{"title":"Counselling and care of students Books","description":"","products":[{"product_id":"stories-of-survival-9780197662397","title":"Stories of Survival","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eCollege 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","brand":"Oxford University Press Inc","offers":[{"title":"Default Title","offer_id":48732670558551,"sku":"9780197662397","price":21.84,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780197662397.jpg?v=1719997884"},{"product_id":"floss-and-the-boss-9780367510794","title":"Floss and the Boss","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eFor effective and safe use, this book should be purchased alongside the professional guidebook. Both books can be purchased together as a set, \u003cem\u003eHelping Children Learn About Domestic Abuse and Coercive Control: A \u003c\/em\u003eFloss and the Boss\u003cem\u003e Storybook and Professional Guide\u003c\/em\u003e [9780367344511]\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eThis 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.\u003c\/p\u003e\u003cp\u003eThis book:\u003c\/p\u003e\u003cul\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003eCan be used to support the âHealthy Relationshipsâ topic in the PSHE curriculum\u003c\/li\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003eCan 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\u003c\/li\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003eEncourages children to seek support\u003c\/li\u003e \u003c\/ul\u003e\u003cp\u003eDesigned 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. \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e‘The story made me feel grateful … there’s help for Floss.’ \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eY1 pupil\u003c\/strong\u003e, Werneth Primary School, Oldham\u003c\/p\u003e\u003cp\u003e‘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.’ \u003c\/p\u003e\u003cp\u003e‘The message is that you should never be controlled.’\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eY6 pupils\u003c\/strong\u003e, Crab Lane Primary School, Manchester\u003c\/p\u003e\u003cp\u003e‘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.’\u003cem\u003eKate Stanley, Director of Strategy, Policy and Evidence at NSPCC\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003e\"Beautifully written with stunning illustrations, this is an excellent book for primary aged children.\"\u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eSocial Work News\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\"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.\"\u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eTeach Primary\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eFloss and the Boss: An Illustrated Storybook","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48733711106391,"sku":"9780367510794","price":17.28,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780367510794.jpg?v=1720001345"},{"product_id":"using-the-expressive-arts-with-children-and-young-people-who-have-experienced-trauma-9780367639471","title":"Using the Expressive Arts with Children and Young","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis guide has been written to accompany the book \u003ci\u003eThe Silent Selkie\u003c\/i\u003e, a children's story about trauma and offers gentle, creative ways for adults to work with children and young people who have faced adverse childhood experiences. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eThis guidebook:\u003c\/p\u003e\u003cul\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eexplores the themes of the story and offers guidance to the adult as they use expressive arts to give the child or young person a way to process their emotional experiences.\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003esupports trusted adults around the child or young person to understand trauma, its impact and how to respond appropriately and sensitively to the child.\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eprovides techniques, exercises, and activities to encourage healthy creative expression and to help the child or young person to understand trauma, its impact and what can help. \u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003c\/ul\u003e\u003cp\u003eUsing this guide may be a first step on a young person's journey towards healing, making this an ideal tool for adults working with children who have exper\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"An excellent contribution and resource for those working with the troubled child. This hauntingly beautiful story will appeal to many children who have suffered from a variety of traumatic experiences. It will help them to make sense of their situation and reassure them that they are not alone in their inner pain. The accompanying guide book will provide understanding of adverse childhood experiences and offer valuable skills and ideas for the adult who wishes to work alongside such children in a creative way.\"\u003cbr\u003e\u003cb\u003eEunice Stagg,\u003c\/b\u003e\u003ci\u003ePresident – Association for Sandplay Therapy. BACP Snr Accredited Counsellor, Essex, UK\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePart One: For The Helper, Part Two: For the Child or Young Person\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48733711597911,"sku":"9780367639471","price":26.24,"currency_code":"GBP","in_stock":true}]},{"product_id":"emotions-blob-cards-9781138333390","title":"Emotions Blob Cards","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eNow 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. \u003c\/p\u003e\u003cp\u003eBlobs 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. \u003cbr\u003e\u003cbr\u003e\u003cem\u003eIntended for use in educational settings and\/or therapy con\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e48 colour flashcards, with guidance for use\u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48738409120087,"sku":"9781138333390","price":31.49,"currency_code":"GBP","in_stock":true}]},{"product_id":"family-blob-cards-9781138333406","title":"Family Blob Cards","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe 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. \u003c\/p\u003e\u003cp\u003eNow 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. \u003cbr\u003e\u003cbr\u003e\u003cem\u003eIntended for use in educational settings and\/or therapy contexts under the supervision of an adult. This is not a toy.\u003c\/em\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e48 colour flashcards, with guidance for use. \u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48738409316695,"sku":"9781138333406","price":31.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138333406.jpg?v=1723812025"},{"product_id":"rising-above-9781394155453","title":"Rising Above","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eTransform your school's culture for the better\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eIn\u003ci\u003e Rising Above\u003c\/i\u003e, 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. \u003c\/p\u003e\u003cp\u003eThe 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: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eA comprehensive set of strategi\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003eFeatured Experts xix\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 1 Conflict 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 1 Omelets and Arguments 3\u003c\/p\u003e \u003cp\u003eChapter 2 Trouble in Serenity 11\u003c\/p\u003e \u003cp\u003eChapter 3 The Outburst 17\u003c\/p\u003e \u003cp\u003eChapter 4 Online but Disconnected 23\u003c\/p\u003e \u003cp\u003eChapter 5 Red vs. Blue 29\u003c\/p\u003e \u003cp\u003eChapter 6 Burnt Out 37\u003c\/p\u003e \u003cp\u003eChapter 7 GOLFMAST3R_DAD3288 47\u003c\/p\u003e \u003cp\u003eChapter 8 Retreat and Refocus 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 2 Connection 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 9 A Little Now or a Lot Later 65\u003c\/p\u003e \u003cp\u003eChapter 10 Silly Beans 69\u003c\/p\u003e \u003cp\u003eChapter 11 Truly Troubled Tony 75\u003c\/p\u003e \u003cp\u003eChapter 12 Serious Digital Beef 87\u003c\/p\u003e \u003cp\u003eChapter 13 A Little Ad Hominem 95\u003c\/p\u003e \u003cp\u003eChapter 14 A Cooling Ember 107\u003c\/p\u003e \u003cp\u003eChapter 15 Trading Vinegar for Honey 113\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 3 Collaboration 121\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 16 One Problem Too Many 123\u003c\/p\u003e \u003cp\u003eChapter 17 Freedom Through Acceptance 131\u003c\/p\u003e \u003cp\u003eChapter 18 Breakthrough 141\u003c\/p\u003e \u003cp\u003eChapter 19 Face to Face 155\u003c\/p\u003e \u003cp\u003eChapter 20 Hemispheres 167\u003c\/p\u003e \u003cp\u003eChapter 21 Remembering Why 171\u003c\/p\u003e \u003cp\u003eChapter 22 Defused 181\u003c\/p\u003e \u003cp\u003eChapter 23 Harvest 189\u003c\/p\u003e \u003cp\u003eGoing Deeper: Monica’s Journal 193\u003c\/p\u003e \u003cp\u003eAbout the Authors 233\u003c\/p\u003e \u003cp\u003eIndex 235\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738656682327,"sku":"9781394155453","price":15.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781394155453.jpg?v=1720049799"},{"product_id":"school-counseling-classroom-guidance-9781483316482","title":"School Counseling Classroom Guidance","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eFinally, a text that thoroughly covers the topic of classroom guidance  an effective tool for every school counselor at every school level. \u003cbr\u003e  Tiffany Bates,\u003cem\u003e Louisiana Tech Univers\u003c\/em\u003e\u003cem\u003eity\u003c\/em\u003e\u003cbr\u003e \u003cbr\u003e Intended for school counselors to aid in the learning of developmental classroom guidance, \u003cstrong\u003eSchool Counseling Classroom Guidance: Prevention, Accountability, and Outcomes\u003c\/strong\u003e 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.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Finally, a text that thoroughly covers the topic of classroom guidance – an effective tool for every school counselor at every school level.\" -- Tiffany Bates\u003cbr\u003e\"\u003cstrong\u003eSchool Counseling Classroom Guidance: Prevention, Accountability, and Outcomes\u003c\/strong\u003e 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 Studer\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart 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","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739652960599,"sku":"9781483316482","price":72.2,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781483316482.jpg?v=1720052830"},{"product_id":"the-convergence-of-race-ethnicity-and-gender-multiple-identities-in-counseling-9781506305753","title":"The Convergence of Race, Ethnicity, and Gender: Multiple Identities in Counseling","description":"Students, beginning and seasoned mental health professionals will be better prepared for diversity practice by this accessible, timely, provocative, and critical work, \u003cstrong\u003eThe Convergence of Race, Ethnicity and Gender: Multiple Identities in Counseling, \u003cem\u003eFifth Edition\u003c\/em\u003e\u003c\/strong\u003e.  Author Tracy Robinson-Wood demonstrates, through both the time honored tradition of storytelling and clinically-focused case studies, the process of patient and therapist transformation.  This insightful, practical resource offers behavioral health professionals a nuanced view of diversity beyond race, culture, and ethnicity to include and interrogate intersectionality among race, culture, gender, sexuality, age, class, nationality, religion, and disability.  With a keen focus on quality patient care, this important text aims to help professionals better serve patients across sources of diversity.  Readers will recognize their roles and responsibilities as social justice agents of change, while identifying the ways in which dominant cultural beliefs and values furnish and perpetuate clients’ feelings of stuckness and inadequacy, in both the therapeutic alliance and within the larger society. This remarkable text reveres the lifelong commitment of using knowledge and skills as power for good to make a meaningful difference in people′s lives.","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739813294423,"sku":"9781506305752","price":98.8,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506305752.jpg?v=1720053205"},{"product_id":"independent-thinking-on-restorative-practice-building-relationships-improving-behaviour-and-creating-stronger-communities-9781781353387","title":"Independent Thinking on Restorative Practice:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities, Mark Finnis shares a practical and inspiring introduction to the use of restorative practice in educational settings.   For those educators who are uncomfortable with the punitive world of zero tolerance, isolation booths and school exclusions, Mark Finnis - one of the UK's leading restorative practice experts - is here to show you that there is another way.  Drawing on his many years' experience working with schools, social services and local governments across the country, Mark shares all you need to know about what restorative practice is, how it works, where to start and the many benefits of embedding a relational approach into any educational organisation that genuinely has people at its heart.  Covering coaching circles and the power of doing things with (and not to) children and young people, to moving your values off lanyards and posters and into the lived experience of every member of the school community, this book sets out how restorative practice - when done well - can transform every aspect of school life.  The book shares advice on how to put behaviour right when it goes wrong in a more positive, less punitive way, and, more importantly, on how to get it right and keep it right in the first place. Furthermore, it advocates an approach that is collaborative, empowering and positive - and ultimately geared to improve motivation, engagement and independent learning in even the hardest-to-reach young people.  Suitable for school leaders, educators and anyone working with young people.","brand":"Independent Thinking Press","offers":[{"title":"Default Title","offer_id":48741057855831,"sku":"9781781353387","price":11.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781781353387.jpg?v=1720056435"},{"product_id":"character-toolkit-strength-cards-9781787752733","title":"Character Toolkit Strength Cards","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eGrowing up presents many challenges and positive learning experiences. Helping young people understand, name and talk about their and other peoples' strengths can improve their relationships with their friends, family, and the wider community. \u003cbr\u003e\u003cbr\u003eThe interactive \u003ci\u003eCharacter Toolkit Strength Cards\u003c\/i\u003e enable children to learn, recognise and express all sides of their character. The cards promote character strengths such as perseverance, grit and leadership alongside moral and civic strengths such as gratitude and kindness.  \u003cbr\u003e\u003cbr\u003eThese cards have been designed to allow teachers, parents and counsellors in coaching settings to explore all character strengths within children. Included is a booklet of different activities that provide suggestions for using the strengths cards. These include activities that encourage children to describe the strength they are most proud of, or how to identify strengths in others around them.\u003cbr\u003e\u003cbr\u003eThese positive, helpful and authentic strengths cards will be a useful classroom resource, focusing on encouraging the next generation to be their best self.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe cards have been used with children ranging from Nursery to Year 5 and all have been able to engage at different levels. The language used makes them very accessible. The children could talk about resilience as 'bounce-back-ability' and could make links to personal experiences. The content of the cards really helped them to think about their approaches to learning and life. For example, at Lancot, we often talk about being brave in our learning and using the cards such as 'Adventurousness' added depth to this. The prompts on each card proved to be helpful and relevant, as they enabled the adults to begin and sustain the dialogue between groups and with individuals. It's very easy to see the potential for how these cards could be used in a whole-class setting, as well as small groups and one-to-one. -- Jenny Fraser, Deputy Headteacher, Lancot Challenger Academy\u003cbr\u003eAn important aspect of character education is what might be called virtue literacy. This is that we know and understand what the virtues are as well as why they are important. The \u003ci\u003eCharacter Toolkit Strength Cards\u003c\/i\u003e\u003cb\u003e \u003c\/b\u003ehelp develop virtue literacy as they bring visibility to the everyday character virtues that are fundamental for individual and societal flourishing. -- Dr Tom Harrison; Reader in Character Education and Lead on the MA Character Education, University of Birmingham\u003cbr\u003eThe \u003ci\u003eCharacter Toolkit Strength Cards\u003c\/i\u003e are a fantastic addition to the book \u003ci\u003eCharacter Toolkit for Teachers\u003c\/i\u003e. The cards have really helped to explain the character traits in an age appropriate way and the illustrations demonstrate the traits well too. They have been really useful to refer to for home learning too. -- Malinda Young, Associate Principal, LEO Academy Trust\u003cbr\u003eFrederika and Elizabeth have hit it out of the park again. I love the interactive \u003ci\u003eCharacter Toolkit Strength Cards\u003c\/i\u003e. The activities associated with the cards are super fun and the cards are engaging. I cannot wait to play the cards with my patients and students. -- Dr. Caren Baruch-Feldman, psychologist and author of The Grit Guide for Teens\u003cbr\u003e\u003cp\u003eThese cards are simply brilliant. A fun, positive and encouraging way to explore personal characteristics and character strengths. I've used these to support my coaching, teaching and time at home with my family...I've even used them successful in the staff room!