{"title":"Counselling and care of students Books","description":"","products":[{"product_id":"culturally-responsive-schoolbased-practices-supporting-mental-health-and-learning-of-diverse-students-9780197516928","title":"Culturally Responsive SchoolBased Practices","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eGoforth and Pham gifted us with a book that is essential for contemporary school psychology practice. They engage us in a journey of applying cultural reflexivity, cultural humility, and learning the value of relational empowerment. The book provides a strong instructional foundation that is grounded in asset-based theoretical frameworks. Goforth and Pham are courageous as they critique traditional assessment practices and offer research-based alternative assessment tools that are designed to disrupt the systemic oppression that is often perpetuated through traditional assessment practices. This is a must-read for school-based practitioners. * Janine Jones, University of Washington *\u003cbr\u003eThe information provided in this text is relevant for anyone involved in the helping professions of counseling, psychology, or social work. With the current emphasis on culturally responsive strategies and methods, this text provides readers with contemporary, appropriate, and pertinent knowledge to fine-tune their skills. Furthermore, the information provided by Drs. Goforth and Pham is in a clear, coherent, yet captivating style. Drs. Goforth and Pham do not shy away from tackling delicate, sensitive topics, but do it in a manner that is culturally aware and responsive. Beginning and advanced students can begin to become more culturally responsive by utilizing this text. * Isaac Burt, PhD, NCC, University at Buffalo-The State University of New York *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: Culturally Responsive Practice for Mental Health and Learning  SECTION I: FOUNDATIONS OF CULTURALLY RESPONSIVE PRACTICE Chapter 1: The 4Rs of Culturally Responsive Practice Chapter 2: Social Justice, Privilege, and Oppression Chapter 3: Creating Positive Relationships With Children and Families  SECTION II: CONDUCTING CULTURALLY RESPONSIVE ASSESSMENT Chapter 4: Culturally Responsive Approaches to Traditional Assessment Chapter 5: Literacy, Language, and Acculturation of Diverse Students Chapter 6: Assessing Intelligence of Diverse Students Chapter 7: Cultural Perspectives of Mental Health and Traumatic Stress  SECTION III: PROMOTING RESILIENCE, MENTAL HEALTH, AND WELL-BEING OF DIVERSE STUDENTS Chapter 8: Developing and Sustaining a Culturally Responsive and Positive School Climate Chapter 9: Culturally Responsive Multi-Tiered Systems of Support and Evidence-Based Interventions Chapter 10: Counseling and Psychotherapy to Support Diverse Students Chapter 11: Evaluating School-Based Programs for Diverse Students  References Index","brand":"Oxford University Press Inc","offers":[{"title":"Default Title","offer_id":48732642509143,"sku":"9780197516928","price":56.22,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780197516928.jpg?v=1791454285"},{"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":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780367639471.jpg?v=1791458017"},{"product_id":"the-silent-selkie-9780367639495","title":"The Silent Selkie","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe Silent Selkie describes a character who is unable to communicate in words and whose only way of communicating is through the weather, which leads to disastrous consequences not only for the Selkie, but also for everyone around her. \u003cp\u003e\u003c\/p\u003e\u003cp\u003eBut behind her golden scales, the Selkie hides a secret wound that even she is unaware of, and it is only when the Selkie's skin becomes uncovered by the force of the sea that she remembers the terrible story of what caused her hurt, long ago. Only then can the Selkie come to terms with her wound and begin a journey of healing that will bring her face-to-face with what she has needed all along. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eBeautifully illustrated and sensitively written, \u003ci\u003eThe Silent Selkie\u003c\/i\u003e deals with the effects of trauma on a young person  including hypersensitivity and emotional reactivity. The story uses the metaphor of trauma as a hidden wound', which in reality is an emotional or psychological pain that needs both acknowledgement and expression, wi\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.\"\u003cb\u003e \u003cbr\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\u003eThe Silent Selkie: A Storybook to Support Children and Young People Who Have Experienced Trauma\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48733711663447,"sku":"9780367639495","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780367639495.jpg?v=1791458018"},{"product_id":"supporting-children-with-ocd-to-understand-and-celebrate-difference-9780815349488","title":"Supporting Children with OCD to Understand and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eThe Get to Know Me' resources aim to support children, with those around them, who may have additional\/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Dr Louise Lightfoot, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically. \u003c\/p\u003e\u003cp\u003eThis book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of \u003cem\u003eTidy Tim\u003c\/em\u003e  a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with OCD. The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve unders\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eIntroduction to the Resource Pack Consultation Sheets\u003c\/em\u003e \u003cb\u003eSections 1. \u003c\/b\u003eAnxiety Umbrella 2. Bridge to Success 3. Colour your Feelings 4. Colouring Feelings 5. Compliment Cards part 1 6. Compliment Cards part 2 7. Draw a Picture of Yourself 8. Spot the Strengths! 9. The Right Wrong Game 10. Feelings Sorter 11. Tidy Tim’s Activity Book 12. Tidy Tim’s Board Game\u003c\/p\u003e","brand":"Taylor \u0026 Francis Inc","offers":[{"title":"Default Title","offer_id":48737453408599,"sku":"9780815349488","price":29.24,"currency_code":"GBP","in_stock":false}]},{"product_id":"caring-in-crisis-9781071846988","title":"Caring in Crisis","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003eLearn, reflect, and grow from 40 true stories of caring school leadership during times of crisis\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  Each crisis brings its own issues and unique traumas, and when they happen, most leaders handle the moment by leaning into triage and logistics. This book suggests focusing on morespecifically, on the people they serve. Are you up to the task?\u003cbr\u003e  These 40 real stories, from a wide range of schools and settings during many types of crises, show how caring school leadership adopted caring people-first strategies. This book will help you and your teams be inspired to prepare for, perhaps prevent, respond to, and recover from your own school crises. Within these pages, you will find:\u003cbr\u003e  \u003cbr\u003e  \u003cul\u003e      \u003cli\u003eAn introduction to what crisis and caring school leadership means\u003c\/li\u003e      \u003cli\u003eHelpful lists to guide caring leadership practices\u003c\/li\u003e      \u003cli\u003eA review of current crisis management literature\u003c\/li\u003e      \u003cli\u003eQuestions, reflection, and prompts to e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eCaring in Crisis:\u003c\/em\u003e reminded me that in times of need we as educators come together to meet the needs of out students, families and the community at large. It emphasis that the role of the educator far exceeds just addressing the academic needs of students, but the social emotional as well. I was inspired by the thoughtful displays of unconditional care from school leaders.\u003c\/p\u003e -- Joylynn L Pruitt Adams * Superintendent, Oak Park and River Forest High School District 200 *\u003cbr\u003e\u003cp\u003eIn \u003cem\u003eThe Advantage\u003c\/em\u003e, Patrick Lencioni argues that effective leaders focus on the technical and human aspects of managing their organization. Here, Mark Smylie and Joseph Murphy emphasize the latter especially during a crisis. Rich with illustrations, stories, and practices of caring, this book remind us that school success comes not just from curriculum and instruction, but from relationships.\u003c\/p\u003e -- Jeff Ikler * Director, Quetico Coaching and Consultation *\u003cbr\u003e\u003cp\u003e\u003cem\u003eCaring in Crisis\u003c\/em\u003e is a book for our time. An artful collection of insightful, provocative storytelling, this work illuminates the myriad challenges school leaders face and provides a much-needed sense that educators are deeply interconnected and interdependent. Smylie and Murphy inspire us to meet the challenges ahead and reveal that while crisis takes many forms, so too does caring.