Counselling and care of students Books
Taylor & Francis Ltd Child Psychoanalytic Psychotherapy in Primary
Book SynopsisThis book investigates the experiences of severely troubled children and their families, teachers, and child psychoanalytic psychotherapists working together in primary schools.The book begins by looking at childrenâs emotional life during the primary school years and what can disrupt ordinary, helpful social development and learning. It examines what child psychoanalytic psychotherapy is, how it works, and why it is offered in primary schools. The following chapters intersperse accounts of creative child psychoanalytic approaches with interviews with parents, carers, teachers, and clinicians. A section focusing on mainstream primary schools presents parentâchild interventions for a nursery class; child group psychotherapy with children from traumatized families; and consultation to school staff, with personal accounts from parents, a kinship carer, a family support worker, a deputy head, and a child psychotherapist. Chapters then focus on alternative educational settings, feTrade Review"Anyone working in education or with children will benefit from this excellent book, with examples and insights from families and professionals. As a teacher, I was especially interested in how early childhood anxieties and experiences can impact on the way a child manages school – manifest in behaviour that’s immediately noticeable even if the reasons for it are not, or in behaviour that’s not initially concerning and "goes under the radar". The book made me consider the work schools and psychotherapists need to do to ensure that our different approaches complement each other in supporting the children and families we work so hard with." - Don McGibbon, Head Teacher, Fleet Primary School"An excellent resource for professionals in education, social care and child mental health, and for parents who are unsure about their children receiving therapeutic help at school. The editor and contributors remain true to the tradition of psychoanalytic thinking about learning and teaching which has characterised the Tavistock Clinic’s approach for more than ninety years. At the same time, the book is absolutely up-to-date with the current socio-political context in which therapeutic services are based in schools, ensuring greater equity of access and closer links between teachers, parents and clinicians. Chapters include interviews with parents and teachers and vivid observations from classrooms and therapy sessions, providing convincing accounts of the psychoanalytic perspective." - Biddy Youell, Consultant Child and Adolescent Psychotherapist"This book provides detailed insight into children’s emotional health and the social/emotional factors that influence their well-being and ability to cope with home and school life. It provides a real-life account of the challenges faced by teachers and other professionals working with children with emotional difficulties on a day to day basis. The need for specialist child psychotherapy is greater than ever. The case studies and interviews demonstrate how child psychoanalytic psychotherapists, families and schools working together can provide effective intervention and support, allowing children’s emotional obstacles to be explored and overcome." - Karen Filiz, Acting Deputy Head, Early Years Foundation Stage and Inclusion Lead, Beckford Primary SchoolTable of Contents1. Ordinary emotional development in the primary school years Dexter Benjamin and Francesca Benjamin2. Using child psychoanalytic psychotherapy in primary schoolsKatie Argent3. Tavistock child psychotherapy in schools: a brief history of a long relationshipMilly Jenkins 4. Early transitions: child psychotherapy in a school nurseryKathryn Fenton and Anya Suschitzky5. Children’s group psychotherapy in a mainstream primary schoolMarta Cioeta6. Parents’ experience of a child psychotherapy outreach service: Isha and SheikhInterview by Milly Jenkins7. "I just thought I’m doing something wrong if she needs therapy": a grandmother's experienceMel Serlin8. Conversations across education and mental health in a mainstream primary school Interview by Milly Jenkins9. Slow movements that create hope: psychotherapy with a boy diagnosed with ASDCarlos Vasquez10. From exclusion to inclusion: developmental group work in a primary pupil referral unitFiona Henderson11. A parent’s experience of child psychotherapy approaches in a primary pupil referral unit: LenaInterview by Milly Jenkins12. Working outside the therapy room in a therapeutic schoolRuth Glover13. Personal perspectives across education and mental health in a therapeutic schoolInterviews by Milly Jenkins14. Evidencing child psychoanalytic psychotherapy in primary schools: a case example Marta Cioeta and Jocelyn Catty
£26.59
Taylor & Francis Ltd Luna Little Legs Helping Young Children to
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 Young Children Learn About Domestic Abuse and Coercive Control: A Luna Little Legs Storybook and Professional Guide [9781032072555]This sensitively written storybook has been created to help very young children understand about domestic abuse and coercive control. Luna loves playing with her friends at kitten club, but at home things are different. One terrible night, Luna overhears a domestic abuse incident and, when her own name is mentioned, she wonders if it might be her fault. Accompanied by beautiful and engaging illustrations, the story provides a vehicle for talking with children about their experiences, safety and emotional wellbeing. Three potential endings allow the story to be personalised to the individual child: In ending 1, Luna is comforted by her mummy andTrade ReviewLuna Little Legs is a beautifully-illustrated, skilfully-designed book for young children who have experienced domestic violence, abuse and coercive control. An important feature of the text is that it has three different endings, so the book can be tailored to the life-experience of children who are engaging with it.Dr Emma Katz, Ph.D., Senior Lecturer in Childhood and Youth, Liverpool Hope University, UKTable of ContentsIllustrated storybook with three alternate endings
£15.02
Taylor & Francis Ltd How Psychotherapists Live
Book SynopsisHow Psychotherapists Live is a landmark study of thousands of mental health practitioners worldwide. It significantly advances our understanding of psychotherapists and counselors by focusing on their individual qualities and lives, revealing the many ways they differ as persons and how those differences shape their experiences of therapeutic work. Topics include the therapist''s personal self, private life, individual beliefs, quality of life, childhood family experiences, and personal psychotherapy. Based on thirty years of research, the book is written to interest clinical practitioners while also providing researchers with a rich array of data. Clinical psychologists, psychiatrists, clinical social workers, and counselors can easily compare their own experiences with the thousands of therapists in the study by reflecting on typologies constructed from research findings. The book will also be a valuable resource for researchers studying the sources of variaTrade Review"Few if any have given as much to psychotherapy research as David Orlinsky, and no one has given psychotherapists more research on who they are as professionals. In this new and deeply meaningful book, Dr. Orlinsky shows how psychotherapists live as persons and how that affects their work. Empirically and clinically this is an unparalleled source of knowledge and wisdom." Louis Castonguay, PhD, liberal arts professor of psychology, Pennsylvania State University, USA"For too long, psychotherapists have been portrayed impersonally as interchangeable parts of their treatment technologies. Based on extensive research, this book debunks that myth, presenting a multidimensional picture of therapists as persons well beyond paint-by-number illustrations and demonstrating what may really account for the variation of outcomes due to therapist effects."Barry L. Duncan, PsyD, author of On Becoming a Better Therapist and CEO of Better Outcomes Now , USA"This monumental and authoritative work on the person of the psychotherapist by David Orlinsky, one of the parents of psychotherapy research, reads like a research-informed detective story—exploring our inner selves, intimate relationships, individual beliefs, childhood family experiences, personal therapies, and their impact on our satisfactions and stresses in therapeutic work."John C. Norcross, PhD, ABPP, distinguished professor and chair of psychology, University of Scranton, Pennsylvania, USA"David Orlinsky pioneered a field of psychotherapy research of crucial importance by examining the characteristics and development of psychotherapists. Based on solid empirical evidence and a huge international sample, his new book will help psychotherapists reflect on their self and life, to further clarify and improve the role of the therapist in treatment."Bernhard M. Strauss, PhD, professor of psychotherapy and medical psychology, Friedrich Schiller University Jena, GermanyTable of Contents1. Psychotherapists as Persons 2. Professional Psychotherapists 3. Personal Self 4. Private Life 5. Individual Beliefs 6. Quality of Life 7. Family Background 8.From Childhood to Adult Life 9. Personal Therapy 10. Psychotherapists as Persons: Doing Psychotherapy 11. Research From and Beyond the Psychotherapist’s Perspective
£37.04
Taylor & Francis Ltd Students Experiences of Psychosocial Problems in
Book SynopsisAround the world, students in higher education suffer from and deal with psychosocial problems. This phenomenon is universal and seems to be increasing. A vast number of students enter higher education with problems like stress, anxiety or depression, or develop them during their student lives, due to, for example, loneliness, family crisis, mental health or study environment issues.Battling, belonging and recognition are the focal points of this book's analyses, showing how students faced with psychosocial problems experience high degrees of stigma and exclusion in the academic communities and society as such. The book is based on research situated in a welfare society, Denmark, where students have relatively easy access to higher education and to public support for education as well as special support for students with psychosocial problems. Taking a student perspective, the book provides in-depth, qualitative analyses of what characterizes student life, which specifTable of Contents1: Battling and belonging. Students’ psychosocial problems and the experience of higher education. 2: Higher education as a battlefield. Contradictions in the Danish educational context. 3: The orientation towards a student perspective. Methodological framework. 4: "If a look at myself…" Poetic representations of students’ negotiations of self. 5: "Like everyone else can". Shameful identities and the narrative of the ‘good student’ in higher education. 6: "I cannot even set the pace". Asyncronicity and inequality in an accelerated educational system. 7: "If you don’t feel at ease socially". Recognition, loneliness and communities in higher education. 8: "I see it as an extra job I have". Students’ extra work in making higher education accessible. 9: From battling to belonging in higher education
