Counselling and care of students Books

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

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

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

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

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Book SynopsisUsing a Person-Centred Approach in Early Years Practice reflects on the principles of person-centred counselling, developed by Carl Rogers. It guides students and practitioners to use this approach within the sphere of early childhood education, providing radical new ways of promoting emotions, emotional regulation and well-being.This accessible resource reveals how a therapeutic approach with a humanistic perspective can be understood and woven into early years professional practice by practitioners themselves. Exploring how educators can be supportive through empathy, understanding and congruent in developing relationships, this text provides: an overview and rationale to using a person-centred approach its association to emotions, health and well-being the role of therapeutic play in early years communities, from child, parents and wider team how a person-centred approach can impact leadership and teamwork its increaTable of Contents1. Person-Centred Principles: A Rogerian Approach and Principles 2. Person-Centred Practice: Therapeutic Play and Supporting Emotional Well-Being in Early Years Practice 3. Person-Centred Care: An Emotional Pedagogy with Young Children 4. Person-Centred Support: Supervision in Early Years Practice 5. Person-Centred Planning: Teamwork and Leadership in Early Years Practice 6. Person-Centred Thinking and Listening: Parent Partnership in Early Years Practice 7. Person-Centred Approach: An Inclusive Approach 8. An End Note of Theory to Practice

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

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Book SynopsisNow in its third edition, The Heart of Counseling is a key resource helping students to understand the importance of therapeutic relationships and to develop the qualities that make the therapeutic relationships they build with clients the foundation of healing. In these pages, students will learn how all skills arise from, and are directly related to, the counselor's development and how they build therapeutic relationships. Student learning ranges from therapeutic listening and empathy to structuring sessions, from explaining counseling to clients and caregivers to providing wrap-around services, and ultimately to experiencing therapeutic relationships as the foundation of professional and personal growth. Enhancing development with extensive online student and instructor materials, this new edition includes: extensive case studies and discussions on applying skills in school and agency settings specific guidance on Trade Review"The latest research in the field demonstrates that the therapeutic relationship is vital for success in counseling and psychotherapy. Jeff and Nancy Cochran’s Heart of Counseling is the best available text on how to build and maintain the therapeutic relationship throughout the course of counseling. Its numerous examples and practical advice makes it a valuable resource for counseling students, practicing counselors, and counselor educators." — Howard Kirschenbaum, EdD, author of The Life and Work of Carl Rogers and Values Clarification in Counseling and Psychotherapy. "An unparalleled resource for students learning counseling skills! Students love the conversational nature of the text, and I value Jeff and Nancy’s ability to challenge beginning students to think complexly while providing enough concrete examples to meet developmental needs. The newly added mindfulness and neurobiology sections only increase the text’s quality." — Katherine Purswell, PhD, assistant professor of professional counseling at Texas State University "The Cochrans communicate what is truly important in the process of counseling in a way that beginning students are able to integrate deeply. They set a standard of self-awareness, depth, and relationships as the core of counseling. The authors provoke critical thinking while challenging students’ beliefs in a tactfully non-threatening way, an impressive feat in a text." — Hayley Stulmaker, PhD, clinical assistant professor of counseling at the University of Houston "The latest research in the field demonstrates that the therapeutic relationship is vital for success in counseling and psychotherapy. Jeff and Nancy Cochran’s The Heart of Counseling is the best available text on how to build and maintain the therapeutic relationship throughout the course of counseling. Its numerous examples and practical advice makes it a valuable resource for counseling students, practicing counselors, and counselor educators." — Howard Kirschenbaum, EdD, author of The Life and Work of Carl Rogers and Values Clarification in Counseling and Psychotherapy. "An unparalleled resource for students learning counseling skills! Students love the conversational nature of the text, and I value Jeff and Nancy’s ability to challenge beginning students to think complexly while providing enough concrete examples to meet developmental needs. The newly added mindfulness and neurobiology sections only increase the text’s quality." — Katherine Purswell, PhD, assistant professor of professional counseling at Texas State University "The Cochrans communicate what is truly important in the process of counseling in a way that beginning students are able to integrate deeply. They set a standard of self-awareness, depth, and relationships as the core of counseling. The authors provoke critical thinking while challenging students’ beliefs in a tactfully non-threatening way, an impressive feat in a text." — Hayley Stulmaker, PhD, clinical assistant professor of counseling at the University of Houston Table of Contents1. Twelve Concepts: Roots that Ground and Grow with the Heart of Counseling 2. The Rich and Subtle Skills of Therapeutic Listening 3. Striving for Empathy 4. Expressing Empathy 5. Striving For and Communicating Unconditional Positive Regard 6. The Delicate Balance of Providing Empathy and UPR in a Genuine Manner 7. Beginning with New Clients and Questions of Client Conceptualization 8. Structuring Therapeutic Relationships 9. When Clients Need Help Getting Started 10. Managing Client Crises with Therapeutic Relationship Skills 11. Ending Therapeutic Relationships 12. Therapeutic Relationships Across Cultures 13. Connecting Heart to Hand: Doing More, Going Beyond, Staying True 14. Heart and Mind: Major Counseling Theories and Therapeutic Relationships 15. Bringing Heart to All You Do

