers, improved sTrade Review“In Developing Your School's Student Support Teams, seasoned educators Berta, Blonsky, and Wogan provide timely and thoughtful guidance to educational counselors and colleagues instrumental for fostering a culture of social and emotional support for student success. The text is ideal for both new and advanced professional educators interested in collaboratively organizing and deploying essential policies, programs, and services synergistically to ensure students’ retention, academic success, and personal development. The wisdom embedded within this accessible text is keenly needed in these turbulent times to animate school communities in service of students’ learning and flourishing.”—Jason A. Laker, Ph.D., Professor and Chair, Department of Counselor Education, San Jose State University, USA“This excellent guide provides a clear blueprint to develop effective support services for students. During my seventeen years of working with teams using the models illustrated in this book , we witnessed many improvements, sometimes even profound changes, in students’ academics, behavior, and even in their social lives. Not only did the teams build interventions based on students’ strengths, but in the process of problem-solving and brainstorming together, they produced more potent action plans, better than any of them could have alone. It does take some effort to set up these models and implement the strategies outlined in the book, but I believe this should be a required part of training for all teachers, administrators, school administrators, school social workers, counselors, and psychologists.”—Candice Gregory, MSW, LCSW, School Social Worker and District Coordinator of Dropout Prevention Programs (ret), Alisal Unified School District“Developing Your School's Student Support Teams is a practical guide that brings together essential elements of a holistic approach to children’s education. This marvelous publication lays out the power of organizing support from the home, the community, and the school to help support students’ success. ‘It takes a village to raise a child’ has never been truer. Having sample downloadable forms available online, as listed in the Appendix, is an added bonus.”—Marco Orlando, Consultant (ret), California State Department of Educatio“I used Developing Your School's Student Support Teams for a full-day training attended by school-site student support team coordinators and district administrators. We found the book to be a great reference guide to establishing systems that enable staff to work together toward student success. Having served as a school site principal and as a district administrator in charge of the dropout prevention program, I see the value of such a resource for student support teams helping to meet the diverse needs of students. This is a great book that I wish had been available when I was a principal.”—Lydia Carswell, Former Principal and Administrator, Duarte Unified School District, and Field Colleague with the California Department of EducationTable of Contents1. School Based Student Support Teams and the Multi-level Identification and the Intervention Process 2. The School Coordinated Care Team (SCCT) 3. The Student Success Team (SST) Philosophy and Implementation 4. The School Attendance Review Team (SART) 5. Meeting Facilitation 6. The Benefits of Effective Teaming 7. Supporting and Serving Special Populations 8. The Importance of School Climate and Culture 9. Case Management: A Creative Philosophy and Form of Practice 10. Making the Home-School Connection a Positive One 11. Positive Behavior Support vs. the Punishment Paradigm Appendices

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Book SynopsisHigh Leverage Practices for Intensive Interventions provides special education teachers with descriptions and practical instructions on how to use High Leverage Practices (HLPs) to improve student outcomes. Since many students with disabilities spend their school day in inclusive general education classrooms, these intensive interventions are often delivered in separate or tier 3 settings to meet the students' individualized needs. Each chapter focuses on a specific High Leverage Practice with explanations of its purpose and essential components, accompanied by examples for use with small groups of students or the individual student. This accessible and comprehensive guide is key for pre-service teachers in special education programs or those who provide intensive interventions with students.Table of ContentsIntroduction Section I: Collaboration High Leverage Practices 1. Collaborate with Professionals to Iincrease Student Success 2. Organize and Facilitate Effective Meetings with Professionals and Families 3. Collaborate with Families to Support Student Learning and Secure Needed Services Section II: Assessment High Leverage Practices 4. Use Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs 5. Interpret and Communicate Assessment Iinformation with Stakeholders to Collaboratively Design and Implement Educational Programs 6. Use Student Assessment Data, Analyze Instructional Practices, and Make Necessary Adjustments that Improve Student Outcomes Section III: Social/Emotional/Behavioral High Leverage Practices 7. Establish a Consistent, Organized, Respectful Learning Environment 8. Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior 9. Teach Social Behaviors 10. Conduct Functional Behavioral Assessments to Develop Individual Student Behavior Support Plans Section IV: Instruction High Leverage Practices 11. Identify and Prioritize Long- and Short-term Learning Goals 12. Systematically Design Instruction Toward a Specific Learning Goal 13. Adapt Curriculum Tasks and Materials for Specific Learning Goals 14. Teach Cognitive and Metacognitive Strategies to Support Learning and Independence 15. Provide Scaffolded Supports 16. Use Explicit Instruction 17. Use Flexible Grouping 18. Use Strategies to Promote Active Student Engagement 19. Use Assistive and Instructional Technologies 20. Provide Intensive Instruction 21. Teach Students to Maintain and Generalize New Learning Across Time and Settings 22. Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior 23. Learning to Use HLPs for Intensive Interventions: Reflections for Teachers, School Leaders, and Teacher Educators

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Book SynopsisNow more than ever, there is a need for early childhood professionals to comprehensively integrate trauma-sensitive practices into their work with children and families. This essential resource offers instructional strategies teachers can use daily to support their students dealing with trauma in early learning environments. Readers will learn to create opportunities for children to use their natural languageplayto reduce their stress, to cope with adversity, to build resilience, and even to heal from trauma. Nicholson and Kurtz provide vignettes, case study examples, textboxes, photographs, and descriptions of adapted therapeutic strategies ready for implementation in the classroom. Practical and comprehensive, this book is ideal for both prospective and veteran early childhood educators seeking to understand trauma-informed practices when working with young children (birth8) in a range of environments.Table of ContentsIntroduction 1. Learning to Observe and Value the Stories Children Tell Us through Play 2. Building Consistent, Attuned, and Responsive Relationships with Young Children through Play 3. Arranging the Environment to Reduce Children’s Stress and Support Healing through Play 4. Play-Based Instructional Strategies that Support Children to Cope, Build Resilience, and Heal from Toxic Stress and Trauma 5. Case Studies of the Power of Play to Support Children’s Stress Reduction, Resilience, and Healing

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Book SynopsisThe second edition of these bestselling cards continues to provide a tool for exploring difficult emotions. Depicting various different family scenarios, the cards provide an opportunity for individuals of any age to discuss all aspects of family life and the situations that arise from it. Now with updated illustrations, the cards can be used with individuals or groups of various sizes. Each family scenario is colour coded with 6-9 cards telling a short story, which provides a springboard for individuals to unpick their feelings about family life. Over 50 suggestions for use are detailed in the accompanying activity cards; including ways of using individual cards to facilitate discussion, identifying the positive and negative feelings of the Blobs shown on the cards, as well as combining cards to show more complex situations. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents48 colour flashcards, with guidance for use.