£128.25
Taylor & Francis Ltd Developing Your Schools Student Support Teams
Book SynopsisDeveloping Your School's Student Support Teams is a practical manual for schools seeking to establish and sustain coordinated teams in support of students' social, emotional and behavioral health. Every day, students struggle with a range of issues, including traumas, that complicate their learning, engagement, and overall well-being. School psychologists, counselors, social workers and nurses are employed in many school districts, but their schedules often make it difficult to collaborate effectively in developing and implementing comprehensive intervention plans. This book promotes teamwork throughout schools by exploring how interdependent practitioners can come together at the appropriate levels and times to help coordinate school and community resources. This filtering process will guide K-12 leaders and service professionals toward systems and decision-making that enable long-term student supports, accurate identification of systemic learning barriers, improved sTrade Review“In Developing Your School's Student Support Teams, seasoned educators Berta, Blonsky, and Wogan provide timely and thoughtful guidance to educational counselors and colleagues instrumental for fostering a culture of social and emotional support for student success. The text is ideal for both new and advanced professional educators interested in collaboratively organizing and deploying essential policies, programs, and services synergistically to ensure students’ retention, academic success, and personal development. The wisdom embedded within this accessible text is keenly needed in these turbulent times to animate school communities in service of students’ learning and flourishing.”—Jason A. Laker, Ph.D., Professor and Chair, Department of Counselor Education, San Jose State University, USA“This excellent guide provides a clear blueprint to develop effective support services for students. During my seventeen years of working with teams using the models illustrated in this book , we witnessed many improvements, sometimes even profound changes, in students’ academics, behavior, and even in their social lives. Not only did the teams build interventions based on students’ strengths, but in the process of problem-solving and brainstorming together, they produced more potent action plans, better than any of them could have alone. It does take some effort to set up these models and implement the strategies outlined in the book, but I believe this should be a required part of training for all teachers, administrators, school administrators, school social workers, counselors, and psychologists.”—Candice Gregory, MSW, LCSW, School Social Worker and District Coordinator of Dropout Prevention Programs (ret), Alisal Unified School District“Developing Your School's Student Support Teams is a practical guide that brings together essential elements of a holistic approach to children’s education. This marvelous publication lays out the power of organizing support from the home, the community, and the school to help support students’ success. ‘It takes a village to raise a child’ has never been truer. Having sample downloadable forms available online, as listed in the Appendix, is an added bonus.”—Marco Orlando, Consultant (ret), California State Department of Educatio“I used Developing Your School's Student Support Teams for a full-day training attended by school-site student support team coordinators and district administrators. We found the book to be a great reference guide to establishing systems that enable staff to work together toward student success. Having served as a school site principal and as a district administrator in charge of the dropout prevention program, I see the value of such a resource for student support teams helping to meet the diverse needs of students. This is a great book that I wish had been available when I was a principal.”—Lydia Carswell, Former Principal and Administrator, Duarte Unified School District, and Field Colleague with the California Department of EducationTable of Contents1. School Based Student Support Teams and the Multi-level Identification and the Intervention Process 2. The School Coordinated Care Team (SCCT) 3. The Student Success Team (SST) Philosophy and Implementation 4. The School Attendance Review Team (SART) 5. Meeting Facilitation 6. The Benefits of Effective Teaming 7. Supporting and Serving Special Populations 8. The Importance of School Climate and Culture 9. Case Management: A Creative Philosophy and Form of Practice 10. Making the Home-School Connection a Positive One 11. Positive Behavior Support vs. the Punishment Paradigm Appendices
£27.54
Taylor & Francis Ltd The New Handbook of Counseling Supervision
Book SynopsisThe classic edition of this groundbreaking book includes a new preface from the authors discussing developments in the field since the handbook's initial publication. Chapters provide an overview of best principles and best practices in counseling supervision process, one that is firmly rooted in the recent explosion of empirical research in this field. Sponsored by the Association for Counselor Education and Supervision (ACES), the book is targeted primarily at master''s-level practitioners who want practical, how-to applications of the research literature rather than a comprehensive review of the supervision literature. It''s also a useful supplement for more academic texts used for doctoral-level instruction in counseling supervision. Trade Review"The book is the best for beginning supervisors who want an overview of supervision, good documentation forms, supervisor questions, and suggestions for supervision. It is also good for those who are seasoned supervisors and want to supplement the book in practicum courses with personal experiences."PsycCRITIQUES"Borders's and Brown's practice oriented guide in counseling supervision is a must-have tool for both supervisees and supervisors. One notable facet of this revision is its expansion of multicultural and diversity issues. Of particular merit is the authors' discussion of the multicultural influences on the supervisory relationship and their inclusion of concrete questions and activities that supervisors can utilize with their supervisees to increase cultural awareness."Catherine Y. Chang, Georgia State UniversityTable of ContentsPreface to the Classic Edition. 1. Supervision Models and Principles 2. Initial Supervisory Sessions 3. Supervision Interventions 4. Group Supervision 5. Supervisory Relationship and Process Issues 6. Ethical Issues in Supervision 7. Evaluation of the Supervisee 8. Technology in Supervision Appendices: Standards for Counseling Supervisors. Curriculum Guide for Training Counseling Supervisors. Ethical Guidelines for Counseling Supervisors. Standards for Counseling Supervisors Association for Counselor Education and Supervision. Curriculum Guide for Training Counseling Supervisors Association for Counselor Education and Supervision. Ethical Guidelines for Counseling Supervisors Association for Counselor Education and Supervision.
£34.19
Taylor & Francis Ltd TraumaInformed Pedagogy in Higher Education
Book SynopsisThis volume explores the current state of student mental health and trauma while offering theories and practice of trauma-informed teaching and learning.The interdisciplinary authors gathered in this collection discuss the roles, practices, and structures in higher education that can support the wellness and academic success of students who suffer from the effects of traumatic experiences. Chapters cover topics on teaching traumatic materials ethically and effectively, reading and writing to support recovery and healing from trauma, inclusive pedagogies responsive to systemically inflicted trauma, and developing institutional structures to support trauma-informed pedagogies.This timely and important book is designed for faculty in institutions of higher education seeking to meaningfully cultivate trauma-informed classes and learning experiences for their students.Table of Contents1. Introduction [Ernest Stromberg] Section I: Transforming the Institution and the Classroom 2. Considerations for Developing a First Year Seminar on Psychological Trauma [Christine Valdez] 3. Trauma Informed Pedagogy at the Grassroots: Building and Sustaining a Trauma Informed Movement at a Large Public Institution [Sarah Le Pichon and Steve Lundy] 4. Racial Trauma: Dismantling Anti-Black Racism in Classrooms and Academia [Vanessa Lopez-Littleton and Dennis Kombe] 5. When Embodied Histories Meet Institutional Stories: Trauma as Pedagogical Possibility [Whitney J. Archer, Carina M. Buzo Tipton, Cassandra L. Hall, and Emma L. Larkins] 6. Affective Solidarity and Trauma Informed Possibilities: A Comparative Analysis of the Classroom and the Clinic [Kriti Prasad and Pritha Prasad] 7. Trauma Informed Mindfulness Meditation in the College Classroom [Ernest Stromberg] 8. Examining Authority through Trauma: Reflections from Student to Teacher [Angela Moore] Section II: Reading and Writing to Recover and Heal 9. Trauma Together: Rethinking Collaborative Learning [Brynn Fitzsimmons] 10. Insights in Trauma Informed Pedagogy from the field of Bibliotherapy: Literary Trauma Studies and Creative Writing [Katarina Båth] 11. Trigger Warnings with Conscience: Presenting Texts about Sexual Assault with Respect [Rose Gubele] 12. LGBTQ+ Trauma Informed Pedagogy in a Transnational Context [Jason Lee, Beverley Hancock-Smith, Zara Hooley, and Eleanor McSherry]
£31.34
Taylor & Francis Ltd Handbook of Classroom Management
The Handbook of Classroom Management, Third Edition, is an authoritative treatment of the latest science and development in the study of classroom management in schools. Evidence-based classroom management practices and programs are essential to enhancing students' academic, behavioral, social-emotional, and motivational outcomes across grade levels. This comprehensive volume collects scholarship and cutting-edge research for graduate students and faculty of psychology, teacher education, curriculum and instruction, special education, and beyond. The book has been thoroughly revised and expanded with updated coverage of foundational topics such as effective instruction, preventative strategies, positive behavior intervention and supports, familyschool relationships, legal issues, and other related topics, while also giving new attention to social justice, students on the autism spectrum, and adaptations across urban, rural, and virtual contexts.