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

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Book SynopsisA unique manual to the discipline, Reflective Practice in Child and Youth Care addresses the need for distinct models of reflective practice across all Child and Youth Care (CYC) sectors. This seminal work contextualizes the history of reflective practice and provides readers with the necessary tools to develop their own approach to reflective practice. Special topics and key concepts include reflective practice theory, the mindfulness-reflection connection, and transformative learning techniques. Aligned with the CYC Code of Ethics and the CYC Competencies of Professionalism, this book promotes selfawareness and critical self-reflection through case studies, end-of chapter discussion questions, reflective writing templates, and selfassessment exercises. Fostering reflective methods and self-care strategies that can be used in practicums and professional settings, this unique workbook is an essential resource for students at any stage of a college or university program in child and youth care.Features allows instructor flexibility with chapters that can be taught in any preferred order connects to concepts that are covered across child and youth care program courses, strengthening student comprehension provides exercises that range in content and depth to ensure student engagement throughout the completion of the textbook

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

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Book SynopsisAt the heart of this essential guidebook lies a revolutionary approach to trauma and the children who experience it. Carrere and Kinder educate today's teachers and school leaders about the ways that trauma shows up in the classroom and its impacts on learning, behavior, development, and relationships. With this foundation, readers learn about the Re-Set Process-a structured yet flexible series of steps for addressing challenging behavior. This trauma-informed process and related strategies help heal the impacts of trauma, thereby improving behavior as well as social and academic outcomes.Trade Review“The Re-Set Process provides a clear and concise ‘how-to’ guide for teachers and administrators seeking trauma-sensitive, practical ways to work with students demonstrating challenging behaviors. Dyane brings her extensive real-life experiences and expertise to this resource, sharing her highly effective strategies with educators, mental health professionals, parents, and others seeking to implement proactive methods to positively impact the lives of children.”—Elizabeth Potts, Missouri Western State University“The Re-Set Process provides the tools that teachers are constantly seeking to move from ‘behaviour management’ to learner engagement and resilience.”—Ross Bernay, Deputy Head of School, Auckland University of Technology, University of Auckland, New ZealandTable of Contents About the Online Companion Materials About the Authors Foreword [Vicki Phillips, Ph.D] Preface Acknowledgments Section I Defining and Understanding Trauma Chapter 1 Trauma Foundations Chapter 2 Trauma in the Room Section I Resources Appendix A: Glossary Section II The Re-Set Process Chapter 3 The Re-Set Process Overview Chapter 4 The Re-Set Process: Proactive Forms Chapter 5 The Re-Set Process: Reactive Forms Chapter 6 The Re-Set Room Chapter 7 Re-Set Process Planning and Implementation Section II Resources Appendix A: Re-Set Activities Organized by Step Appendix B Scripts for Regulating Activities Appendix C: Fiddle Objects and Marble Maze Directions Section III Trauma-Informed Behavior Practices Chapter 8 Classroom Culture Chapter 9 Building Regulation Skills Chapter 10 Providing Behavior Feedback Chapter 11 Educator Self-Care Section III Resources Appendix A Team Collaboration Survey Appendix B Seating Positions Appendix C Spotlight Strategies: Simple Ways to Create Predictability Appendix D Spotlight Strategies: Simple Ways to Protect Emotional Safety Appendix E Spotlight Strategies: Simple Ways for Nurturing Adult to Student Relationships Appendix F Spotlight Strategies: Simple Ways for Nurturing Student to Student Relationships Appendix G Cooperative Learning Structures Appendix H Modulation Exercises Appendix I Behavior Management Systems: Risk Assessment Appendix J Ticket and Pocket System Appendix K Playing Card Reinforcement System

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Book SynopsisArgues that schools, and children, can only be saved by radically retooling teaching methods. Based on his work on choice theory, this work offers teaching techniques which emphasize co-operation and creativity. It provides ideas for improving the success of teachers and the enthusiasm of students.

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Book SynopsisEthical Decision-Making in School Mental Health provides ethical guidelines from four different professions and addresses mental health issues in schools. It offers an easy-to-follow seven-step model for mental health professionals to use when working through thorny ethical dilemmas.Trade ReviewEthical Decision-Making in School Mental Health is a great book for anyone teaching an ethics course or for those making decisions for individuals with less standing/status. * Mary Ann Thrush, International Journal of Social Work Values and Ethics *Ethical Decision-Making in School Mental Health has multiple strong elements; however, perhaps the most important is the way the authors deconstruct ethical decision-making. The book is a thorough discussion of the factors that go into ethical decision-making and the fiduciary responsibility of school mental health practitioners. This book is not limited to school practitioners but can serve as a good foundation for anyone who makes decisions regarding individuals with less standing, such as persons served by our criminal justice system, persons hospitalized, and elders, to name a few. Finally, in addition to making ethical decisions for others, Ethical Decision-Making in School Mental Health serves as a guide for making personal decisions concerning ethical dilemmas. * MaryAnn Thrush, PhD, MSW, International Journal of Social Work Values and Ethics *Table of ContentsIntroduction Chapter 1: Know Yourself and Your Responsibilities Chapter 2: Analyze the Predicament Chapter 3: Seek Consultation Chapter 4: Identify Courses of Action Chapter 5: Manage Clinical Concerns Chapter 6: Implement the Decision Chapter 7: Review and Document the Process Chapter 8: Ethical Recordkeeping Conclusion Appendix Glossary References Index