\u003c\/p\u003e -- Glenn Manning * Senior Project Manager at Harvard′s Making Caring Common Project *\u003cbr\u003e\u003cp\u003e\u003cem\u003eCaring in Crisis\u003c\/em\u003e makes a strong case for the importance of extending care to all who are impacted in a crisis and of fostering a caring school community who pull together during those difficult days. The stories in this book provide a compelling glimpse into the profound impact that a caring word, an act of kindness, or a decision that prioritizes the needs of students can have.\u003c\/p\u003e -- Megan Tschannen-Moran * Professor, College of William and Mary *\u003cbr\u003e\u003cp\u003e\u003cem\u003eCaring in Crisis\u003c\/em\u003e is a masterful resource as it presents a research-based rationale, as well as strategic guidance, for caring in times of crisis \u003cem\u003eand\u003c\/em\u003e it engages the reader in authentic experiences shared by in-the-trenches educators. This unique combination of strategies, wisdom and heartrending stories provides opportunities for educational leaders to learn from the experiences of others in order to work together with staff to proactively mitigate crises with compassion and competence. \u003c\/p\u003e -- Michelle Trujillo * Inspirational Speaker and Professional Learning Facilitator, Author, Start with the Heart: Igniting Hope in Schools through Social Emotional Learning *\u003cbr\u003e\u003cp\u003eHow do principals respond to a teen suicide? What could they do when faced with racism, discrimination, and even policy brutality? During COVID-19, what are some innovative ways to create a sense of community and well-being? Mark Smylie and Joseph Murphy’s \u003cem\u003eCaring in Crisis \u003c\/em\u003eprovides insights into compassionate school leaders responding to situations none of us would ever want to face. Their compilation of narratives from school leaders gives us a glimpse into the agony and decisions that school leaders have had to make and the critical importance of their empathy for families and communities\u003cem\u003e. Caring in Crisis, \u003c\/em\u003efilled with examples of courage, of communication, and of community-building, gives us hope for the future, for our humanity. A must read for aspiring school leaders, you will learn about leadership in the midst of tears and heart break, about supporting families during mental health challenges, and about being a friend to your students and your community. It will open minds and hearts, providing role models for new leaders and promoting a crucial standard for \"ethics of care\" during some of the most difficult times. \u003c\/p\u003e -- Christine Mason, Ph.D. * Executive Director, Center for Educational Improvement, Chief Advisor, New England Mental Health Technology Transfer Center, Lead Author, Compassionate School Practices (Corwin, 2021) *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Illustrations Preface Acknowledgments About the Authors Introduction: Crises and Caring School Leadership    Crisis Comes    The Meaning of Crisis    Crisis Leadership and the Through Line of Caring    Caring School Leadership in Times of Crisis Guide for Engaging the Stories    Overview of Practices    Questions That Promote Understanding    Questions That Prompt Application The Stories    1. Through the Eyes of Children    2. Speak Life    3. Giving Ourselves Permission to Be Human    4. Building a Family    5. Reflections on Healing Staff With Compassion    6. Caring for Kids by Taking Care of Teachers    7. Laura    8. Guarding Against Sexual Misconduct    9. One Sows, Another Reaps    10. A Million Times More    11. Commitment to Community Health    12. Da Bears!    13. My Zoom Isn’t Working!    14. Imagine the Possibilities    15. On Day 2, 9\/11    16. Responding to the Crises    17. A Deadly Threat    18. Start Simple    19. Keeping Connected With the Kids    20. Prioritizing Our Students    21. A District Office Caring for Teachers    22. We Need to Talk About Sarah    23. Coping With Loss    24. Bring Your Dog to Work Days    25. “With Every Difficulty, There Is Relief”    26. Tone Deafness    27. Centering on Community    28. Biting    29. The Magnolia    30. No One Saw It Coming    31. No Hugs, No Bugs    32. Two Storms in One Week    33. And Then There Was Mold    34. I Am Here for You    35. Winning and Losing    36. Summer Meals    37. Sharing the Peace    38. The Tsunami    39. Leading Through the Storm    40. The Work of My Life Coda    A Culture of Caring    Who Cares for the Caring School Leader? Bibliography\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738210709847,"sku":"9781071846988","price":23.74,"currency_code":"GBP","in_stock":false}]},{"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":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138333390.jpg?v=1791378860"},{"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":32.47,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138333406.jpg?v=1723812025"},{"product_id":"compassionate-school-practices-9781071820490","title":"Compassionate School Practices","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003eAlready Ready For What Will Come - SEL For A Culture Of Care\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  Is your school prepared to care for all of the students, staff, and families in your community? Sadly, your school might be the only point of care for many. Be already ready--Establish a compassionate cultural foundation for strong relationships and holistic skills to weather stress, trauma, and promote well-being for your entire school population.\u003cbr\u003e  \u003cbr\u003e  Help your school or district use available resources to create a compassionate culture of justice and care for all by leaning into this book's approach to leadership and social emotional learning. Discover a collaborative visioning process to elevate compassion through dialogue, policies, and protocol. Readers will find:\u003cbr\u003e  \u003cul\u003e      \u003cli\u003ePractical strategies for working with parents and communities\u003c\/li\u003e      \u003cli\u003eActivities for the whole school\u003c\/li\u003e      \u003cli\u003eAn implementation framework for elementary, middle, and high school\u003c\/li\u003e      \u003cli\u003eDeeper understanding of trauma, ACEs, and mental health concerns\u003c\/li\u003e      \u003cli\u003eSupport for teachers' mental health\u003c\/li\u003e      \u003cli\u003eWhat not to do  practices that don't work, and why\u003c\/li\u003e      \u003cli\u003eIn-depth case studies and vignettes\u003c\/li\u003e  \u003c\/ul\u003e  \u003cbr\u003e  Read this and usher in transformational and compassionate change that may be the difference in whatever today, tomorrow, or the next day may bring.\u003cbr\u003e  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis book is a vital resource for all educators who are dedicated to promoting student mental health and well-being. Built on a solid foundation of research and experience working with schools, Christine Mason and her colleagues offer readers key principles and actionable strategies, stories that illustrate and inspire, exercises to reflect upon and apply lessons to one’s own school, and references to numerous additional online sources. The heart and soul of this book are clear and present on every page—the centrality of caring, compassion, and community to the ability of students to thrive in school. I would highly recommend this book in ordinary times. In this period of uncertainty, unrest, and distress, it is indispensable.\u003c\/em\u003e\u003c\/p\u003e -- Mark A. Smylie, Professor Emeritus\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis outstanding contribution to the literature on our students′ mental health and well-being provides an exemplary blend of cutting-edge research, step-by-step practical interventions, and a true humanistic vision for the future of our schools and society. Before COVID-19 this book would have been important; today it is indispensable. Wherever you are teaching or working in the education sector, \u003c\/em\u003eCompassionate School Practices\u003cem\u003e is essential reading for all of us, both during the pandemic and in the years to come.\u003c\/em\u003e\u003c\/p\u003e -- Dennis Shirley, Duganne Faculty Fellow and Professor\u003cbr\u003e\u003cp\u003e\u003cem\u003eAs schools begin to shift away from the industrial model of education, we see many implementing student-centered and inquiry-based practices that are designed to help students develop their curiosity and become more proficient thinkers and problem solvers. While these practices are laudable, the unaddressed mental health needs of many students will stand in the way of desired progress for all. Thankfully, \u003c\/em\u003eCompassionate School Practices\u003cem\u003e offers an easy-to-follow four-phase model and a series of nine principles to help school personnel, parents, and psychologists better support students’ social and emotional well-being. Simply put, the authors’ approach puts much needed structure into what for many educators may otherwise be just a vague directive. This book’s compassionate voice and sound tools unlock the promise that \u003c\/em\u003esuccessful\u003cem\u003e schools going forward will balance students’ acquisition and the demonstration of knowledge with proper attention to their social and emotional needs.