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Book SynopsisThis guide offers current and future student affairs practitioners a new conceptual framework for identity-conscious and intersectional supervision. Presenting an original and transformative model to address day-to-day challenges, this book gives practitioners a strategic approach to engage in self-work, identity exploration, relationship building, consciousness raising, trust development, and organizational change, ultimately helping them become more adept at supervising people from a range of backgrounds and experiences. Chapters include theoretical underpinnings, practical tips, case studies, and discussion questions to explore strategies in real-life contexts. Identity-Conscious Supervision in Student Affairs is a key tool for student affairs practitioners to effectively change systems of dominance and inequity on their campuses.Trade Review"I see this book as a welcome contribution to the literature on supervision, diversity, equity and inclusion. I respect the work that it is building upon and trust that it will spark further and deeper engagement as we continue to prepare the next generation of leaders in higher education."from the Foreword by Rev. Dr. Jamie Washington, President and Founder of the Washington Consulting Group"This work provides essential contributions on how to be a culturally competent leader and build and retain effective teams from an increasingly diverse workforce. It is a powerful addition to filling the gaping hole in the literature on social justice, equity, and diversity in organizational management."Anna K. Gonzalez, Ph.D., Vice President for Student Affairs & Dean of Students, Harvey Mudd College"This text is an essential call to supervisors and supervisees that encourages vulnerability and meaningful relationships, provides personal examples and strategies, and fosters necessary and transformative change. Authors provide a timely and critical analysis of supervision at individual, institutional, and systemic levels. Their holistic identity-conscious model is a tool that will help shift current and aspiring higher education and student affairs administrators and faculty from identity-neutral supervision to equity-focused practice."Christa J. Porter, Ph.D., Assistant Professor, Higher Education Administration, Kent State University"A powerful piece that is honest, frank and unapologetic. It’s a handbook that challenges you to serve through courage, respect and care, traits that are needed for our colleges and universities but often remain unfulfilled."John Mosby, PhD, President, Highline College"Such a poignant and timely book that engages the theory and puts it into practice. This book provides strategy and innovation around intersectional identities and how leadership rises to the challenge to address issues within their institution that meet the ever-changing complexities of our profession."Joseph Colón, Director, Office of Multicultural Affairs, Johns Hopkins UniversityTable of ContentsForewordPrefaceAcknowledgementsList of Tables and FiguresChapter 1: IntroductionPart I: Action at the Individual LevelChapter 2: Relationships with Self and OthersChapter 3: Creating a Strong Sense of SelfChapter 4: Managing PowerChapter 5: Engaging with CouragePart II: Action at the Supervision LevelChapter 6: Fostering Identity ExplorationChapter 7: Critical Authentic Leadership: A Pathway to Balancing Identity and ExpectationsChapter 8: Engaging With ConflictPart III: Action at the Organizational LevelChapter 9: Sustaining Identity-ConsciousnessChapter 10: Influencing Institutional ChangeChapter 11: ConclusionAppendixAuthor BiosContributor Bios

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Book SynopsisTransform your school's culture for the better In Rising Above, we meet Serenity Springs High School's new school counselor Monica Sheppard as she is fielding a barrage of school conflict issues coming at her from what seems like every direction. Backed by a team of veteran school culture experts from different facets of education, author JC Pohl delivers an engaging, ripped-from-the-headlines narrative about a fictional school community devolving into chaos. With social media running out of control, teachers feeling burnt out, and a principal that has simply lost her way, Monica immerses herself into the school community and strives to bridge many of the divides that define contemporary school environments across the United States. The book includes insights from real-world experts, including Principal Dr. Pete Getz, relationship expert Emil Harker, LMFT, and school counselor educator Dr. Stephanie Eberts. It also offers: A comprehensive set of strategiTable of ContentsPreface xv Featured Experts xix Section 1 Conflict 1 Chapter 1 Omelets and Arguments 3 Chapter 2 Trouble in Serenity 11 Chapter 3 The Outburst 17 Chapter 4 Online but Disconnected 23 Chapter 5 Red vs. Blue 29 Chapter 6 Burnt Out 37 Chapter 7 GOLFMAST3R_DAD3288 47 Chapter 8 Retreat and Refocus 55 Section 2 Connection 63 Chapter 9 A Little Now or a Lot Later 65 Chapter 10 Silly Beans 69 Chapter 11 Truly Troubled Tony 75 Chapter 12 Serious Digital Beef 87 Chapter 13 A Little Ad Hominem 95 Chapter 14 A Cooling Ember 107 Chapter 15 Trading Vinegar for Honey 113 Section 3 Collaboration 121 Chapter 16 One Problem Too Many 123 Chapter 17 Freedom Through Acceptance 131 Chapter 18 Breakthrough 141 Chapter 19 Face to Face 155 Chapter 20 Hemispheres 167 Chapter 21 Remembering Why 171 Chapter 22 Defused 181 Chapter 23 Harvest 189 Going Deeper: Monica’s Journal 193 About the Authors 233 Index 235

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Book Synopsis''Equal parts practical, funny and illuminating - belongs on the required reading list for life'' - Sarah Knight, internationally bestselling author of Get Your Sh!t TogetherAccessible and inspirational, The Unbreakable Student is the self-care guide that every university student needs.So, you''re starting university - you''ve learnt what to pack, where to socialise, how to cook (sort of)... but what about how to look after your mental health?University is a whirlwind of exciting, fresh experiences. But it can also be overwhelming. You''re in a strange new environment and faced with the pressure to make friends, complete difficult assignments, stay healthy, manage your finances and so much more, all while being away from your loved ones. In this time of massive change, looking after your mental wellbeing is more important than ever.Nic Hooper has witnessed the student mental health crisis unfolding every day on campus and iTrade Review'Nic Hooper has pulled off a neat trick for a professor, essentially creating a long-form lecture that remains engaging and informative to the very end. Equal parts practical, funny and illuminating, The Unbreakable Student belongs on the required reading list for life. Young people everywhere are lucky to have him, in person or on the page' - Sarah Knight, internationally bestselling author of Get Your Sh!t Together'One of the best self-help books I've ever read: wise, witty, (laugh-out-loud funny in places), compassionate - and above all, incredibly practical! Nic Hooper shows you how to effectively deal with the many trials and tribulations of student life; how to face up to your fears, frustrations and challenges; handle your stress and anxiety; take the power out of your inner critic; while building resilience and thriving along the way. I wish I'd had something like this in my student days; would have spared me years of suffering. Essential reading for every college student, of every type, everywhere in the world (as well as for their teachers and parents)' - Dr Russ Harris, internationally bestselling author of The Happiness Trap and ACT Made Simple'You have many things to learn as a University student but above all you need to learn the what and how of life: What is really needed to be successful as a person? And how will you become accomplished at those things? In a clear, concise and sure-footed way, this excellent book teaches you that what and how. If you learn nothing else in your time in the academy and yet learn what is in this book, you can count your years there well spent. Highly recommended' - Steven C. Hayes, Ph.D., Foundation Professor of Psychology, University of Nevada and author of A Liberated Mind: How to Pivot Toward What Matters'For so many students, university is a time of self-doubt and challenge. This is a must-read guide on how to bring your best self forward, so you can truly thrive'- Susan David, Ph.D., Psychologist at Harvard Medical School and author of Emotional Agility'Going to university is a tumultuous time in any case, but this is doubly true when there's a pandemic happening. Hooper's new guide couldn't be timelier. Drawing on many years of relevant experience and training, it's a must for any student beginning this next stage of their life' - Dr Dean Burnett, neuroscientist and bestselling author of The Idiot Brain'Going to university is a fantastic opportunity that can transform students' lives, but we also know it throws up many new challenges. The Unbreakable Student is a very well-written and researched companion, with valuable tools, tips and techniques that will help students deal with these challenges and make the most of their journey. I would recommend it to all students studying at university - and to their parents too' - Professor Steven West, Vice Chancellor at the University of the West of England, and Chair of the Universities UK Mental Health in Higher Education Working Group'Nic's guide to staying sane at university is full of solid, sensible advice, delivered with a smile and a side helping of science. Nic doesn't just tell you what to do, he tells you why and gives you a whole range of ideas about how. In truth, I wish this book had existed for me to read during my own university adventure' - Dr Pooky Knightsmith, child and adolescent mental health expert'What a useful guide for students! It's raw, authentic, personal, soulful, entertaining and pragmatic. In my opinion, this is a must-have for young adults in higher education' - Dr Scott Barry Kaufman, author of Transcend: The New Science of Self-Actualization and host of The Psychology Podcast'Nic Hooper has written such a timely and powerful book! People in this stage of life may feel unseen, confused, overwhelmed and unsure about how to meet their emotional needs. Hooper understands this deeply, and provides them with identification, a caring voice and a road map to resilience and health' - Jonathan Hoban, psychotherapist and author of Walk With Your Wolf