\u003cbr\u003eWho doesn't like to know what they're good at? These cards provide a fun and explorative way to talk openly about character.\u003c\/p\u003e -- Chris Reddy, leadership coach and founder of Bright Leaders","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":48741564645719,"sku":"9781787752733","price":22.79,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781787752733.jpg?v=1720057982"},{"product_id":"trauma-and-teens-a-trauma-informed-guide-and-toolbox-towards-well-being-in-homes-and-schools-9781803880083","title":"Trauma and Teens: A Trauma Informed Guide and Toolbox towards Well-being in Homes and Schools","description":"\u003cp\u003eTrauma Informed aims to create increased therapeutic and empathetic understanding of adolescents and their traumas. Part One addresses four types of trauma - acute, chronic, complex, and historic or transgenerational - through a series of case studies. The author uses the voice of the teen, the voice of the parent or carer and the voice of the educator to present each case in detail, complete with suggested interventions. Part Two focuses on simplifying therapeutic concepts such as attachment theory and the stages of grief, and the final chapter offers strategies for ongoing management in the form of a 'trauma toolbox'. This comprises grounding techniques for calming down or boosting energy, advice for self-care via good sleep and nutrition, and guidance for enabling troubled young people to feel secure, open up and begin the healing process by cultivating an attitude of PACE (Playfulness, Acceptance, Curiosity and Empathy).\u003c\/p\u003e","brand":"Pavilion Publishing and Media Ltd","offers":[{"title":"Default Title","offer_id":48741864538455,"sku":"9781803880082","price":43.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781803880082.jpg?v=1720059093"},{"product_id":"know-me-to-teach-me-differentiated-discipline-for-those-recovering-from-adverse-childhood-experiences-9781903269404","title":"Know Me To Teach Me: Differentiated discipline","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eMany 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.","brand":"Worth Publishing","offers":[{"title":"Default Title","offer_id":48742432440663,"sku":"9781903269404","price":31.34,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781903269404.jpg?v=1720061370"},{"product_id":"building-wellbeing-and-resilience-how-to-help-9781912755967","title":"Building Wellbeing and Resilience: How to Help","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePart of the How to Help series of books exploring issues commonly faced by children and young people at home and at school, Building Wellbeing and Resilience offers a complete introduction to these critical yet frequently misunderstood topics. Often confused with mental health or physical wellness, wellbeing fuses aspects of both and wider elements into a general sense of 'how we are'. Resilience, meanwhile, is the ability to deal with adversity and move forward. High wellbeing fosters resilience and, in a virtuous circle, resilience is linked to high levels of wellbeing. Exploring these topics along with related issues such as measuring wellbeing, using positive psychology approaches to boost strengths and the impact of neurodiversity, Rob Long considers the importance and impact of wellbeing and resilience at home and in the classroom - and how parents, carers, teachers and schools can help.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Preface; About the Author;  Author's Preface; How to Use This Book  Part 1: Introduction 1. What are wellbeing and resilience?; 2. Wellbeing in context; 3. Wellbeing and development; 4. Issues, evidence and definitions; Ten key things to know about wellbeing and resilience  Part 2: The science of wellbeing 5. Evidence-based practice; 6. Measuring wellbeing; 7. Wellbeing and positive psychology; 8. How can positive psychology improve wellbeing?; 9. Signature strengths  Part 3: Wellbeing and development 10. Child and adolescent development; 11. Wellbeing and physical development; 12. \tWellbeing and emotional development; 13. Wellbeing and cognitive development; 14. Adolescence and social development  Part 4: Wellbeing at home and in school 15. Wellbeing and the family; 16. Wellbeing in school; 17. Wellbeing in the classroom; 18. Behaviour and school policies; 19. School transitions and wellbeing  Part 5: Resilience and mental health 20. Wellbeing for troubled children; 21. Understanding resilience; 22. What can be done to increase resilience?; 23. Building the skills for school success  Part 6: Complex difficulties and disadvantage 24. Children with complex difficulties; 25. The disability paradox; 26. Abilities and capabilities; 27. Poverty  Part 7: Conclusion and resources 29. Summary; 30. Advice for parents and carers; 31. Advice for teachers; Appendices","brand":"Pavilion Publishing and Media Ltd","offers":[{"title":"Default Title","offer_id":48742694945111,"sku":"9781912755967","price":32.65,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781912755967.jpg?v=1720062462"},{"product_id":"learning-to-love-your-butterfly-a-workbook-building-self-esteem-and-resilience-youth-workbook-9781944882846","title":"Learning to Love Your Butterfly: A Workbook","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis 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.","brand":"Boys Town Press","offers":[{"title":"Default Title","offer_id":48742872318295,"sku":"9781944882846","price":11.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781944882846.jpg?v=1720063155"},{"product_id":"my-anxiety-is-messing-things-up-teacher-and-counselor-guide-9781944882907","title":"My Anxiety is Messing Things Up - Teacher and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis 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.","brand":"Boys Town Press","offers":[{"title":"Default Title","offer_id":48742872383831,"sku":"9781944882907","price":17.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781944882907.jpg?v=1720063155"},{"product_id":"gang-prevention-in-schools-creating-a-secure-base-and-safe-haven-9783030829131","title":"Gang Prevention in Schools: Creating a Secure","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book delves deep into the hidden population of former gang members who share their positive and negative experiences of being gang members. Their stories of violence, hopelessness, despair, and loneliness also offer a seed of hope – they contain the building blocks for prevention. By understanding why they each turned to gangs, how they turned to gangs, and what went wrong for some along their pathways during childhood, as well as how and why they chose to leave the gang lifestyle, we can begin to put the pieces together and understand tools for gang prevention. \u003c\/p\u003eSchools are in the unique position to become an oasis or a safe haven for a child in a world that does not otherwise feel safe to them. School staff members can step in and become consistent people in a child’s life. They can help to identify at-risk youth and intervene, facilitating a change in path away from gang membership. This book discusses how schools and staff can be instrumental in gang prevention and outlines warning signs and risk and protective factors for gang involvement. It also talks about components of gang prevention programs in schools. Additional topics explored include:           \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eTheories of Gang Involvement\u003c\/li\u003e\n\u003cli\u003eLack of Family Consistency: Relating Attachment Theory with Gang Involvement\u003c\/li\u003e\n\u003cli\u003e“Brotherhood, Sisterhood, Unity:\" Gangs as Replacement Family\u003c\/li\u003e\n\u003cli\u003e\"No Other Option:\" The Role of Social Environment \u003c\/li\u003e\n\u003cli\u003e\"Death, Jail, or a Turnaround:\" Making the Decision to Disengage\u003c\/li\u003e\n\u003cli\u003eA Piece About Trauma-Informed Practice\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eAuthored by a school social worker who has an insider's perspective on working in a school, \u003ci\u003eGang Prevention in Schools\u003c\/i\u003e is a useful resource that gives a humanistic view of former gang members. The book will engage readers in the fields of psychology, social work, education and educational administration, and criminal justice, as well as have potential appeal to a lay audience due to the richness of the stories and interviews.\u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eChapter 1: Theories of Gang Involvement\u003c\/b\u003eThis section includes discussion of current understandings and theory relating to the presence, development, and growth of gangs. Interactional theory suggests that gang membership arises from negative peer relationships, poor social structural environments, weak relationships, and an environment that is supportive of crime (Alleyne \u0026amp; Wood, 2014). Social control theory says that adolescents join gangs because they do not have positive relationships and do not have access to normal social norms (Dickson-Gomez et al, 2017). If one does not have good relationships with positive peers and positive role models, he may feel as if a gang is the only viable option. Multiple marginalization is defined as a lack of employment opportunities, poor living conditions, poverty, and family and community stress (Dickson-Gomez et al, 2017). This means that there are many factors causing stress, making it appear as if there is no good way out. A gang might seem like a way to get out of a bleak home situation. Social disorganization theory states that a community structure fails to see the value in its residents and does not keep social control (Sampson and Groves, 1989). A community cannot feel connected or have social control when there are higher crime rates and juvenile delinquency such as in disadvantaged neighborhoods (Santiago et al., 2011; Sampson and Groves, 1989).\u003cbr\u003e\u003cb\u003eChapter 2: Attachment Theory\u003c\/b\u003eAttachment theory has the utility to add to the existing knowledge base about gang membership. Children’s relationships with their primary caregivers are the foundation for their future relationships (Bowlby, 1998; Parrigon, et al., 2015). A secure attachment forms if the primary caregiver is consistently providing a safe secure base for the child from which he can explore the environment and return for comfort and support (Bowlby, 1998). An insecure attachment is formed when the caregiver is not consistent with care or is neglectful (Bowlby, 1988).\u003cbr\u003eAttachment theory posits that the earliest human interactions shape our survival functions (Schore \u0026amp; Schore, 2012). Early interactions between primary caregiver (attachment figure) and infant influence the brain systems’ maturation and organization, which causes affect and self-regulation (Schore \u0026amp; Schore, 2012; Hill, 2015). Affect is how one’s emotion is communicated through facial expressions, body movements, and tone of voice (Hill, 2015). During infancy, it is the primary caregiver’s job to regulate the child during states of hyper- or hypo arousal (Hill, 2015). Early attachment communications are crucial to neurobiological systems in the right brain, which is where stress regulation, emotional processing, and regulation of self are all found (Schore \u0026amp; Schore, 2012). The primary attachment figure, in being that secure attachment figure and responding appropriately to an infant’s needs, can soothe and regulate his internal system, thereby teaching emotional regulation at an early age. \u003cbr\u003eTrauma can influence brain development. If one has an insecure attachment, it can affect the person in a lifelong way. Kim and Page (2013) found that insecurely attached children develop behavioral problems more frequently, especially in a school setting, as opposed to securely attached children. Konishi and Hymel (2014) found that adolescents have a difficult time handing anger, which can lead to mental health and physical problems, including bullying, gang involvement, substance abuse, dating violence, low academic performance, and peer rejection. Insecurely attached children may turn to gangs as a way of coping with the lack of having a consistent attachment figure (De Vito, 2017). They may have been looking for a secure base in the gang membership, so they would have a replacement family, searching for that stability (De Vito, 2017).\u003cbr\u003eThe attachment relationship between social worker and client is of critical importance. Schore \u0026amp; Schore (2012) discuss how attachment theory is a theory of regulation and developing an attachment to a therapist can assist in internal affect regulation. The therapist takes on that attachment role and can help the client regulate emotions internally, by becoming that secure base. This relationship can repair damage done previously and can help create a new way of coping (Schore \u0026amp; Schore, 2012). A client can develop a resilient self through a secure attachment that can then have meaningful relationships (Schore \u0026amp; Schore, 2012). Since gang members are seeking attachment figures that were not present in childhood, as youth develop meaningful relationships with therapists or school counselors, that counselor can take on a role of an attachment figure, thus repairing that damage and possibly intervening in the way of gang prevention. \u003cbr\u003eDe Vito (2019) was a qualitative research study that promoted the use of attachment theory to analyze motivating\/disengagement factors for gang involvement. The voices of fourteen former gang members are heard through qualitative interviews. Thematic analysis was used to identify the following themes: Lack of Family Consistency, Brotherhood, Sisterhood, Unity: Gang as Replacement Family, “No other Option,” and “Jail, Death, or Turnaround:” Making the Decision to Disengage. In this chapter, there is an emphasis on attachment theory driving gang membership, which is a key finding of my qualitative research. There is a discussion of how and why attachment theory is key in our understanding of gang members’ behavior, and the importance of a safe educational setting in preventing or responding to gang issues.\u003cbr\u003e\u003cb\u003eChapter 3: Gangs as Family\u003c\/b\u003eGangs function because of internal group processes much like a military organization or corporation. There are leaders and a hierarchy of command with people having their own duties and responsibilities. Gangs can be seen as a family for youth. They can be an extension of their family or in some cases actually take the place of the family. Gangs have been said to function like family systems. Some similarities include feeling protected, receiving affection, and having a sense of belonging and loyalty (Ruble and Turner, 2000). If there is a lack of attachment figure in the family, then youth will look outside the family of origin to find a replacement attachment figure. Youth look up to their parents as role models for support, so having no suitable family role model would be a major risk factor (Alleyne and Wood, 2014; Walters, 2016). Lack of strong family attachment can increase interest in crime, since youth will likely not care about parents’ opinions, discipline, or school performance, leaving them open to gangs, crime, and poor peer influences (McNulty and Bellair, 2003). The gangs become a “surrogate family,” filling the void of the family of origin (Ruble and Turner, 2000). If there is no positive role model in the family, another person can become a role model outside of the family. Another attachment figure can step in to fill a void (Ainsworth, 1989).\u003cbr\u003e\u003cb\u003eChapter 4: Former Gang Members Speak: Themes\/Findings from Qualitative Study (why do they join?)\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eResults\u003c\/i\u003eThe following four themes were identified: Lack of Family Consistency, Brotherhood, Sisterhood, Unity: Gang as Replacement Family, “No other Choice,” and “Jail, Death, or a Turnaround:” Making the Decision to Disengage. Participants’ verbatim quotes were included to highlight each theme. No identifying information was included and pseudonyms were used to protect participant identities.\u003cbr\u003e\u003ci\u003eLack of Family Consistency \u003c\/i\u003eAll participants described having a lack of secure, consistent primary care givers\/attachment figures during childhood for various reasons, including death, divorce, substance abuse, and being absent. \u003cbr\u003eOther participants experienced a childhood where primary caregivers were not able to offer that consistent, caring relationship.