\u003c\/em\u003e\u003c\/p\u003e -- Jeff Ikler and Kirsten Richert\u003cbr\u003e\u003cp\u003e\u003cem\u003eI started my career as a teacher in the New York City neighborhood of Bedford-Stuyvesant where many students came to class hungry, sick, abused, homeless, or all of the above. It was then when I first realized the health and welfare of our students surpasses the importance of their academic achievement. That was 1968. Fast forward to today. Suicides rates are the highest they’ve ever been. Drug use is just as alarming, which begs the question, \"What’s more important, scores on a test or keeping kids alive?\" \u003c\/em\u003eCompassionate Schools Practices\u003cem\u003e unpacks a myriad of informative principles that can help school systems build a framework to enhance their social and emotional programs. \u003c\/em\u003e\u003cem\u003eThe well-being of a child is of the utmost importance, especially during this public health crisis.\u003c\/em\u003e \u003cem\u003eThe demand for quality SEL is at an all-time high. I applaud the authors for creating this resource.\u003c\/em\u003e\u003c\/p\u003e -- Daniel A. Domenech, Executive Director\u003cbr\u003e\u003cp\u003e\u003cem\u003eQuality education cannot exist in the absence of compassion. And even if it could, it would be difficult  - if not impossible - for such \"education\" to be applied in a way that would move humanity forward. This book provides a comprehensive and evidence-based blueprint for how to create a heart centered and compassionate school environment that allows all children - especially our most vulnerable - to heal, learn, and thrive.\u003c\/em\u003e\u003c\/p\u003e -- Steve Gross, Chief Playmaker\u003cbr\u003e\u003cp\u003e\u003cem\u003eWhen it comes to children′s mental health, school is among the biggest stressors that kids have to deal with. \u003c\/em\u003eCompassionate Schools Practices\u003cem\u003e is the bridge that we need to redesign the school system in a way to meet the needs of youth. If we are able to implement at least some of the recommendations, all of us stand to substantially benefit!\u003c\/em\u003e\u003c\/p\u003e -- Akeem N. Marsh, Psychiatrist\u003cbr\u003e\u003cp\u003eCompassionate School Practices\u003cem\u003e \u003c\/em\u003e\u003cem\u003ecaptures our imagination, with principles and action steps to strengthen student mental health and well-being. The authors offer a practical approach that goes beyond screening and identification as it promotes collective kindness and caring. Their blueprint for schools shows how to embed compassion into everyday interactions between teachers and students to bolster student self-esteem, while strengthening self-care practices. They show us how to uplift our neighbors and our communities so that schools first and foremost address what is most important -- the lives, the hearts, the souls of students, families, and ourselves. An inspirational work that is so needed today!\u003c\/em\u003e\u003c\/p\u003e -- Paul Liabenow, Executive Director\u003cbr\u003e\u003cp\u003e\u003cem\u003eAn important new look at how we can foster mental health in schools. Educators have the capacity to buffer against adversities their students face, and schools can lessen the impact of trauma and toxic stress. At the same time, teachers themselves face unique stressors. Mason, Asby, Wenzel, Volk, and Staeheli present numerous practical suggestions for promoting mental health and well-being among students and teachers alike. \u003c\/em\u003e\u003c\/p\u003e -- Kimberly Noble, Professor of Neuroscience \u0026amp; Education\u003cbr\u003e\u003cp\u003e\u003cem\u003eIn the midst of this horrific pandemic, there’s more than learning on the minds of educators. Many youth depend on teachers and their schools to connect with peers and caring adults. Mason and her co-authors provide valuable insights as they tell the story of the New England Childhood-Trauma Learning Collaborative - stories from principals, social workers, teachers and school psychologists, about how they are building student self-esteem and resiliency, and how they are teaching while addressing the critical needs of students who are most at-risk. Whether learning is virtual, hybrid, or in-person, caring leaders will be inspired by the network of practices, guidelines, and resources that \u003c\/em\u003eCompassionate School Practices\u003cem\u003e provides. An ideal book for book studies, an ideal blueprint for a brighter future, an ideal resource for transforming education and transforming lives!\u003c\/em\u003e\u003c\/p\u003e -- Mark Terry, Deputy Executive Director\u003cbr\u003e\u003cp\u003e\u003cem\u003eThe social and emotional health of students is interdependent with that of teachers and school leaders. But one-size-fits-all or piecemeal programs won′t improve true resilience. \u003c\/em\u003eCompassionate School Practices\u003cem\u003e provides the tools you need to be intentional about identifying your learning community′s current needs and your capacity to influence, no matter your position. And you′ll discover research-based strategies for self-care, for assessing student needs, for increasing needed staff knowledge--and more--to create the safe and supportive environments that lead to serving and educating the whole child.\u003c\/em\u003e\u003c\/p\u003e -- Jane Kise, Ed.D., Principal\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis publication is a timely contribution to promote child and youth’s social emotional development. It provides a useful ecological framework and specific practices that educators and specialists may incorporate into their daily work. \u003c\/em\u003e\u003c\/p\u003e -- Songtian (Tim) Zeng, Assistant Professor\u003cbr\u003e\u003cp\u003eCompassionate School Practices \u003cem\u003eexemplifies Mason’s expertise in the field of Mindful Education, and creates real-world learning for \"whole educators\" who truly wish to address social emotional issues with their students. Mindfulness, restorative justice, equity, trauma informed care—it’s all wrapped into a single cohesive message here with practical applications for the modern teacher. This is a book every educator must own.\u003c\/em\u003e\u003c\/p\u003e -- Jeffrey Donald\u003cbr\u003e\u003cp\u003e\u003cem\u003eTeaching the facts of mental illness in schools is comparable to teaching students rote math facts without understanding the systems that numbers function in and how this is applied to solve problems. Having basic knowledge of a subject does not lend itself to deeper thinking to promote both individual and systemic growth. Without analyzing our data, identifying areas of need, and altering how we navigate mental illness we will inevitably continue to repeat the same pattern of misunderstanding and inadequate treatment. \u003c\/em\u003eCompassionate School Practices\u003cem\u003e \u003c\/em\u003e\u003cem\u003eprovides thoughtful exercises to guide your district in identifying specific areas of need, integrating these into your district vision, and developing comprehensive professional development. This is not an expensive initiative that is implemented and forgotten, but rather a process to shift the collective understanding and treatment of mental illness. Building protective measures of resilience and compassion helps to vaccinate your students and staff against complacency and despair that affects generations.\u003c\/em\u003e\u003c\/p\u003e -- Rachel Santa, Ed.D * Cumberland School Department *\u003cbr\u003e\u003cp\u003e\u003cem\u003eOur schools, our children, our society face a profound moment of reckoning with global pandemic, climate crisis, political polarization, systemic and structural racial and social injustice, and more. These times call for a mindshift of being, thinking, and acting, and that begins with centering compassion, mindfulness, empathy, and kindness within our schools. This book is rich in solid research and practices that supports teaching and learning through mindfulness, trust building, cultivating belonging and awareness, and more. It is a must-read for educators seeking to meet the challenges of our time with evidence-based, equity-centered practices that support growth and learning to heal our school communities and our world.\u003c\/em\u003e\u003c\/p\u003e -- Valerie Brown, Leadership Coach\u003cbr\u003e\u003cp\u003e\u003cem\u003eThe authors conceive of a heart-centered, compassionate learning community bound together by trusting, safe, authentic relationships that include the child, family, educators and the broader community.  Central to their vision is a single caring adult who supports each student, and is embedded in both the school and surrounding community. This approach builds a trauma informed school culture that enhances children’s health and well-being. Their strategy is supported by tools and tips that makes the implementation of this creative vision possible. This visionary book would be transformative and is a must-read for everyone involved in helping children grow and thrive.  \u003c\/em\u003e\u003c\/p\u003e -- Ellen L. Bassuk, Founder\u003cbr\u003e\u003cp\u003e\u003cem\u003eWho better to guide our children’s mental health than our educators? Compassionate School Practices gives a comprehensive blueprint to managing our mental health inadequacies in a 2020 pandemic\/post pandemic world. Beyond medical diagnosis and pharmaceutical treatment, the book focuses on our most at-risk and underserved children. I have firsthand experience with a child who has thrived through services provided at school. As a physician who has worked with diverse communities, I recognize how compassionate  public schools can be a healing force for vulnerable children.  \u003c\/em\u003e\u003c\/p\u003e -- Alex Thacker\u003cbr\u003e\u003cp\u003e\u003cem\u003eFinally! As crisis after crisis threatens the future of our children, we have a book that outlines specific and deeply researched ways to approach children’s mental health and wellbeing from a truly holistic, heart centered, community-based perspective. Never has the need for inspiration and resources to change the future of education been greater than now.\u003c\/em\u003e\u003c\/p\u003e -- Adam Grove, Physician\u003cbr\u003e\u003cp\u003eCompassionate Schools Practices \u003cem\u003eprovides useful tools for confronting the complex nexus of mental health, education and trauma. Importantly, the authors realize that educators cannot pour from an empty glass and must maintain their own well-being in order to effectively support their students in the long term. Mason reassures her audience that while there are aspects of our reality that we may be out of reach for improvement (teacher budgets, state curriculum policies, etc.), there are specific practices and strategies we can implement both on an individual and community level to combat teacher stress and burn out. The suggested resources and insights are invaluable, particularly in this era of wide-spread social instability.\u003c\/em\u003e \u003c\/p\u003e -- Norrell Edwards, Assistant Director\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eOnline Resources Foreword Preface    Why Is This Book Important Now?    Who Should Read This Book?    What Will I Be Able to Do Once I Finish This Book?    Acronym Guide    Why Is This Book Important Outside of New England and the United States?    A Framework for Cultivating Well-Being in Schools    Key Principles Acknowledgments About the Authors Part 1: Needs and Approaches Chapter 1. The Why? What? and How?    I. WHY Is a Focus on Children’s Mental Health and Well-Being So Critical Right Now?    Educators as Protective Factors    Why Are Teachers and Schools Not Better Prepared?    Risk Factors Influencing the Increase in Behavioral and Emotional Challenges    The Influence of Trauma on Mental Health    Equity Issues in Access to Mental Health Support and Advocacy    When a Crisis Strikes    II. WHAT Do We Need?    III. HOW Can We Approach Mental Health in Schools?    Partnerships for Building Student Mental Health and Well-Being    Implementation of Heart Centered Learning (HCL) in New England    The Power of Community-Based Approaches Chapter 2. Best Practices for a Healthy School Climate and School Culture    How Can Schools Improve Children’s Well-Being?    A Model for School Cultures That Foster Mental Health    The Five Cs of Heart Centered Learning: Strategies to Take a Schoolwide Approach to Supporting Staff and Student Well-Being    The Five Cs    Using Heart Centered Learning to Build Compassionate School Communities in New England Through Visioning Chapter 3. Tiered Systems and Mental Health Screening    Learning From History    ACES and Social Emotional Learning    The Multi-Tiered Systems of Supports    Universal Screening in Schools    How Are We Screening and Why?    Potential Issues in Screening    More on the Tiers of Systems of Supports    Following Up and Fostering a Support System Chapter 4. Considerations for Staff Mental Health and Well-Being    Uncertainty and Isolation    Staff Stress and Trauma Are at an All-Time High    What Stressors Are Unique to Educators?    Teacher Attrition Is at an All-Time High    The Relationship Between Student Trauma and Teacher Stress    Understanding Current Needs and Concerns    Practical Solutions to Improve Educator Mental Health and Well-Being    A Schoolwide Approach to Foster Well-Being Part 2: Leadership Chapter 5. Adaptive Leadership Within the Childhood-Trauma Learning Collaborative    Resiliency and Finding Hope    Leading in a Time of Fear and Uncertainty    Action Informed by Assessment    The Importance of Professional Development    What Is Effective School Leadership?    Characteristics of Transformational School Leaders    School Leaders as Change Agents    Evolving Leadership: Being Inclusive and Visionary    Transactional School Leadership Management Practices    Balancing Transformational and Transactional Leadership    Adaptive Leadership Chapter 6. Caring and Competent Leadership for Children’s Mental Health and Well-Being    Understanding Our Vulnerabilities: Leading With Care, Love, and Acceptance    Three Overlapping Lenses to Develop Positive School Leadership and Improve Children’s Well-Being    Caring School Leadership    Heart Centered Mindful School Leadership    Addressing Mental Health Concerns With the Compassionate School Mental Health Model    School Safety    Principals Set Policies and Protocols    Self-Care Exercises Part 3: Child and Family Supports Chapter 7. Belonging and Building Community    The Drive to Belong    Belonging: A Psychological Need    Finding that One Caring Adult    School and Agency Collaboration    Key Players    Wraparound Services    Strategies for Getting Started Chapter 8. How Schools Can Help Families    A Sense of Urgency    Communication Is a Two-Way Street    Increasing Mental Health Literacy    Cultural Considerations    When a Mental Health Diagnosis Is Part of the Equation    Home School Collaboration    The Transmission of Trauma    Working to Heal Intergenerational Trauma by Cultivating Compassionate School Communities    Offering Parent Education to Foster Compassionate Parenting    Parent Teacher Associations: A Network Made to Partner With Schools    Reflections on Strengthening Mental Health and Well-Being: Leverage Parent Resources to Fulfill Needs, Wants, and Dreams Part 4: The Future Chapter 9. Reaching Our Destiny—Overcoming Challenges and Moving Forward    Our Encounter With Destiny    Time for Reflection Allows for Visioning References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738524430679,"sku":"9781071820490","price":30.39,"currency_code":"GBP","in_stock":false}]},{"product_id":"dont-suspend-me-9781071870143","title":"Dont Suspend Me","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eShift from traditional to alternative discipline that really works\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eAs educators face ever-changing discipline laws and regulations coupled with a return to in-person learning, the second edition of \u003cem\u003eDon't Suspend Me!\u003c\/em\u003e arrives at the perfect time to guide them in everything they need to know to avoid reverting to traditional, exclusionary discipline practices.\u003c\/p\u003e  \u003cp\u003eThis user-friendly guidebook helps teachers and administrators use alternative discipline methods to create positive, meaningful, and long-term behavior shifts for students. Inside you'll find\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eAn updated alternative discipline toolkit with additional easy-to-use tools, templates, and processes\u003c\/li\u003e      \u003cli\u003eMethods for addressing traditional beliefs and pushback from stakeholders\u003c\/li\u003e      \u003cli\u003eRecommendations for bringing policy to practice\u003c\/li\u003e      \u003cli\u003eCase studies, examples, and lessons learned from educators in the field who successfully used the first edit\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart 1 Chapter 1. Building a Case for Alternative Discipline Chapter 2. Discipline Belief Self-Inventory    Who Is This Self-Inventory For?    Why Does This Self-Inventory Matter to Me?    What Are Your Current Beliefs About Discipline?    Discipline Belief Self-Inventory    Discipline Belief Self-Inventory Scoring Chapter 3. Questions and Tips Before You Begin    Is Alternative Discipline a One-Size-Fits-All Approach?    Are Conversations About Using Alternative Discipline Difficult to Have?    How Can We Approach Discipline in This Way If We Do Not Have the Budget, Resources, and Personnel for It?    Do the Provided Alternative Discipline Examples Pertain to All Grade Levels?    Is It Harder to Approach Discipline in This Way?    When Do We Use Alternative Discipline? Chapter 4. Alternative\/Innovative Discipline    What Is Alternative\/Innovative Discipline? Part II. Case Studies on Alternative Discipline Chapter 5. Case Studies    Alternative Discipline Case Study 1    Alternative Discipline Case Study 2    Alternative Discipline Case Study 3    Authors’ Note Part III. Alternative Discipline Menu by Common Behavior Incidents Chapter 6. Alternative Discipline Menu Introduction Chapter 7. Alternative Discipline Menu    Bullying    Cyberbullying    Drug\/Alcohol Offense    Fight    Fire Related    Inappropriate Language    Property Damage    Repeated Classroom Disruptions    Sexual Harassment    Substitute Teacher    Technology Offense    Theft    Truancy Part IV. Bringing It All Together Chapter 8. So What Now?    