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Book SynopsisContested Issues in Troubled Times provides student affairs educators with frameworks to constructively think about and navigate the contentious climate they are increasingly encountering on campus.The 54 contributors address the book’s overarching question: How do we create an equitable climate conducive to learning in a dynamic environment fraught with complexity and a socio-political context characterized by escalating intolerance, incivility, and overt discrimination?Rather than attempting to offer readers definitive solutions, this book illustrates the possibilities and promise of acknowledging multiple approaches to addressing contentious issues, articulating a persuasive argument anchored in professional judgment, listening attentively to others for points of connection as well as divergence, and drawing upon new ways of thinking to foster safe and inclusive campuses.Among the issues this volume addresses are such topics as sexual violence; historically underrepresented racial and ethnic groups; transgender and undocumented students; the professional skills, knowledge and/or dispositions needed to thrive and facilitate systemic change in contemporary higher education organizations; the implications of maintaining personal and professional identities via social media; and self-care.In this companion volume to Contested Issues in Student Affairs (whose issues remain as relevant today as they were upon publication in 2011), a new set of contributors explore new questions which foreground issues of equity, safety, and civility – themes which dominate today’s higher education headlines and campus conversations.The book concludes with calls to action, encouraging student affairs educators to exhibit the moral courage needed to critically examine routine practices that (un)knowingly perpetuate inequity and enact the foundational values and principles upon which the student affairs profession was founded.Trade Review"Contested Issues in Troubled Times offers fresh perspectives on the role of student affairs educators and practitioners in engaging in the difficult but crucial work of promoting inclusive environments on college campuses. Importantly, it does so in a way that does not hide—and indeed celebrates—the diversity of viewpoints shared among colleagues. This book will undoubtedly serve as a valuable springboard for rich discussions in the classroom and in the student affairs profession."Linda J. Sax, Professor of Higher Education and Organizational Change, Graduate School of Education & Information StudiesUniversity of California Los Angeles"Just as the first, the second edition of Contested Issues will become a go-to book for student affairs graduate courses and professional development opportunities on campus. Magolda, Baxter-Magolda, and Carducci have assembled a timely book that engages the most difficult and important issues facing student affairs professionals today—and likely into the future. The array of authors—representing faculty members and professional staff at all stages of careers—lends to the usefulness of this volume through the presentation of diverse and challenging perspectives."Robert D. Reason, Professor, Student Affairs and Higher EducationIowa State University"In this update to the original Contested Issues, a new generation of scholars challenges the usefulness and authenticity of many of the habits that we have lazily and superficially adopted. They rightly question best practices and position the profession of student affairs to focus on changing systems and structures to increase equity for marginalized students.”Anna Ortiz, Professor of Educational LeadershipLong Beach State University“A cross between professional development resource and inspirational essays, Contested Issues in Troubled Times artfully draws readers into a series of carefully crafted conversations about contentious issues in higher education, invites personal reflection and then encourages courageous action. The book promises to help student affairs educators channel their potential to put professional philosophy, commitments, research, and competencies to work to become agents for cultivating and sustaining inclusive learning environments."Jillian Kinzie, Assistant Director, Center for Postsecondary ResearchIndiana University Bloomington"Just as the first, the second edition of Contested Issues will become a go-to book for student affairs graduate courses and professional development opportunities on campus. Magolda, Baxter Magolda, and Carducci have assembled a timely book that engages the most difficult and important issues facing student affairs professionals today—and likely into the future. The array of authors—representing faculty members and professional staff at all stages of careers—lends to the usefulness of this volume through the presentation of diverse and challenging perspectives."Robert D. Reason, Professor of Higher Education and Student AffairsIowa State University"Contested Issues in Troubled Times invites readers to engage some of the most perplexing issues confronting college and university educators in the 21st century. As the essayists wrestle with provocative questions that defy simplistic solutions, they model productive dialogue and offer a rich constellation of perspectives for the reader to consider. Contested Issues urges those of us invested in the student affairs profession to think beyond traditional field assumptions and strategies as we construct novel and nuanced practices that will help us move from troubled times toward a promising future."Alyssa Rockenbach, Professor of Higher EducationNorth Carolina State University"Magolda, Baxter-Magolda, and Carducci have curated an impressive volume, assembling an impressive collection of leading voices to grapple with how student affairs scholars and practitioners can and should promote growth, learning, and development for all students as they navigate environments marked by various forms of oppression and marginalization. In addition to tackling everything from how to support students managing trauma to student affairs’ larger role as an agent of social justice, this text is a primer on how to engage in complex, sometimes contentious, discourse around difficult issues. So much can be learned from how the authors affirm, challenge, and push each other and our field to have the hard conversations necessary to move colleges and universities forward. We don’t always agree and there isn’t always a clear-cut 'right' or 'wrong,' but the authors of this text show us how authentic, thoughtful, critical engagement can lead to action and progress towards real solutions to persistent challenges facing the academy."Kimberly A. Griffin, Associate ProfessorUniversity of Maryland; Editor, Journal of Diversity in Higher Education"In an era where overt oppression, righteous indignation, and name-calling are on the rise, an important skill for student affairs educators to practice is engaging about difficult issues productively. The contributors of this book model this kind of dialogue in thoughtful ways. Stemming from their previous innovative Contested Issues in Student Affairs volume, this companion book by Peter Magolda, Marcia Baxter Magolda, and Rozana Carducci adds a unique perspective on the important goal of building coalitions across differences."Stephen John Quaye, Past PresidentACPA: College Student Educators International, Associate Professor, Miami UniversityFrom the Foreword:"Contested Issues in Troubled Times: Student Affairs Dialogues on Equity, Civility, and Safety is a resource that has the capacity to bridge the gap between who we say we are as student affairs educators, who we actually are, and who we hope to become. The contributors effectively grapple with issues plaguing our campuses and influencing our roles as professionals. The ques­tions to which contributors respond not only raise awareness of critical and contested issues but also prompt readers to do the difficult work of consider­ing how the field both fuels and works to disrupt them."Lori D. Patton, Assistant Professor in the Department of Educational Leadership and Policy StudiesIowa State University"Contested Issues is structured in four parts. The first provides an introduction to the book’s purpose and an overview of key issues in higher education and student affairs administration. The second addresses challenges and opportunities related to the creation of inclusive campus learning environments. The third explores how to engage in socially just, intentional student affairs practice. Finally, in its fourth section, Contested Issues comes close to answering the question it posed at the outset, suggesting both that the creation of 'an equitable climate conducive to learning' is possible and that the responsibility for doing so belongs to individual higher education and student affairs administrators acting in a variety of big and small ways every day. In short, the book describes how colleges and universities ought to be more so than it offers the precise steps for how to get to that point. The scope and scale of the contemporary issues covered across the volume’s 24 paired contributions is daunting. The chapters make clear both the challenges associated with the current socio-political reality and also that it has merely brought to the foreground long-simmering issues associated with equity, inclusion, and social justice in higher education institutions. That is, the challenges described in Contested Issues are not new, they merely appear so to some because the current socio-political environment has swept away the thin veil of civility and laid bare the fact that college and university campuses have long disregarded their role in perpetuating systems of power, privilege, and oppression.Taken as a whole, Contested Issues makes the case that higher education and student affairs administrators must change the way they approach their work to navigate the troubled times in which colleges and universities find themselves. It does not make the case that the problems they must confront are new nor that the solutions to them are simple. It does not provide the answers but rather the questions that will lead to this change. In so doing, Contested Issues is a powerfully useful tool for anyone who seeks to understand colleges and universities in a thoughtful, reflexive way and appreciate more fully the systems of power, privilege, and oppression that are fundamentally intertwined with higher education."Teachers College RecordTable of ContentsForeword—Lori D. Patton Preface—Peter M. Magolda, Marcia B. Baxter Magolda, and Rozana Carducci Acknowledgments Companion Social Media Opportunities—Nick Rathbone Part One. Introduction 1. Why Is It So Hard for the Student Affairs Profession to Foster Inclusive Environments for Learning? • Bonding and Bridging for Community and Democracy—Penny Rue • History Matters. Against Romanticizing Student Affairs' Role in Inclusion—Dafina-Lazarus (D-L. Stewart 2. How Do Student Affairs Educators Help Students Learn to Engage Productively in Difficult Dialogue? • Learning Dialogic Skills for Effective Campus Conversations—Kelly E. Maxwell and Monita C. Thompson • Systemic Integration of Dialogic Skills. An Opportunity for Student Affairs/Academic Affairs Partnerships—Jeannie Brown Leonard Part Two. Cultivating Inclusive Learning Environments. Equity, Civility and Safety 3. How Should Institutions Address Student Demands Related to Campus Racial Climate? • To Address Today’s Student Demands for Racial Justice, Institutions Must Shift From Multiculturalism to Polyculturalism—Ajay Nair • Critical Considerations in Advancing Social Justice Agendas in Higher Education—Samuel D. Museus 4. What Are the Responsibilities and Limits of Student Affairs’ Roles in Preparing Students for Political Activism? • Student Affairs Educators’ Brokering Role in Political Activism—Sandra Rodríguez • Brokering Students’ Political Activism. Expanding Student Affairs Professionals’ Views—Cassie L. Barnhardt 5. What Does It Mean for Student Affairs Educators to Establish Safe and Just Responses to Campus Sexual Violence? • Moving Beyond Policy to Address Campus Sexual Violence—Chris Linder • Abating Campus Sexual Violence Requires a Multifaceted Approach—Frank Shushok Jr. 6. How Do Student Affairs Educators Navigate the Tension Between the First Amendment Right to Free Speech and the Expression of Ideas That Create a Hostile Campus Climate? • Free Expression, Civic Education, and Inclusive Campuses—Rafael E. Alvarado • Balancing Free Speech and Inclusive Campus Environments. A Worthy Yet Complicated Commitment—Naomi Daradar Sigg 7. How Should Institutions Redefine and Measure Student Success? • Student Success as Liberal Education Escapes Definition and Measurement—Laura Elizabeth Smithers • Redefining Student Success to Foster More Inclusive Learning Environments—Molly Reas Hall 8. What Are the Risks of Assuming the Sharing of Proper Pronouns Is a Best Practice for Trans* Inclusion? • More Than Pronouns. Problematizing Best Practices of Trans* Inclusion—Kathryn S. Jaekel and D. Chase J. Catalano • What Happens to a Dream Deferred?. Sharing Proper Pronouns as an Act of Gender Self-Determination—Z Nicolazzo 9. How Should Institutions Support Students With Marginalized Identities? What Practices Are Essential for the Establishment of Safe and Inclusive Learning Environments? • What is Equitable?—Engaging the Four Is of Oppression to Support Students of Color—Jonathan A. McElderry and Stephanie Hernandez Rivera • Intersectionality, Culture, and Mentoring. Critical Needs for Student Affairs Educators—Julie A. Manley White 10. What Role Should Student Affairs Educators Play in Supporting Undocumented Students in the Current Political Climate? • Confronting Anti-Immigration Rhetoric on Campus. A Student Affairs Imperative—Susana M. Muñoz • Emphasizing Institution-Wide Strategies to Support Undocumented Students in Higher Education—Maria Sanchez Luna and Mei-Yen Ireland 11. How Does Social Class Influence Student Learning and the Work of Student Affairs Educators? • Social Class Complexities in Curricular and Cocurricular Learning. Options Do Not Mean Access—Sonja Ardoin • Disrupting Educational Privilege. Partnering With Students and Communities to Create True Inclusion—Angela Cook 12. What Is the Role of Student Affairs Educators in Helping Students Whose Learning Is Complicated by Experiencing Trauma? • Navigating the Complex Space of Supporting Student Survivors of Trauma—Tricia R. Shalka • A Focus on Relational and Narrative Aspects of Trauma. Challenges and Opportunities for Higher Education—Kelli D. Zaytoun 13. Why Is Religion a Difficult Issue In American Higher Education and How Should Student Affairs Respond? • Balancing Competing Interests Through Principled Practice—P. Jesse Rine and Brian D. Reed • Supporting Interfaith Climates and Outcomes. Considerations and Practices for Student Affairs Educators—Benjamin S. Selznick 14. What Is the Student Affairs Educator’s Role in Navigating Tensions Between Legislative Action and Institutional Policy? • From Guns to Transgender Students’ Rights. When Policy and Personal Positions Do Not Align—Amelia Parnell and Jill Dunlap • Passion and Policy. How Student Affairs Educators Navigate Their Roles in the Face of Legislative Restrictions—R. Bradley Johnson Part Three. Cultivating Professional Capacities to Foster Inclusive Learning Environments 15. Given the Complexity Associated With Fostering Equitable, Civil, and Safe Learning Environments, How Should Graduate Preparation Programs Prepare Students to Work in Higher Education? • Advancing Power- and Identity-Conscious Student Affairs Graduate Programs—Rosemary J. Perez • A Systemic Approach to Enacting Equitable, Civil, and Safe Learning Environments—Jessica C. Harris 16. What Professional Development Opportunities Are Necessary to Ensure that Professionals Have the Capacities and Competencies to Make Good Decisions When Faced With the Unknown? • Trust Your Instincts, Pack a Compass, and Never Hike Alone—Cynthia H. Love • Professional Development as a Healing Community Practice—Michelle M. Espino 17. What Responsibility Does Student Affairs Have to Help Graduate Assistants Navigate the Ambiguity Between Their Student and Professional Roles? • Navigating Two Worlds. Supporting Graduate Students in Their Dual Roles as Students and Professionals—Jessica Gunzburger • Caught in the Middle. A Stable Anchor for Graduate Students Amid a Discursive Struggle—Hoa Bui 18. How Should Student Affairs Professional Preparation Programs Address Discrimination and Bias in the Graduate Classroom? • No Struggle, No Progress. The Complexities of Pre-Tenure Minoritized Faculty Addressing Bias, Discrimination, and Oppression in Student Affairs Graduate Preparation Programs—David Pérez II • You Are Not Alone. Graduate Preparation Programs’ Responsibility and Commitment to Addressing Discrimination and Bias in Classrooms and Beyond—Bridget Turner Kelly 19. What Is the Value of Student Affairs Research as It Relates to Issues of Equity, Civility, and Safety? • The Value and Disconnect of Student Affairs Research Related to Equity, Civility, and Safety—JoNes R. VanHecke • Considering the Practical Usefulness of Higher Education Research and Theory in Promoting Equity, Civility, and Safety—Nicholas A. Bowman 20. How Can/Should Student Affairs Educators Use Assessment to Improve Educational Practices Related to Equity, Civility, and Safety? • Using Deconstructed Assessment to Address Issues of Equity, Civility, and Safety on College Campuses—Gavin W. Henning • Assessment as Power. Using Our Privilege to Center the Student Voice—Abby C. Trout 21. What Would It Take for Student Affairs Educators to Facilitate a Personal Learning Design Approach That Enhances Equity, Civility, and Safety? • Pursuing Equity, Civility, and Safety Through Personal Learning Design—Taran Cardone • A Personal Learning Design Approach. Are Student Affairs Educators Ready?—Matthew R. Johnson 22. How Do Student Affairs Educators Integrate Personal and Professional Identities in Digital Spaces/Social Media? • Orchestrated in Harmony or Forced With a Disconnect—Josie Ahlquist • Speaking Up. How Student Affairs Professionals of Color Navigate Social Media with Authenticity—Julia R. Golden 23. What Does It Mean for Student Affairs Educators to Maintain Self-Care in Turbulent Times? • Practicing Self-Care Is a Radical Notion in Student Affairs and It Shouldn’t Be—Tiffany J. Davis • More Than Consumption. Creating Space for Self-Care in Higher Education—Shamika N. Karikari Part Four. Epilogue 24. What Is the Promise/Potential of the Student Affairs Profession to Foster Inclusive Environments for Learning? • Putting Potential to Work—Susan R. Jones • It’s the Means, Not the Ends. Incorporating Humanity Into Our Practice—Craig R. Berger Contributors Index