\u003cbr\u003eNot having reliable, dependable primary caregivers can cause a hopeless state and a feeling of being alone. \u003cbr\u003eBecause of the lack of consistency with primary caregivers, some participants looked outside the family for sources of consistency, such as peers and gangs. If family members are already gang members, they can be bred into gang membership. \u003cbr\u003e\u003ci\u003eBrotherhood, Sisterhood, Unity: Gang as Replacement Family\u003c\/i\u003eMost of the participants said gang members became family. There was a bond and a unity. They were willing to offer protection, unity, and love to one another. \u003cbr\u003eGangs may be a form of brotherhood or sisterhood, but it comes with a hefty price, violence. \u003cbr\u003eIn many cases, the gang took the place of their family of origin, which was broken in some way. They were fleeing something negative, looking for an escape. \u003cbr\u003eSome of the participants were searching for something to fill a void at home, such as love, respect, validation, affection, and attention. \u003cbr\u003eThose who join gangs can be missing something within themselves and are seeking it elsewhere. \u003cbr\u003eHowever, there were a few participants who felt as though the gang did not replace their family entirely, but rather were an extension of their family. They still considered the gang members part of their extended family. Also, there was one negative case. \u003cbr\u003e\u003ci\u003e“No other Option”\u003c\/i\u003eParticipants said gang members are bred as a product of growing up in their environment. Gangs are often their friends, family members, and in their neighborhood. They describe joining as having “no other option” and “accepting their fate” or “destiny.” \u003cbr\u003eGang members may feel as though joining was a normal, natural progression in life, based on the environment where they grew up. \u003cbr\u003eGrowing up in a poor neighborhood, the gang lifestyle can seem like a way out to a better life. The gang members become role models. \u003cbr\u003eGang membership can be a way of life. There can be an expectation for membership within families and peer groups. Police may label and assume gang membership based on the neighborhood. \u003cbr\u003eSome participants felt as if their environment led them to join a gang. A large gang presence in the neighborhood can be persuasive. \u003cbr\u003e\u003ci\u003e“Death, Jail, or Turnaround:” Making the Decision to Disengage \u003c\/i\u003eParticipants talked about how they realized that they could not stay engaged in gang activity forever and decided to disengage because there was no positive outcome or future in gang membership. \u003cbr\u003eGang membership comes with the risk of violence, death, physical injury, or incarceration. \u003cbr\u003eIf one had difficulty with primary caregivers, it can be another blow to have a new family turn away. Some participants felt betrayed by their fellow gang members. They realized that they were not trustworthy, turning their backs on them. \u003cbr\u003e\u003cb\u003eChapter 5: How and Why Do They Leave? \u003c\/b\u003eGang members leave gangs usually because of a combination of push and pull factors. Push factors are negative things that push one away from gang involvement, such as getting tired of the gang lifestyle, being a victim of violence, witnessing violence, aging, and gang disillusionment (Berger et al., 2016; O’Brien et al., 2013; Pyrooz et al., 2011). Disillusionment occurs when gang members feel betrayed by fellow members (Berger et al., 2011). The pull factors are positive things that pull one away from the gang lifestyle, such as stable employment and relationships, religious beliefs, moving away, and aging and maturing, which would promote marriage, having children, and family responsibilities (O’Brien et al., 2013; Pyrooz and Decker, 2011; Berger et al., 2013). As one ages and matures, having stable employment, children, and being in a stable relationship become important. These things are not priorities for youth. \u003cbr\u003eGang members leave gangs by moving out of the neighborhood, severing ties with gang associates: Leaving a gang can involve moving out of the neighborhood, severing ties with gang associates, or slowly distancing oneself, becoming involved in separate activities (Pyrooz and Decker, 2011).\u003cbr\u003e\u003cb\u003eChapter 6: Prevention \u003c\/b\u003eThis chapter extends the findings and understandings of the role of attachment theory and the ways in which schools might use this understanding to inform prevention and support. This extends current scholarship, understanding, and practice. It talks about identifying risk factors for gang involvement, broken down into three areas, family, school, and social environment. It also outlines protective factors. In addition, it talks about warning signs and how to identify gang involvement in schools. The final section talks about how schools can be a safe haven, how staff can intervene and become attachment figures, and components of prevention programs. It also talks about my own clinical experience in working with youth involved in gangs as well as features interviews with gang experts and school staff.\u003cbr\u003eThe following came from the results of the qualitative interviews: \u003cbr\u003eHaving a secure base within the family home with strong attachment to parents or caregivers could have prevented gang members from joining. Having a consistent home life with parents who are at home and there to supervise are protective factors. Having different ways of making money or seeing there are opportunities outside of their neighborhood that do not involve gang life. If there is a missing attachment figure in the home, another person could step into that role, such as a school staff member, counselor, or another family member. Getting counseling when there are risk factors can be a protective factor. Almost none of the study participants had counseling. \u003cbr\u003e\u003ci\u003eIdentifying Risk Factors \u003c\/i\u003eSome risk factors are related to family. If there are cracks in the family foundation, including lack of parental supervision, involvement, and discipline, low family income, or gang-involved family members, gang membership chances increase (Alleyne and Wood, 2014). Other risk factors include experiencing childhood maltreatment or having a family history of criminal activity (Del Carmen et al., 2009). \u003cbr\u003eRisk factors are also related to school, including learning disabilities, mental health concerns, or weak school attachment or investment to school. These factors can lead students to not care about school, which leads to poor school performance, which is related to gang involvement (Alleyne and Wood, 2014; Del Carmen et al., 2009; Gover, 2002; McNulty and Bellair, 2003; O’Brien et al., 2013). \u003cbr\u003eThe social environment can also play a role as a risk factor. Residing in a neighborhood with a gang presence could increase chances of gang involvement (Alleyne and Wood, 2014; Del Carmen, et al., 2009; O’Brien et al., 2013). Gang presence can influence youth, especially if friends have joined. Wanting protection, friendship, and a sense of belonging are pull factors for gang involvement (O’Brien et al., 2013). Having friends engaged in criminal activity or gangs, living in disadvantaged communities, and desiring ways to earn money are all related to gang involvement (Alleyne and Wood, 2014; O’Brien et al., 2013). Poverty is a significant life stressor. If one lives in a poor are, there will be fewer resources and a higher crime rate (Santiago et al., 2011).\u003cbr\u003e\u003ci\u003eIdentifying Protective Factors \u003c\/i\u003eHaving a high level of parental supervision and strong family attachment (McNulty \u0026amp; Bellair, 2003; O’Brien, Daffern, Chu \u0026amp; Thomas, 2013; Gover, 2002; Walters, 2016), having  both parental and nonparental role models,  (Higgins, Wesley \u0026amp; Mahoney, 2010; McNulty \u0026amp; Bellair, 2003; Walters, 2016), and positive relationships with the same sex parent (Walters, 2016) are all protective factors. Protective factors include a high investment and attachment to school and staff, teaching youth coping and social skills (Gover, 2002; McNulty \u0026amp; Bellair, 2003; O’Brien et al, 2013; Walters, 2016). Positive peer influences, (Gover, 2002; McNulty \u0026amp; Bellair, 2003; O’Brien et al, 2013; Walters, 2016) and community attachment and involvement (Higgins et al, 2010; McNulty \u0026amp; Bellair, 2003; Walters, 2016) are all protective factors. \u003cbr\u003e\u003ci\u003eIdentifying Warning Signs\u003c\/i\u003eThere are many warning signs including: colors, clothing\/accessories, graffiti, tattoos, change in behavior, new friends, weapons, drug usage, money, social media, music and movies, safety worry, fighting\/injuries. All of these will be explored in depth. \u003cbr\u003e\u003ci\u003eBuilding a Safe Haven \u003c\/i\u003eProviding a safe environment without fear is the most important thing that schools can do to prevent gang involvement (Gottfredson, 2013). Many principals do not admit there are gang problems in their schools (Gottfredson, 2013). Therefore, this may get in the way of prevention programs being in place. Gang problems are more likely to occur in areas that have poverty and experience social disorganization (Gottfredson, 2013). Unemployment rates are usually high and families have fallen on hard economic times with many children living with single mothers (Gottfredson, 2013). Gangs can be like a social problem, where youth may feel that they need to participate to keep them safe from harm (Gottfredson, 2013).  Prevention programs in schools should address things such as impulse control, lack of attachment to school, and rules (Gottfredson, 2013). Helping youth to resist peer pressure and rewarding involvement in school are also key (Gottfredson, 2013). \u003cbr\u003eStrategies for Youth: Connecting Cops \u0026amp; Kids (2019) reported that 71% of public schools have school resource officers (SROS). The federal and state governments spent about $2 billion to place these armed law enforcement officers into school buildings. There has not been evidence that says that these SROs are helpful in decreasing tragedies, but they do increase students getting arrested for small crimes and students of color and those with disabilities are treated more harshly than others. There also needs to be regulation so that SROs are not pushing children into the juvenile justice system needlessly. Therefore there has been a recent push to have SROs receive training in half the states. \u003cbr\u003eStaff become attachment figures\/building a secure base within the school. This is a suggestion coming from my qualitative research. If there is a missing attachment figure at home, staff members, especially school counselors, can step in and help to become those missing attachment figures. The school building can become a safe haven in a world that does not feel safe for these students. A high investment in school is a protective factor against gang involvement (McNulty \u0026amp; Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Create positive peer interactions for youth. Students can join activities during and after school like sports and clubs to keep them involved with a higher attachment to school and off the streets. Having positive role models for youth is a key protective factor in dissuading gang involvement (Higgins et al, 2010; McNulty \u0026amp; Bellair, 2003; Walters, 2016). Schools have an opportunity to set up positive role models for at-risk students, such as positive peers, staff members, or a mentoring program, such as Big Brothers Big Sisters. Gang prevention should be tailored to each school. It is important to assess the school's needs first before deciding on individual needs (Gottfredson, 2013). It is important to provide education to staff, parents, and students on the danger and signs of gangs. \u003cbr\u003eSchool staff should forge relationships with parents and caregivers, getting them involved. Close parental supervision and having consistent and involved family are protective factors against gang involvement (McNulty \u0026amp; Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Get counselors involved. They can assess for risk and either provide mental health counseling or refer to outside counseling resources. Research shows that programs with a cognitive behavioral component are most effective at reducing problem behaviors (Gottfredson, 2013). Create a strong antibullying and harassment program in school. Staff members need to be able to recognize risk factors, signs of gangs, and address and eliminate problem behaviors by enforcing rules and consequences consistently (Gottfredson, 2013). It is important that youth see law enforcement in a positive light and form positive relationships early on in their early elementary school years. Schools and law enforcement should also collaborate and share information, such as local gang trends and activity. Attachment and involvement to community can assist in preventing gang involvement (Higgins et al, 2010; McNulty \u0026amp; Bellair, 2003; Walters, 2016). Form a collaboration with community agencies and faith-based programs, like churches, to create a strong sense of belonging in the community. Teaching youth coping and social skills can aid in gang prevention (McNulty \u0026amp; Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Teaching anger management, conflict resolution, emotional awareness, social skills, and how to say no to peer pressure are all important prevention skills.\u003cbr\u003e\u003ci\u003eTrauma-Informed Practice\u003c\/i\u003eHarden, Kenemore, Mann, Edwards, List, and Martinson (2014) describes how trauma-informed practice tries to understand the impact of violence exposure on survivors of trauma. There are programs that train therapists strategies and interventions with violence survivors and help them understand how they are impacted by traumatic events (Harden et al, 2014).  National Childhood Traumatic Stress Network has a wealth of research and practice for childhood trauma (Harden et al, 2014). This section delves further into this topic. \u003cbr\u003e\u003ci\u003eSchool Prevention Programs\u003c\/i\u003eThere are many gang prevention programs being utilized in schools today. The GREAT Program is an evidence-based gang and violence prevention program that is set in schools and run by law enforcement officers. It is run in schools where police officers come in and teach a curriculum to groups of students in a school. Components of the program include: respecting and having empathy for others, making good choices, and positive goal setting. The program utilizes skills training, group discussions, cooperative learning, and using role plays. The goal is to prevent gang membership, criminal activity, and helping students to form a positive relationship with law enforcement. Some other programs include:  Safe Futures, OJJDP Comprehensive Model, Chicago Model, and GRYD in LA. These are detailed in this chapter. ","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743051231575,"sku":"9783030829131","price":54.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"the-technology-of-study-9788764928372","title":"The Technology of Study","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eStudy Trouble; Difficulty Learning and Retaining Things?  Consider this for a moment: In all your schooling, did anyone ever teach you how to study something? Today, people are graduating school unable to read or write at a level adequate to hold a job or deal with life. It is a huge problem. It is not that subjects cannot be learned; what isn't taught is how to learn. It is the missing step in all education. L. Ron Hubbard filled this gaping hole by supplying the first and only technology of how to study. He discovered the laws on which learning is based and developed workable methods for anyone to apply. He called this subject \"Study Technology.\" This technology provides an understanding of the basics of learning and supplies exact ways to overcome all the pitfalls one can encounter during study. Study Technology is not speed reading or memory tricks. These have not been proven to raise one's ability to comprehend what was studied or to raise literacy. Study Technology shows how one studies in order to comprehend a subject so one can apply it. Contained herein is only a small portion of the entire body of Study Technology developed by Mr. Hubbard. Regardless, this brief overview contains fundamentals which you can use to study more effectively. With this technology, any subject can be learned by anyone.","brand":"New Era Publications International APS","offers":[{"title":"Default Title","offer_id":48743211532631,"sku":"9788764928372","price":6.22,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9788764928372.jpg?v=1723812640"},{"product_id":"the-ultimate-university-survival-guide-the-universe-9780008365646","title":"The Ultimate University Survival Guide The","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA 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!","brand":"HarperCollins Publishers","offers":[{"title":"Default Title","offer_id":48863959810391,"sku":"9780008365646","price":10.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780008365646.jpg?v=1722269778"},{"product_id":"the-unbreakable-student-9781472145390","title":"The Unbreakable Student","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e''Equal parts practical, funny and illuminating - belongs on the required reading list for life'' - Sarah Knight, internationally bestselling author of \u003ci\u003eGet Your Sh!t Together\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAccessible and inspirational, \u003ci\u003eThe Unbreakable Student \u003c\/i\u003eis the self-care guide that every university student needs.\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003eSo, 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?\u003cbr\u003e\u003cbr\u003eUniversity 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.