£99.75
Taylor & Francis Ltd High Leverage Practices for Intensive
Book SynopsisHigh Leverage Practices for Intensive Interventions provides special education teachers with descriptions and practical instructions on how to use High Leverage Practices (HLPs) to improve student outcomes. Since many students with disabilities spend their school day in inclusive general education classrooms, these intensive interventions are often delivered in separate or tier 3 settings to meet the students' individualized needs. Each chapter focuses on a specific High Leverage Practice with explanations of its purpose and essential components, accompanied by examples for use with small groups of students or the individual student. This accessible and comprehensive guide is key for pre-service teachers in special education programs or those who provide intensive interventions with students.Table of ContentsIntroduction Section I: Collaboration High Leverage Practices 1. Collaborate with Professionals to Iincrease Student Success 2. Organize and Facilitate Effective Meetings with Professionals and Families 3. Collaborate with Families to Support Student Learning and Secure Needed Services Section II: Assessment High Leverage Practices 4. Use Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs 5. Interpret and Communicate Assessment Iinformation with Stakeholders to Collaboratively Design and Implement Educational Programs 6. Use Student Assessment Data, Analyze Instructional Practices, and Make Necessary Adjustments that Improve Student Outcomes Section III: Social/Emotional/Behavioral High Leverage Practices 7. Establish a Consistent, Organized, Respectful Learning Environment 8. Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior 9. Teach Social Behaviors 10. Conduct Functional Behavioral Assessments to Develop Individual Student Behavior Support Plans Section IV: Instruction High Leverage Practices 11. Identify and Prioritize Long- and Short-term Learning Goals 12. Systematically Design Instruction Toward a Specific Learning Goal 13. Adapt Curriculum Tasks and Materials for Specific Learning Goals 14. Teach Cognitive and Metacognitive Strategies to Support Learning and Independence 15. Provide Scaffolded Supports 16. Use Explicit Instruction 17. Use Flexible Grouping 18. Use Strategies to Promote Active Student Engagement 19. Use Assistive and Instructional Technologies 20. Provide Intensive Instruction 21. Teach Students to Maintain and Generalize New Learning Across Time and Settings 22. Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior 23. Learning to Use HLPs for Intensive Interventions: Reflections for Teachers, School Leaders, and Teacher Educators
£26.99
Taylor & Francis Ltd Supporting Young Children to Cope Build
Book SynopsisNow more than ever, there is a need for early childhood professionals to comprehensively integrate trauma-sensitive practices into their work with children and families. This essential resource offers instructional strategies teachers can use daily to support their students dealing with trauma in early learning environments. Readers will learn to create opportunities for children to use their natural languageplayto reduce their stress, to cope with adversity, to build resilience, and even to heal from trauma. Nicholson and Kurtz provide vignettes, case study examples, textboxes, photographs, and descriptions of adapted therapeutic strategies ready for implementation in the classroom. Practical and comprehensive, this book is ideal for both prospective and veteran early childhood educators seeking to understand trauma-informed practices when working with young children (birth8) in a range of environments.Table of ContentsIntroduction 1. Learning to Observe and Value the Stories Children Tell Us through Play 2. Building Consistent, Attuned, and Responsive Relationships with Young Children through Play 3. Arranging the Environment to Reduce Children’s Stress and Support Healing through Play 4. Play-Based Instructional Strategies that Support Children to Cope, Build Resilience, and Heal from Toxic Stress and Trauma 5. Case Studies of the Power of Play to Support Children’s Stress Reduction, Resilience, and Healing
£26.99
Taylor & Francis Ltd From Ghosts to Graduates
Book SynopsisFrom Ghosts to Graduates is a timely book that recognizes that three years of interrupted learning has created an impending dropout timebomb of students who are traditionally at risk, as well as those who became disengaged during pandemic learning. Many students are ghosts in the system they have become disconnected and disenchanted with schooling. Instead of only addressing strategies to treat the symptoms of dropping out, this important resource addresses the causes of the disengagement that led to those symptoms. Author Emily Freeland shows how to identify existing and potential ghosts, how to reconnect students to the learning process and communicate that we see them and believe in them, how to overcome barriers to progress, and how to restore hope. Each chapter offers current research and practical strategies, as well as Do Now and Reflection sections to help you apply the ideas as you read.With the deliberate practices in this book, you'll be able to chTrade Review “In this vitally important book, Dr. Freeland offers practical solutions for educators, leaders, and policymakers to address the dropout crisis. This is not a momentary crisis, but one that will last for decades, as the legacy of dropouts includes poverty, unemployment, and excessive involvement in the criminal justice and medical care systems. Thanks to Freeland’s insightful advice, we can both address the current dropout crisis and engage in systematic prevention of future dropouts. If we follow the guidance in this book, we can bring our dropout ghosts back into the light of an educational environment that offers hope for their future.” - Douglas Reeves, Author, Fearless Schools "Are you ready to get serious and address the drop-out issue in your school or district? Are you interested in identifying students who feel unseen and unvalued? Look no further. Emily Freeland has combined research with practical application and created a roadmap for educators to connect with their most at-risk students to take them from going through the motions to walking across the graduation stage. Whether you are a district leader looking to make changes at the systems level or an educator looking to make an impact at the individual level, you will find exactly what you are looking for in this book." - Allyson Apsey, educational leader, author and national speaker Table of ContentsMeet the Author Introduction Part 1: Ghost Hunting – How do we find our ghosts? 1. Ghost Origins - Why do students become ghosts? 2. Ghost Indicators - How do we recognize when it is happening? 3. Ghosting Beyond the Numbers - What strategies can we utilize and what steps can we take to connect with our ghosts? Part 2: Ghost Whispering – How do we see and connect with our ghosts? 4. Whispering in the Classroom - I see you! 5. Fostering Engagement and Motivation –Your learning is important to me! 6. Communicating High Academic Expectations – I believe in you! Part 3: Closing the Gateway – How can we shut down the pathway to ghosting? 7. Call in Reinforcements - How can teacher teams face down the ghosting challenge together? 8. Instilling Hope - How can we instill hope in our ghosts and help them create a vision of their future? 9. Blocking the Pathways - How can we eliminate the school- and district-level policies that keep the gateways propped open?