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Book SynopsisThis book argues that the current structure of student affairs work is not sustainable, as it depends on the notion that employees are available to work non-stop without any outside responsibilities, that is, the Ideal Worker Norm. The field places inordinate burdens on staff to respond to the needs of students, often at the expense of their own families and well-being. Student affairs professionals can meet the needs of their students without being overworked. The problem, however, is that ideal worker norms pervade higher education and student affairs work, thus providing little incentive for institutions to change. The authors in this book use ideal worker norms in conjunction with other theories to interrogate the impact on student affairs staff across functional areas, institutional types, career stage, and identity groups. The book is divided into three sections; chapters in the first section of the book examine various facets of the structure of work in student affairs, including the impact of institutional type and different functional areas on employees’ work-lives. Chapters in the second section examine the personal toll that working in student affairs can take, including emotional labor’s impact on well-being. The final section of the book narrows the focus to explore how different identity groups, including mothers, fathers, and people of color, navigate work/life issues. Challenging ideal worker norms, all chapters offer implications for practice for both individuals and institutions.Trade Review“Every once in a while a book is published that changes our profession and how we do our work. Creating Sustainable Careers in Student Affairs is that book! This book is a must-read series of insightful chapters as contributors unpack the norms associated with the concept of the ‘ideal worker.’ As we think about student affairs work of the future, this book should be required reading for every educator and practitioner.”Tony Cawthon, Alumni Distinguished Professor, and Director, Graduate Studies, Student Affairs & Higher EducationClemson University“In Creating Sustainable Careers in Student Affairs, Margaret W. Sallee and colleagues provide a new dimension to the dialogue and research literature on invisible labor in the academy. Using the ideal worker model to frame the institutional cultures and structures that create and perpetuate inequitable work demands, Sallee and colleagues offer evidence of and recommendations for actions to reduce these inequities. This is a must-read for all higher education leaders, faculty, and human resource professionals who work in or support the student affairs profession.”Jaime Lester, Associate Dean of Faculty Affairs and Strategic Initiatives, and Professor, Higher Education Program, College of Humanities and Social ScienceGeorge Mason University“This book could not have come at a better time. For years, we’ve behaved as if you can’t have a successful student affairs operation if your team isn’t 24/7, never-saynever, go-down-with-the-ship, . . . and we’ve watched as promising professionals sadly, and sometimes defiantly, walk away. 2020 has showed us there are, and must be, other paths forward, and Creating Sustainable Careers in Student Affairs will help illuminate the way.”Melissa S. Shivers, Vice President for Student LifeThe Ohio State UniversityTable of ContentsForeword—Kristen A. Renn Acknowledgments Introduction. Problematizing the Ideal Worker in Student Affairs—Margaret W. Sallee Part One. The Structure of Student Affairs Work 1. How the Structure and Demands of Student Affairs Reflect Ideal Worker Norms and Influence Work-Life Integration—Laura Isdell and Lisa Wolf-Wendel 2. “That’s the Job”. Agency and Control in Greek Life, Student Activities, and Campus Recreation—Benjamin B. Stubbs 3. Work-Life Integration in Student Affairs. A Closer Look at Housing and Residence Life—Amy S. Hirschy and Shannon D. Staten 4. The Influence of Institutional Type and Socialization Processes on Ideal Worker Norms of Student Affairs Professionals—C. Casey Ozaki and Anne M. Hornak 5. Problematizing Socialization in Student Affairs Graduate Training—Rosemary J. Perez Part Two. The Toll of Student Affairs Work 6. Whose Ideal Worker? Student Affairs and Self-Care in the Neoliberal Academy—Pamela Graglia, Karla Pérez-Vélez, and D-L Stewart 7. Burnout and Compassion Fatigue in Student Affairs—Moly A. Mistretta and Alison L. DuBois 8. Emotional Labor and Well-Being—R. Jason Lynch and Kerry L. B. Klima Part Three. How Various Identity Groups Navigate Student Affairs Work 9. Disclosure, Inclusion, and Consequences for LGBTQ Student Affairs Professionals—Carrie A. Kortegast 10. (En)Counterspaces. An Analysis of Working Conditions for Student Affairs. Professionals of Color in an Un-Ideal World—Ginny Jones Boss and Nicole Bravo 11. The Classed Construct of Student Affairs Work—Sonja Ardoin 12. Interrogating the “Ideal” New Professional in Student Affairs—Melanie Lee and Megan Karbley 13. Fathers in Student Affairs. Navigating a Gendered Organization—Margaret W. Sallee, Alyssa Stefanese Yates, and Michael Venturiello 14. Work-Life Integration. Women Administrators in Student Affairs and Higher Education Managing Work and Family—Sarah Marshall Conclusion. Reimagining Student Affairs—Margaret W. Sallee About the Contributors Index