Alternative Discipline Contract    Challenge to Educators\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738525413719,"sku":"9781071870143","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071870143.jpg?v=1720049227"},{"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":"education-roads-less-traveled-9781475847536","title":"Education Roads Less Traveled","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEvery year, large numbers of American young people who are not terribly interested in attending a four-year college reluctantly enroll anyway, effectively pressured by combinations of parents, peers, teachers, guidance counselors, and the normative air they breathe. More than occasionally, they wind up confirming that collegiate life is not for them and, sooner or later, drop out. From there, again more than occasionally, they find themselves unemployed or underemployed, in big-time student debt, and quite possibly feeling like a failure.Cratered paths like these routinely stunt entries to middle-class jobs and careers. These are often needless delays and losses, because other education and career routes are primed to better serve millions of young men and women, especially those who enjoy working with their hands. Taking advantage of these routes also simultaneously enriches our economy.Digging deeply into issues like these is the book's main aim. Helping teenagers think through what \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eMitch Pearlstein is correct, a four-year college isn’t for everyone.  Every parent who thinks that’s’ true for other people’s kids, but not their own, should read this critically important book.  Pearlstein’s data-driven examination shows why current norms and notions that nearly everyone should go to college are recipes for disappointment for millions and serious impediments to economic growth. -- Randy Ahlm, CEO, Imperial Plastics, Inc.\u003cbr\u003eMitch Pearlstein knows how to make a convincing case. This time it is about why we should expose more young Americans to the many educational opportunities and career pathways that exist outside of the traditional four-year college route. -- Robert Doar, former commissioner for human services in both New York City and New York State\u003cbr\u003eIt’s a miracle that such an important book is also such a joy to read.  It is the key to improving millions of lives, financially and in terms of self-respect, and to strengthening our country as well.  Pearlstein sees a major crisis that has been overlooked for far too long.  And he tells us, wisely, how to overcome it. His message is brilliant—and urgent. -- David Lebedoff, author, \"The Uncivil War\"; founder, SwanStaff, a company helping those without four-year-degrees to achieve highly rewarding careers\u003cbr\u003eMitch Pearlstein is on to something very important: college education is not for everyone--but everyone should enter adulthood with a skill that can earn them a decent income, and help them support a family. If we are serious about making America into a country of prosperity for all, we need to give a serious listen to what Mitch has to say. -- Nicholas Eberstadt, American Enterprise Institute\u003cbr\u003eMitch Pearlstein has penned a timely and very useful book about why many now find college to be more obstacle than opportunity. Notably, in an era when many are quick to demonize higher education or rush to its defense, he manages to do neither. Instead, he thoughtfully examines the landscape, suggest practical options, and sketches a promising path forward. -- Frederick Hess, author of Letters to a Young Education Reformer; director of education policy studies at the American Enterprise Institute\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments\t Introduction Chapter 1: The Four-Year College Bias\t Chapter 2: Underemployed Paths to Great Jobs\t Chapter 3: The Growing Power of Debt\t Chapter 4: Potential Economic Detours Chapter 5: Potential Social Detours Chapter 6: The Art of Craft Chapter 7: Conclusion Index\t About the Author","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":48739631038807,"sku":"9781475847536","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475847536.jpg?v=1791471976"},{"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":"case-conceptualization-and-effective-interventions-9781483340081","title":"Case Conceptualization and Effective","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eWith fully integrated DSM-5 criteria and current CACREP standards, this text examines case conceptualization and effective treatments across the most common disorders encountered in counseling. The comprehensive approach helps readers develop their professional identities as well as their case conceptualization and intervention skills. Each chapter blends current theory and research with case illustrations and guided practice exercises to anchor the material in real-world application. Using an innovative new Temporal\/Contextual (T\/C) Model, the book provides an easy-to-apply and practical framework for developing accurate and effective case conceptualizations and treatment plans.\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003eCase Conceptualization and Effective Interventions \u003c\/strong\u003eis part of the\u003cem\u003e \u003c\/em\u003eSAGE\u003cem\u003e Counseling and Professional Identity \u003c\/em\u003eSeries, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"In [this book], Zubernis and Snyder provide counselors-in-training and beginning counselors alike with an \u003cstrong\u003eexcellent resource\u003c\/strong\u003e to assist them in accurately diagnosing and treating clients using current approaches proven to be effective at bringing about change. Through their guided presentation of mental disorders most often encountered by professional counselors, Zubernis and Snyder bridge the gap between theory and practice and prepare counselors to effectively work with diverse client populations.\"\u003cbr\u003e \u003c\/p\u003e -- Joshua C. Watson, Mississippi State University-Meridian\u003cbr\u003e\u003cp\u003e\"This text will help \u003cstrong\u003etransform how we teach \u003c\/strong\u003eand provide skill development [and] professional identity for our students in the 21\u003csup\u003est\u003c\/sup\u003e century.\"\u003c\/p\u003e -- Anthony T. Strange, Winthrop University\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1: A Journey into the Profession    Introduction    A Brief History of Counseling    Who Are We Now? Counseling and Related Professions    Where Are We Now?    Where Are We Going? Looking To the Future Chapter 2: What Makes Counseling Work?    Introduction    Personal Characteristics of the Effective Counselor    The Therapeutic Alliance    Facilitative Conditions Which Support the Helping Relationship    Transference and Countertransference    Relationship Ruptures    Counselor Self-Awareness    Multicultural Competence    Accountability    Theoretical Orientation    What About the Client?    Pulling It All Together Chapter 3: Case Conceptualization That Works    Introduction    Diagnosis and Problem Identification    Case Conceptualization    The T\/C Model: An Integrative Approach to Case Conceptualization    The Case of Katy    Treatment Planning Chapter 4: Depressive Disorders    Introduction    Disruptive Mood Dysregulation Disorder (DMDD)    Premenstrual Dysphoric Disorder (PMDD)    Major Depressive Disorder (MDD), including Major Depressive Episode (MDE)    Persistent Depressive Disorder (PDD)    Substance\/Medication Induced Depression    Other Specified and Unspecified Depressive Disorders    Comorbidity    Cultural Considerations and Population Factors    Etiology and Risk Factors    Treatment Interventions    Case Conceptualization for Depression Using the T\/C Model    The Case of James Chapter 5: Bipolar Disorders    Introduction    Comorbidity    Cultural Considerations and Population Factors    Etiology and Risk Factors    Treatment Interventrions    Case Conceptualization for Bipolar Disorders Using the T\/C Model    The Case of Jason Chapter 6: Anxiety Disorders    Introductions    Generalized Anxiety Disorder (GAD)    Panic Disorder    Specific Phobias    Social Anxiety Disorder (SAD)    Agoraphobia    Comorbidity    Cultural Considerations and Populations Factors    Etiology and Risk Factors    Treatment Interventions    Case Conceptualization for Anxiety Using the T\/C Model    The Case of Jim Chapter 7: Obsessive Compulsive and Related Disorders    Introduction    Obsessive Compulsive Disorder (OCD)    Body Dysmorphic Disorder (BDD)    Hoarding Disorder (HD)    Comorbidty    Cultural Considerations and Population Factors    Etiology and Risk Factors    Treatment Interventions    Case Conceptualization for OCD and Related Disorders Using the T\/C Model    The Case of Sandy Chapter 8: Trauma and Stress-Related Disorders    Introduction    Acute Stress Disorder (ASD)    Posttraumatic Stress Disorder (PTSD)    Comorbidity    Cultural Considerations