£24.29
Taylor & Francis Ltd Counselling Young People
Book SynopsisPractical and clearly written, this new book from best-selling author Louise Porter equips mental health professionals with the knowledge and skills they need to provide insightful guidance and support to children and adolescents.The book introduces exciting new models for thinking about young people's needs, self-esteem and resilience that will invigorate counselling. It outlines the most common presenting difficulties for young people and provides clear, practical guidance on how professionals in a counselling environment can respond to these in an effective way. Offering a coherent blend of theories and practices, chapters address a wide range of emotional, social, behavioural and learning difficulties with which young people may present to counselling, such as experiences of grief and loss, anxiety and depression, disordered eating, and dealing with adversity. With an aim to empower, the book presents a non-pathologising approach to counselling that respects the skills thTable of ContentsPart 1: Philosophy, theory and practice of working with young people 1. Philosophy 2. Solution-focused therapy 3. Narrative therapy 4. Acceptance and Commitment Therapy 5. Principles of working with young people 6. Collaboration and consultation 7. Ethics of working with young people 8. Caring for self 9. Diversity and social justice Part 2: Emotional issues 10. Emotions and emotion regulation 11. A model of resilience 12. Counselling young people in grief 13. Depression 14. Stress and anxiety 15. Trauma 16. Self-destructive behaviours Part 3: Social issues 17. Aggression 18. Bullying 19. Violence 20. Sexual abuse perpetration by juveniles 21. Social inclusion of gender and sexual minorities
£35.14
Taylor & Francis Ltd Effective Learning and Mental Wellbeing
Book SynopsisResearch shows that by improving the wellbeing of learners, we also improve their learning. Effective Learning and Mental Wellbeing is a crucial resource, filled with ready-to-use and thought-provoking activities that support wellbeing within your school, college, organisation, community group or on your own. Woven throughout are ideas and activities that support learning and wellbeing for many different kinds of learner.Supported by well-researched content, this essential book will enrich and improve both the wellbeing and the learning of all who use it. Areas covered include but are not limited to: How we learn and blocks to learning Mental health and self-efficacy Positive steps to mental wellbeing Wellbeing in the connected learning community The future of wellbeing and learning This book is an essential resource for teachers, therapists, health professionals, parents or carers and those in the community who Table of Contents1. Everybody is a learner; 2. Mental health and self-efficacy; 3. Steps to Mental Wellbeing; 4. Wellbeing in the connected learning community; 5. Wellbeing and learning in a COVID-impacted world; 6. Wellbeing and learning on your own; 7. The future of wellbeing and learning – your impact on the world; 8. Learning to be well
£22.99
Taylor & Francis Ltd Building Competence in School Consultation
Book SynopsisBuilding Competence in School Consultation, Second Edition, directly addresses the need for practical, comprehensive consultation training, including support materials, for school psychologists, counselors, and other professionals working in schools. School psychologists consistently indicate that consultation is a crucial component of their duties but that they lack sufficient opportunities to develop their corresponding knowledge, skills, and confidence during graduate training. Drawing from evidence-based approaches as well as experienced instructors' real-world toolkits, these essential perspectives and activities approach the standard and less common challenges of the school consultant role.Written by two leading experts in consultation, this book brings school psychology research directly to graduate students and both novice and experienced practitioners, providing invaluable context, reflection activities, videos from fellow consultation experts, and resourcesTrade Review"In all my years developing, researching, and supporting the implementation of consultation, I have never read a book more accessible, comprehensive, and motivating than the second edition of Building Competence in School Consultation: A Developmental Approach. Danny Newman and Sylvia Rosenfield have captured and communicated with crystallized clarity the elements of consultation practice. Through the use of expert narrative, provocative thought questions, video commentaries, and meaningful activities, they have taken a complex intervention and made it manageable and achievable. This book will allow consultants in training to develop the competence and confidence needed to provide highly refined consultation services throughout their careers. Importantly, this book creates the opportunity for consultants in training and in practice to enhance the lives of young people and educators and to improve the schools in which they work."—Susan M. Sheridan, Associate Dean for Research and Creative Activity and George Holmes Professor of School Psychology at the University of Nebraska-Lincoln, USA"Newman and Rosenfield offer consultants in training, educators, and experienced applied psychologists a cutting-edge, evidence-informed book to develop effective consultation practice. Building Competence in School Consultation: A Developmental Approach expertly balances academic rigour and accessibility, and this second edition updates the text with enhanced coverage of significant contemporary issues. The authors have woven together key conceptual ideas, research, practice, and innovative learning activities to stimulate learning and progression. A highly engaging and thought-provoking text with a wealth of inclusive resources that recognise and celebrate the diversity of learning approaches, this book is the best it its field."—Dr. Emma-Kate Ní Chinnéide, Programme Director and Principal Educational Psychologist at The Tavistock and Portman NHS Foundation Trust, UK"In all my years developing, researching, and supporting the implementation of consultation, I have never read a book more accessible, comprehensive, and motivating than the second edition of Building Competence in School Consultation: A Developmental Approach. Danny Newman and Sylvia Rosenfield have captured and communicated with crystallized clarity the elements of consultation practice. Through the use of expert narrative, provocative thought questions, video commentaries, and meaningful activities, they have taken a complex intervention and made it manageable and achievable. This book will allow consultants in training to develop the competence and confidence needed to provide highly refined consultation services throughout their careers. Importantly, this book creates the opportunity for consultants in training and in practice to enhance the lives of young people and educators and to improve the schools in which they work."—Susan M. Sheridan, Associate Dean for Research and Creative Activity and George Holmes Professor of School Psychology at the University of Nebraska-Lincoln, USA"Newman and Rosenfield offer consultants in training, educators, and experienced applied psychologists a cutting-edge, evidence-informed book to develop effective consultation practice. Building Competence in School Consultation: A Developmental Approach expertly balances academic rigour and accessibility, and this second edition updates the text with enhanced coverage of significant contemporary issues. The authors have woven together key conceptual ideas, research, practice, and innovative learning activities to stimulate learning and progression. A highly engaging and thought-provoking text with a wealth of inclusive resources that recognise and celebrate the diversity of learning approaches, this book is the best in its field."—Dr. Emma-Kate Ní Chinnéide, Programme Director and Principal Educational Psychologist at The Tavistock and Portman NHS Foundation Trust, UKTable of Contents1. Consultation Training: Making It Work 2. Understanding School Culture 3. Consultation Relationships: Building Working Relationships 4. Communication Skills 5. The Consultative Problem-Solving Process: An Introduction 6. Contracting: Making the Invisible Visible 7. Problem Identification and Problem Analysis: Look Before You Leap 8. Designing and Implementing Interventions: It’s Not Magic—It’s Planning, Monitoring, and Performance Feedback 9: Post-Intervention Planning and Closure 10. Collaboration and Consultation on Teams 11. Teleconsultation: Navigating Technology in a Relational Model 12. Learning to Consult: The Roles of Assessment, Feedback, and Deliberate Practice Appendices
£37.04
SAGE Publications Inc Caring in Crisis