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Book SynopsisA practical, up-to-date resource for schools on substance use. It covers drug and alcohol use, but importantly also tackles newer concerns for schools, such as the use of performance-enhancing drugs and high-caffeine energy drinks.Trade ReviewThis is a timely book given the concerns that many people who work with young people will have about mental health and drug use. Ian provides the perfect blend of evidence and professional experience when highlighting what works and what doesn't, making this book a pragmatic resource for teachers, parents and others who work with young people. -- Ian Hamilton, Associate Professor, University of YorkI would urge those working in mental health and education to read this book. Ian achieves a rare feat of combining theory, evidence and practical application in an engaging and comprehensive narrative. This book will help many adults support their young people. -- Mike ArmigerThis book is a comprehensive, accessible, and must have contemporary guide to understanding and supporting young people in the 21st century.Each chapter is an excellent distillation of the author's clear regard for evidence based approaches, and is an informative and engaging resource for anyone working with young people with complex issues. -- Andy Maddison – Public Health Improvement Coordinator (Risk Taking Behaviours)This practical, wide-ranging and engaging book is an excellent resource for teachers, youth workers and parents. Based on evidence and firmly rooted in the experiences of young people and those who support them, Teen Substance Use, Mental Health and Body Image provides advice and strategies that will make a positive difference. -- Clare Stafford, CEO, The Charlie Waller Memorial TrustAn accessible and helpful guide for professionals looking to build skills and knowledge around adolescent wellbeing. As well as detailing best practice examples, Macdonald importantly highlights approaches which although well-intentioned, can potentially create more problems than they solve. Highly recommended reading. -- Rick Bradley, Specialist on Adolescent Mental Health and Substance UseTable of ContentsAcknowledgements; Preface; 1. Developing a Whole School Approach Around 'What Works' in Mental Health and Drug and Alcohol Prevention; 2. Bulging at the Seams: Exploring the Modern Policy Context for Mental Health and Drug Education and Prevention; 3. Theoretical Models of Adolescent Health Behaviours and Support; 4. Alcohol, Smoking, Social Norms and Engaging Parents; 5. Body Image and IPEDs; 6. Energy Drinks and Smart Drugs; 7. Cannabis, NPS and Approaches to 'Illicit' Drugs; 8. Delivering Effective Mental Health and Drug Education in School; 9. Developing Healthy and Positive Coping; Appendix: Organisations Producing Materials and Resources for Working with Children and Young People on Mental Health and Drug Use; References

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Book SynopsisIf you care about making your home, school and community a safer and more accepting place for people of all genders, then this book is for you! What can you do to be an ally to your transgender, non-binary and gender-expansive friends and family? Everyone needs allies who can support them through challenges, and through engaging with the activities in this book you can develop into an action-oriented Super Trans Ally!Packed full of activities such as self-reflective questions, journal prompts and role plays, this interactive workbook is perfect for helping young people aged 10+ to reflect on gender, develop their compassion, and discover what skills and talents they can bring to being a Super Trans Ally.The eBook version of this book is fully interactive and editable throughout.Trade ReviewBeing a Super Trans Ally is an excellent, accessible resource for anyone ages 8-108 who knows a little or a lot about transgender and non-binary individuals and communities, and is looking to grow in their allyship. This book contains the information and action steps needed to truly be a super ally. -- Dr. Eli R. Green, CSES Founder & CEO, The Transgender Training Institute, IncTimely. Relevant. Smart. Engaging. Creative. Careful. Compassionate. Packed with complex information made simple, important advice, and beautiful art on how to be a Super Trans Ally! What a fabulous addition to the emerging body of work on supporting trans youth! Planning to use it in my teaching! Thank you! -- Graciela Slesaransky-Poe, Ph.D., Professor of Education, Co-Chair, President’s Commission on Justice, Equity, Diversity, and Inclusion, Arcadia University. Ally.A wonderful book for those wanting to find fun and engaging activities to inspire people to be better trans and non-binary allies. This is an important resource to have in classrooms, homes, community and faith organizations to help educate their students, families, congregations and staff who want to take an innovative approach to having conversations about acceptance and inclusion. -- Marsha Aizumi - Activist, Speaker, Author of Two Spirits, One Heart: A Mother, Her Transgender Son, and Their Journey to Love and Acceptance