and Population Factors    Etiology and Risk Factors    Treatment Interventions    Case Conceptualization for Trauma-Related Disorders Using the T\/C Model    The Case of Sora Chapter 9: Feeding and Eating Disorders    Introduction    Anorexia Nervosa (AN)    Bulimia Nervosa (BN)    Binge-Eating Disorder    Comorbidity    Cultural Considerations and Population Factors    Etiology and Risk Factors    Treatment Interventions    Case Conceptualization for Eating Disorders Using the T\/C Model    The Case of Rebecca Chapter 10: Substance-Related and Addictive Disorders    Introduction    Substance Use Disorders    Comorbidity    Cultural Considerations and Population Factors    Etiology and Risk Factors    Treatment Interventions    Case Conceptualization for Substance-Related Disorders Using the T\/C Model    The Case of JJ Chapter 11: Personality Disorders    Introduction    Comorbidity    Cultural Considerations and Population Factors    Etiology and Risk Factors    Treatment Interventions    Case Conceptualization of Personality Disorders Using the T\/C Model    The Case of Jerry Chapter 12: Disorders With Typical Childhood Onset    Introduction    Autism Spectrum Disorder (ASD)    Comorbidity    Cultural Considerations and Population Factors    Etiology and Risk Factors    Treatment Interventions    Attention Deficit\/Hyperactivity Disorder (ADHD)    Comorbidity    Cultural Considerations and Population Factors    Etiology and Risk Factors    Treatment Interventions    Oppositional Defiant Disorder (ODD)    Comorbidity    Cultural Considerations and Population Factors    Etiology and Risk Factors    Treatment Interventions    Conduct Disorder (CD)    Comorbidity    Cultural Considerations and Population Factors    Etiology and Risk Factors    Treatment Interventions    Case Conceptualization Considerations Using the T\/C Model    The Case of Phillip Chapter 13: Case Conceptualization in Practice    Case Conceptualization and the T\/C Model    Going Forward: The T\/C Model in Practice","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739654861143,"sku":"9781483340081","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781483340081.jpg?v=1791472307"},{"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":"miss-i-don-t-give-a-sh-t-engaging-with-challenging-behaviour-in-schools-9781529731576","title":"Miss, I don’t give a sh*t : Engaging with","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eDo you want to be an inspiring teacher for everyone you teach, \u003cem\u003eeven\u003c\/em\u003e the trickier cherubs in your class? Or maybe you just want to get through a lesson without a desk flying at you or a blazer being set alight?\u003c\/p\u003e \u003cp\u003eIn this down-to-earth book Adele Bates shares practical approaches, strategies and tips from the classroom on how to help pupils with behavioural needs thrive with their education. Packed full of real-life classroom scenarios, student voice and relevant theory, every chapter offers an Action Box helping you to implement these strategies – next lesson, next week and long term. \u003c\/p\u003e \u003cp\u003eFrom relationship building and teaching self-regulation, to fostering inclusivity, paying attention to your own self-care and schoolwide approaches, Adele Bates unpicks some of the most difficult aspects of being a teacher and empowers you to grow as a confident classroom professional.\u003c\/p\u003e \u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eA humorously-written book detailing all you need to know about creating effective relationships in the classroom and revolutionising the way we view teaching and learning.\u003c\/p\u003e -- FJ King\u003cbr\u003e\u003cp\u003eLooking for a breath of fresh air when it comes to behaviour management? Look no further. With wit and wisdom, passion and compassion, Adele Bates not only puts the relationships between teacher and young person at the heart of the educational endeavour, but also gives that young person a voice.\u003c\/p\u003e -- Ian Gilbert\u003cbr\u003e\u003cp\u003eThis book offers an in-depth, detailed and nuanced overview of the subject of behaviour, with a particular focus on building relationships, helping pupils to feel safe and on teacher self-care. It is a must read book for all teachers, and will be particularly helpful for those working in the most challenging contexts, staff in alternative provision and those working with children who have SEND and SEMH. \u003c\/p\u003e -- Sue Cowley\u003cbr\u003e\u003cp\u003eAdele Bates has written a highly readable book brimming with practical ideas, exuberant optimism and encouragement of experimentation. She urges practitioners to see beyond the so-called bad behaviour to the human being in context. This is a book that celebrates the importance of reflection, empathy and care,  including the all vital task of self-care. \u003c\/p\u003e -- Melissa Benn\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1: “Miss, you look sh*t”: Boundaries, negotiations and care – for you Chapter 2: “Miss, there’s no way I’m coming to your class”: Safety first (learning second) Chapter 3: “Miss, you are not my Mum”: Building Relationship Chapter 4: “Miss, you don’t even know me”: See the child, not the behaviour Chapter 5: “Miss, but I am being quiet”: Explicitly teaching behaviour and self-regulation Chapter 6: “Miss, you are the worst teacher ever”: Don’t take it personally Chapter 7: “Miss, I’m too thick to be in this class”: Inclusivity, belonging and bias Chapter 8: “Miss, do you live in this classroom?”: Be part of a team Chapter 9: “Miss, this school is dead”: Schoolwide approaches to behaviour Chapter 10: “Miss, do you actually know what you’re doing?”: Troubleshooting","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740310384983,"sku":"9781529731576","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529731576.jpg?v=1791473385"},{"product_id":"hatching-tier-two-and-three-interventions-in-your-elementary-school-counseling-program-9781544345284","title":"Hatching Tier Two and Three Interventions in Your","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003eReady your school counseling program for the kids who need it the most!\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  For many students, elementary school is a time of tough transitions. When a student struggles in class, has difficulty making friends, experiences a life-changing event or crisis, or faces other challenges, your support is essential. Finding the right intervention for each identified student can be the key to that child’s future success.\u003cbr\u003e  \u003cbr\u003e  In this companion book to \u003cem\u003eThe Use of Data in School Counseling and Hatching Results for Elementary School Counseling\u003c\/em\u003e, Trish Hatch, Ashley Kruger, Nicole Pablo and Whitney Triplett offer a systematic, evidence-based approach to creating and implementing high-quality interventions within a Multi-Tiered System of Support (MTSS). This hands-on guide features:\u003cbr\u003e  \u003cbr\u003e  • Thorough exploration and explanation of Tier 2 and Tier 3 activities\u003cbr\u003e  • Guidelines for progress monitoring and collaboration with teachers and family\u003cbr\u003e  • Templates for developing lesson plans and action plans\u003cbr\u003e  • Web-based resources, including downloadable templates and a discussion guide\u003cbr\u003e  • Personal stories and vignettes from practicing school counselors and teachers of the year\u003cbr\u003e  \u003cbr\u003e  Every student deserves a quality education in a positive, healthy, safe environment. When you provide targeted, data-driven interventions for students in need, you make that possible for them—and improve school life for their classmates and teachers as well.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Carey Dimmitt Acknowledgments About the Authors Introduction Chapter 1. Multi-Tiered, Multi-Domain System of Supports: A Framework for Tier 2    An Introduction to MTSS in Education    Connecting MTSS to School Counseling Domains: MTMDSS    Multi-Tiered, Multi-Domain System of Supports (MTMDSS)    MTMDSS Alignment to Text    MTMDSS Assessment Chapter 2. Using Data to Drive Tier 2 Interventions    School Counselors and Data Proficiency    Tier 2 Intentional Interventions Chapter 3. Determining the Appropriate Tier 2 Interventions    Direct Tier 2 Services    Indirect Tier 2 Services    Tier 2 Services Based on a Demographic Indicator    Disaggregating School Data and Closing the Gap Chapter 4. Franchising Tier 2 Interventions    No More Random Acts of Intervention    Referral Forms    Menu of Services Chapter 5. Planning for Small Groups    Types of Counseling Groups    Using Data to Determine Small Group Counseling Topics    Scheduling Groups    Preparing for Small Group Facilitation Chapter 6. Selecting and Developing Small Group Curriculum    The Art and Science of Small Group Counseling Curriculum    Data-Driven Curriculum Decisions    Evidence-Based Practice (EBP) and Small Group Counseling    Lesson Plans    Lesson PowerPoint Chapter 7. Facilitating Small Groups: What Works and What Doesn’t    School Counselor Toolbox    Final Considerations Chapter 8. Assessments and Progress Monitoring    Types of Data    Conceptual Diagram Revisited    Creating Pre-\/Post-Assessments    How to Collect Pre-\/Post-Assessment Data    Ongoing Assessments: Progress Monitoring for Small Groups Chapter 9. Tier 3 Intensive Interventions    Tier 3    Types of Tier 3 Interventions    Types of Direct Tier 3 Interventions    Types of Indirect Tier 3 Interventions Chapter 10. Other Tier 2 and 3 Evaluations and Sharing Results    Collecting Outcome Data    Why Report Results?    