Book SynopsisLearn, reflect, and grow from 40 true stories of caring school leadership during times of crisis Each crisis brings its own issues and unique traumas, and when they happen, most leaders handle the moment by leaning into triage and logistics. This book suggests focusing on morespecifically, on the people they serve. Are you up to the task? These 40 real stories, from a wide range of schools and settings during many types of crises, show how caring school leadership adopted caring people-first strategies. This book will help you and your teams be inspired to prepare for, perhaps prevent, respond to, and recover from your own school crises. Within these pages, you will find: An introduction to what crisis and caring school leadership means Helpful lists to guide caring leadership practices A review of current crisis management literature Questions, reflection, and prompts to eTrade ReviewCaring in Crisis: reminded me that in times of need we as educators come together to meet the needs of out students, families and the community at large. It emphasis that the role of the educator far exceeds just addressing the academic needs of students, but the social emotional as well. I was inspired by the thoughtful displays of unconditional care from school leaders. -- Joylynn L Pruitt Adams * Superintendent, Oak Park and River Forest High School District 200 *In The Advantage, Patrick Lencioni argues that effective leaders focus on the technical and human aspects of managing their organization. Here, Mark Smylie and Joseph Murphy emphasize the latter especially during a crisis. Rich with illustrations, stories, and practices of caring, this book remind us that school success comes not just from curriculum and instruction, but from relationships. -- Jeff Ikler * Director, Quetico Coaching and Consultation *Caring in Crisis is a book for our time. An artful collection of insightful, provocative storytelling, this work illuminates the myriad challenges school leaders face and provides a much-needed sense that educators are deeply interconnected and interdependent. Smylie and Murphy inspire us to meet the challenges ahead and reveal that while crisis takes many forms, so too does caring. -- Glenn Manning * Senior Project Manager at Harvard′s Making Caring Common Project *Caring in Crisis makes a strong case for the importance of extending care to all who are impacted in a crisis and of fostering a caring school community who pull together during those difficult days. The stories in this book provide a compelling glimpse into the profound impact that a caring word, an act of kindness, or a decision that prioritizes the needs of students can have. -- Megan Tschannen-Moran * Professor, College of William and Mary *Caring in Crisis is a masterful resource as it presents a research-based rationale, as well as strategic guidance, for caring in times of crisis and it engages the reader in authentic experiences shared by in-the-trenches educators. This unique combination of strategies, wisdom and heartrending stories provides opportunities for educational leaders to learn from the experiences of others in order to work together with staff to proactively mitigate crises with compassion and competence. -- Michelle Trujillo * Inspirational Speaker and Professional Learning Facilitator, Author, Start with the Heart: Igniting Hope in Schools through Social Emotional Learning *How do principals respond to a teen suicide? What could they do when faced with racism, discrimination, and even policy brutality? During COVID-19, what are some innovative ways to create a sense of community and well-being? Mark Smylie and Joseph Murphy’s Caring in Crisis provides insights into compassionate school leaders responding to situations none of us would ever want to face. Their compilation of narratives from school leaders gives us a glimpse into the agony and decisions that school leaders have had to make and the critical importance of their empathy for families and communities. Caring in Crisis, filled with examples of courage, of communication, and of community-building, gives us hope for the future, for our humanity. A must read for aspiring school leaders, you will learn about leadership in the midst of tears and heart break, about supporting families during mental health challenges, and about being a friend to your students and your community. It will open minds and hearts, providing role models for new leaders and promoting a crucial standard for "ethics of care" during some of the most difficult times. -- Christine Mason, Ph.D. * Executive Director, Center for Educational Improvement, Chief Advisor, New England Mental Health Technology Transfer Center, Lead Author, Compassionate School Practices (Corwin, 2021) *Table of ContentsList of Illustrations Preface Acknowledgments About the Authors Introduction: Crises and Caring School Leadership Crisis Comes The Meaning of Crisis Crisis Leadership and the Through Line of Caring Caring School Leadership in Times of Crisis Guide for Engaging the Stories Overview of Practices Questions That Promote Understanding Questions That Prompt Application The Stories 1. Through the Eyes of Children 2. Speak Life 3. Giving Ourselves Permission to Be Human 4. Building a Family 5. Reflections on Healing Staff With Compassion 6. Caring for Kids by Taking Care of Teachers 7. Laura 8. Guarding Against Sexual Misconduct 9. One Sows, Another Reaps 10. A Million Times More 11. Commitment to Community Health 12. Da Bears! 13. My Zoom Isn’t Working! 14. Imagine the Possibilities 15. On Day 2, 9/11 16. Responding to the Crises 17. A Deadly Threat 18. Start Simple 19. Keeping Connected With the Kids 20. Prioritizing Our Students 21. A District Office Caring for Teachers 22. We Need to Talk About Sarah 23. Coping With Loss 24. Bring Your Dog to Work Days 25. “With Every Difficulty, There Is Relief” 26. Tone Deafness 27. Centering on Community 28. Biting 29. The Magnolia 30. No One Saw It Coming 31. No Hugs, No Bugs 32. Two Storms in One Week 33. And Then There Was Mold 34. I Am Here for You 35. Winning and Losing 36. Summer Meals 37. Sharing the Peace 38. The Tsunami 39. Leading Through the Storm 40. The Work of My Life Coda A Culture of Caring Who Cares for the Caring School Leader? Bibliography
£23.74
Taylor & Francis Ltd Boosting School Belonging
Book SynopsisWith rising rates of youth mental illness, disconnection and social isolation, strategies are needed that can help stem the tide. A sense of belonging to one's school is associated with good school performance, physical and psychological wellbeing, and offers a quintessential solution to help address many of the issues faced by young people today.Grounded in theory, research, and practical experience, Boosting School Belonging provides 48 activities for practitioners and teachers to use with classes, groups, or individuals to help secondary students develop a sense of school belonging. Through six modules, readers will understand the evidence underlying each module, identify fun and practical tools to use with young people, and develop strategies for helping young people connect with teachers, parents, peers, themselves, learning, and help.The evidence-based strategies and concepts make it an invaluable resource for teachers, psychologists and counsellorsTable of ContentsForewordPrefaceAcknowledgementsIntroduction Module 1: Connecting with TeachersModule 2: Connecting with ParentsModule 3: Connecting with PeersModule 4: Connecting with OneselfModule 5: Connecting with LearningModule 6: Connecting with HelpConclusion: Becoming A BelongerFurther ReadingGlossaryAbout the AuthorsAppendixIndex
£22.99
Taylor & Francis Ltd Family Blob Cards
Book SynopsisThe second edition of these bestselling cards continues to provide a tool for exploring difficult emotions. Depicting various different family scenarios, the cards provide an opportunity for individuals of any age to discuss all aspects of family life and the situations that arise from it. Now with updated illustrations, the cards can be used with individuals or groups of various sizes. Each family scenario is colour coded with 6-9 cards telling a short story, which provides a springboard for individuals to unpick their feelings about family life. Over 50 suggestions for use are detailed in the accompanying activity cards; including ways of using individual cards to facilitate discussion, identifying the positive and negative feelings of the Blobs shown on the cards, as well as combining cards to show more complex situations. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents48 colour flashcards, with guidance for use.
£31.49
Taylor & Francis Ltd When the Sun Fell Out of the Sky
Book SynopsisThis beautifully illustrated, therapeutic picture book tells the story of Stan the Giraffe. Stan loves the sun and to feel its warmth on his long back; but one day it suddenly and unexpectedly falls from the sky and disappears from his life. Stan experiences many different and difficult emotions throughout the story, reflecting the seven stages of grief. The story aims to normalise these feelings, which for children and those around them, can be frightening.This storybook has been written to support key adults in helping bereaved children to find a way to cope, manage and make it through their grief.The resource Supporting Children through Bereavement and Loss has been written to accompany the storybook, providing information, guidance and ideas for anyone supporting a grieving child, in school or at home.Trade ReviewBereavement comes in all shapes and sizes and this beautifully illustrated story, can be accessed by all ages. It creates containment, allowing the thoughts and feelings of Stan’s loss to be explored, making the emotions of grief tangible. A great resource.Charlotte Kerr, Behaviour Practitioner.Due to increased waiting times and lack of outside agency support, pressure is being placed on schools to help children cope with what can be an upsetting and stressful world. Supporting with mental health is an area teachers often lack confidence in. These books and resources offer the starting point needed and enable teachers and teaching assistants to feel like this is an area they can support with. Beautifully illustrated and a pleasure to read. After years of searching I know there is nothing quite as good as this out there! Corrin Watson, Assistant Head Teacher and SENCO These wonderful stories are so easy for children to relate to, and understand the feelings and meanings shared. The resource books are ideal for helping children to explore their emotions, and for parents, carers and school staff to feel equipped to help them to do so. Gemma Oliver, Learning MentorThis book helps to explains loss in a beautiful way that children will be able to understand. A lovely read for such a hard subject. It removes the stigma and the recourse guide aids parents, carers and professionals from all areas to be able to tackle this and enable children to work through their pain. I can't recommend these books enough. Rosie Cottam, Child Psychotherapist Table of ContentsStorybook: When the Sun Fell Out of the Sky
£15.02
Taylor & Francis Ltd The House That Wouldnt Fall Down