\u003cbr\u003e\u003cbr\u003eNic Hooper has witnessed the student mental health crisis unfolding every day on campus and i\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e'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, \u003ci\u003eThe Unbreakable Student \u003c\/i\u003ebelongs on the required reading list for life. Young people everywhere are lucky to have him, in person or on the page' \u003cb\u003e- Sarah Knight, internationally bestselling author of \u003ci\u003eGet Your Sh!t Together\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cbr\u003e'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)' \u003cb\u003e- Dr Russ Harris, i\u003c\/b\u003e\u003cb\u003enternationally bestselling author of \u003ci\u003eThe Happiness Trap\u003c\/i\u003e and \u003ci\u003eACT Made Simple\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e'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' - \u003cb\u003eSteven C. Hayes, Ph.D., \u003c\/b\u003e\u003cb\u003eFoundation Professor of Psychology, University of Nevada and author of \u003c\/b\u003e\u003ci\u003e\u003cb\u003eA Liberated Mind: How to Pivot Toward What Matters\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e'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'- \u003cb\u003eSusan David, Ph.D., Psychologist at Harvard Medical School and author of \u003ci\u003eEmotional Agility\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e'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'\u003ci\u003e - \u003c\/i\u003e\u003cb\u003eDr\u003c\/b\u003e\u003ci\u003e \u003c\/i\u003e\u003cb\u003eDean Burnett, neuroscientist and bestselling author of \u003ci\u003eThe Idiot Brain\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e'Going to university is a fantastic opportunity that can transform students' lives, but we also know it throws up many new challenges. \u003ci\u003eThe Unbreakable Student \u003c\/i\u003eis 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' - \u003cb\u003eProfessor 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\u003c\/b\u003e\u003cbr\u003e'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' \u003ci\u003e- \u003c\/i\u003e\u003cb\u003eDr Pooky Knightsmith, child and adolescent mental health expert\u003c\/b\u003e\u003cbr\u003e'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' \u003cb\u003e- Dr Scott Barry Kaufman, author of \u003ci\u003eTranscend: The New Science of Self-Actualization\u003c\/i\u003e and host of \u003ci\u003eThe Psychology Podcast\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e'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' \u003cb\u003e- Jonathan Hoban, psychotherapist and author of \u003ci\u003eWalk With Your Wolf\u003c\/i\u003e\u003c\/b\u003e","brand":"Little, Brown Book Group","offers":[{"title":"Default Title","offer_id":48867202793815,"sku":"9781472145390","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472145390.jpg?v=1722282183"},{"product_id":"helping-children-to-manage-stress-photocopiable-activity-booklet-to-support-wellbeing-and-resilience-9781787758650","title":"Helping Children to Manage Stress: Photocopiable","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFacilitating the healthy management of stress is crucial for the social, psychological, and emotional wellbeing and resilience in children. 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 stress. This activity book allows space to explore stress and help children identify some of their worries, whilst also providing help on how to build skills and strategies that will help them recognise normal signs of stress and how to respond to these appropriately. It also explores the potential benefits and enjoyments of positive stress, allowing children to have a healthy relationship with difficult feelings.\u003cbr\u003e\u003cbr\u003eThis 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 \u003ci\u003eUsing Imagination, Mindful Play and Creative Thinking to Support Wellbeing and Resilience in Children\u003c\/i\u003e describes the theory and approach behind how these activities can significantly influence children's perceptions of themselves and the world.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book is a treasure trove of activities and prompts for discussion, reflection and learning about managing stress. I love how the many strategies it contains are offered in a context of respect for the resourcefulness of children, whose \"small triumphs of emotional self-care\" we - and they - are encouraged to notice. Wonderful. -- Guy Shennan, therapist, consultant and trainer, author of Solution-Focused Practice: Effective Communication to Facilitate Change\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eI. Exploring Stress\u003cbr\u003eII. Foundations for Managing Stress\u003cbr\u003eIII. Thinking and Feeling\u003cbr\u003eIV. Exploring Strategies\u003cbr\u003eV. Self-Calming\u003cbr\u003eVI. Wind Downs and Completions\u003c\/p\u003e","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":48868424417623,"sku":"9781787758650","price":17.4,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781787758650.jpg?v=1722287962"},{"product_id":"the-a-z-guide-to-exposure-creative-erp-activities-for-75-childhood-fears-9781839973222","title":"The A-Z Guide to Exposure: Creative ERP","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe art of exposure lies in perfectly pitched challenges. Get them wrong and nothing changes. Get them right and you set an anxious child free.\u003cbr\u003e\u003cbr\u003eThis 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.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe 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 Institute\u003cbr\u003e\u003cb\u003eCreative and effective, this book belongs on the shelf of every anxiety and OCD therapist.\u003c\/b\u003e -- Natasha Daniels, Anxiety and OCD Therapist, Creator of ATParentingSurvival.com\u003cbr\u003eThe 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)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction\u003cbr\u003e\u003cbr\u003eA-Z Guide\u003cbr\u003eA \u003cbr\u003eAddiction, Airplanes, Alarms, Alcohol\/Alcoholism, Aliens, Alone, Animals, Ants, Apologies, Asymmetry, Attic\u003cbr\u003eB \u003cbr\u003eBad Guys, Baddies (fictional), Baddies (real life), Balloons, Basement, Bathroom, Bees, Birds, Blood, Boats, Books, Bowel Movements, Bugs, Buttons\u003cbr\u003eC \u003cbr\u003eCars, Cats, Cellar, Change in Plans, Characters, Cheating, Checking, Choices, Choking, Cigarettes, Cities, Clothing, Clowns, Confined Spaces, Contaminated Object, Costumed Characters\u003cbr\u003eD\u003cbr\u003eDangerous Animals, Dark, Death, Decisions, Defecating, Differentness, Dirt\/Dirty, Disability, Divorce, Dizziness, Doctors, Dogs, Dolls, Downstairs, Drugs\u003cbr\u003eE\u003cbr\u003eEarthquakes, Eating, Elevators, Embarrassment, Emotions, Errors, Escalators\u003cbr\u003eF\u003cbr\u003eFailure, Fainting, Feces, Feelings, Fire, Flaws, Floods, Flying, Food, Frogs, Furniture\u003cbr\u003eG\u003cbr\u003eGagging, Germs, Getting Rid of Things, Ghosts, Going Upstairs or Downstairs Alone, Growing Up\u003cbr\u003e\u003cbr\u003eH\u003cbr\u003eHalloween, Harm, Health, Heights, Hoarding, Hornets, Household Pets, Hurricanes, Hurting Oneself or Others\u003cbr\u003eI\u003cbr\u003eIllness, Imperfection, Insects, Interruption, Intruders, Intrusive Thoughts\u003cbr\u003eJ\u003cbr\u003eJabs, Just Right Feeling\u003cbr\u003eK\u003cbr\u003eKidnappers, Killing, Knives \u003cbr\u003eL\u003cbr\u003eLateness, Lightning, Losing, Lying (inadvertent)\u003cbr\u003eM\u003cbr\u003eMaking Decisions, Mascots, Masks, Media, Medical Procedures, Medicine, Mistakes, Monsters, Motion Sickness, Movies\u003cbr\u003eN\u003cbr\u003eNatural Disasters, Navigating Home Alone, Needles, New Experiences, Night, No, Noises, Numbers, Nurses\u003cbr\u003eO\u003cbr\u003eOcean, Older People, Open Spaces, Over-wiping\u003cbr\u003eP\u003cbr\u003ePanic, People, Perfectionism, Pet Escaping, Pets, Picky Eating, Pills, Poop\/Pooping, Potty Seat, Puberty, Public Speaking\u003cbr\u003eQ\u003cbr\u003eQualifiers, Questions \u003cbr\u003e\u003cbr\u003eR\u003cbr\u003eRain, Reassurance-Seeking, Religious Thoughts, Repeating, Re-Reading \u003cbr\u003eS\u003cbr\u003eSafety, 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 \u003cbr\u003eT\u003cbr\u003eTalking, Teenagers, Terrorists, Tests, Throwing Up, Thunder, Tight Spaces, Timed Activities, Toads, Toileting, Tornadoes, Traveling, Treatment Avoidance, Triggering Words or Phrases, Trying New Things\u003cbr\u003eU\u003cbr\u003eUncertainty, Unfairness, Unhealthy Foods, Upstairs, Urban Legends, Urinating, \u003cbr\u003eV\u003cbr\u003eVacuum Cleaner, Vampires, Vegetables, Villains, Vomiting\u003cbr\u003eW\u003cbr\u003eWasps, Water Immersion, Weather, Wiping, Witches, Words and Phrases\u003cbr\u003eX\u003cbr\u003eX-rays\u003cbr\u003eY\u003cbr\u003eYes, Yacking, Yellowjackets\u003cbr\u003eZ\u003cbr\u003eZombies\u003cbr\u003e\u003cbr\u003eAbout the Authors\u003c\/p\u003e","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":48868648681815,"sku":"9781839973222","price":19.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781839973222.jpg?v=1722289048"},{"product_id":"lying-up-a-storm-9781937870348","title":"Lying Up a Storm","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"National Center for Youth Issues","offers":[{"title":"Default Title","offer_id":48869156815191,"sku":"9781937870348","price":10.95,"currency_code":"GBP","in_stock":true}]},{"product_id":"worry-says-what-9781937870515","title":"Worry Says What?","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"National Center for Youth Issues","offers":[{"title":"Default Title","offer_id":48869157175639,"sku":"9781937870515","price":10.4,"currency_code":"GBP","in_stock":true}]},{"product_id":"psychological-service-of-higher-education-institutions-9781536181609","title":"Psychological Service of Higher Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAt the present stage of development of the higher education system, psychological support of students' professional development is relevant and necessary. It will improve the quality of their training as future specialists. There is a need for a holistic approach to providing psychological support for all participants in the educational process of the University: students, their parents and teachers. There are few scientific publications on modern psychological service in education. First of all, because this topic is more likely applied than theoretical or methodological. However, this book discloses the issues and problems of the theory and methodology of psychological service in educational institutions. The authors of the monograph relied on the model of analysis of mental development proposed by N. Semago and M. Semago, thanks to which it becomes possible to analyze the key moments of changes (transformations) of mental development systematically, distinguishing between \"natural\" (phenomenological level of research) and \"higher\" mental formations (causal level). Psychological development of the students' personality in higher schools in the educational environment (E. Ponomareva, O. Rudakova), organization of the university psychological service (L. Bura, Y. Zalevskaya), successful adaptation of high school students as a necessary condition for their acmeological development (L. Bura). In addition, the results of empirical studies on career orientations, (S. Kucherenko, T. Pavluk), attention features (E. Brunner) and value orientations of Internet addicted students (I. Sultanova, O. Shutova) are presented. The chapter about B. Hellinger's systemic constellation as a method of research for an aesthetic object by V. Vynohradov and E. Brunner stands out somewhat separately. A valuable contribution to the practice of organizing a modern psychological service of a higher educational institution with psychological specialties was made by the chapter \"Advanced psychodiagnostics of first-year students as a factor in the effectiveness of teaching at a university\" (M. Latysheva, E. Brunner). Autors suggests using the technology of deep psychological diagnostics in working with first-year students to carry out a comprehensive assessment of personal characteristics and the actual mental state of each of them. The author recommends using these results to develop a program of individual educational route of the student, and, if necessary, to determine the ways of the most effective corrective work at the initial stage of professionalization. Also the basic components of psychological counseling as one of the important areas of work of practical psychologists are analyzed. The review of theoretical sources on the problem of psychological education in the system of psychological support of students in institutions of higher education is presented. It is concluded that psychological education can be effectively implemented only by being integrated into the general system of the educational process at the University. The importance of psychological correction for students of the specialty \"Practical psychology\" is emphasized, since it is important to identify their personal problems with the presence of tendencies to psychological death, a sense of inferiority and a tendency to psychological damage. The personal problem is not recognized by the subject, so it is quite difficult to solve it. This is possible with the qualified help of a psychologist who helps to detect the personal problem in its deep psychological essence and transfer it from the implicit level to the explicit one. The subject, as a rule, is aware only of the consequences of having a personal problem (anxiety, tension, increased aggression, etc.), but not its causes. This leads to the fact that many students of the faculty of psychology subconsciously seek rather psychological help, than acquiring professional knowledge and skills in the field. Such people are recommended to undergo psychological correction in full, which optimizes their personal potential. Psychological education is aimed primarily at the formation of the psychological culture of society in general and students in particular. In addition, psychological counseling (I. Erina), psychological education in the system of psychological support of students (G. Grigoryev) and group variant of deep-correction work in the author's version of T. Yatsenko's psychodynamic approach (O. Usatenko, M. Maik) in the system of higher education of Humanities are disclosed in detail. The process of student adaptation in higher education is a process aimed at achieving a dynamic balance between the student and the educational environment. In this process, the student can not only adapt and achieve sustainability, but also be able to unlock their potential and make positive changes in the environment. As a result of an empirical study conducted by S. Kucherenko among students of the Academy of Pedagogy and Humanities, the features of students' career attitudes are clarified. In particular, there was found a low level of orientation to the stability of the place of residence with a high orientation to the stability of the place of work, i.e. a high orientation to building a career in the chosen direction without a desire to work in this region. The algorithm proposed in the study allows to design an individual strategy in the field of career attitudes and expectations of specialists in various fields of training. According to I. Sultanova, a significant part of students with Internet addiction tend to live in the present or yesterday, they have a predominant dissatisfaction with their life in the present and past. Students without Internet addiction are characterized by the presence of certain life orientations, purposefulness, orientation to the present and future. It is also revealed that both groups of students are characterized by fatalism, the belief that a person's life is not subject to conscious control. Thus, the psychological service in education is a practical tool that adapts scientific psychological knowledge to the immediate needs of employees in the field of education and at the same time allows you to solve urgent problems in this area.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface; Acmeological Development of a Student at a University: Organization of the University Psychological Service; Acmeological Development of a Student at a University: Psychological and Acmeological Development of the Students Personality in Higher Schools in the Educational Environment; Psychological and Acmeological Development of the Students Personality in Higher Schools in the Educational Environment; Research of the University Psychological Service: Career Anchors of Undergraduates and Students in the Masters Programme in Major in the Conditions of the Higher Education; Research of the University Psychological Service: Peculiarities of Attention Parameters and Their Dynamics in 17-23-Year-Old Female Students; Research of the University Psychological Service: B. Hellingers Systemic Constellation as a Method of Research for an Aesthetic Object in the Process of Studying Art History; Research of the University Psychological Service: Valuable and Semantic Orientations of Students with Internet Addiction; Directions of the University Psychological Service Work: In-Depth Psychological Diagnostics of the 1st Year Students as a Factor of Learning Efficiency in Higher Education; Directions of the University Psychological Service Work: Psychological Counseling as the Basis of Applied Psychologists Activity; Directions of the University Psychological Service Work: Educational Activities in the System of Psychological Support of Higher Education; Directions of the University Psychological Service Work: Possibilities of University Students Deep Psychological Correction; Index.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886177300823,"sku":"9781536181609","price":113.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781536181609.jpg?v=1722539098"},{"product_id":"50-tech-tools-for-school-counselors-how-to-be-more-engaging-efficient-and-effective-9781544338378","title":"50+ Tech Tools for School Counselors: How to Be","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eDigital tools that will transform your practice \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  Educating students in the 21st century is about more than preparing them for work in the digital age; it′s also about connecting with the whole student and transcending barriers. Written for school counselors and other education professionals, \u003cstrong\u003e\u003cem\u003e50+ Tech Tools for School Counselors \u003c\/em\u003e\u003c\/strong\u003eprovides insightful descriptions of digital tools that can be used daily to not only enrich intervention and instruction but also guide decision-making, streamline work, enhance communication, and promote happier students. Readers will find:\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003ea framework for leadership and advocacy through the lens of technology\u003c\/li\u003e\n\u003cli\u003evignettes demonstrating implementation and quotes from students and other stakeholders\u003c\/li\u003e\n\u003cli\u003estep-by-step guides and checklists\u003c\/li\u003e\n\u003cli\u003eperspectives from counselors around the country that provide a peer-to-peer feel\u003c\/li\u003e\n\u003cli\u003enarratives, technical descriptions, and diagrams \u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eSchool counselors are often unsure or unaware of the myriad of existing tech tools. This book will help them enhance their practice, feel more confident, spend less time on paperwork, and enable today’s students to achieve success in school and access information on college and careers.