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

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Book SynopsisTable of ContentsIntroduction: The Perils of Hazing / Hank Nuwer1. Dead to Rites: The Chlorine Poisoning of Henrietta Jackson / Hank Nuwer2. Hazing in Fraternities and Sororities: A Primer / Hank Nuwer3. A Need for Transparency: Parents, Students Must Make Informed Decisions About Greek Life Risks / Douglas Fierberg and Chloe Neely4. Shame: The Hidden Harm of Hazing for Victims and Hazers / Tracy Maxwell5. Sexual Hazing: A Wrongful Passage / Norm Pollard6. Ill Met by Moonlight: The First Fraternity Hazing Death / Hank Nuwer7. Eliminating Band Hazing: What Must Be Done / Malinda Matney8. Hazing and Gender: Lenses for Prevention / Elizabeth J. Allan and Morgan B. Kinney9. Listening to the Voices of the Hazed: An Examination of Race, Violence, and Black Fraternity Membership / Ashley Stone10. Unspoken Sisterhood: Women in African American Sororities and Their Physical and Mental Ordeals—"Weeding the Good from the Bad" / Gina Lee-Olukoya11. Sexually Exploitive Athletic Hazing and Title IX in the Public School Locker Room / Susan P. Stuart12. A Mother's Story: I Lost My Child to Fraternity Hazing / Debbie Smith with Stacey Kennelly13. How Alfred University Ended the Greek System to Become a Hazing Research Institution / Norm Pollard14. How Schools May Have Facilitated and Operationalized Hazing: An Interview with Peter F. Lake Author of The Rights and Responsibilities of the Modern University/ Hank Nuwer15. A Fraternity Model: Addressing Campus Alcohol Misuse and Abuse / Edward G. Whipple and Robert A. Biggs16. A Realistic Approach to Public Relations for Fraternities in Crisis / Ray Begovich17. A Sorority Hazing Hero Incurs the Wrath of Alums / Sarah Wild18. How Reforms and Reformers Played a Role in Changing a Hazing Culture / Allison Swick-Duttine19. Hazing Hides in Plain Sight: An Open Letter to Hazers from a Nationally Known Speaker / David Westol20. Hazing and University Ethics: The Need for Faculty Involvement and Guidance / James F. Keenan, SJ21. Understanding Hazing in the Perilous World of Guyland: An Interview with Michael Kimmel / Hank Nuwer22. An Unsolved Cold Case: How Did Joe Bisanz Die? / Hank Nuwer23. Women and a Feminine Leadership Style Can Defeat Hazing / Tracy Maxwell24. The Purdue Tank Scrap / David Hovde25. A Blueprint for Greek Reforms: How to Establish an Anti-Hazing Task Force with Concrete "Good First Steps" to Change a Hazing Culture / Travis T. Apgar26. Hazing and the Law and Litigation: What You Need to Know / R. Brian Crow and Colleen McGlone27. Smokeouts and Smokescreens: Military Hazing / Hank Nuwer

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Book SynopsisDrawing on scholarship as well as established practice, A Handbook for Student Engagement in Higher Education is a sector-leading volume that unpacks the concept of student engagement. It provides ideas and examples alongside compelling theory- and research-based evidence to offer a thorough and innovative exploration of how students and staff can work together to genuinely transform the higher education learning experience.Providing readers with evidence from successfully embedded schemes, the book uses case studies and practical, workable examples from a variety of international institutions. With the insight of world-leading contributors, it showcases what good practice looks like in higher education institutions across the globe. Simultaneously collating a wealth of contemporary research, this book creates vivid connections between theories and student engagement in higher education, with chapter topics including: Creating relatioTable of ContentsForeword: Student Engagement is Hard Work, but Quality Takes Time. Section 1: Introduction to Student Engagement in Higher Education. Chapter 1: An Introduction to Student Engagement in Higher Education. Chapter 2: Creating Relationships between Students, Staff and Universities for Student Engagement in Educational Developments. Chapter 3: "I am part of the university": Why Universities Offering Non-Traditional Students Extracurricular Opportunities Leads to Higher Levels of Student Engagement – A Mature Student’s Perspective. Chapter 4: Theory and Principles Underpinning Students Engaged in Educational Developments: SEEDs for the Future. Chapter 5: The Changing Nature and Importance of Student Representation. Chapter 6: Student Engagement in Evaluation: Expanding Perspectives and Ownership. Section 2: International Perspectives of Theory into Practice. Chapter 7: Student Engagement through Classroom-Focused Pedagogical Partnership: A Model and Outcomes from the United States. Chapter 8: From the ‘Micro’ to the ‘Mega’: Toward a Multi-Level Approach to Supporting and Assessing Student-Staff Partnership. Chapter 9: A students as partners approach to developing a work-integrated learning program for science. Chapter 10: Going beyond Student Voice through Meta-Level Education Transformation. Chapter 11: Critically reflecting on identities, particularities, and relationships in student engagement. Section 3: Models of Student Engagement in Practice. Chapter 12: Trust me, working alone is challenging. What are the benefits of working in partnership in higher education? Chapter 13: The amplification of student voices via institutional research and evaluation. Chapter 14: On the Origin of Student Fellows: Reflections on the Evolution of Partnership from Theory to Practice. Chapter 15: Empowering Students as Champions in Technology Enhanced Learning to Improve Digital Literacies. Chapter 16: Empowering students to enhance education at their university. Chapter 17: Students as Partners and Peer Coaches in Student Engagement: Themes from PASS Scheme Biographies. Chapter 18: Student partners as digital change agents. Chapter 19: Scholarship as student engagement in college higher education. Section 4: The Future of Student Engagement. Chapter 20: Who defines success in Higher Education? A student perspective on the future of student engagement. Chapter 21: From then to now in student engagement - an academic’s perspective. Chapter 22: Higher Education Institutions and Policy Makers: The Future of Student Engagement. Chapter 23: Student Engagement for Educational Developments.