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Book SynopsisThis practical book covers issues related to suicide risk, prevention and postvention in Higher and Further Education communities. Compiled by 37 experts, it is an authoritative guide to an issue that is causing increasingly large concern for FE and HE institutions and covers multiple evidence-backed approaches with a pragmatic focus. It is the first that specifically deals with student suicide in FE Colleges and universities, encouraging a holistic, institutional response. Chapters are split into three sections, beginning with understanding and preventing student suicide among students, followed by responses to risk, including a model for student prevention in HE settings. The book concludes with the response to student death by suicide with advice on postvention, and how to support bereaved family, staff, and students.Trade ReviewThis comprehensive book is written with compassion and understanding, with a rigorous focus on the latest evidence. The team have managed to make a complex field accessible, and crucially to ask and answer the questions that matter most. Like me, I'm sure it will leave you feeling informed and hopeful. -- Rosie Tressler OBE, CEO, Student MindsAn important and thought-provoking book to help the HE sector to better understand the issues of student suicide. It offers practical changes to institutional mental health and wellbeing provision which develops supportive, compassionate and inclusive learning communities for both our staff and students. -- Kate Wicklow, Policy Manager at GuildHEThis is such an important book and enables everyone to understand the importance of wellbeing and good mental health in every aspect of life in further and higher education. It also provides a real challenge to the sector to position the mental health of all staff and students as a strategic priority, from knowing how to keep well to ensuring that the right support is in place when needed... all through a community wide, whole organisation approach. -- Hamish Elvidge Chair, The Matthew Elvidge Trust Founder Member, Mental Health in Higher Education Advisory Group Member, National Suicide Prevention Advisory GroupTable of ContentsCONTENTS Part 1: Understanding and preventing suicide among studentsEditorial Introduction: Jo Smith and Sharon Mallon.Chapter 1: The Problem of Suicide in The Higher Education Institution Sector, Joanna McLaughlin and David Gunnell.Chapter 2: Suicide Prevention in Further Education, Kate Parker and Jo Smith. Section 1: RiskChapter 3: Student Suicide Risk: Factors Affecting Suicidal Behaviour in Students In Northern Ireland, Margaret McLafferty and Siobhan O'Neill.Chapter 4: Student Suicide: The Policy Context, Diana Beech and Sally Olohan MBE.Chapter 5: The Influence of Social Media on Suicidal Behaviour Among Students, Rachel Cohen and Lucy Biddle.Chapter 6: From Suicidal Thoughts to Behaviour: Theoretical Perspectives on Student Suicide, Katie Dhingra, Peter J. Taylor, E. David Klonsky.Chapter 7: Transitions and Student Suicide: The Role Of Higher And Further Education Sectors, Katie Rigg and Ellen Mahoney.Chapter 8: The Integrated Motivational-Volitional (IMV) Model and Suicide Risk In Students: The Role Of Perfectionism, Seonaid Cleare, Dave Sandford, Heather McClelland, Tiago Zortea and Rory O'Connor.Chapter 9: Suicide Clusters and Contagion In The HE And FE Student Population, Ann John. Section 2: Responses to RiskChapter 10: A Model for Student Suicide Prevention In Higher Education, Treasa Fox and Jo Smith.Chapter 11: How Can We Support Staff to Talk Safely About Suicide? Clare Dickens and Stuart Guy. Chapter 12: Supporting Student Mental Health and Wellbeing In Higher Education, Mark Ames.Chapter 13:How can we talk safely about suicide with students? Katie Stafford and Jo SmithChapter 14: Supporting Students: The Role of The NHS, Clare Dickens.Chapter 15: Supporting Students: The Parents' Perspective, Natalie Day.Chapter 16: Suicide Safety Planning with HE And FE Students, Carmen Betterridge and Alys Cole-King. Part 2: Responding to a Student Death by SuicideChapter 17: Responding to Student Suicide: A Student Services Perspective, Nic Streatfield.Chapter 18: Responding to Family Needs After A Student Suicide, David Mosse.Chapter 19: Student Suicide: Responding to The Needs Of Bereaved Students, Deirdre Flynn.Chapter 20: Responding to The Needs Of Staff Impacted By A Student Suicide, Hilary Causer.Chapter 21: Understanding and Responding To Bereavement After A Suicide, Sharon Mallon. Chapter 22: Suicide Postvention In Higher Education Settings, Karl Andriessen and Karolina Krysinska.Chapter 23: Media Portrayal of Suicide: Who Is Most At Risk And Why. Key Findings From International Research Evidence, Lorna Fraser.

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Book SynopsisAnger is a very difficult and often misunderstood emotion for children to experience. Facilitating the healthy management of this natural but challenging emotion is crucial for children's social, psychological, and emotional wellbeing and resilience. Based on over thirty years of expertise, Deborah Plummer provides varied and straightforward activities for teachers, parents, and therapists to healthily engage with children and help them manage anger. This activity book allows space to explore anger and varying degrees of emotion whilst also providing help on how to manage it, allowing children to have better and healthier emotional self-awareness.This book is one of a series based on the use of imagination (I), mindful play (MP) and creative thinking (CT) to enhance social, psychological and emotional wellbeing and resilience in children. The accompanying ebook Using Imagination, Mindful Play and Creative Thinking to Support Wellbeing and Resilience in Children describes the theory and approach behind how these activities can significantly influence children's perceptions of themselves and the world.Table of ContentsContentsI. Exploring angerII. Foundations for managing angerIII. Working togetherIV. Exploring emotions and degrees of emotionV. Exploring strategies for emotion regulation VI. Causes and consequencesVII. Recognising achievements and celebrating

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Book SynopsisAre you looking for effective strategies for cooperating with your 'difficult' students? Are you struggling to find motivational tools for students that appear to be angry, rude, cruel, erratic, or stubborn?This book is an essential guide for school staff supporting students with Oppositional Defiant Disorder (ODD). Written by the author of The Parent's Guide to Oppositional Defiant Disorder: Your Questions Answered, this book debunks myths about ODD by providing psychiatric context, strength-based approaches and exploring the disorder through a holistic lens. Supporting teachers in building and maintaining healthy relationships with ODD students, the book equips educators with the skillset to understand their students, identify and avoid common obstacles and prepare their students to thrive in and outside of the classroom. Packed with easy-to-use handouts, questionnaires and printable exercises, this guide is perfect for teacher training and group activities.Trade ReviewAmelia Bowler is changing the paradigm of how we understand Oppositional Defiant Disorder. By recognizing that a diagnosis of ODD is what we observe and not the cause of behavior, Amelia gives permission to see the whole child and find new ways to support them. With practical ideas and relevant case studies, this book is one every teacher needs on their shelf. -- Emily Kircher-Morris, LPC, Author of Teaching Twice-Exceptional Learners in Today's Classroom and host of The Neurodiversity PodcastA critical book for teachers, paraprofessionals, principals, parents, therapists, and child psychiatrists alike. It's clear, concise, and evidence-based. Vitally important, the section on cultural competence underscores the complexity and beauty of every child's unique story and journey. -- Mark W. Wilson, MD, Child and Adult PsychiatristBowler's deft research summaries and relatable examples peel back the ODD mask, revealing determined, courageous students from often-unkind backgrounds. Her stories and strategies illustrate how curiosity and trust can nurture motivation and competence, supplanting those exhausting attempts to control behavior. Bowler delivers hope, plus generous, immediately useful resources. -- Dr. Camille Kolu, Ph.D., BCBA-D, Trauma-informed behavior analysis consultantTable of ContentsIntroductionPart I: Changing the way you see Oppositional Defiant DisorderChapter 1: Oppositional Defiant Disorder: the view from the outsideChapter 2: Struggles linked with Oppositional Defiant DisorderChapter 3: Cultural competence, misunderstandings and biasChapter 4: Managing Your Frustrations and ExpectationsPart II Changing the way the student sees youChapter 5: Control and AutonomyChapter 6 Leadership without coercionChapter 7: Building trust and connectionChapter 8: Responding to students in distressPART III Understanding your students' goals and needsChapter 9: Looking for the WHY of behaviourChapter 10: Common Classroom Struggles: Invisible DisabilitiesChapter 11: Skills that improve cooperation in the classroomChapter 12: Preparing to write an Individualized Behaviour PlanPART IV: Worksheets