Analyzing Data for Effectiveness    Evaluating the Intervention    Sharing Results Appendix A Appendix B References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740476191063,"sku":"9781544345284","price":31.34,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544345284.jpg?v=1791473793"},{"product_id":"teachers-of-the-pandemic-from-resilience-to-recovery-9781637652022","title":"Teachers of the Pandemic: From Resilience to","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Halo Publishing International","offers":[{"title":"Default Title","offer_id":48740736631127,"sku":"9781637652022","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"grit-tenacity-proactivism-9781638297369","title":"Grit + Tenacity + Proactivism","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Austin Macauley Publishers LLC","offers":[{"title":"Default Title","offer_id":48740750917975,"sku":"9781638297369","price":8.99,"currency_code":"GBP","in_stock":false}]},{"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":26.16,"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":999.99,"currency_code":"GBP","in_stock":false}],"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":"the-recovery-toolbox-for-primary-aged-children-nurturing-wellbeing-activities-for-young-people-aged-7-11-9781912112524","title":"The Recovery Toolbox for Primary-Aged Children:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAn essential collection of easy-to-use, fun activities to support primary-aged children with their wellbeing and recovery following the COVID-19 pandemic and beyond. Therapeutic, trauma-informed activities prioritise wellbeing, relationships, resilience and self-esteem. For use at school and home.","brand":"Loggerhead Publishing Ltd","offers":[{"title":"Default Title","offer_id":48742648086871,"sku":"9781912112524","price":22.49,"currency_code":"GBP","in_stock":false}]},{"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":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781912755967.jpg?v=1720062462"},{"product_id":"i-lost-my-bff-teacher-and-counselor-activity-guide-9781944882686","title":"I Lost My Bff - Teacher and Counselor Activity","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEngage students in meaningful conversation and relevant activities to help with their prosocial development.  This teacher and counsellor activity guide is designed to accompany I Lost My BFF book, which focuses on the evolution of friendships that happens over time, particularly with girls.  This guide includes the text from the story, along with discussion questions and activities for each chapter!","brand":"Boys Town Press","offers":[{"title":"Default Title","offer_id":48742871990615,"sku":"9781944882686","price":17.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781944882686.jpg?v=1720063153"},{"product_id":"hes-not-just-teasing-counsellor-guide-teacher-and-counselor-activity-guide-9781944882648","title":"He'S Not Just Teasing - Counsellor Guide: Teacher","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Boys Town Press","offers":[{"title":"Default Title","offer_id":48742872252759,"sku":"9781944882648","price":17.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781944882648.jpg?v=1720063155"},{"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":"why-is-drama-always-following-me-teache-and-counselor-activity-guide-9781944882952","title":"Why is Drama Always Following Me? Teache and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe guide pairs text from the story with probing questions and creative activities that allow teachers, counsellors, or group leaders to engage students in meaningful discussions about betrayal, envy, lies, conflict, open-mindedness, forgiveness and other issues related to friendship. This teacher and counsellor activity guide supplements the Why is Drama Always Following Me? chapter book, a thought-provoking and insightful exploration of the ups and downs of school friendships, particularly among girls. After reading the story and completing the activities, students of all ages will be empowered to:examine the quality of their friendshipsidentify patterns of behaviour that can potentially harm their relationshipsimprove their social communication skills.WHY IS DRAMA ALWAYS FOLLOWING ME? TEACHER AND COUNSELOR ACTIVITY GUIDE is the fourth title in the popular Navigating Friendship book series by school counselor and award-winning author Jennifer Licate. The series features chapter books and supplemental activity guides designed to help middle school students navigate changing friendships, advocate for themselves, and get along with others.","brand":"Boys Town Press","offers":[{"title":"Default Title","offer_id":48742872613207,"sku":"9781944882952","price":19.8,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781944882952.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}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783030829131.jpg?v=1791480544"},{"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":"seeing-red-9780865717602","title":"Seeing Red","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e A unique, proven approach to anger management for elementary and middle-school aged children. \u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e Anger is a natural human emotion, but if it isn''t managed properly its effects can be devastating. \u003cem\u003e Seeing Red \u003c\/em\u003e is a curriculum designed to help elementary and middle-school aged students better understand their anger so they can make healthy and successful choices and build strong relationships. This completely revised and updated edition includes a comprehensive anti-bullying component, complete with cutting-edge material specific to cyber-bullying and social media. \u003c\/p\u003e\u003cp\u003e Designed especially for use with small groups, \u003cem\u003e Seeing Red \u003c\/em\u003e enables participants to learn from and empower one another. Its unique group process helps children and teens build important developmental objectives such as leadership skills (taking initiative, presenting in front of the group), social skills (taking turns, active listening), and building self-esteem (problem sol\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e...I can't express enough how much I love this book. [It] really focuses on what is behind the anger, how you have power over your reaction to angry feelings, and ways to cope with that anger. It is very engaging and fun! ---Danielle Schultz, author, School Counselor Blog Seeing Red is an excellent resource for anyone working with children who need help self-regulating their emotions. As a busy professional, it is often difficult to find the time to create lessons and do the planning necessary to run quality groups. Jennifer Simmonds has done the work for you! You can open up the Seeing Red curriculum and follow it each week with confidence. The kids grow from the quality experiences and practice they get from participating in the program. The lessons are creative and will hold their attention while providing real skill building. This resource should be in everyone's professional tool box! I wouldn't dream of doing my job without it. ---Lisa Hansen, school counselor Seeing Red offers a roadmap for steering our children through the scary and misunderstood feelings of anger. Clear lesson plans, clues for the leader, and a simple supply list make this curriculum accessible for even the busiest school social worker or group facilitator. Jennifer Simmonds has provided an invaluable curriculum for teaching angry kids how to hold onto their best selves during times of stress and emotional dysregulation. ---Chris Dooley-Harrington, LICSW, Children's Grief Specialist We teach kids important skills like reading and writing so they can get along in the world. We also need to teach kids the key skills needed to get along with other people. Anger management is one of those crucial skills and Seeing Red is a wonderful step by step program to teach children how to do it. -- David Walsh, PH.D., President, National Institute on Media and the Family The Seeing Red curriculum has been helpful for my students, enabling them to think about specific situations, to break them down, and to recreate new ways of handling their anger. Students have an opportunity to learn that everyone gets angry and that it is a normal feeling. This curriculum helps them understand different and more positive ways of expressing their anger. -- Leslie Colerin, School Social Worker, Anne Sullivan Communication Center The Seeing Red curriculum is very well laid out for the facilitator. It offers interactive activities to