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

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Book SynopsisSupporting the Emotional Well-being of Children and Young People with Learning Disabilities is an essential and practical resource for helping children with severe and complex learning difficulties, their classmates, their teachers and the schools that they attend. The highly adaptable materials, activities and ideas presented in this book will be useful both in the classroom and in staff training to promote understanding of emotional well-being and mental health of all pupils who may need support.Fox, Laverty and Chowdhury cover a range of topics that engage with the school as a whole, inclusive classrooms and the individual student. Their frameworks and practical suggestions aid teachers to support the well-being and mental health of students in a variety of ways, with material tailored for classrooms and the individual student.Supporting the Emotional Well-being of Children and Young People with Learning Disabilities is a comprehensive resource for tTable of ContentsContentsAbout the AuthorsPrefaceSECTION 1: INITIAL ENGAGEMENT 1.1. The Background to Emotionally Able 1.2. A Whole School Approach 1.3. Working Together 1.4. Developing a Shared Understanding of Emotional Well-Being and Mental Health SECTION 2: DEVELOPING AN EMOTIONALLY SUPPORTIVE CLASSROOM 2.1. The Classroom2.2. The Three Step Process 2.3. The Classroom Strategies SECTION 3: SUPPORTING AN INDIVIDUAL CHILD3.1. Understanding an Individual Child3.2. Understanding the Extent of the Emotional Difficulties of an Individual Child 3.3. Developing Class Based Solutions using Solution Circles 3.5. Developing Community Based Solutions using the Multiagency Team and Quality Circles POSTSCRIPT - It Takes A Village to Raise a Child ReferencesIndex

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

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Book SynopsisChanging schools at 11 or 12+ is a critical, often traumatic event in a pupil's career. Earlier studies had looked at this transitional stage from the schools' point of view, in the light of institutional aims and objectives. Originally published in 1984, this richly detailed and readable study looks at it from the pupils' point of view: it illustrates their perceptions of the transfer, their anxieties and their experiences.The book is the result of a research project, in which children transferring from a typical middle school to a typical comprehensive in a Midlands town were observed over a period of eighteen months. The authors reveal various ways in which children adjust to a large, more complex school organisation, to new forms of discipline and authority, and new demands in school work. They emphasise the significance of teenage culture during this period, and identify an important area of interplay between school culture and sub-culture. They pay special attention to Table of ContentsAuthors’ Acknowledgements. Introduction. Part 1: Last Term at Middle School 1. Identities at Risk 2. Being Eased In Part 2: First Term at ‘High Town’: Provisional Adaptations 3. Initial Fronts 4. Making Friends Part 3: Second Term: Renegotiations 5. An Attempted Coup 6. Growing Pains Part 4: Third Term: Consolidated Adaptations 7. Making Space 8. Deviance, Conformity and Knife-Edging Part 5: Conclusion 9. Theoretical and Policy Implications. Appendix: The Origin of Current Transfer Points. References. Index.

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Book SynopsisThis book shows how to create a mentally healthy school by empowering young people to champion emotional wellbeing and positive mental health. It provides a practical toolkit to recruit and train Wellbeing Champions so that they can help to create an ethos and culture of positive mental health that ensures early access to the support and help needed. It explains how by focusing on emotions, selfcare, resilience, communication and support systems schools can identify what's working well and address areas for development. The detailed and user-friendly resources support every stage and include lessons and activities, supervision and training sessions, risk assessments, application forms, feedback forms and certificates.Wellbeing Champions is for primary and secondary schools who want to take a whole-school approach to improve the wellbeing of both students and staff at KS2, KS3 and KS4.  Table of ContentsIntroduction 1: Thinking and finding out 2: Selection and Training: Creating Something Special Together 3: Supervision: Reflective Practice 4: Learn, Talk and Share: Developing the Role of the Wellbeing Champions

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Book SynopsisThis book is designed to support professionals with the sensitive and effective use of the storybook, Floss and the Boss, created to help young children understand about domestic abuse and coercive control.By defining domestic abuse and coercive control and exploring the effects upon children and their education, this guidebook puts the professional in a position to have important conversations with children about what to do if something at home does not feel right. When used with the storybook, it provides a vehicle for talking to children about staying safe and their emotional wellbeing. Key features of this book include: Page-by-page notes, with discussion topics and points for conversation around the Floss and the Boss story Activities for supporting children, safety planning strategies and guidance for taking on a key adult role A comprehensive list of helplines and organisations in place to Trade Review"The book is beautifully illustrated and carries a simple and extremely powerful story. The story itself is pitched just right for young children to engage with on a number of different levels. It would be useful for all children, regardless of whether they themselves are experiencing coercive control. The resources that accompany it are absolutely excellent for supporting professionals to use the book with children. With its vitally important message and engaging story, Floss and the Boss is an essential resource." Dr Emma Katz, Ph.D. Senior Lecturer in Childhood and Youth, Liverpool Hope University, UK "Beautifully written with stunning illustrations, this is an excellent book for primary aged children." Social Work News "This sensitively written story has been created to help primary-age children understand about domestic abuse and coercive control… Use the book in the classroom to support the ‘healthy relationships’ element of your PSHE curriculum or to address the topic of domestic abuse and coercive control with either your whole class or individual pupils." Teach Primary Table of ContentsThe characters Page by page teacher / mentor notes Discussions and activities for supporting children, safety planning and supporting mothers How children experience domestic abuse and coercive control The impact on children and their education Helplines