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"\u003c\/em\u003e50+ Tech Tools for School Counselors \u003cem\u003eis a much-needed resource for experienced school counselors who want new tools as well as for counselors who are just beginning to use technology to deliver their school counseling programs. We are at a turning point in the profession, where school counselors understand the importance of being tech-savvy but sometimes don’t know where to start. \u003c\/em\u003e50+ Tech Tools\u003cem\u003e provides program delivery, data collection, and organizational tools and resources. This book is a must for every school counselor’s bookshelf!\"\u003c\/em\u003e\u003c\/p\u003e \u003cbr\u003e -- Carol Kaffenberger, PhD\u003cbr\u003e\u003cem\u003e\"School counselors have long needed access to quality technology tools in their vital roles supporting students. This book provides them the opportunity to use data and tech tools to more efficiently and effectively implement the design, delivery, and evaluation of comprehensive school counseling programs aligned with the ASCA National Model.\"\u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- Trish Hatch, President and CEO\u003cbr\u003e\u003cem\u003e\"In order for school counselors to meet the diverse, evolving needs of students as they traverse their educational paths, technological literacy is essential.  This book is not only needed but also essential for supporting school counselors and school counselor educators’ technological literacy. It is a valuable resource for intentional technology integration in school counseling and school counselor education and written in a user-friendly manner.\"\u003c\/em\u003e -- Molly Strear, Assistant Professor in Counselor Education\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"As school counselors we have an ethical obligation to demonstrate appropriate use of technology. For those who are new to integrating technology into their work, this book offers great insight, including what some of those tech tools are, why you should use them, and exactly how to get started. And for those who are more familiar with using technology, you just might find a new tool to help you become more effective, efficient, and engaging.\"\u003c\/em\u003e\u003c\/p\u003e \u003cbr\u003e -- Franciene Sabens, School Counselor\u003cbr\u003e\u003cem\u003e\"Our job as school counselors is based on relationships, and our youth rely more and more on technology as a way to connect and communicate. This book is a quick reference guide for educators to browse and quickly determine which application best fit their needs. It provides user-friendly overviews of many tech tools along with step-by-step guidance for how to get them set up.\"\u003c\/em\u003e\u003cbr\u003e \u003cbr\u003e -- Jeffrey Gielow, Middle School Counselor\u003cbr\u003e\u003cem\u003e\"This book is coming out at just the right time! We need to use more technology and become more digitally-oriented in order to keep our students interested and provide the most up-to-date, effective information to our parents, staff. and communities. It definitely gives me ideas about tools that can help my job (and life) become easier if I use them.\"\u003c\/em\u003e -- Kara Proctor-Dunn, School Counselor\u003cbr\u003e\u003cem\u003e\"Technology is a growing industry and is frequently used in the school setting. \u003c\/em\u003e\u003cem\u003eWhile there are many websites that provide information about technology, the process of searching for it is long and tedious.\u003c\/em\u003e 50+ Tech Tools for School Counselors \u003cem\u003emakes things so much easier for educators. T\u003c\/em\u003e\u003cem\u003ehis book is necessary for all school counselors in the 21st century.\"\u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- Shuntina Taylor, Director of School Counseling\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Acknowledgments About the Authors Part I: Groups and Lessons Part II: Data Collection Tools Part III: Organizational Tools Part IV: Program Promotion Tools Part V: Collaboration Tools Part VI: Resources References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48886240543063,"sku":"9781544338378","price":22.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544338378.jpg?v=1722539327"},{"product_id":"diversity-culture-and-counselling-a-canadian-perspective-9781550598759","title":"Diversity, Culture and Counselling: A Canadian","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Brush Education Inc","offers":[{"title":"Default Title","offer_id":48886250176855,"sku":"9781550598759","price":35.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"youth-mentoring-federal-programs-an-evaluation-of-the-department-of-educations-student-mentoring-program-9781628086294","title":"Youth Mentoring: Federal Programs \u0026 an Evaluation","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eYouth mentoring refers to a relationship between youth -- particularly those most at risk of experiencing negative outcomes in adolescence and adulthood -- and the adults who support and guide them. The origin of the modern youth mentoring concept is credited to the efforts of charity groups that formed during the Progressive era of the early 1900s to provide practical assistance to poor and juvenile justice-involved youth, including help with finding employment. Approximately 2.5 million youth today are involved in formal mentoring relationships through Big Brothers Big Sisters (BBBS) of America and similar organisations. Contemporary mentoring programs seek to improve outcomes and reduce risks among vulnerable youth by providing positive role models who regularly meet with the youth in community or school settings. Some programs have broad youth development goals while others focus more narrowly on a particular outcome. Evaluations of the BBBS program and studies of other mentoring programs demonstrate an association between mentoring and some positive outcomes, but the effects of mentoring on particular outcomes and the ability for mentored youth to sustain gains over time are less certain. This book begins with an overview of the purpose of mentoring, including a brief discussion on research of structured mentoring programs. The book then describes the evolution of federal policies on mentoring since the early 1990s and provides an overview of the components and funding for each of two recent (discontinued) federal mentoring programs, as well as a discussion of other federal mentoring initiatives that are currently funded.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48887066067287,"sku":"9781628086294","price":215.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781628086294.jpg?v=1722542844"},{"product_id":"chronic-disease-and-disability-neurodevelopmental-disabilities-9781685074920","title":"Chronic Disease and Disability:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\"Neurodevelopmental disabilities are a diverse group of chronic disorders that begin at any time during the development process - from conception through completion of adolescence. The impact of such disabilities last throughout an individual''s lifetime.The underlying basis for these disorders lies in fundamental deficits in the developing brain due to genetic, prenatal, perinatal, metabolic, and other factors. Developmental disabilities affect 17% of individuals younger than 18 years of age in the United States. Prevention along with early recognition and intervention is critically important to mitigate the adverse impact of developmental disabilities, both at an individual level and at societal level. Children and adults with disabilities need routinepreventive and acute medical care and access to services similar to those who do not have such disabilities. The quality of life and health outcomes for individuals with disabilities largely depend on the access and adequacy of community-based support systems. With appropriate support, most individuals with disability can maintain relative independence and productive life. In this book we have gathered some recent selected topics on neurodevelopmental disabilities which we hope will be of interest for the reader\"--","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48887495786839,"sku":"9781685074920","price":138.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781685074920.jpg?v=1722544844"},{"product_id":"addressing-homelessness-and-housing-insecurity-i-strategies-for-educational-leaders-9780807761434","title":"Addressing Homelessness and Housing Insecurity i","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTopics include trauma-informed frameworks, policies affecting homelessness and housing insecurity, transitioning to college, supporting college retention, collaborations and partnerships, and transitioning to life after college.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003eContents\u003c\/li\u003e\n\u003cli\u003eForeword Timothy P. White ix\u003c\/li\u003e\n\u003cli\u003e1. Introduction  1\u003c\/li\u003e\n\u003cli\u003eSize of the Issue 2\u003c\/li\u003e\n\u003cli\u003eImportance of Higher Education for Future Stability 5\u003c\/li\u003e\n\u003cli\u003eYou Play an Important Role 6\u003c\/li\u003e\n\u003cli\u003ePreview of the Book 6\u003c\/li\u003e\n\u003cli\u003e2. Housing Insecurity in Higher Education 8\u003c\/li\u003e\n\u003cli\u003eHigher Education Housing Continuum 8\u003c\/li\u003e\n\u003cli\u003eCategories of Housing Status in the Continuum 12\u003c\/li\u003e\n\u003cli\u003ePerson-First Language 22\u003c\/li\u003e\n\u003cli\u003eConclusion 23\u003c\/li\u003e\n\u003cli\u003e3. Social and Political Context  24\u003c\/li\u003e\n\u003cli\u003eEconomic Context 24\u003c\/li\u003e\n\u003cli\u003eSocial Context 26\u003c\/li\u003e\n\u003cli\u003eImpact on Education 29\u003c\/li\u003e\n\u003cli\u003ePolicies Framing Higher Education 31\u003c\/li\u003e\n\u003cli\u003eConclusion 39\u003c\/li\u003e\n\u003cli\u003e4. Trauma-Informed and Sensitive Colleges 43\u003c\/li\u003e\n\u003cli\u003eWhat Is (and Is Not) Trauma 43\u003c\/li\u003e\n\u003cli\u003eBecoming a Trauma-Informed and Sensitive College 46\u003c\/li\u003e\n\u003cli\u003eConclusion 50\u003c\/li\u003e\n\u003cli\u003e5. Localizing Housing Insecurity 52\u003c\/li\u003e\n\u003cli\u003eGathering a Team 53\u003c\/li\u003e\n\u003cli\u003eLearning About the Issue 58\u003c\/li\u003e\n\u003cli\u003eConducting a Self-Study 60\u003c\/li\u003e\n\u003cli\u003eConvincing Administration to Move to Evaluation Stage 65\u003c\/li\u003e\n\u003cli\u003eConclusion 66\u003c\/li\u003e\n\u003cli\u003e6. Evaluating Housing Insecurity on Your Campus 68\u003c\/li\u003e\n\u003cli\u003eWhere to Begin 69\u003c\/li\u003e\n\u003cli\u003eComprehensive Evaluation Design 70\u003c\/li\u003e\n\u003cli\u003eUsing Existing Institutional Surveys 72\u003c\/li\u003e\n\u003cli\u003eEvaluation Tools 72\u003c\/li\u003e\n\u003cli\u003eOutcomes 76\u003c\/li\u003e\n\u003cli\u003eStudent Voices 77\u003c\/li\u003e\n\u003cli\u003eRecruiting Participation 79\u003c\/li\u003e\n\u003cli\u003eWriting the Final Report 80\u003c\/li\u003e\n\u003cli\u003eLessons Learned  82\u003c\/li\u003e\n\u003cli\u003eConclusion 85\u003c\/li\u003e\n\u003cli\u003e7. Implementing Strategies to Improve Student Experiences 86\u003c\/li\u003e\n\u003cli\u003eStudent Input and Support 87\u003c\/li\u003e\n\u003cli\u003eStudents Considering and Enrolling in College 89\u003c\/li\u003e\n\u003cli\u003eDeveloping a Single Point of Contact (SPOC) Model on Campus 90\u003c\/li\u003e\n\u003cli\u003eLeveraging Existing Services 94\u003c\/li\u003e\n\u003cli\u003eDeveloping New Programs to Address Housing Insecurity 99\u003c\/li\u003e\n\u003cli\u003eResponses to Food Insecurity 104\u003c\/li\u003e\n\u003cli\u003eCareer Services and Life After Graduation 108\u003c\/li\u003e\n\u003cli\u003ePotential Roadblocks 108\u003c\/li\u003e\n\u003cli\u003eConclusion 109\u003c\/li\u003e\n\u003cli\u003e8. Sustaining Efforts Over Time 111\u003c\/li\u003e\n\u003cli\u003eAvoid Isolated Services 112\u003c\/li\u003e\n\u003cli\u003eMaintain Community Partnerships 112\u003c\/li\u003e\n\u003cli\u003eIntegrate Basic Needs Security into Strategic Planning 112\u003c\/li\u003e\n\u003cli\u003eConnect with Advancement and Philanthropy Offices 113\u003c\/li\u003e\n\u003cli\u003eProvide Training for Faculty and Staff 115\u003c\/li\u003e\n\u003cli\u003eUse Media to Advance Your Message 116\u003c\/li\u003e\n\u003cli\u003eAdvocate for Higher Education Policies 116\u003c\/li\u003e\n\u003cli\u003eMeet Regularly 117\u003c\/li\u003e\n\u003cli\u003eConduct Continuous Evaluation 118\u003c\/li\u003e\n\u003cli\u003eConclusion 118\u003c\/li\u003e\n\u003cli\u003e9. Looking Forward  120\u003c\/li\u003e\n\u003cli\u003eThis Work Is Hard, But It Matters 120\u003c\/li\u003e\n\u003cli\u003eTake Care of Yourself 121\u003c\/li\u003e\n\u003cli\u003eShare Your Story 123\u003c\/li\u003e\n\u003cli\u003eAppendix A: Measuring Homelessness and Housing Insecurity 125\u003c\/li\u003e\n\u003cli\u003eAppendix B: Assessing Student Supports 127\u003c\/li\u003e\n\u003cli\u003eAppendix C: Meeting Students’ Basic Needs 131\u003c\/li\u003e\n\u003cli\u003eAppendix D: California State University, Long Beach, Basic Needs Program 133\u003c\/li\u003e\n\u003cli\u003eReferences 135\u003c\/li\u003e\n\u003cli\u003eIndex 139\u003c\/li\u003e\n\u003cli\u003eAbout the Authors 147\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Teachers' College Press","offers":[{"title":"Default Title","offer_id":49083655225687,"sku":"9780807761434","price":28.76,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780807761434.jpg?v=1725549616"},{"product_id":"safe-is-not-enough-better-schools-for-lgbtq-students-9781612509426","title":"Safe Is Not Enough: Better Schools for LGBTQ","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eSafe Is Not Enough\u003c\/i\u003e 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.\u003cbr\u003e\u003cbr\u003eWhile 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. 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She shares the approaches they have pioneered, including the critical importance of trust, of looking behind the behaviour and of really connecting with the desires and hopes of young people.\u003cbr\u003e\u003cbr\u003e If you have an interest in supporting vulnerable children or young people, this book provides a wealth of inspiration and ideas you can use, whatever the setting.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eJamie's Farm, the project and the account, represents a liberating, creative antidote to the impoverished, pressurised sterility of many children's urban lives, lives not enlivened by an educational environment  sufficiently resourced to broaden experience, listen, learn. Jamie's Farm is a liberating inspiration -- Rod Morgan, formerly Chief Inspector of Probation and Chairman of the Youth Justice Board for England and Wales\u003cbr\u003eThis is a book all secondary teachers should read and I wish I'd read it when I was a parent of teenagers too. Tish really understands the need for structure and boundaries teenagers need but also the complexity of this phase of our lives and the need to show empathy and space for communication and forgiveness. This is a book all secondary teachers should read and I wish I'd read it when I was a parent of teenagers too. Tish really understands the need for structure and boundaries teenagers need but also the complexity of this phase of our lives and the need to show empathy and space for communication and forgiveness. -- Dame Sally Coates\u003cbr\u003eThe book I wish I'd read when my two were teenagers! Navigating teenage years isn't always easy but through first hand and personal experience Tish reassures and guides us through some of the challenges and behavioural patterns they may experience. You'll even recognise some of them in yourself! -- Sarah McCurdie, Parent and Jamie’s Farm Supporter\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Introduction. 2. The Context of Adolescence. 3. Adolescence. 4. Neuroscience and Development. 5. Defences. 6. Communication","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":49084389753175,"sku":"9781787755369","price":18.21,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781787755369.jpg?v=1725551996"},{"product_id":"improving-university-mental-health-9781911623830","title":"Improving University Mental Health","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"RCPsych\/Cambridge University Press","offers":[{"title":"Default Title","offer_id":49084629975383,"sku":"9781911623830","price":28.49,"currency_code":"GBP","in_stock":true}]},{"product_id":"how-to-stop-school-rampage-killing-lessons-from-averted-mass-shootings-and-bombings-9783030371807","title":"How to Stop School Rampage Killing: Lessons from","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book tackles the important question of how we can understand and learn from the school rampage killings that have been prevented.  In the flood of recent accounts and analyses of deadly school rampage killings that plague society and inspire widespread public fear, very little attention has been given to the incidents that almost were.  