Book SynopsisThis beautifully illustrated, therapeutic picture book tells the story of Ava the Elephant. Ava lives in a house where she doesnât always feel happy and safe, but it is a house that Ava loves. One day Avaâs house falls down. Ava is a very determined elephant and sets out in search of a new home. She tries many different houses on her journey, but none seem quite right; none seem stable or safe enough to her. This storybook has been written to support key adults in helping traumatised children to find a way to trust again. The story encourages children to identify with some of Avaâs experience and to explore the feelings she experiences. The book helps promote discussion and reflection; and aims to reassure children that it is possible to find a âhouse that wonât fall downâ. The resource Guide to Re-building Trust with Traumatised Children has been written to accompany the picture book, providing information, guidance and ideas for anyone supporting a traumatised child, in school or at home. Trade ReviewThe House that Wouldn’t Fall Down should be a core text for any professional who is working with children. The accompanying workbook contains a wealth of knowledge and inspiration for those "where do I start moments". Working with traumatised children can be daunting, but ‘The house that wouldn’t fall down’ is a story children will love and professionals will take hope from. Gemma Finley, Children's CounsellorDue to increased waiting times and lack of outside agency support, pressure is being placed on schools to help children cope with what can be an upsetting and stressful world. Supporting with mental health is an area teachers often lack confidence in. These books and resources offer the starting point needed and enable teachers and teaching assistants to feel like this is an area they can support with. Beautifully illustrated and a pleasure to read. After years of searching I know there is nothing quite as good as this out there! Corrin Watson, Assistant Head Teacher and SENCOThese wonderful stories are so easy for children to relate to, and understand the feelings and meanings shared. The resource books are ideal for helping children to explore their emotions, and for parents, carers and school staff to feel equipped to help them to do so. Gemma Oliver, Learning MentorTable of ContentsStorybook: The House that Wouldn’t Fall Down
£15.02
Taylor & Francis Ltd (Sales) IdentityConscious Supervision in Student Affairs
Book SynopsisThis guide offers current and future student affairs practitioners a new conceptual framework for identity-conscious and intersectional supervision. Presenting an original and transformative model to address day-to-day challenges, this book gives practitioners a strategic approach to engage in self-work, identity exploration, relationship building, consciousness raising, trust development, and organizational change, ultimately helping them become more adept at supervising people from a range of backgrounds and experiences. Chapters include theoretical underpinnings, practical tips, case studies, and discussion questions to explore strategies in real-life contexts. Identity-Conscious Supervision in Student Affairs is a key tool for student affairs practitioners to effectively change systems of dominance and inequity on their campuses.Trade Review"I see this book as a welcome contribution to the literature on supervision, diversity, equity and inclusion. I respect the work that it is building upon and trust that it will spark further and deeper engagement as we continue to prepare the next generation of leaders in higher education."from the Foreword by Rev. Dr. Jamie Washington, President and Founder of the Washington Consulting Group"This work provides essential contributions on how to be a culturally competent leader and build and retain effective teams from an increasingly diverse workforce. It is a powerful addition to filling the gaping hole in the literature on social justice, equity, and diversity in organizational management."Anna K. Gonzalez, Ph.D., Vice President for Student Affairs & Dean of Students, Harvey Mudd College"This text is an essential call to supervisors and supervisees that encourages vulnerability and meaningful relationships, provides personal examples and strategies, and fosters necessary and transformative change. Authors provide a timely and critical analysis of supervision at individual, institutional, and systemic levels. Their holistic identity-conscious model is a tool that will help shift current and aspiring higher education and student affairs administrators and faculty from identity-neutral supervision to equity-focused practice."Christa J. Porter, Ph.D., Assistant Professor, Higher Education Administration, Kent State University"A powerful piece that is honest, frank and unapologetic. It’s a handbook that challenges you to serve through courage, respect and care, traits that are needed for our colleges and universities but often remain unfulfilled."John Mosby, PhD, President, Highline College"Such a poignant and timely book that engages the theory and puts it into practice. This book provides strategy and innovation around intersectional identities and how leadership rises to the challenge to address issues within their institution that meet the ever-changing complexities of our profession."Joseph Colón, Director, Office of Multicultural Affairs, Johns Hopkins UniversityTable of ContentsForewordPrefaceAcknowledgementsList of Tables and FiguresChapter 1: IntroductionPart I: Action at the Individual LevelChapter 2: Relationships with Self and OthersChapter 3: Creating a Strong Sense of SelfChapter 4: Managing PowerChapter 5: Engaging with CouragePart II: Action at the Supervision LevelChapter 6: Fostering Identity ExplorationChapter 7: Critical Authentic Leadership: A Pathway to Balancing Identity and ExpectationsChapter 8: Engaging With ConflictPart III: Action at the Organizational LevelChapter 9: Sustaining Identity-ConsciousnessChapter 10: Influencing Institutional ChangeChapter 11: ConclusionAppendixAuthor BiosContributor Bios
£31.34
Taylor & Francis Ltd SelfDiscovery
Book SynopsisOne of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on how to support children and young people on a voyage of self-discovery, as they learn to be their own best friend. The book offers research-driven, practical strategies, along with creative material and step-by-step lesson plans to support educators and health professionals. This is a resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care; both now and in the future.Chapters span key topics including Developing Resilience, Positive Thinking, Emotional Awareness and Self-Efficacy. A complete toolkit for teachers and counsellors, this book offers: Easy to follow and flexible lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work Resources that are linked to the PSHE and WellTable of ContentsIntroduction Chapter 1 Developing resilience Chapter 2 Problem solving Chapter 3 Emotional reactivity Chapter 4 Positive thinking Chapter 5 Emotional awareness and self-regulation Chaoter 6 Empathy Chapter 7 Self-efficacy and responsibility Bibliography
£37.04
Taylor & Francis Ltd Emotional Literacy
Book SynopsisOne of the five books in the Mental Health and Wellbeing Teacher Toolkit for teachers and other professionals working with children, this practical resource focuses on the topic of âEmotional Literacyâ and how to support children and young people on a journey of self-discovery where they learn to recognise, understand, share and manage a range of emotions. Promoting a proactive rather than a reactive approach to dealing with the social and emotional aspects of learning and managing the world of today, Emotional Literacy addresses the increasing number of mental health issues arising among young people. Chapters span key topics including Recognising Emotions, Understanding Emotions, Self-Regulation and Empathy. This book offers:â Easy to follow, and flexible, lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work.â Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3.â New Table of ContentsRecognising Emotions: What is an Emotion?; Recognising Emotions; Understand Facial Expressions; Listening to Body Language; Strong Emotions: Anger; Strong Emotions: Sad; How Emotions Impact on the way we Behave; The Chemicals of Emotions; The 60 minute Rule; Understanding Emotions: Thoughts Feelings Actions; Coping Strategies Part 1; Coping Strategies Part 2; Coping Strategies Part 3 Using Positive Memories; Coping Strategies Part 4 We can do It; Jellie Babies – Looking After another; Listen to Your Body; Self Awareness: Self Esteem: What we Believe About Ourselves; Self Limiting Beliefs; Exploring Ourselves; Get to Know your Own Best Friend; Thoughts Feelings Actions: Thinking Errors; Thoughts Feelings Actions: Self Limiting Beliefs; Givers Takers Nourishers and Thieves; Dealing With The Inner Critic; My Exhibition of Very Special Moments; Thoughts Worries and Preoccupations; Your Own Best Friend; The Future and How to Make it Happen; Your Internal Critic V Your Inner Champion; Let’s Celebrate You Are Unique; My Photo Album; Life Journey and Reframing; Past Present and Future; Self Regulation: Strategies that can help us; Strategies that can help us manage strong emotions; The Emotional Alarm System; Meditation on the Soles of My Feet; A Sensory Safari; Empathy: Mirror Neurons; Someone Else in Mind; Think About the Needs of Another
£37.04
Taylor & Francis Ltd Positive Relationships in School
Book SynopsisOne of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on developing the skills necessary to build and maintain successful relationships. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. Chapters span key topics including Communication, Respecting Yourself and Others, Resolving Conflict and Team Building. A complete toolkit for teachers and counsellors, this book offers: â Easy-to-follow and flexible lesson plans that can be adapted and personalised for use in lessons, smaller groups or 1:1 work. â Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3. â New research, âCircles for Learningâ, where the introduction of baby observation into the classroom by a teacher is used to understand and develop self-awareness, skills for learning, relationships, neuroscience and awareness of others. â STable of Contents1. Communication 2. Respecting Yourself and Others 3. Friendship 4. Participation 5. Resolving Conflict 6. Team Building and Collaboration
£37.04
Taylor & Francis Ltd Teaching Without Disruption in the Primary School