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

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Book SynopsisThis guide has been written to accompany the book The Silent Selkie, 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. This guidebook: explores 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. supports trusted adults around the child or young person to understand trauma, its impact and how to respond appropriately and sensitively to the child. provides 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. Using 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 experTrade Review"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."Eunice Stagg,President – Association for Sandplay Therapy. BACP Snr Accredited Counsellor, Essex, UKTable of ContentsPart One: For The Helper, Part Two: For the Child or Young Person

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Book SynopsisThe 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. But 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. Beautifully illustrated and sensitively written, The Silent Selkie 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, wiTrade Review"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." Eunice Stagg,President – Association for Sandplay Therapy. BACP Snr Accredited Counsellor, Essex, UKTable of ContentsThe Silent Selkie: A Storybook to Support Children and Young People Who Have Experienced Trauma

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

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Book SynopsisA practical how-to guide for promoting positive classroom cultures.

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Book SynopsisThe PEERS Curriculum for School-Based Professionals brings UCLA's highly acclaimed and widely popular PEERS program into the school setting. This sixteen-week program, clinically proven to significantly improve social skills and social interactions among teens with autism spectrum disorder, is now customized for the needs of psychologists, counselors, speech pathologists, administrators, and teachers. The manual is broken down into clearly divided lesson plans, each of which have concrete rules and steps, corresponding homework assignments, plans for review, and unique, fun activities to ensure that teens are comfortable incorporating what they've learned. The curriculum also includes parent handouts, tips for preparing for each lesson, strategies for overcoming potential pitfalls, and the research underlying this transformative program.Trade Review"This book is so very timely. The well-known and widely used PEERS® social skills training program has been adopted in many clinical settings. By taking the program into schools, and also demonstrating the effectiveness of the program via research studies, Laugeson and her team have produced a manual that the education sector has been asking for. It will be widely adopted and deserves to be so."—Tony Charman, PhD, chair in clinical child psychology at the Institute of Psychiatry, King’s College London, UK"The PEERS® program is evidence-based, accessible to school-based practitioners, and enjoyable for the students! We have needed something like this for a long time, so it's great that this is now available. This program has clear potential to make a positive difference in the lives of students with ASD."—Susan White, PhD, associate professor of psychology, codirector of the Virginia Tech Autism Clinic, and assistant director of the Child Study Center at Virginia Tech"In an area where few resources exist, this manualized approach offers a guide for teaching social skills to teens with autism and related conditions. It will be of interest to teachers, school psychologists, speech pathologists, and others who deal with this important area."—Fred R. Volkmar, MD, Irving B. Harris Professor and director of the Child Study Center at the Yale University School of Medicine"The PEERS® curriculum is an important advancement in social-skills training for teens with autism. This thoughtful, ecologically valid intervention is time limited, makes reasonable demands on teachers, students, and parents, and has shown remarkable outcomes when implemented in schools. I strongly encourage schools to use this program as an important component of a comprehensive program to increase successful social participation among adolescents on the spectrum."—David Mandell, director of the Center for Mental Health Policy and Services Research at the University of Pennsylvania Perelman School of Medicine, and associate director of the Center for Autism Research at the Children's Hospital of PhiladelphiaTable of ContentsList of Tables Preface Acknowledgements About the Author 1. Getting Started 2. Week 1: Introduction and Trading Information 3. Week 2: Two Way Conversations 4. Week 3: Electronic Communication 5. Week 4: Choosing Appropriate Friends 6. Week 5: Appropriate Use of Humor 7. Week 6: Starting and Joining Conversations 8. Week 7: Exiting Conversations 9. Week 8: Good Sportsmanship 10. Week 9: Get-Togethers 11. Week 10: Handling Arguments 12. Week 11: Changing Reputations 13. Week 12: Handling Teasing and Embarrassing Feedback 14. Week 13: Avoiding Physical Bullying 15. Week 14: Handling Cyber Bullying 16. Week 15: Minimizing Rumors and Gossip 17. Week 16: Final Review, Post-Test Assessment, and Graduation References Index

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Book SynopsisTeaching Children with High-Level Autism combines the perspectives of families and children with disabilities and frames these personal experiences in the context of evidence-based practice, providing pre- and in-service teachers and professionals with vital information on how they can help children with high-level autism reach their full potential.  Many children with high-level autism are capable of regulating their behaviors given the right interventions, and this cutting edge text explores multiple methods for helping such children succeed academically, socially, and behaviorally.  The book: draws from interviews with twenty families who have middle- and high-school-aged childrenwith high functioning autism or Aspergers syndrome; presents a synthesis of the most cutting-edge research in the field; provides practical advice for educating children with high-level autism; is authored by two special education professors who are also both theTable of ContentsChapter 1 IntroductionChapter 2 Autism Basics, Prevalence and CausesChapter 3 Characteristics of children with autismChapter 4 Profiles of familiesChapter 5 Cognition and Information ProcessingChapter 6 SocializationChapter 7 Evidence-Based Practices: Looking at Research CriticallyChapter 8 Teaching Methods from Autism's PastChapter 9 Diagnoses, Early Intervention and PreschoolChapter 10 Elementary SchoolChapter 11 Middle SchoolChapter 12 High SchoolChapter 13 Teaching Strategies-NOS (not otherwise specified)Chapter 14 Behavior and Classroom ManagementChapter 15 Working with ParentsChapter 16 Conclusion