Building on Madfis’ previous book, \u003ci\u003eThe Risk of School Rampage: Assessing and Preventing Threats of School Violence\u003c\/i\u003e (2014), this vital work addresses key gaps in school violence scholarship through the examination of averted school rampage incidents in the United States and advances existing knowledge through ground-breaking insights from the latest research on mass murder, violence prevention, bystander intervention, disciplinary policy, and threat assessment in school contexts. This empirical study utilizes in-depth interviews conducted with school and police officials (administrators, counselors, security guards, police officers, and teachers) directly involved in averting potential school rampages to explore the processes by which threats are assessed and school rampage plots are thwarted. Madfis finds that many common contemporary school violence prevention policies and practices are ineffective at preventing rampage attacks and may actually increase the likelihood of their occurrence.  Rather than uncritically adopting such problematic approaches, Madfis argues that schools must model prevention practices upon what has proven successful in averting potentially deadly incidents.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e                  \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e“In addition to making an important contribution to the scholarly literature on the topic, the inclusion of discussion questions … as well as a methodological appendix, makes this book a useful resource for students at both the undergraduate and graduate levels. … How to Stop School Rampage Killing: Lessons from Averted Mass Shootings and Bombings is a timely and valuable piece of scholarship … it acts as a springboard for future research in this area.” (Erica Bower, Critical Criminology, Vol. 29, 2021)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eDEDICATION AND ACKNOWLEDGEMENTS………………………..…………FOREWORD by Jack Levin ………………………………………………….……..FOREWORD by Kristina Anderson ………………………………………………....AUTHOR’S INTRODUCTION TO THE SECOND EDITION……………………. \u003cbr\u003eCHAPTERSI. INTRODUCTION ……………………………………………...….….…..\t\tResearch Questions and Background on Incidents……………………Explaining and Reacting to School Rampage….………...…...……….Understanding School Criminalization and Risk Assessment............... \u003cbr\u003eII. ASSESSING SCHOOL RAMPAGE ………………………………….….\tDistinguishing Terms and Risks……………….……………...………The Assessment of Evidence in Averted Rampage…………………...Assessing the Plot’s Detail…………………………………………….Appraising the Role of Weaponry……………………………………..Assessing the Role of Personal and Group Characteristics……………Conclusion……………………………………………………………..\u003cbr\u003eIII. CONFIDENCE AND DOUBTS ABOUT ASSESSING RAMPAGE……\t\tCertainty Based on a Convergence of Risk Assessment Criteria……...Certainty Based on a Lack of Threat Assessment Criteria…………….Certainty Based on a Presence of Threat Assessment Criteria………...Remaining Uncertainty despite Risk Assessment……………………..Conclusion……………………………………………………………..\u003cbr\u003eIV. PREVENTING SCHOOL RAMPAGE ……………………...………….. Problematic Rampage Prevention Practices………………………….. A Diminished Student Code of Silence…………………………..……Interventions through Leakage………………………………………...The Persistence of Bystander Inaction…………………………….......Implications of Findings………………………………………………Conclusion…………………………………………………………….\tV. CONCLUSION …………………………………………….……………..Summary and Implications of Findings…………………………...….Emergent Areas to Prevent and Stop School Rampage Killing……….Suggested Areas for Future Research……………………………….... \u003cbr\u003eVI. METHODOLOGICAL APPENDIX…………...………………………..  \tOperationalizing School Rampage………………………………........ \tResearch Design and Sample……………………………………...…. Complications of Media-Based Sampling Frame………………......…\tOn Qualitative Methodology……………………………………...…..\tGeneralizability in Qualitative Research……………………………...\u003cbr\u003eREFERENCES ……………………………………………………………………….INDEX…………………………………………………………………………………","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":49084749971799,"sku":"9783030371807","price":24.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"changing-schools-9780367422585","title":"Changing Schools","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eChanging schools at 11 or 12+ is a critical, often traumatic event in a pupil's career. Earlier studies had looked at this transitional stage from the schools' point of view, in the light of institutional aims and objectives. Originally published in 1984, this richly detailed and readable study looks at it from the pupils' point of view: it illustrates their perceptions of the transfer, their anxieties and their experiences.\u003c\/p\u003e\u003cp\u003eThe book is the result of a research project, in which children transferring from a typical middle school to a typical comprehensive in a Midlands town were observed over a period of eighteen months. The authors reveal various ways in which children adjust to a large, more complex school organisation, to new forms of discipline and authority, and new demands in school work. They emphasise the significance of teenage culture during this period, and identify an important area of interplay between school culture and sub-culture. They pay special attention to \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eAuthors’ Acknowledgements. Introduction. \u003cb\u003ePart 1: Last Term at Middle School\u003c\/b\u003e 1. Identities at Risk 2. Being Eased In \u003cb\u003ePart 2: First Term at ‘High Town’: Provisional Adaptations\u003c\/b\u003e 3. Initial Fronts 4. Making Friends \u003cb\u003ePart 3: Second Term: Renegotiations\u003c\/b\u003e 5. An Attempted Coup 6. Growing Pains \u003cb\u003ePart 4: Third Term: Consolidated Adaptations\u003c\/b\u003e 7. Making Space 8. Deviance, Conformity and Knife-Edging \u003cb\u003ePart 5: Conclusion \u003c\/b\u003e9. Theoretical and Policy Implications. Appendix: The Origin of Current Transfer Points. References. Index. \u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":49371690238295,"sku":"9780367422585","price":75.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780367422585.jpg?v=1730154205"},{"product_id":"hazing-9780253029386","title":"Hazing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction: The Perils of \u003ci\u003eHazing\u003c\/i\u003e \/ Hank Nuwer\u003cbr\u003e1. Dead to Rites: The Chlorine Poisoning of Henrietta Jackson \/ Hank Nuwer\u003cbr\u003e2. \u003ci\u003eHazing\u003c\/i\u003e in Fraternities and Sororities: A Primer \/ Hank Nuwer\u003cbr\u003e3. A Need for Transparency: Parents, Students Must Make Informed Decisions About Greek Life Risks \/ Douglas Fierberg and Chloe Neely\u003cbr\u003e4. Shame: The Hidden Harm of \u003ci\u003eHazing\u003c\/i\u003e for Victims and Hazers \/ Tracy Maxwell\u003cbr\u003e5. Sexual \u003ci\u003eHazing\u003c\/i\u003e: A Wrongful Passage \/ Norm Pollard\u003cbr\u003e6. Ill Met by Moonlight: The First Fraternity \u003ci\u003eHazing\u003c\/i\u003e Death \/ Hank Nuwer\u003cbr\u003e7. Eliminating Band \u003ci\u003eHazing\u003c\/i\u003e: What Must Be Done \/ Malinda Matney\u003cbr\u003e8. \u003ci\u003eHazing\u003c\/i\u003e and Gender: Lenses for Prevention \/ Elizabeth J. Allan and Morgan B. Kinney\u003cbr\u003e9. Listening to the Voices of the Hazed: An Examination of Race, Violence, and Black Fraternity Membership \/ Ashley Stone\u003cbr\u003e10. Unspoken Sisterhood: Women in African American Sororities and Their Physical and Mental Ordeals—\"Weeding the Good from the Bad\" \/ Gina Lee-Olukoya\u003cbr\u003e11. Sexually Exploitive Athletic \u003ci\u003eHazing\u003c\/i\u003e and Title IX in the Public School Locker Room \/ Susan P. Stuart\u003cbr\u003e12. A Mother's Story: I Lost My Child to Fraternity \u003ci\u003eHazing\u003c\/i\u003e \/ Debbie Smith with Stacey Kennelly\u003cbr\u003e13. How Alfred University Ended the Greek System to Become a \u003ci\u003eHazing\u003c\/i\u003e Research Institution \/ Norm Pollard\u003cbr\u003e14. How Schools May Have Facilitated and Operationalized \u003ci\u003eHazing\u003c\/i\u003e: An Interview with Peter F. Lake Author of The Rights and Responsibilities of the Modern University\/ Hank Nuwer\u003cbr\u003e15. A Fraternity Model: Addressing Campus Alcohol Misuse and Abuse \/ Edward G. Whipple and Robert A. Biggs\u003cbr\u003e16. A Realistic Approach to Public Relations for Fraternities in Crisis \/ Ray Begovich\u003cbr\u003e17. A Sorority \u003ci\u003eHazing\u003c\/i\u003e Hero Incurs the Wrath of Alums \/ Sarah Wild\u003cbr\u003e18. How Reforms and Reformers Played a Role in Changing a \u003ci\u003eHazing\u003c\/i\u003e Culture \/ Allison Swick-Duttine\u003cbr\u003e19. \u003ci\u003eHazing\u003c\/i\u003e Hides in Plain Sight: An Open Letter to Hazers from a Nationally Known Speaker \/ David Westol\u003cbr\u003e20. \u003ci\u003eHazing\u003c\/i\u003e and University Ethics: The Need for Faculty Involvement and Guidance \/ James F. Keenan, SJ\u003cbr\u003e21. Understanding \u003ci\u003eHazing\u003c\/i\u003e in the Perilous World of Guyland: An Interview with Michael Kimmel \/ Hank Nuwer\u003cbr\u003e22. An Unsolved Cold Case: How Did Joe Bisanz Die? \/ Hank Nuwer\u003cbr\u003e23. Women and a Feminine Leadership Style Can Defeat \u003ci\u003eHazing\u003c\/i\u003e \/ Tracy Maxwell\u003cbr\u003e24. The Purdue Tank Scrap \/ David Hovde\u003cbr\u003e25. A Blueprint for Greek Reforms: How to Establish an Anti-\u003ci\u003eHazing\u003c\/i\u003e Task Force with Concrete \"Good First Steps\" to Change a \u003ci\u003eHazing\u003c\/i\u003e Culture \/ Travis T. Apgar\u003cbr\u003e26. \u003ci\u003eHazing\u003c\/i\u003e and the Law and Litigation: What You Need to Know \/ R. Brian Crow and Colleen McGlone\u003cbr\u003e27. Smokeouts and Smokescreens: Military \u003ci\u003eHazing\u003c\/i\u003e \/ Hank Nuwer\u003c\/p\u003e","brand":"Indiana University Press","offers":[{"title":"Default Title","offer_id":49400571429207,"sku":"9780253029386","price":59.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780253029386.jpg?v=1730471009"},{"product_id":"masterminds-and-wingmen-9780307986689","title":"Masterminds and Wingmen","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Potter\/Ten Speed\/Harmony\/Rodale","offers":[{"title":"Default Title","offer_id":49401607684439,"sku":"9780307986689","price":15.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780307986689.jpg?v=1730477965"},{"product_id":"designing-a-prosocial-classroom-9780393711981","title":"Designing a Prosocial Classroom","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA practical how-to guide for promoting positive classroom cultures.","brand":"WW Norton \u0026 Co","offers":[{"title":"Default Title","offer_id":49402022363479,"sku":"9780393711981","price":19.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780393711981.jpg?v=1730479165"},{"product_id":"nice-is-not-enough-9780520276437","title":"Nice Is Not Enough","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis provocative story of contemporary high school argues that a shallow culture of kindness can do more lasting harm than good.     Based on two years of research, Nice Is Not Enough shares striking dispatches from one high school's regime of kindness to underline how the culture operates as a Band-Aid on persistent inequalities. Through incisive storytelling and thoughtful engagement with students, this brilliant study by C.J. Pascoe exposes uncomfortable truths about American politics and our reliance on individual solutions instead of profound systemic change.    Nice Is Not Enough brings readers into American High, a middle- and working-class high school characterized by acceptance, connection, and kindnessa place where, a prominent sign states, there is no room for hate. Here, inequality is narrowly understood as a problem of individual merit, meanness, effort, or emotion rather than a structural issue requiring deeper intervention. Surface-level sensitivity allows American High \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eContents\u003cbr\u003e\u003cbr\u003e Acknowledgments \u003cbr\u003e Preface \u003cbr\u003e\u003cbr\u003e 1 No Room for Hate\u003cbr\u003e 2 The Politics of Protection \u003cbr\u003e 3 Love and Justice at American High \u003cbr\u003e 4 When Powder Puff Becomes Power Tough \u003cbr\u003e 5 The Philanthropic Class \u003cbr\u003e 6 The Politics of Care \u003cbr\u003e\u003cbr\u003e Appendix \u003cbr\u003e Notes \u003cbr\u003e Bibliography \u003cbr\u003e Index ","brand":"University of California Press","offers":[{"title":"Default Title","offer_id":49402863223127,"sku":"9780520276437","price":20.7,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780520276437.jpg?v=1730481715"},{"product_id":"child-psychoanalytic-psychotherapy-in-primary-schools-9781032023182","title":"Child Psychoanalytic Psychotherapy in Primary","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book investigates the experiences of severely troubled children and their families, teachers, and child psychoanalytic psychotherapists working together in primary schools.\u003c\/p\u003e\u003cp\u003eThe book begins by looking at childrenâs emotional life during the primary school years and what can disrupt ordinary, helpful social development and learning. It examines what child psychoanalytic psychotherapy is, how it works, and why it is offered in primary schools. The following chapters intersperse accounts of creative child psychoanalytic approaches with interviews with parents, carers, teachers, and clinicians. A section focusing on mainstream primary schools presents parentâchild interventions for a nursery class; child group psychotherapy with children from traumatized families; and consultation to school staff, with personal accounts from parents, a kinship carer, a family support worker, a deputy head, and a child psychotherapist. Chapters then focus on alternative educational settings, fe\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"Anyone working in education or with children will benefit from this excellent book, with examples and insights from families and professionals. As a teacher, I was especially interested in how early childhood anxieties and experiences can impact on the way a child manages school – manifest in behaviour that’s immediately noticeable even if the reasons for it are not, or in behaviour that’s not initially concerning and \"goes under the radar\". The book made me consider the work schools and psychotherapists need to do to ensure that our different approaches complement each other in supporting the children and families we work so hard with.\" - \u003cb\u003eDon McGibbon\u003c\/b\u003e, Head Teacher, Fleet Primary School\u003c\/p\u003e\u003cp\u003e\"An excellent resource for professionals in education, social care and child mental health, and for parents who are unsure about their children receiving therapeutic help at school. The editor and contributors remain true to the tradition of psychoanalytic thinking about learning and teaching which has characterised the Tavistock Clinic’s approach for more than ninety years. At the same time, the book is absolutely up-to-date with the current socio-political context in which therapeutic services are based in schools, ensuring greater equity of access and closer links between teachers, parents and clinicians. Chapters include interviews with parents and teachers and vivid observations from classrooms and therapy sessions, providing convincing accounts of the psychoanalytic perspective.\" - \u003cb\u003eBiddy Youell,\u003c\/b\u003e Consultant Child and Adolescent Psychotherapist\u003c\/p\u003e\u003cp\u003e\"This book provides detailed insight into children’s emotional health and the social\/emotional factors that influence their well-being and ability to cope with home and school life. It provides a real-life account of the challenges faced by teachers and other professionals working with children with emotional difficulties on a day to day basis. The need for specialist child psychotherapy is greater than ever. The case studies and interviews demonstrate how child psychoanalytic psychotherapists, families and schools working together can provide effective intervention and support, allowing children’s emotional obstacles to be explored and overcome.\" - \u003cb\u003eKaren Filiz,\u003c\/b\u003e Acting Deputy Head, Early Years Foundation Stage and Inclusion Lead, Beckford Primary School\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1. Ordinary emotional development in the primary school years \u003cbr\u003eDexter Benjamin and Francesca Benjamin\u003c\/p\u003e\u003cp\u003e2. Using child psychoanalytic psychotherapy in primary schools\u003cbr\u003eKatie Argent\u003c\/p\u003e\u003cp\u003e3. Tavistock child psychotherapy in schools: a brief history of a long relationship\u003cbr\u003eMilly Jenkins \u003c\/p\u003e\u003cp\u003e4. Early transitions: child psychotherapy in a school nursery\u003cbr\u003eKathryn Fenton and Anya Suschitzky\u003c\/p\u003e\u003cp\u003e5. Children’s group psychotherapy in a mainstream primary school\u003cbr\u003eMarta Cioeta\u003c\/p\u003e\u003cp\u003e6. Parents’ experience of a child psychotherapy outreach service: Isha and Sheikh\u003cbr\u003eInterview by Milly Jenkins\u003c\/p\u003e\u003cp\u003e7. \"I just thought I’m doing something wrong if she needs therapy\": a grandmother's experience\u003c\/p\u003e\u003cp\u003eMel Serlin\u003c\/p\u003e\u003cp\u003e8. Conversations across education and mental health in a mainstream primary school \u003cbr\u003eInterview by Milly Jenkins\u003c\/p\u003e\u003cp\u003e9. Slow movements that create hope: psychotherapy with a boy diagnosed with ASD\u003cbr\u003eCarlos Vasquez\u003c\/p\u003e\u003cp\u003e10. From exclusion to inclusion: developmental group work in a primary pupil referral unit\u003cbr\u003eFiona Henderson\u003c\/p\u003e\u003cp\u003e11. A parent’s experience of child psychotherapy approaches in a primary pupil referral unit: Lena\u003cbr\u003eInterview by Milly Jenkins\u003c\/p\u003e\u003cp\u003e12. Working outside the therapy room in a therapeutic school\u003cbr\u003eRuth Glover\u003c\/p\u003e\u003cp\u003e13. Personal perspectives across education and mental health in a therapeutic school\u003cbr\u003eInterviews by Milly Jenkins\u003c\/p\u003e\u003cp\u003e14. Evidencing child psychoanalytic psychotherapy in primary schools: a case example \u003cbr\u003eMarta Cioeta and Jocelyn Catty \u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":49406657528151,"sku":"9781032023182","price":27.