Book Synopsis The issue of behaviour has, and always will be, a main dilemma facing schools. Encouraging positive relationships whilst preventing disruption, and motivating students to learn, raises concerns for any teacher.This fully updated second edition of Teaching without Disruption in the Primary School offers a comprehensive and constructive approach to developing effective behaviour management. Packed full of tasks, case studies, and research-based guidance, this extremely practical book reflects high quality behaviour management training and is crucially informed by empirical evidence on exactly what works in classrooms and schools. Containing two brand new chapters - one on the importance of theory in developing effective behaviour management, and the other detailing a toolkit for constructing effective classroom management plans - the book presents a model for developing: effective behaviour management at tTrade Review‘Roland’s expertise in managing pupil behaviour, as reflected in Teaching Without Disruption in the Primary School, supports teachers at all stages of their careers, from trainees to experienced senior teachers’ - Amy Arnold, Headteacher, Barnham CEVC Primary School, Suffolk, UK ‘Teaching without Disruption in the Primary School is by far the most comprehensive guide to doing just that. The book not only offers practical advice but also the background as to why the suggestions could be successful. Roland’s simple and comprehensive advice has worked wonders with staff and pupils alike’ - Bernadette White, Assistant Headteacher, Donhead School, Wimbledon, UK Table of ContentsAcknowledgements Preface Introduction Chapter 1 Theory, research and behaviour management Chapter 2 Stress, coping and teacher well-being Chapter 3 Teacher thinking and pupil behaviour Chapter 4 Professional social skills: controlling social communication Chapter 5 Whole school influences on behaviour management Chapter 6 Leadership and positive behaviour Chapter 7 Classroom climate: the physical and socio-psychological environment. Chapter 8 Classroom structures: the role of rules, routines and rituals in behaviour management Chapter 9 Managing Difficult Behaviour Chapter 10 Classroom management planning Bibliography Index
£30.39
Holt McDougal Valedictorians at the Gate
Book SynopsisNamed one of Grown & Flown''s Best Book on College Admissions and Paying for CollegeThe most honest, most helpful book I've ever read on applying to college (New York Times bestselling author Adam Grant), Valedictorians at the Gate offers empowering advice and humorous asides that demystifies the college application process and encourages students to select a school that best reflects their personal values, academic pursuits, and potential career goals.After spending years as a college admissions director at Dartmouth, Becky Munsterer Sabky had seen it all. The perfect grades, the perfect scores, and the perfect extracurriculars. Valedictorians were knocking at the gate, but Becky realized that in their quest for admission many of these students were missing something. Their transcripts were golden, their interviews polished, but they weren't applying for college, they were competing for itand in the end they didn't know what prize
£15.19
John Wiley & Sons Inc Rising Above
Book SynopsisTransform your school's culture for the better In Rising Above, we meet Serenity Springs High School's new school counselor Monica Sheppard as she is fielding a barrage of school conflict issues coming at her from what seems like every direction. Backed by a team of veteran school culture experts from different facets of education, author JC Pohl delivers an engaging, ripped-from-the-headlines narrative about a fictional school community devolving into chaos. With social media running out of control, teachers feeling burnt out, and a principal that has simply lost her way, Monica immerses herself into the school community and strives to bridge many of the divides that define contemporary school environments across the United States. The book includes insights from real-world experts, including Principal Dr. Pete Getz, relationship expert Emil Harker, LMFT, and school counselor educator Dr. Stephanie Eberts. It also offers: A comprehensive set of strategiTable of ContentsPreface xv Featured Experts xix Section 1 Conflict 1 Chapter 1 Omelets and Arguments 3 Chapter 2 Trouble in Serenity 11 Chapter 3 The Outburst 17 Chapter 4 Online but Disconnected 23 Chapter 5 Red vs. Blue 29 Chapter 6 Burnt Out 37 Chapter 7 GOLFMAST3R_DAD3288 47 Chapter 8 Retreat and Refocus 55 Section 2 Connection 63 Chapter 9 A Little Now or a Lot Later 65 Chapter 10 Silly Beans 69 Chapter 11 Truly Troubled Tony 75 Chapter 12 Serious Digital Beef 87 Chapter 13 A Little Ad Hominem 95 Chapter 14 A Cooling Ember 107 Chapter 15 Trading Vinegar for Honey 113 Section 3 Collaboration 121 Chapter 16 One Problem Too Many 123 Chapter 17 Freedom Through Acceptance 131 Chapter 18 Breakthrough 141 Chapter 19 Face to Face 155 Chapter 20 Hemispheres 167 Chapter 21 Remembering Why 171 Chapter 22 Defused 181 Chapter 23 Harvest 189 Going Deeper: Monica’s Journal 193 About the Authors 233 Index 235
£17.84
Johns Hopkins University Press Mental Health Issues and the University Student
Book SynopsisAn essential component of the volume is a guide to making emergency assessments, from risk classification and hospitalization to public safety and communication within and outside the campus community.Trade ReviewIarovici navigates a passage between the science of diagnosis and the art of treatment. In doing so, she demonstrates an appreciation for the subtle nuances that affect the treatment of individuals poised on the cusp of adulthood. -- Joseph J. Guido PsycCRITIQUES I embarked on the reading of this book with great interest and was rewarded by the author's thoughtful analysis... a terrific texbook for psychiatric residents... very informative for university administrators in charge of program planning. -- Brunhild Kring American Journal of Psychiatry The particular strength of this book is the careful description of how these issues and problems manifest themselves in a higher education setting and the opportunities and challenges of addressing them in this setting. Choice I can picture myself in the middle of a complicated case reaching for this guide -- Suzanne Sorrentino, LCSW Journal of College Student PsychotherapyTable of ContentsList of Tables and FiguresPart I. The Student in Context: The Interdependent CampusChapter 1. Crisis on the College Campus?Chapter 2. The Changing Face of the American University StudentChapter 3. Generational Issues on CampusChapter 4. The Psychiatrist's Role in College Mental HealthPart II. Clinical ChallengesChapter 5. Sleep Problems on CampusChapter 6. Alcohol on CampusChapter 7. Non-alcohol Substance Abuse on CampusChapter 8. Loneliness and Relationships on CampusChapter 9. PerfectionismChapter 10. Clash of Cultures: International StudentsChapter 11. Clash of Cultures: LGBT StudentsChapter 12. Disordered EatingChapter 13. Difficulty ConcentratingChapter 14. AnxietyChapter 15. Depression and Other Mood ProblemsChapter 16. Psychotic SymptomsChapter 17. Emergency Situations on CampusChapter 18. Impulse Control Problems, Behavioral Addictions, and Other Problematic BehaviorsChapter 19. The Nontraditional StudentChapter 20. Models of TreatmentChapter 21. Treatment Challenges in the University PopulationEpilogue. Student Emotional Well-Being: Looking toward the FutureNotesIndex
£29.25
Johns Hopkins University Press Leveraging the EducationHealth Connection
Book SynopsisOn the interdependent relationship between health and academic achievement. Research indicates that healthy children are more likely to succeed in school and that individuals who attain higher levels of education are more likely to experience better health outcomes in adulthood. To promote and support children's academic success, educators must view student health as an education issue. At the same time, public health professionals must view students' academic success as a public health issue. In Leveraging the Education-Health Connection, David A. Birch explores this interdependent relationship and lays out strategies to improve outcomes for both education and health. Birch provides evidence and recommendations on the links between student health and academic success and between education attainment and adult health outcomes; the impacts of social injustice and early childhood experiences on health and education; strategies for minimizing absenteeism, promoting students' and theirTable of ContentsPreface1. Health and Education – An Interdependent Relationship2. Education and Health Disparities: The Connection to Social Justice3. Early Childhood4. High School Graduation – Attending, Connecting, Succeeding5. Quality School: Important Considerations6. The Whole School, Whole Community, Whole Child Model: A Commitment to Health and Learning7. Moving Forward: Mobilizing a Social MovementAppendixReferencesIndex
£26.10
Cengage Learning, Inc Reaching Your Potential
Book SynopsisREACHING YOUR POTENTIAL takes a holistic approach to helping students take control of their lives and improve their self-belief. The text is organized around the four areas of emotional, intellectual, physical and social potential. Through a process of learning and self-examination, students discover their values, increase their commitment to personal goals, and challenge themselves to grow and learn. While gaining practical knowledge and skills, students will discover their emotional, intellectual, physical, and social resources. This model, which is thematically integrated throughout the text, allows readers to emerge from their learning experience understanding the importance of developing each of these areas in order to reach their fullest potential. The text involves readers in active learning with self-assessments, activities that apply concepts to their own lives, questions that test comprehension, and case studies to foster critical-thinking skills.Table of ContentsINTRODUCTION To the Lifelong Learner. Before You Begin: Self-Assessment. Part I: DEVELOPING YOUR EMOTIONAL POTENTIAL. 1. The Power of Self-Belief. 2. Setting Goals and Managing Time. Part II: DEVELOPING YOUR INTELLECTUAL POTENTIAL. 3. Improving Your Thinking Skills. 4. Improving Your Study Skills. Part III: DEVELOPING YOUR PHYSICAL POTENTIAL 5. Eating Well. 6. Staying Healthy. Part IV: DEVELOPING YOUR SOCIAL POTENTIAL. 7. Communicating Effectively. 8. Improving Your Listening Skills. 9. Improving Your Speaking Skills. 10. Getting Along with Others. 11. Functioning in Groups. Part V: DEVELOPING YOUR ACTION PLAN. 12. Handling Change and Stress. 13. Managing Money. 14. Preparing for Your Career. After You���re Done: Self-Assessment. Glossary. References. Index.