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Book SynopsisDesigned to help in day-to-day, on-the-scene crisis intervention, ELEMENTS OF CRISIS INTERVENTION: CRISES AND HOW TO RESPOND TO THEM, 3e offers a nuts-and-bolts presentation of the information, strategies, and guidelines needed to be an effective crisis worker. A concise handbook for helping professionals who work on the front lines of crisis intervention, it is an ideal reference for crisis interveners, first responders, counselors, nurses, disaster responders, EMTs, law enforcement, human service workers, psychologists, social workers, teachers, agency directors, military, and any other professionals who encounter crisis situations.Table of Contents1. Approach to Crisis Intervention. 2. Procedure for Effective Crisis Intervention. 3. Words Matter: Effective Crisis Communication. 4. Team Intervention. 5. Special Issues. 6. Intervener Survival. 7. Children���s Reactions to Crisis. 8. Hot-Line Workers. 9. Family Crisis. 10. The Grief Factor. 11. Disaster Intervention. 11. Legal Implications of Crisis Intervention. Appendix. Bibliography.

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Book SynopsisThis provocative story of contemporary high school argues that a shallow culture of kindness can do more lasting harm than good. Based on two years of research, Nice Is Not Enough shares striking dispatches from one high school's regime of kindness to underline how the culture operates as a Band-Aid on persistent inequalities. Through incisive storytelling and thoughtful engagement with students, this brilliant study by C.J. Pascoe exposes uncomfortable truths about American politics and our reliance on individual solutions instead of profound systemic change. Nice Is Not Enough brings readers into American High, a middle- and working-class high school characterized by acceptance, connection, and kindnessa place where, a prominent sign states, there is no room for hate. Here, inequality is narrowly understood as a problem of individual merit, meanness, effort, or emotion rather than a structural issue requiring deeper intervention. Surface-level sensitivity allows American High Table of ContentsContents Acknowledgments Preface 1 No Room for Hate 2 The Politics of Protection 3 Love and Justice at American High 4 When Powder Puff Becomes Power Tough 5 The Philanthropic Class 6 The Politics of Care Appendix Notes Bibliography Index

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Book SynopsisTopics 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.Table of Contents Contents Foreword Timothy P. White ix 1. Introduction 1 Size of the Issue 2 Importance of Higher Education for Future Stability 5 You Play an Important Role 6 Preview of the Book 6 2. Housing Insecurity in Higher Education 8 Higher Education Housing Continuum 8 Categories of Housing Status in the Continuum 12 Person-First Language 22 Conclusion 23 3. Social and Political Context 24 Economic Context 24 Social Context 26 Impact on Education 29 Policies Framing Higher Education 31 Conclusion 39 4. Trauma-Informed and Sensitive Colleges 43 What Is (and Is Not) Trauma 43 Becoming a Trauma-Informed and Sensitive College 46 Conclusion 50 5. Localizing Housing Insecurity 52 Gathering a Team 53 Learning About the Issue 58 Conducting a Self-Study 60 Convincing Administration to Move to Evaluation Stage 65 Conclusion 66 6. Evaluating Housing Insecurity on Your Campus 68 Where to Begin 69 Comprehensive Evaluation Design 70 Using Existing Institutional Surveys 72 Evaluation Tools 72 Outcomes 76 Student Voices 77 Recruiting Participation 79 Writing the Final Report 80 Lessons Learned 82 Conclusion 85 7. Implementing Strategies to Improve Student Experiences 86 Student Input and Support 87 Students Considering and Enrolling in College 89 Developing a Single Point of Contact (SPOC) Model on Campus 90 Leveraging Existing Services 94 Developing New Programs to Address Housing Insecurity 99 Responses to Food Insecurity 104 Career Services and Life After Graduation 108 Potential Roadblocks 108 Conclusion 109 8. Sustaining Efforts Over Time 111 Avoid Isolated Services 112 Maintain Community Partnerships 112 Integrate Basic Needs Security into Strategic Planning 112 Connect with Advancement and Philanthropy Offices 113 Provide Training for Faculty and Staff 115 Use Media to Advance Your Message 116 Advocate for Higher Education Policies 116 Meet Regularly 117 Conduct Continuous Evaluation 118 Conclusion 118 9. Looking Forward 120 This Work Is Hard, But It Matters 120 Take Care of Yourself 121 Share Your Story 123 Appendix A: Measuring Homelessness and Housing Insecurity 125 Appendix B: Assessing Student Supports 127 Appendix C: Meeting Students’ Basic Needs 131 Appendix D: California State University, Long Beach, Basic Needs Program 133 References 135 Index 139 About the Authors 147