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781032023182.jpg?v=1730496665"},{"product_id":"helping-young-children-to-understand-domestic-abuse-and-coercive-control-9781032072579","title":"Helping Young Children to Understand Domestic","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis guidebook is designed to support professionals with the effective use of the storybook, \u003ci\u003eLuna Little Legs\u003c\/i\u003e, which has been created help preschool aged children understand about domestic abuse and coercive control.\u003c\/p\u003e\u003cp\u003eSensitively 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.\u003c\/p\u003e\u003cp\u003eKey features of this book include:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePage-by-page notes to support the sensitive reading of the \u003ci\u003eLuna Little Legs\u003c\/i\u003e story\u003c\/li\u003e\n\u003cli\u003eAccessible information about domestic abuse and coercive control based on the latest research\u003c\/li\u003e\n\u003cli\u003eA comprehensive list of \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eLuna Little Legs\u003c\/em\u003e 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: \u003cem\u003eThe\u003c\/em\u003e \u003ci\u003eProfessional Guide\u003c\/i\u003e provides a wealth of information so that anyone can feel confident in using this wonderful resource.\u003c\/p\u003e\n\u003cp\u003eDr Emma Katz, Ph.D., \u003ci\u003eSenior Lecturer in Childhood and Youth, Liverpool Hope University, UK\u003c\/i\u003e\u003c\/p\u003e\n\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eBefore 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\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":49406659002711,"sku":"9781032072579","price":20.8,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781032072579.jpg?v=1730496672"},{"product_id":"luna-little-legs-helping-young-children-to-understand-domestic-abuse-and-coercive-control-9781032072593","title":"Luna Little Legs Helping Young Children to","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eFor effective and safe use, this book should be purchased alongside the professional guidebook. Both books can be purchased together as a set, \u003cem\u003eHelping Young Children Learn About Domestic Abuse and Coercive Control: A \u003c\/em\u003eLuna Little Legs \u003cem\u003eStorybook and Professional Guide \u003c\/em\u003e[9781032072555]\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eThis sensitively written storybook has been created to help very young children understand about domestic abuse and coercive control. \u003c\/p\u003e\u003cp\u003eLuna loves playing with her friends at kitten club, but at home things are different. One terrible night, Luna overhears a domestic abuse incident and, when her own name is mentioned, she wonders if it might be her fault. Accompanied by beautiful and engaging illustrations, the story provides a vehicle for talking with children about their experiences, safety and emotional wellbeing. \u003c\/p\u003e\u003cp\u003eThree potential endings allow the story to be personalised to the individual child:\u003c\/p\u003e\u003cp\u003e In ending 1, Luna is comforted by her mummy and\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eLuna Little Legs\u003c\/em\u003e is a beautifully-illustrated, skilfully-designed book for young children who have experienced domestic violence, abuse and coercive control. An important feature of the text is that it has three different endings, so the book can be tailored to the life-experience of children who are engaging with it.\u003c\/p\u003e\u003cp\u003e\u003cem\u003eDr Emma Katz, Ph.D., Senior Lecturer in Childhood and Youth, Liverpool Hope University, UK\u003c\/em\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIllustrated storybook with three alternate endings\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":49406659101015,"sku":"9781032072593","price":17.59,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781032072593.jpg?v=1730496671"},{"product_id":"the-house-that-wouldnt-fall-down-9781138360488","title":"The House That Wouldnt Fall Down","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis beautifully illustrated, therapeutic picture book tells the story of Ava the Elephant. Ava lives in a house where she doesnât always feel happy and safe, but it is a house that Ava loves. One day Avaâs house falls down. Ava is a very determined elephant and sets out in search of a new home. She tries many different houses on her journey, but none seem quite right; none seem stable or safe enough to her. \u003c\/p\u003e\u003cp\u003eThis storybook has been written to support key adults in helping traumatised children to find a way to trust again. The story encourages children to identify with some of Avaâs experience and to explore the feelings she experiences. The book helps promote discussion and reflection; and aims to reassure children that it is possible to find a âhouse that wonât fall downâ. \u003c\/p\u003e\u003cp\u003eThe resource \u003ci\u003eGuide to Re-building Trust with Traumatised Children\u003c\/i\u003e has been written to accompany the picture book, providing information, guidance and ideas for anyone supporting a traumatised child, in school or at home. \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe House that Wouldn’t Fall Down \u003cem\u003eshould be a core text for any professional who is working with children. The accompanying workbook contains a wealth of knowledge and inspiration for those \"where do I start moments\". Working with traumatised children can be daunting, but ‘The house that wouldn’t fall down’ is a story children will love and professionals will take hope from. \u003c\/em\u003e \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eGemma Finley, Children's Counsellor\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eDue to increased waiting times and lack of outside agency support, pressure is being placed on schools to help children cope with what can be an upsetting and stressful world. Supporting with mental health is an area teachers often lack confidence in. These books and resources offer the starting point needed and enable teachers and teaching assistants to feel like this is an area they can support with. Beautifully illustrated and a pleasure to read. After years of searching I know there is nothing quite as good as this out there! \u003c\/em\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCorrin Watson, Assistant Head Teacher and SENCO\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eThese wonderful stories are so easy for children to relate to, and understand the feelings and meanings shared. The resource books are ideal for helping children to explore their emotions, and for parents, carers and school staff to feel equipped to help them to do so.\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eGemma Oliver, Learning Mentor\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eStorybook: \u003ci\u003eThe House that Wouldn’t Fall Down\u003c\/i\u003e\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":49407219630423,"sku":"9781138360488","price":16.4,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138360488.jpg?v=1730498611"},{"product_id":"when-the-sun-fell-out-of-the-sky-9781138360440","title":"When the Sun Fell Out of the Sky","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis beautifully illustrated, therapeutic picture book tells the story of Stan the Giraffe. Stan loves the sun and to feel its warmth on his long back; but one day it suddenly and unexpectedly falls from the sky and disappears from his life. Stan experiences many different and difficult emotions throughout the story, reflecting the seven stages of grief. The story aims to normalise these feelings, which for children and those around them, can be frightening.\u003c\/p\u003e\u003cp\u003eThis storybook has been written to support key adults in helping bereaved children to find a way to cope, manage and make it through their grief.\u003c\/p\u003e\u003cp\u003eThe resource \u003ci\u003eSupporting Children through Bereavement and Loss \u003c\/i\u003ehas been written to accompany the storybook, providing information, guidance and ideas for anyone supporting a grieving child, in school or at home.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eBereavement comes in all shapes and sizes and this beautifully illustrated story, can be accessed by all ages. It creates containment, allowing the thoughts and feelings of Stan’s loss to be explored, making the emotions of grief tangible. A great resource.\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCharlotte Kerr, Behaviour Practitioner.\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eDue to increased waiting times and lack of outside agency support, pressure is being placed on schools to help children cope with what can be an upsetting and stressful world. Supporting with mental health is an area teachers often lack confidence in. These books and resources offer the starting point needed and enable teachers and teaching assistants to feel like this is an area they can support with. Beautifully illustrated and a pleasure to read. After years of searching I know there is nothing quite as good as this out there! \u003c\/em\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCorrin Watson, Assistant Head Teacher and SENCO\u003c\/strong\u003e \u003c\/p\u003e\u003cp\u003e\u003cem\u003eThese wonderful stories are so easy for children to relate to, and understand the feelings and meanings shared. The resource books are ideal for helping children to explore their emotions, and for parents, carers and school staff to feel equipped to help them to do so. \u003c\/em\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eGemma Oliver, Learning Mentor\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eThis book helps to explains loss in a beautiful way that children will be able to understand. A lovely read for such a hard subject. It removes the stigma and the recourse guide aids parents, carers and professionals from all areas to be able to tackle this and enable children to work through their pain. I can't recommend these books enough. \u003c\/em\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eRosie Cottam, Child Psychotherapist \u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eStorybook: \u003cem\u003eWhen the Sun Fell Out of the Sky\u003c\/em\u003e\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":49407219663191,"sku":"9781138360440","price":17.28,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138360440.jpg?v=1730498612"},{"product_id":"selfdiscovery-9781138370258","title":"SelfDiscovery","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eOne of the five books in the \u003ci\u003eMental Health and Wellbeing Teacher Toolkit\u003c\/i\u003e, this practical resource focuses on how to support children and young people on a voyage of self-discovery, as they learn to be their own best friend. The book offers research-driven, practical strategies, along with creative material and step-by-step lesson plans to support educators and health professionals. This is a resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care; both now and in the future.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eChapters span key topics including Developing Resilience, Positive Thinking, Emotional Awareness and Self-Efficacy. A complete toolkit for teachers and counsellors, this book offers:\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eEasy to follow and flexible lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eResources that are linked to the PSHE and Well\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\n\u003cp\u003eChapter 1 Developing resilience\u003c\/p\u003e\n\u003cp\u003eChapter 2 Problem solving\u003c\/p\u003e\n\u003cp\u003eChapter 3 Emotional reactivity\u003c\/p\u003e\n\u003cp\u003eChapter 4 Positive thinking\u003c\/p\u003e\n\u003cp\u003eChapter 5 Emotional awareness and self-regulation\u003c\/p\u003e\n\u003cp\u003eChaoter 6 Empathy\u003c\/p\u003e\n\u003cp\u003eChapter 7 Self-efficacy and responsibility\u003c\/p\u003e\n\u003cp\u003eBibliography\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":49407219925335,"sku":"9781138370258","price":37.04,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138370258.jpg?v=1730498614"},{"product_id":"positive-relationships-in-school-9781138370296","title":"Positive Relationships in School","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eOne of the five books in the \u003ci\u003eMental Health and Wellbeing Teacher Toolkit\u003c\/i\u003e, this practical resource focuses on developing the skills necessary to build and maintain successful relationships. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. Chapters span key topics including Communication, Respecting Yourself and Others, Resolving Conflict and Team Building. A complete toolkit for teachers and counsellors, this book offers: \u003c\/p\u003e\u003cp\u003eâ Easy-to-follow and flexible lesson plans that can be adapted and personalised for use in lessons, smaller groups or 1:1 work. \u003c\/p\u003e\u003cp\u003eâ Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3. \u003c\/p\u003e\u003cp\u003eâ New research, âCircles for Learningâ, where the introduction of baby observation into the classroom by a teacher is used to understand and develop self-awareness, skills for learning, relationships, neuroscience and awareness of others. \u003c\/p\u003e\u003cp\u003eâ S\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e1. Communication 2. Respecting Yourself and Others 3. Friendship 4. Participation 5. Resolving Conflict 6. Team Building and Collaboration \u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":49407219990871,"sku":"9781138370296","price":37.04,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138370296.jpg?v=1730498614"},{"product_id":"mental-health-issues-and-the-university-student-9781421412382","title":"Mental Health Issues and the University Student","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAn essential component of the volume is a guide to making emergency assessments, from risk classification and hospitalization to public safety and communication within and outside the campus community.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eIarovici navigates a passage between the science of diagnosis and the art of treatment. In doing so, she demonstrates an appreciation for the subtle nuances that affect the treatment of individuals poised on the cusp of adulthood. -- Joseph J. Guido PsycCRITIQUES I embarked on the reading of this book with great interest and was rewarded by the author's thoughtful analysis... a terrific texbook for psychiatric residents... very informative for university administrators in charge of program planning. -- Brunhild Kring American Journal of Psychiatry The particular strength of this book is the careful description of how these issues and problems manifest themselves in a higher education setting and the opportunities and challenges of addressing them in this setting. Choice I can picture myself in the middle of a complicated case reaching for this guide -- Suzanne Sorrentino, LCSW Journal of College Student Psychotherapy\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eList of Tables and Figures\u003cbr\u003e\u003cb\u003ePart I. The Student in Context: The Interdependent Campus\u003c\/b\u003e\u003cbr\u003eChapter 1. Crisis on the College Campus?\u003cbr\u003eChapter 2. The Changing Face of the American University Student\u003cbr\u003eChapter 3. Generational Issues on Campus\u003cbr\u003eChapter 4. The Psychiatrist's Role in College Mental Health\u003cbr\u003e\u003cb\u003ePart II. Clinical Challenges\u003c\/b\u003e\u003cbr\u003eChapter 5. Sleep Problems on Campus\u003cbr\u003eChapter 6. Alcohol on Campus\u003cbr\u003eChapter 7. Non-alcohol Substance Abuse on Campus\u003cbr\u003eChapter 8. Loneliness and Relationships on Campus\u003cbr\u003eChapter 9. Perfectionism\u003cbr\u003eChapter 10. Clash of Cultures: International Students\u003cbr\u003eChapter 11. Clash of Cultures: LGBT Students\u003cbr\u003eChapter 12. Disordered Eating\u003cbr\u003eChapter 13. Difficulty Concentrating\u003cbr\u003eChapter 14. Anxiety\u003cbr\u003eChapter 15. Depression and Other Mood Problems\u003cbr\u003eChapter 16. Psychotic Symptoms\u003cbr\u003eChapter 17. Emergency Situations on Campus\u003cbr\u003eChapter 18. Impulse Control Problems, Behavioral Addictions, and Other Problematic Behaviors\u003cbr\u003eChapter 19. The Nontraditional Student\u003cbr\u003eChapter 20. Models of Treatment\u003cbr\u003eChapter 21. Treatment Challenges in the University Population\u003cbr\u003eEpilogue. Student Emotional Well-Being: Looking toward the Future\u003cbr\u003eNotes\u003cbr\u003eIndex\u003c\/p\u003e","brand":"Johns Hopkins University Press","offers":[{"title":"Default Title","offer_id":49408112689495,"sku":"9781421412382","price":29.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781421412382.jpg?v=1730501630"},{"product_id":"leveraging-the-educationhealth-connection-9781421446950","title":"Leveraging the EducationHealth Connection","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eOn the interdependent relationship between health and academic achievement.   Research indicates that healthy children are more likely to succeed in school and that individuals who attain higher levels of education are more likely to experience better health outcomes in adulthood. To promote and support children's academic success, educators must view student health as an education issue. At the same time, public health professionals must view students' academic success as a public health issue. In Leveraging the Education-Health Connection, David A. Birch explores this interdependent relationship and lays out strategies to improve outcomes for both education and health.   