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Book SynopsisCan you imagine a world where no one feared a violation of their boundaries? A world where everyone felt safe in their bodies and confident in asking for what they wanted? Teaching consent education is the way to achieve this vision, and this entry level book for educators helps you teach and discuss consent issues to young adults, from 10+.The fun, interactive exercises in this book focus on consent in all interactions, not just sexual ones, and explores skills that help young people to increase their relational intelligence and build positive, reciprocal relationships.Drawing on their combined experiences of over 25 years as consent educators, the authors have seen that more respectful, generous and joyful ways of relating to one another are possible. In this vital book, they challenge common assumptions about consent and coercion, and invite educators of all walks to become instigators of a profound culture shift.Trade ReviewDare we imagine a kinder world where boundaries are respected and the dominant culture is one based on consent, not coercion. Drawing on a wealth of experience Marcia Baczynski and Erica Scott offer simple, fun and engaging activities to help bring this vision about. It would be hard to find a more timely book, or one as full of inspiration, compassion and hope. -- Pete Wallis, Senior Practitioner in Restorative Justice with Oxfordshire Youth Justice ServiceThis is the best book on consent I have ever read! (and I have read a lot.) Not only do Erica and Marcia give you the principles, they give examples of how it works and what to actually say. Invaluable! -- Dr. Betty Martin, author of The Art of Receiving and Giving: The Wheel of ConsentWhat a wonderful world it would be if every person attended a workshop based on these exercises! With this book, the nuances of understanding and creating consent culture feel truly accessible, inclusive, and informative, and these exercises could be life-changing for participants and facilitators alike. I would recommend this book to anyone looking to make the world a better place. -- Cheryl Bradshaw, Registered Psychotherapist, MA, B.Ed - TEDx Speaker and Author of Real Talk About Sex and Consent: What Every Teen Needs to KnowTable of ContentsAcknowledgements; Foreword; Introduction; PART ONE: PREPARING; How to Use this Book; 1: Our Stories; 2: What is Consent Culture?; 3: Laying the Groundwork; PART TWO: FACILITATING THE EXERCISES; 4: Creating the Container; 5: "No" Is a Complete Sentence; 6: But It's Hard To Say No!; 7: What If I'm A Maybe?; 8: Changing Your Mind; 9. Asking For What You Want Is Hard; 10. Consent is Collaboration; 11. Like a Deer In the Headlights; 12. Backup, Not Backlash; 13. Taking It Online; 14. When Is The Hug Over?; 15. Practice, Practice, Practice; APPENDIX 1. Building a Consent-Oriented World; APPENDIX 2. Partnering During the Workshop; APPENDIX 3. Group Agreements; APPENDIX 4. Legal Information; APPENDIX 5. Participant Handout Template; APPENDIX 6. Privilege/Power Wheel; APPENDIX 7. Desire Smuggling; APPENDIX 8. Additional Resources; APPENDIX 9. Just The Workshop; TERMINOLOGY; NOTES; ACKNOWLEDGEMENTS; ABOUT THE AUTHORS

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Book SynopsisAs an Education Mental Health Practitioner (EMHP) or Children's Wellbeing Practitioner (CWP), you have to think on your feet, manage a caseload, deal with emotional distress and try and not get indigestion as you cram down a sandwich on your way to your next session.This down-to-earth survival guide helps trainees and newly qualified practitioners cope with the stressful demands of these new and challenging roles. Full of case examples and practical tools and strategies, this book will give you the confidence to assess, set goals, and deliver effective interventions for anxiety and depression. It also provides invaluable support on tricky topics such as disclosures of risk and safeguarding issues, working effectively with parents, dealing with resistance and conflict, caring for yourself, and signposting when a situation is outside the remit of your role.Trade ReviewThis book will be invaluable to anyone training or practising as a CWP or EMHP. It is full of practical tips for implementing evidence based approaches within the realities of clinical practice. Perhaps most importantly, as you read it you will feel like you are being helped along by a wonderfully supportive and considerate friend. A must read! -- Professor Cathy Creswell, Oxford University - co-author of ‘Overcoming Your Child’s Fears and Worries'This is a much-needed book to empower those wanting to enter psychological professions to do so in a confident and productive way. The author and contributors are to be congratulated for providing a useful tool to help us in our ambitious journey to create a world where all children and families are supported to effectively build on their strength and achieve their full potential. -- Professor Peter Fonagy OBE, CEO of the Anna Freud CentreThis really is the ultimate low intensity CBT practitioner's handbook. It pulls all the elements of effective clinical work together in one place and offers helpful reflections and practice tasks. Most importantly it's an easy and engaging read with lots of real-life references. I will recommend this to all CWP and EHMPs that I cross paths with. -- Ellie Harris, Children’s Wellbeing Practitioner, Supervisor, and Referral Hub Team Manager, Ormiston FamiliesA wonderfully comprehensive guide for well-being practitioners who are working with young people in schools and community settings - based on rich experience and interwoven with the voices of many experts and grounded in research findings. Hugh makes superb use of not only narrative writing, but also of examples, suggested role plays, self-reflective exercises and visual illustrations, all underpinned by a pragmatic realism and a good dose of humour. -- Dr Maria Loades, Senior Lecturer and Clinical Tutor for the Doctorate in Clinical Psychology programme, Bath UniversityThis is a vital contribution towards establishing the identity of the developing early intervention workforce. It's blend of practical advice, tools to try and application of lessons learned mean it will be of immeasurable value to CWPs and EMHPs and those who support them. I will be recommending this to supervisors (as well as trainees) as essential reading. -- Lynsey Roocroft, Lecturer in Child and Adolescent Mental Health and EMHP Course Lead, Edge Hill UniversityIf only this had been available during my training year! Now I'm qualified, it's been so handy to be able to dip in and out of this guide as I consolidate my learning and fill in those inevitable gaps that come with information overload during that first year of training. As an EMHP in a brand new Mental Health Support Team It is so comforting to read such a wealth of advice and tips from those who've been there and done it. This book provides the 'why' and the 'how' of good practise together in an easily accessible, humorous and encouraging guide. A must read for trainees and qualified practitioners alike! -- Suzanne Everill, Education Mental Health Practitioner, Worcester NHS TrustThis will be a precious resource to the many CWPs and EMHPs at the forefront of the vital new workforce supporting children and young people's wellbeing. The friendly and accessible style and good advice make the book a go-to companion. It is exactly what's needed to support effective clinical practice, during and after training. -- Dr Susanna Payne, Co-director of CYP-MH Trainings at Kings College LondonA really helpful reference guide to inform this new role supporting Children and Young people's mental health. It's great to support learning for those wanting to get into this role and as a reference point throughout the training year, adhering to the low intensity principles, as expected. -- Sarah Monk, EMHP Programme Director, University of SouthamptonTable of ContentsFOREWORDINTRODUCTIONPART 1: SETTING YOURSELF UP TO SUCCEEDChapter 1 - LOW INTENSITY CBT: WHAT YOU REALLY NEED TO KNOWChapter 2 - HOW TO INTRODUCE YOURSELFChapter 3 - HOW TO BOUNDARY YOUR ROLE Chapter 4 - HOW TO LOOK AFTER YOURSELF Chapter 5 - TIPS WHEN MEETING PARENTS AND CARERS PART 2: PRACTISE ESSENTIALS Chapter 6 - KEY SKILLS IN ASSESSING AND GOAL SETTING Chapter 7 - TEN WAYS TO BE A MORE INCLUSIVE PRACTITIONER Chapter 8 - A GOOD SESSION IS LIKE A THREE COURSE MEAL Chapter 9 - TIPS FOR GOOD THERAPEUTIC CONVERSATIONS WITH YOUNG PEOPLE Chapter 10 - SOME CREATIVE ACTIVITIES TO IMPROVE ACCESS AND ENGAGEMENT FOR ALL Chapter 11 - SAFEGUARDING, RISK ASSESSMENT AND SAFETY PLANNING Chapter 12 - HOW TO MAKE AN ONWARD REFERRAL Chapter 13 - SELF-REFLECTIVE PRACTISE AND SUPERVISIONPART 3: TIPS FOR INTERVENTIONS Chapter 14 - THE VALUE OF COMPASSION Chapter 15 - THE IMPORTANCE OF BACK-UP TEAMS Chapter 16 - HOW TO HELP WITH SLEEP HYGIENE Chapter 17 - KEY PRINCIPLES IN BRIEF BEHAVIOURAL ACTIVATION FOR DEPRESSION Chapter 18 - KEY PRINCIPLES IN GRADED EXPOSURE FOR ANXIETYChapter 19 - KEY PRINCIPLES IN PARENT-LED CBT FOR ANXIETYChapter 20 - COPING STRATEGIES, PROBLEM SOLVING AND RELAXATION ACTIVITIESChapter 21 - A BRIEF OVERVIEW OF MORE COMPLEX NEEDSChapter 22 - BLUEPRINTING AND ENDINGSChapter 23 - WHAT TO DO WHEN THINGS GET STUCKChapter 24 - WORKING WITHIN SCHOOLSAFTERWORDACRONYM AND JARGON BUSTERFURTHER READING AND RESOURCESCONTRIBUTORS AND ACKNOWLEDGEMENTSABOUT THE AUTHORREFERENCES