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Book SynopsisImproving School Climate provides evidence-based and practical strategies for cultivating a healthy school environment, while also avoiding behavior problems. The book is packed with strategies centered on key components and conditions for a positive school climate, such as positive teacher-student relationships, positive student-student relationships (including absence of bullying), supportive home-school relationships, student engagement, effective classroom management and school discipline, school safety, and student self-discipline. This text is an important inclusion for educators and school psychologists who prefer a structured, evidence-based, and practical approach for improving school climate, while also promoting studentsâ academic achievements, preventing behavior problems, and fostering studentsâ social and emotional competencies. Trade ReviewAmbitious in scope yet always accessible, this compelling new resource offers an array of high quality strategies and is a terrific guide for practitioners, school leaders, and policy makers who want to understand and advance key elements of school climate using the most effective strategies. Improving School Climate provides extensive, practical recommendations at the end of each chapter… evidence-based and practical, it is the ideal combination for any educator!Linda Dusenbury, PhD, CASEL consulting senior scientist and director of the Collaborating States InitiativeIn this persuasive, practically written volume, Dr. Bear gives school administers, teachers, and practitioners a framework for understanding the multiple dimensions of school climate and the impact each has on preventing and impacting a host of student academic and behavioral health outcomes. Each chapter provides a clear conceptual understanding of the topic and identifies practical recommendations or strategies for improving those factors that contribute most to school climate and to individual student success. Dr. Bear’s work is guided by a theoretical framework and is supported by empirical evidence which serves to answer questions of "why" the recommended strategies are effective and why an integration of assessment measures and evidence-based practices can sustain a positive and effective school climate for even the toughest schools.Rhonda J. Armistead, MS, NCSP; lead school psychologist (retired), Charlotte-Mecklenburg Schools, North CarolinaDr. Bear provides a theoretically grounded, balanced, comprehensive school climate framework that integrates themes central to school improvement: safety, bullying prevention, student self-discipline, and fostering SEL skills. A unique contribution is a thorough description of the Delaware Assessments, a suite of climate, safety, and SEL assessments that are linked with a comprehensive set of practical classroom and schoolwide prevention, intervention strategies. This volume is an essential resource for all educators who are invested in creating campus conditions that foster the competence and thriving development of all students. – Mike Furlong, PhD, distinguished professor emeritus and research professor, University of California Santa Barbara"This book is an essential resource for school leaders and educators working to link assessment of school climate to practical and effective school-wide interventions. Dr. Bear masterfully reviews literature and provides practical suggestions while also synthesizing over fifteen years of his scholarship that has had a lasting impact in Delaware schools."Sara Whitcomb, PhD; associate professor, University of Massachusetts AmherstAmbitious in scope yet always accessible, this compelling new resource offers an array of high quality strategies and is a terrific guide for practitioners, school leaders, and policy makers who want to understand and advance key elements of school climate using the most effective strategies. Improving School Climate provides extensive, practical recommendations at the end of each chapter… evidence-based and practical, it is the ideal combination for any educator!Linda Dusenbury, PhD, CASEL consulting senior scientist and director of the Collaborating States InitiativeIn this persuasive, practically written volume, Dr. Bear gives school administrators, teachers, and practitioners a framework for understanding the multiple dimensions of school climate and the impact each has on preventing and impacting a host of student academic and behavioral health outcomes. Each chapter provides a clear conceptual understanding of the topic and identifies practical recommendations or strategies for improving those factors that contribute most to school climate and to individual student success. Dr. Bear’s work is guided by a theoretical framework and is supported by empirical evidence which serves to answer questions of "why" the recommended strategies are effective and why an integration of assessment measures and evidence-based practices can sustain a positive and effective school climate for even the toughest schools.Rhonda J. Armistead, MS, NCSP; lead school psychologist (retired), Charlotte-Mecklenburg Schools, North CarolinaDr. Bear provides a theoretically grounded, balanced, comprehensive school climate framework that integrates themes central to school improvement: safety, bullying prevention, student self-discipline, and fostering SEL skills. A unique contribution is a thorough description of the Delaware Assessments, a suite of climate, safety, and SEL assessments that are linked with a comprehensive set of practical classroom and schoolwide prevention, intervention strategies. This volume is an essential resource for all educators who are invested in creating campus conditions that foster the competence and thriving development of all students. – Mike Furlong, PhD, distinguished professor emeritus and research professor, University of California Santa Barbara"This book is an essential resource for school leaders and educators working to link assessment of school climate to practical and effective school-wide interventions. Dr. Bear masterfully reviews literature and provides practical suggestions while also synthesizing over fifteen years of his scholarship that has had a lasting impact in Delaware schools."Sara Whitcomb, PhD; associate professor, University of Massachusetts AmherstTable of Contents1. School Climate: An Albatross, Unicorn, or Phoenix?; 2. Promoting Positive Teacher-Student Relationships; 3. Promoting Positive Student-Student Relationships; 4. Developing Social-Emotional Competencies and Self-Discipline Co-authored with Angela Stoltys; 5. Teacher–Centered Strategies for Preventing Behavior Problems; 6. Correcting Problem Behavior; 7. Fostering Student Engagement; 8. Preventing and Reducing Bullying; 9. School Safety: What Works and What Doesn’t; 10. Assessing School Climate and Linking Results to Effective Practices

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Book SynopsisThe âGet to Know Meâ 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.This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of Sammy Sloth â a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with anxiety.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 understanding of a childâs needs to promote empathy and acceptance.Picture book and draw along versions of Sammy Sloth are available separately, and as part of the Get to Know Me: Anxiety set.Table of ContentsContentsIntroduction to the Resource PackConsultation SheetsSections Blow Up Your Worries Ball of Worries Feelings Sorter Using Puppets and Play to Explore Emotions Colour Your Feelings Compliment Cards 1 Compliment Cards 2 Bridge to Success Always Never Miracle Question The Wrong is Right Game Sammy Sloth Activity Book Board Game Acknowledgements