Birch provides evidence and recommendations on the links between student health and academic success and between education attainment and adult health outcomes; the impacts of social injustice and early childhood experiences on health and education; strategies for minimizing absenteeism, promoting students' and their\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface\u003cbr\u003e1. Health and Education – An Interdependent Relationship\u003cbr\u003e2. Education and Health Disparities: The Connection to Social Justice\u003cbr\u003e3. Early Childhood\u003cbr\u003e4. High School Graduation – Attending, Connecting, Succeeding\u003cbr\u003e5. Quality School: Important Considerations\u003cbr\u003e6. The Whole School, Whole Community, Whole Child Model: A Commitment to Health and Learning\u003cbr\u003e7. Moving Forward: Mobilizing a Social Movement\u003cbr\u003eAppendix\u003cbr\u003eReferences\u003cbr\u003eIndex\u003c\/p\u003e","brand":"Johns Hopkins University Press","offers":[{"title":"Default Title","offer_id":49408149815639,"sku":"9781421446950","price":26.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781421446950.jpg?v=1730501771"},{"product_id":"school-supports-for-students-in-military-families-9781462546930","title":"School Supports for Students in Military Families","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eHow does growing up in a military family affect the educational experiences of children and youth? What can K-12 school practitioners do to support these students' academic, behavioral, and soci\u003c\/b\u003e\u003cb\u003ealâe\u003c\/b\u003e\u003cb\u003emotional success?\u003c\/b\u003e This book describes effective ways to help students and their families navigate such challenges as relocation, school transitions, and parental deployment. Pamela Fenning presents strengths-based assessment, intervention, and prevention strategies that reflect deep knowledge of military culture and fit perfectly within a schoolwide multi-tiered system of support (MTSS). In a convenient large-size format, the book includes a reproducible data collection form that can be downloaded and printed for repeated use.\u003cbr\u003e\u003cbr\u003e This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"Fenning provides school psychologists and counselors with information and resources to support military children in the academic, mental health, and social arenas. She gets down to the brass tacks about the hurdles that these youth and their families often face. Implementation of MTSS with military students is explained, as are legal issues that affect military children in public schools. All chapters feature case studies that bring the information to life for the school psychologist and counselor. This book is a 'must have' for Case Study Committees or IEP teams tackling how best to meet the needs of military students in a school.\"-- Mark C. Pisano, EdD, NCSP, school psychologist, Fort Bragg Schools, Department of Defense Education Activity; Coordinator, Military Families Interest Group, National Association of School Psychologists\u003cbr\u003e\u003cbr\u003e \"Military-connected youth and families are among the least understood and most underserved populations in schools, making this book essential reading. Administrators, teachers, and school-based mental health professionals will benefit from the practical knowledge and resources provided to meet military students' developmental, academic, and social–emotional needs. A strengths-based MTSS approach that builds on the individual’s resiliency serves as the foundation. The unique stressors of deployment, multiple moves, and grief and loss are addressed, as are considerations for students with special needs. The content is relevant to the full range of military families, both active duty and reserve. As someone with direct experience working with Department of Defense schools, I believe this book fills a tremendous gap.\"--Melissa A. Louvar Reeves, PhD, NCSP, LCMHC, School Psychology Program, Winthrop University; past president, National Association of School Psychologists\u003cbr\u003e\u003cbr\u003e \"This user-friendly, practical book is an essential guide for understanding the unique strengths and challenges of military children and families. Case studies are used to illustrate how various evidence-based programs and practices can be integrated within a multi-tiered model of service delivery. It is very likely that students in any given school, regardless of proximity to a military installation, have family members serving in the military. School psychologists play a critical role in supporting the strengths and resiliency of these students. The book synthesizes research findings and includes insightful examples, as well as links to a wealth of resources, to help practitioners provide appropriate support.\"--Abigail Harris, PhD, NCSP, School Psychology Program, Fordham University-This is a solid resource for school psychologists to better understand the needs and available support for students of military families whether at DOD or private\/civilian schools. The information is concise and focused with abundant references directing readers to additional resources.--Doody's Review Service, 02\/04\/2022ƒƒEarly in my career, I was assigned an elementary and a high school serving large numbers of students from both a Navy and an Air Force base. I wish I had this text as a resource, to be more aware of and effective in serving this unique population.--NASP Communiqué, 11\/01\/2022\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1. Strengths and Needs of Military Youth and Families in Schools: The Role of School Psychologists\u003cbr\u003e 2. Educational Settings Attended by Military Youth: Contextual Considerations and Case Studies\u003cbr\u003e 3. Universal Screening Data and Multi-Tiered Systems of Support for Military Children\u003cbr\u003e 4. Promoting Healthy Social Development\u003cbr\u003e 5. Delivery of Mental Health Supports\u003cbr\u003e 6. Support during School Transitions, with Gina Coffee\u003cbr\u003e 7. Legal Aspects of School Supports for Military Youth\u003cbr\u003e 8. Conclusions and Future Directions\u003cbr\u003e References\u003cbr\u003e Index\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":49408650346839,"sku":"9781462546930","price":30.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781462546930.jpg?v=1730503674"},{"product_id":"proactive-pastoral-care-9781472980434","title":"Proactive Pastoral Care","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn every UK classroom, an estimated three children suffer from a diagnosable mental health problem. \u003ci\u003eProactive Pastoral Care\u003c\/i\u003e 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 teac\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eSteeped 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 *\u003cbr\u003eA 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 *\u003cbr\u003eIn 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 *\u003cbr\u003e\u003ci\u003eProactive Pastoral Care\u003c\/i\u003e 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 *\u003cbr\u003eMaria 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 *\u003cbr\u003eMaria has so much knowledge around mental health and pastoral support and has a real heart to make sure people get the care they deserve. \u003ci\u003eProactive Pastoral Care\u003c\/i\u003e 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 *\u003cbr\u003eThis 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 *\u003cbr\u003eMaria 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 *\u003cbr\u003eI 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 *\u003cbr\u003eA 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 *\u003cbr\u003eProactive 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","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":49408793182551,"sku":"9781472980434","price":17.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472980434.jpg?v=1730504228"},{"product_id":"reclaiming-community-race-and-the-uncertain-future-of-youth-work-9781503606975","title":"Reclaiming Community: Race and the Uncertain","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eApproximately 2.4 million Black youth participate in after-school programs, which offer a range of support, including academic tutoring, college preparation, political identity development, cultural and emotional support, and even a space to develop strategies and tools for organizing and activism. In \u003ci\u003eReclaiming Community\u003c\/i\u003e, Bianca Baldridge tells the story of one such community-based program, Educational Excellence (EE), shining a light on both the invaluable role youth workers play in these spaces, and the precarious context in which such programs now exist.\u003c\/p\u003e \u003cp\u003eDrawing on rich ethnographic data, Baldridge persuasively argues that the story of EE is representative of a much larger and understudied phenomenon. With the spread of neoliberal ideology and its reliance on racism—marked by individualism, market competition, and privatization—these bastions of community support are losing the autonomy that has allowed them to embolden the minds of the youth they serve. Baldridge captures the stories of loss and resistance within this context of immense external political pressure, arguing powerfully for the damage caused when the same structural violence that Black youth experience in school, starts to occur in the places they go to escape it.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"A compelling analysis of community-based youth service programs and how their ability to respond to community needs has been impaired by the narrow 'reform' agenda sweeping the country. Baldridge is a keen observer and her insights will help parents, educators, and activists in other communities understand why their work may not be supported by powerful elites, and what they can do about it.\" -- Pedro A. Noguera, Distinguished Professor of Education * UCLA Graduate School of Education \u0026amp; Information Studies *\u003cbr\u003e\"The movement across America to adopt a Wall Street-like focus on 'return on investments' (ROI) to measure the impact of after-school programs is a big mistake. Bianca Baldridge offers a brilliant and timely alternative to metric-driven services; her research provides a refreshing and illuminating vision of how those who support youth of color can create more holistic alternatives to youth programming.\" -- Shawn Ginwright, Professor of Education and African American Studies * San Francisco State University *\u003cbr\u003e\"Baldridge's powerful and sophisticated work urges us to continue to focus on theorizing the relationship between community-based youth work and schooling. \u003ci\u003eReclaiming Community\u003c\/i\u003e is an urgent read for educational organizers and leaders, education scholars from all disciplines, social movement scholars, and organization scholars.\" -- Ranita Ray * \u003ci\u003eAmerican Journal of Sociology\u003c\/i\u003e *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eContents and Abstracts1Community-Based Youth Work in Uncertain Times chapter abstract\u003cp\u003eChapter 1 introduces readers to Educational Excellence, its history, mission, triumphs, and challenges. Major themes of the book, its goals, the research methodology, and its significance to sociology of education are presented. The story of the organization is discussed within a broader theoretical discussion of market-driven education reform, race, and paternalism to (1) explore the dialectical relationship between community-based spaces and schools and (2) to explore how political imaginings of race and youth shape and inform the construction of community-based educational spaces engaging Black and other minoritized youth.\u003c\/p\u003e 2\"The EE Family:\" Framing Race, Youth, and Educational Possibilities chapter abstract\u003cp\u003eChapter 2 describes the history of Educational Excellence and its transformation from a strict after-school academic program steeped in deficit rhetoric to a comprehensive program that includes emotional and social support as well as political education. This chapter discusses the competing framing (asset-based versus deficit) of Black youth among the organization's founder, board members, and current and new staff members in the program and the struggle to reimagine Black youth beyond deficit narratives rampant in the youth development and nonprofit funding world. This chapter discusses how neoliberal restructuring affects the neighborhood Educational Excellence calls home and the schooling experiences of youth in the program. This chapter examines how youth workers become critical advocates and intercessors on behalf of students, assisting them in navigating difficult school, family, cultural, and social barriers.\u003c\/p\u003e 3\"We're Not Saving Anybody:\" Refusing Deficit Narratives chapter abstract\u003cp\u003eThis chapter examines how Black youth within after-school support spaces are often framed politically as \"broken\" and in need of \"fixing.\" This chapter highlights the voices of youth workers as they navigate community-based educational youth work in a national education climate and with new organizational leadership marked by education reform and therefore pressure to frame Black youth from a deficit perspective to compete for funding opportunities, political praise, and public recognition. This chapter describes how the common trend toward deficit framing is linked to the current neoliberal education market, which incentivizes community-based educational spaces to frame marginalized youth as socially, culturally, and intellectually deficient in order to successfully compete with charter schools for funding.\u003c\/p\u003e 4\"Expanding EE's Footprint\": Navigating Organizational Change chapter abstract\u003cp\u003eChapter 4 discusses the growing racial, class, and gender tensions between the organization's founder, executive leadership, and Educational Excellence's board members. This chapter examines the changing nature of leadership in the organization and its impact on the practices of youth workers, shifting priorities of the program, and the overall culture of the program. Rapid growth and increase in the number of youth \"served\" by Educational Excellence became the new language and mode of operation for the organization. Under these new logics, racial and economic discourse about Black youth and educational opportunity within the organization began to drastically disrupt life at Educational Excellence. This chapter discusses how Educational Excellence expanded into another neighborhood without the proper infrastructure, which shifted the organization in an entirely different direction—one that led to damaged relationships and altered the reputation of the organization.\u003c\/p\u003e 5\"The Family Is Dead\": Corporatizing After-School chapter abstract\u003cp\u003eAfter a mass exodus of staff members at Educational Excellence, this chapter discusses how remaining youth workers strive to maintain strong and relevant pedagogical practices, familial-like culture, and an asset-rich ideology of youth in a new climate where organizational leadership is primarily concerned with funding, expansion, and greater exposure for the organization—without regard for the consequences for staff or student morale. This chapter discusses the ways that the camaraderie and relationships established between youth workers served as an anchor for accountability in the program. With relationships in jeopardy, accountability for resisting racist and deficit language withered and neoliberal expansion flourished under new leadership.\u003c\/p\u003e 6\"It Was Never Ours\": Race and the Politics of Control chapter abstract\u003cp\u003eChapter 6 examines the external pull factors (broader political and economic forces shaping public education) and internal push factors (competing frames of race, control, and paternalism between staff, the founder, and new leadership) that led youth workers away from Educational Excellence. Youth workers share their process for leaving the organization, what they learned during their time in the program, and reflections on challenging and rewarding experiences. Chapter 6 investigates the persistence of racism and neoliberalism within the current era of education that is eroding liberatory community-based spaces engaging Black youth.\u003c\/p\u003e Conclusion: Reclaiming Community-Based Youth Work in the Neoliberal Era chapter abstract\u003cp\u003eThe conclusion summarizes major research findings and highlights the major triumphs, challenges, and changes the book documented. Within this chapter, the story of Educational Excellence is placed within a historical context of activism in Black communities. Through the lessons learned from Educational Excellence, a path is laid out for community-based leaders and educators of color to identify, name, and resist the complex dynamics of racism, anti-Blackness, and politics threatening their work with youth. The conclusion lays out recommendations that include (1) encouraging more scholarship that theorizes social location of community-based youth work and the deep pedagogical work that can occur within community-based after-school spaces; and (2) considering the potential effects of macroeconomic and social policies, such as education privatization, on after-school community-based spaces and cautioning against the erasure of self-determination within community-based spaces as a result of the neoliberal turn.\u003c\/p\u003e","brand":"Stanford University Press","offers":[{"title":"Default Title","offer_id":49409394311511,"sku":"9781503606975","price":79.2,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781503606975.jpg?v=1730506652"}],"url":"https:\/\/bookcurl.com\/collections\/counselling-and-care-of-students.oembed?page=6","provider":"Book Curl","version":"1.0","type":"link"}