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Book SynopsisThe art of exposure lies in perfectly pitched challenges. Get them wrong and nothing changes. Get them right and you set an anxious child free.This practical resource guide contains 75 creative, user-friendly lists of exposure activities appropriate for 5-12-year olds struggling with anxiety. Entries cover a wide range of fears and concerns, such as Clowns, Making Mistakes, Picky Eating, Separation Anxiety, and Vomiting. An essential addition to the therapeutic toolbox of practitioners using Exposure and Response Prevention (ERP), this A-Z guide combines evidence-based guidance with inventive, engaging, actionable activities for an extensive list of childhood fears and concerns.Trade ReviewThe A-to-Z Guide belongs in the tool kit of every therapist who treats anxiety disorders. Succinct yet comprehensive overview of exposure-based therapy and why it works. Innovative, effective, and fun interventions. -- Sandra Whitehouse, Ph.D., Senior Director, Child Mind InstituteCreative and effective, this book belongs on the shelf of every anxiety and OCD therapist. -- Natasha Daniels, Anxiety and OCD Therapist, Creator of ATParentingSurvival.comThe A-Z Guide To Exposure is an excellent resource for therapists and trainees! In this easy-to-use reference, the authors share creative, targeted exposure ideas for a wide range of fears through the lens of experienced child psychologists. It is a "must-have" CBT resource for clinicians who provide exposure therapy for childhood anxiety disorders, OCD, and related disorders. -- Marla W. Deibler, PsyD, Faculty, IOCDF Behavior Therapy Training Institute (BTTI)Table of ContentsIntroductionA-Z GuideA Addiction, Airplanes, Alarms, Alcohol/Alcoholism, Aliens, Alone, Animals, Ants, Apologies, Asymmetry, AtticB Bad Guys, Baddies (fictional), Baddies (real life), Balloons, Basement, Bathroom, Bees, Birds, Blood, Boats, Books, Bowel Movements, Bugs, ButtonsC Cars, Cats, Cellar, Change in Plans, Characters, Cheating, Checking, Choices, Choking, Cigarettes, Cities, Clothing, Clowns, Confined Spaces, Contaminated Object, Costumed CharactersDDangerous Animals, Dark, Death, Decisions, Defecating, Differentness, Dirt/Dirty, Disability, Divorce, Dizziness, Doctors, Dogs, Dolls, Downstairs, DrugsEEarthquakes, Eating, Elevators, Embarrassment, Emotions, Errors, EscalatorsFFailure, Fainting, Feces, Feelings, Fire, Flaws, Floods, Flying, Food, Frogs, FurnitureGGagging, Germs, Getting Rid of Things, Ghosts, Going Upstairs or Downstairs Alone, Growing UpHHalloween, Harm, Health, Heights, Hoarding, Hornets, Household Pets, Hurricanes, Hurting Oneself or OthersIIllness, Imperfection, Insects, Interruption, Intruders, Intrusive ThoughtsJJabs, Just Right FeelingKKidnappers, Killing, Knives LLateness, Lightning, Losing, Lying (inadvertent)MMaking Decisions, Mascots, Masks, Media, Medical Procedures, Medicine, Mistakes, Monsters, Motion Sickness, MoviesNNatural Disasters, Navigating Home Alone, Needles, New Experiences, Night, No, Noises, Numbers, NursesOOcean, Older People, Open Spaces, Over-wipingPPanic, People, Perfectionism, Pet Escaping, Pets, Picky Eating, Pills, Poop/Pooping, Potty Seat, Puberty, Public SpeakingQQualifiers, Questions RRain, Reassurance-Seeking, Religious Thoughts, Repeating, Re-Reading SSafety, Santa, School, Separation Anxiety, Sex, Sharks, Sickness, Sleeping Alone, Small Spaces, Snakes, Social Anxiety, Speaking, Spiders, Stains, Stinging Insects, Storms, Strangers, Suicide, Surrounded, Swallowing, Swimming, Symmetry TTalking, Teenagers, Terrorists, Tests, Throwing Up, Thunder, Tight Spaces, Timed Activities, Toads, Toileting, Tornadoes, Traveling, Treatment Avoidance, Triggering Words or Phrases, Trying New ThingsUUncertainty, Unfairness, Unhealthy Foods, Upstairs, Urban Legends, Urinating, VVacuum Cleaner, Vampires, Vegetables, Villains, VomitingWWasps, Water Immersion, Weather, Wiping, Witches, Words and PhrasesXX-raysYYes, Yacking, YellowjacketsZZombiesAbout the Authors

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Book SynopsisWhat does supervision mean in a school setting?How can supervision benefit staff and student wellbeing?How can I best run supervision sessions?Supervision is an effective way to support staff in navigating the complex experiences of simultaneously teaching and safeguarding children, but much of the existing literature on supervision can't easily be applied to school settings.Bringing together theory and practice, this practical how-to guide includes chapters on why supervision is so important for staff and student wellbeing, what qualities make for an ideal supervisor, how to adapt supervision for in-person and online settings, as well as criteria for an optimum supervision environment and suggested material to include in supervision sessions.Trade ReviewBreaks down the myths and barriers of utilising supervision practice in schools - essential reading for anyone looking to embed whole school approaches to mental health in their setting. -- Ian MacDonald, Trainer at the Charlie Waller Trust and Associate Lecturer at The Open University

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Book SynopsisLife for girls is a battle of contrasting expectations, being told you should be 'empowered' but also be a 'good girl', putting others first but still striving for perfection yourself. This conflict, internalizing expectations of an impossible standard, has lead to an explosion in mental-health and anxiety-related disorders in young women. The traditional narrative of education feeds the perception that girls are good. They achieve, work hard, are co-operative. They achieve better grades. But where do these high achievers disappear to? They aren't becoming CEOs, politicians or social leaders. Women are still disproportionately the family carers and domestic managers. This book explores: * research around biological difference, and how our schools encode gendered expectations. * how our curricula can provide role-models as well as modes of thinking, valuing traditionally feminine traits as equal to masculine * using psychological approaches to develop girls' independence. * how school systems and leadership can model approaches to encourage all students to create a gender-balanced environment. With practical questions and suggestions at the end of each chapter, this book is a guide to the research and a tool to help teachers and leaders shape a genuinely empowering school experience for young women.

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Book SynopsisThis isn’t your average book about pastoral care – it is a no-nonsense exploration of the knowledge base that excellent pastoral practitioners, be they aspiring, new, or experienced, need to excel in their roles. Written for teaching and non-teaching pastoral leaders alike, this book combines theory, evidence, and research with best practice and on-the-job experience to help you on the way to becoming the very best pastoral leader that you can be. It is written for pastoral leaders by a current pastoral leader, reflecting the reality of our roles – the extraordinary pressures and challenges that we face, sometimes in just getting through the day.

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Book SynopsisThis teacher and counsellor activity guide is designed to accompany the My Anxiety is Messing Things Up quick read chapter book. The guide includes text from the story, along with discussion questions and activities for each chapter.This guide helps engage students in meaningful conversation and relevant activities to help them deal with their anxiety.

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