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Book SynopsisThe âGet to Know Meâ series is made up of resources aimed at children with additional needs and those who support them in the classroom. Developed by child psychologist Dr Louise Lightfoot and illustrated by Catherine Hicks, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). This book, Draw Along Sammy Sloth, is an activity-based picture book story, in which individual children are encouraged to interact with the story in a creative way â through writing, drawing, scrap booking, collage, activities etc. Active engagement helps children to understand and process information, and aids long-term recall. It has been designed to support the individual child and encourage an empathetic and inclusive environment. In this book, we meet Sammy, a sloth who lives in a beautiful tree by the sea. The story follows Sammy as he wakes up one day to find he feels funny and strange. He canât sit still and does not feel like his usual happy and relaxed self. After pacing up and down he meets Anna the Armadillo who tells Sammy that he is silly and has no right to be sad when his life is good. Sammy hears this and feels embarrassed and ashamed of how he has been feeling. Sammy hides away until he meets a kind lizard who shows him kindness and empathy.This book was written with children with anxiety in mind, providing an opportunity to relate to Sammyâs thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story. The book is written in a narrative style, so it does not use diagnostic labels and is not intended for this purpose. Instead the focus is on creating a common language which children can understand and use to make sense of how they are feeling.A practitioner guidebook is also available (ISBN 9780815349419).Table of ContentsInstructions for Practitioners, Parents and Carers; 2. Draw-along Sammy Sloth

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Book SynopsisThe 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. This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of Silver Matilda a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with depression. 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 understanding Table of ContentsIntroduction to the Resource Pack Consultation Sheets Sections 1. Empathy versus Sympathy 2. Using puppets and play to explore emotions 3. True or false 4. Miracle Questions 5. Colour Your Feelings 6. Compliment Cards part 1 7. Compliment Cards part 2 8. Remember a time 9. Always, Never, Everybody 10. Miracle Questions 11. Feelings Sorter 12. Bridge to Success 13. Silver Matilda’s Activity Book 14. Silver Matilda Board Game

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Book SynopsisThe âGet to Know Meâ series is aimed at children with additional needs and those who support them in the classroom. Developed by child psychologist Dr Louise Lightfoot and illustrated by Catherine Hicks, the resources in this series include activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). This book, Sammy Sloth, has been designed to support the individual child but also to be used in whole class teaching, to encourage an empathetic and inclusive environment.In this book, we meet Sammy, a sloth who lives in a beautiful tree by the sea. The story follows Sammy as he wakes up one day to find he feels funny and strange. He canât sit still and does not feel like his usual happy and relaxed self. After pacing up and down he meets Anna the Armadillo who tells Sammy that he is silly and has no right to be sad when his life is good. Sammy hears this and feels embarrassed and ashamed of how he has been feeling. Sammy hides away until he meets a kind lizard who shows him kindness and empathy.This book was written with children with anxiety in mind, providing an opportunity to relate to Sammyâs thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story. The book is written in a narrative style, so it does not use diagnostic labels and is not intended for this purpose. Instead the focus is on creating a common language which children can understand and use to make sense of how they are feeling.A practitioner guidebook (ISBN 9780815349419) and draw along version (ISBN 9780815349426) are also available.Table of ContentsSammy Sloth – full picture book storySammy Sloth – short text only version

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

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Book SynopsisPractical and easy to use, this human services text provides important guidelines for working within agencies. The authors address important topics germane to management and administration, including evidence-based and empirically based practice, as well as challenges of management, environments of human service agencies, program design, organizational theory and design, human resources, supervisory relationships, finances, information systems, program evaluation, organizational change, leadership, and achieving and maintaining organizational excellence. To help you view issues in action, the authors have included a case example in each chapter, along with reflection questions to help you reflect on how you would handle the scenario.Table of Contents1. Facing the Challenges of Management. 2. The Environments of Human Service Organizations. 3. Planning and Program Design. 4. Organizational Theory for Human Service Organizations. 5. Organization Design. 6. Developing and Managing Human Resources. 7. Building Supervisory Relationships. 8. Managing Finances to Meet Program Goals. 9. Designing and Using Information Systems. 10. Evaluating Human Service Programs. 11. Leading and Changing Human Service Organizations. 12. Achieving and Maintaining Organizational Excellence.

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Book SynopsisThis practical handbook begins with the philosophy and psychology underpinning the therapeutic value of story telling. It shows how to use story telling as a therapeutic tool with children and how to make an effective response when a child tells a story to you. It is an essential accompaniment to the Helping Children with Feelings series and covers issues such as: Why story telling is such a good way of helping children with their feelings? What resources you may need in a story-telling session? How to construct your own therapeutic story for a child? What to do when children tell stories to you? Things to do and say when working with a child's story.Trade Review"Clear, concise and free from jargon. This book contains many sensitively placed and moving examples of children's own stories...this is a book that champions a child's right to have all their feelings fully acknowledged." — Sian Jones, Storylines"This book is written be an author who has significant professional experience dealing with child mental health issues...a very practical book. There are many examples of stories in the book, all of which are carefully analysed by the author." — Special!"It is helpful and illuminating book for carers...The book contains some great pointers on how to respond...I especially liked the warning not to fall into being a psychoanalyst when a child is playing." — Bryony Pogson, Fundraiser, The Fostering Network, Foster Care"I very much liked this book. Its use with adopted children with anxieties and traumas (patent and hidden) is obvious...the book's success rests on the fact it gives good instructions of how to use story and play therapy as a layperson, with excellent use of case-studies to support the instructions. I think it is indeed successful." — Sheena Macrae, Adoption Today"It has an impressive bibliography, is clearly set out and easy to use for reference...many other useful ideas...these books could be very useful...general thumbs up. A lot of care and thought has gone into them" — Sue Castle, Facts & Fiction"A series of 'therapeutic' books for children with emotional worries...each of the five books takes a particular emotional problem and relates it to a comforting story...they will be useful in settings with children with particular problems." — Practical Pre-SchoolTable of ContentsThe therapeutic value of story; How to use storytelling as a therapeutic tool with children; How to make an effective response when a child tells a story to you

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

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