bring about discussion on a very serious topic, and does so in a fun and effective manner. Each lesson builds upon the others, creating a comprehensive and thorough curriculum that fosters learning and an understanding of anger as an emotion, and that it is how we deal with anger that makes a difference. -- Julie Neitzel Carr, Resolution and Prevention Program, YWCA of Minneapolis\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e Part 1: Introduction \u003c\/strong\u003e\u003cbr\u003e About Seeing Red \u003cbr\u003e Group Process \u003cbr\u003e Keys to a Positive Group Process \u003cbr\u003e Helpful Hints to Enhance Your Seeing Red Group Experience \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e Part 2: Sessions \u003c\/strong\u003e\u003cbr\u003e Session 1: Welcome to Seeing Red! \u003cbr\u003e Session 2: What Are My Anger Triggers? \u003cbr\u003e Session 3: Self-regulation: Brain Over Body \u003cbr\u003e Session 4: Masking Our Feelings \u003cbr\u003e Session 5: Not All Consequences Have Bad Outcomes \u003cbr\u003e Session 6: Bystanders \u003cbr\u003e Session 7: How to Keep Your Personal Power \u003cbr\u003e Session 8: Technology and Cyberbullying \u003cbr\u003e Session 9: The Power of Forgiveness \u003cbr\u003e Session 10: My Family's Anger \u003cbr\u003e Session 11: What Do I Ever Get to Decide? \u003cbr\u003e Session 12: Seeing Red Good-bye Celebration! \u003c\/p\u003e\u003cp\u003e Supplemental Seeing Red Activities and Self-regulation Techniques \u003cbr\u003e Seeing Red's Wood Block Statements \u003cbr\u003e List of Resources \u003cbr\u003e About the Author \u003c\/p\u003e","brand":"New Society Publishers","offers":[{"title":"Default Title","offer_id":48866114601303,"sku":"9780865717602","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780865717602.jpg?v=1791468309"},{"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":999.99,"currency_code":"GBP","in_stock":false}]},{"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":9.86,"currency_code":"GBP","in_stock":true}]},{"product_id":"cracking-the-boy-code-9780865718760","title":"Cracking the Boy Code","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eA clinical psychologist specializing in children and adolescents shares the secret language of boys and how to reconnect with them. \u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eAll too quickly, talkative, affectionate young boys seem to slip away. Adolescents may be transformed overnight into reclusive, seemingly impenetrable young people who open up only to their friends and spend more time on devices than with family. How do you penetrate this shell before they are lost to you?\u003c\/p\u003e\u003cp\u003eDrawing on decades of experience garnered through thousands of hours of therapy with boys, Cracking the Boy Code explains how the key to communicating with boys is understanding their universal psychological needs and using specific, straightforward communication techniques. Coverage includes:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eWhy it's important to understand the psychological needs of boys\u003c\/li\u003e\n\u003cli\u003eHow to talk to be heard, and listen to understand\u003c\/li\u003e\n\u003cli\u003eThe crucial role of non-verbal cues\u003c\/li\u003e\n\u003cli\u003eLearning the universal tone that helps boys li\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePrologue\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart I: Strategies and Techniques for Talking\u003c\/b\u003e\u003cbr\u003eChapter 1: What Is Good Communication?\u003cbr\u003eChapter 2: Is He Hearing You?\u003cbr\u003eChapter 3: What's He Thinking?\u003cbr\u003eChapter 4: Great Beginnings\u003cbr\u003eChapter 5: Vocal Tone and Eye Contact\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart II: Deepening the Conversation\u003c\/b\u003e\u003cbr\u003eChapter 6: Authenticity - Helping Boys Become Themselves\u003cbr\u003eChapter 7: Boys and Work\u003cbr\u003eChapter 8: Keys to Motivation\u003cbr\u003eChapter 9: Therapy with Boys\u003c\/p\u003e\n\u003cp\u003eAppendix: Fifty Purposeful Work Ideas\u003cbr\u003eEndnotes\u003cbr\u003eAcknowledgments\u003cbr\u003eIndex\u003cbr\u003eAbout the Author\u003cbr\u003eA Note about the Publisher\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"New Society Publishers","offers":[{"title":"Default Title","offer_id":48884845248855,"sku":"9780865718760","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780865718760.jpg?v=1791468310"},{"product_id":"psychological-consultation-and-collaboration-in-school-and-community-settings-9781285098562","title":"Psychological Consultation and Collaboration in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWith Dougherty's PSYCHOLOGICAL CONSULTATION AND COLLABORATION IN SCHOOL AND COMMUNITY SETTINGS, 6th Edition, you will see how human service professionals help others work more effectively to fulfill their work-related or caretaking responsibilities to individuals, groups, organizations, and communities. This practical book uses a proven generic model for application, surveys various approaches to consultation, examines the organizational context of consultation, and reviews the numerous ethical and professional challenges that today's consultants face. As you work through the book, you can develop or refine your own personal model of consultation. Case studies bring concepts to life and help you learn how to deliver services most effectively. This edition includes new content aligned with CACREP and other standards, an increased focus on school-based consultation, new material on cultural diversity, advocacy, social justice, prevention, systems theory, and ecological variables as they \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart I: CONSULTATION AND CONSULTANTS, COLLABORATION AND COLLABORATORS. 1. The Foundations of Consultation and Collaboration. 2. Consultants, Consultees, and Collaborators. Part II: THE STAGES OF CONSULTATION AND COLLABORATION. 3. An Overview of the Generic Model of Consultation and Collaboration. 4. Entry Stage. 5. Diagnosis Stage. 6. Implementation Stage. 7. Disengagement Stage. 8. Pragmatic Issues of Working Within an Organization. Part III: MODELS OF CONSULTATION AND COLLABORATION. 9. Mental Health Consultation and Collaboration. 10. Behavioral Consultation and Collaboration. 11. Organizational Consultation and Collaboration. 12. School-Based Consultation and Collaboration. 13. Case Study Illustrations of Consultation and Collaboration. Part IV: PROFESSIONAL ISSUES AND EPILOGUE. 14. Ethical and Legal Issues. Epilogue.","brand":"Cengage Learning, Inc","offers":[{"title":"Default Title","offer_id":48885335294295,"sku":"9781285098562","price":206.73,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781285098562.jpg?v=1791470236"},{"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":230.39,"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":"mind-your-writing-how-to-be-a-professional-academic-writer-9783847424598","title":"Mind Your Writing – How to be a Professional","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn order to write and publish successfully, academic writers must be aware of their skills and their role as writers. They need to be able to answer fundamental questions about their writing, enabling them to make conscious and strategic decisions. Only in that way they will become writing professionals who successfully carry out their profession.","brand":"Verlag Barbara Budrich","offers":[{"title":"Default Title","offer_id":48889307365719,"sku":"9783847424598","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783847424598.jpg?v=1791482434"},{"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":"i-can-problem-solve-icps-intermediate-elementary-grades-9780878224715","title":"I Can Problem Solve ICPS Intermediate Elementary","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe award-winning, evidence-based violence prevention and intervention program for children.   I Can Problem Solve (ICPS) is a universal school-based program designed to enhance the interpersonal cognitive processes and problem-solving skills of children in preschool through grade 6.   Developed by Myrna B. Shure for three age groups and supported by 25 years of meticulous research, ICPS is proven to prevent and reduce early high-risk behaviors such as impulsivity and social withdrawal and to promote prosocial behaviors such as concern for others and positive peer relationships.   ICPS for Intermediate Elementary GradesStructured Lessons: A total of 77 lessons, each with an easy-to-follow teacher script, guide childrenâs learning of essential ICPS vocabulary and concepts and problem-solving skills (alternative solutions, consequences, solution-consequence pairs, means-end thinking).   Interaction in the Classroom: Teachers and students learn a whole new way to communicate, using ICPS d","brand":"Research Press Inc.,U.S.","offers":[{"title":"Default Title","offer_id":49083746845015,"sku":"9780878224715","price":53.0,"currency_code":"GBP","in_stock":false}]}],"url":"https:\/\/bookcurl.com\/collections\/counselling-and-care-of-students.oembed?page=9","provider":"Book Curl","version":"1.0","type":"link"}