£105.47
SAGE Publications Inc Social Justice and Social Work
Book SynopsisThis unique and timely book, edited by Michael J. Austin, introduces and connects social justice to the core values of social work across the curriculum. It presents the history and philosophy that supports social justice and ties it to ethical concepts that will help readers understand social justice as a core social work value. The book further conveys the importance of amplifying client voice; explores organization-based advocacy; and describes how an understanding of social justice can inform practice and outlines implications for education and practice.Table of Contents1. Searching for the Meaning of Social Justice - Michael J. Austin, Christina Branom, Bryn King Part I: The Humanities Perspectives: The Moral Imperative -- Shouldn’t We Do Something? 2. The Influence of Western Philosophy on Definitions of Social Justice - Richard J. Smith 3. Legal Theories of Social Justice - Jennifer Price Wolf 4. Literary Theories and Social Justice - Charity Samantha Fitzgerald 5. Historical Perspectives on Social Justice - Sarah Accomazzo 6. Social Justice and Religion - Sarah Accomazzo, Megan Moore, Siroj Sirojudin 7. Social Justice From a Humanities Perspective: A Synthesis to Inform Practice - Bryn King, Michael J. Austin Part II: The Social Science Perspectives: Social Empathy -- What Do We Need to Understand? 8. Social Psychological Perspectives on Morality and Social Justice - Christina Branom 9. Social Justice and Anthropology: From Observation to Activism - Leah A. Jacobs 10. Perspectives of Social Justice in Sociology - Christina Branom 11. Social Justice and the Politics of Children’s Rights - Kelly Whitaker 12. Social Justice in Political Thought: Examining the Rights of Parents - Wendy Wiegmann 13. Economic Theories of Social Justice - Anupama Jacob 14. Theories of Organizational Justice: Interdisciplinary Social Science Perspectives - Hyun Soo Kwon 15. Interdisciplinary Social Science Perspectives: Key Concepts to Inform Practice - Jasmin Serim 16. Social Justice for Active Citizenship - Rhonda Y. Williams Part III: Social Injustice Outside and Inside Human Service Organizations Outside Human Service Organizations 17. Predatory Lending - Mary E. A. Caplan 18. The Injustices of Intimate Partner Violence - Katherine E. Ray 19. Social Injustices Experienced by Children of Incarcerated Parents - Jenny Ventura 20. The Social Injustices Experienced by the Lesbian, Gay, Bisexual and Transgender Community - Elizabeth White Inside Human Service Organizations 21. Procedural Injustices in Child Welfare - Wendy Wiegmann 22. Elder Mistreatment: A Social Justice Perspective - Amanda Lehning 23. Social Justice and the Injustices Experienced by People with Mental Health Disabilities - Juliene Schrick Part IV: Embedding Social Justice in Social Work Practice 24. Client Voice and Expertise in Promoting Social Justice - Jasmin Serim 25. Social Justice and the Role of Nonprofit Human Service Organizations in Amplifying Client Voice - Kelly LeRoux 26. Educating Social Work Students About Social Justice Practice - Beth Glover Reed, Amanda Lehning 27. Incorporating Social Justice Principles Into Social Work Practice - Jaclyn Grant, Michael J. Austin 28. Finding the Courage of One’s Convictions: Reflections on a Lifetime of Social Work Practice - Brian Cahill with the assistance of Michael J. Austin
£97.85
Guilford Publications School Supports for Students in Military Families
Book SynopsisHow does growing up in a military family affect the educational experiences of children and youth? What can K-12 school practitioners do to support these students' academic, behavioral, and socialâemotional success? This book describes effective ways to help students and their families navigate such challenges as relocation, school transitions, and parental deployment. Pamela Fenning presents strengths-based assessment, intervention, and prevention strategies that reflect deep knowledge of military culture and fit perfectly within a schoolwide multi-tiered system of support (MTSS). In a convenient large-size format, the book includes a reproducible data collection form that can be downloaded and printed for repeated use. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"Fenning provides school psychologists and counselors with information and resources to support military children in the academic, mental health, and social arenas. She gets down to the brass tacks about the hurdles that these youth and their families often face. Implementation of MTSS with military students is explained, as are legal issues that affect military children in public schools. All chapters feature case studies that bring the information to life for the school psychologist and counselor. This book is a 'must have' for Case Study Committees or IEP teams tackling how best to meet the needs of military students in a school."-- Mark C. Pisano, EdD, NCSP, school psychologist, Fort Bragg Schools, Department of Defense Education Activity; Coordinator, Military Families Interest Group, National Association of School Psychologists "Military-connected youth and families are among the least understood and most underserved populations in schools, making this book essential reading. Administrators, teachers, and school-based mental health professionals will benefit from the practical knowledge and resources provided to meet military students' developmental, academic, and social–emotional needs. A strengths-based MTSS approach that builds on the individual’s resiliency serves as the foundation. The unique stressors of deployment, multiple moves, and grief and loss are addressed, as are considerations for students with special needs. The content is relevant to the full range of military families, both active duty and reserve. As someone with direct experience working with Department of Defense schools, I believe this book fills a tremendous gap."--Melissa A. Louvar Reeves, PhD, NCSP, LCMHC, School Psychology Program, Winthrop University; past president, National Association of School Psychologists "This user-friendly, practical book is an essential guide for understanding the unique strengths and challenges of military children and families. Case studies are used to illustrate how various evidence-based programs and practices can be integrated within a multi-tiered model of service delivery. It is very likely that students in any given school, regardless of proximity to a military installation, have family members serving in the military. School psychologists play a critical role in supporting the strengths and resiliency of these students. The book synthesizes research findings and includes insightful examples, as well as links to a wealth of resources, to help practitioners provide appropriate support."--Abigail Harris, PhD, NCSP, School Psychology Program, Fordham University-This is a solid resource for school psychologists to better understand the needs and available support for students of military families whether at DOD or private/civilian schools. The information is concise and focused with abundant references directing readers to additional resources.--Doody's Review Service, 02/04/2022ƒƒEarly in my career, I was assigned an elementary and a high school serving large numbers of students from both a Navy and an Air Force base. I wish I had this text as a resource, to be more aware of and effective in serving this unique population.--NASP Communiqué, 11/01/2022Table of Contents1. Strengths and Needs of Military Youth and Families in Schools: The Role of School Psychologists 2. Educational Settings Attended by Military Youth: Contextual Considerations and Case Studies 3. Universal Screening Data and Multi-Tiered Systems of Support for Military Children 4. Promoting Healthy Social Development 5. Delivery of Mental Health Supports 6. Support during School Transitions, with Gina Coffee 7. Legal Aspects of School Supports for Military Youth 8. Conclusions and Future Directions References Index
£29.44
Little, Brown Book Group The Unbreakable Student
Book Synopsis''Equal parts practical, funny and illuminating - belongs on the required reading list for life'' - Sarah Knight, internationally bestselling author of Get Your Sh!t TogetherAccessible and inspirational, The Unbreakable Student is the self-care guide that every university student needs.So, you''re starting university - you''ve learnt what to pack, where to socialise, how to cook (sort of)... but what about how to look after your mental health?University is a whirlwind of exciting, fresh experiences. But it can also be overwhelming. You''re in a strange new environment and faced with the pressure to make friends, complete difficult assignments, stay healthy, manage your finances and so much more, all while being away from your loved ones. In this time of massive change, looking after your mental wellbeing is more important than ever.Nic Hooper has witnessed the student mental health crisis unfolding every day on campus and iTrade Review'Nic Hooper has pulled off a neat trick for a professor, essentially creating a long-form lecture that remains engaging and informative to the very end. Equal parts practical, funny and illuminating, The Unbreakable Student belongs on the required reading list for life. Young people everywhere are lucky to have him, in person or on the page' - Sarah Knight, internationally bestselling author of Get Your Sh!t Together'One of the best self-help books I've ever read: wise, witty, (laugh-out-loud funny in places), compassionate - and above all, incredibly practical! Nic Hooper shows you how to effectively deal with the many trials and tribulations of student life; how to face up to your fears, frustrations and challenges; handle your stress and anxiety; take the power out of your inner critic; while building resilience and thriving along the way. I wish I'd had something like this in my student days; would have spared me years of suffering. Essential reading for every college student, of every type, everywhere in the world (as well as for their teachers and parents)' - Dr Russ Harris, internationally bestselling author of The Happiness Trap and ACT Made Simple'You have many things to learn as a University student but above all you need to learn the what and how of life: What is really needed to be successful as a person? And how will you become accomplished at those things? In a clear, concise and sure-footed way, this excellent book teaches you that what and how. If you learn nothing else in your time in the academy and yet learn what is in this book, you can count your years there well spent. Highly recommended' - Steven C. Hayes, Ph.D., Foundation Professor of Psychology, University of Nevada and author of A Liberated Mind: How to Pivot Toward What Matters'For so many students, university is a time of self-doubt and challenge. This is a must-read guide on how to bring your best self forward, so you can truly thrive'- Susan David, Ph.D., Psychologist at Harvard Medical School and author of Emotional Agility'Going to university is a tumultuous time in any case, but this is doubly true when there's a pandemic happening. Hooper's new guide couldn't be timelier. Drawing on many years of relevant experience and training, it's a must for any student beginning this next stage of their life' - Dr Dean Burnett, neuroscientist and bestselling author of The Idiot Brain'Going to university is a fantastic opportunity that can transform students' lives, but we also know it throws up many new challenges. The Unbreakable Student is a very well-written and researched companion, with valuable tools, tips and techniques that will help students deal with these challenges and make the most of their journey. I would recommend it to all students studying at university - and to their parents too' - Professor Steven West, Vice Chancellor at the University of the West of England, and Chair of the Universities UK Mental Health in Higher Education Working Group'Nic's guide to staying sane at university is full of solid, sensible advice, delivered with a smile and a side helping of science. Nic doesn't just tell you what to do, he tells you why and gives you a whole range of ideas about how. In truth, I wish this book had existed for me to read during my own university adventure' - Dr Pooky Knightsmith, child and adolescent mental health expert'What a useful guide for students! It's raw, authentic, personal, soulful, entertaining and pragmatic. In my opinion, this is a must-have for young adults in higher education' - Dr Scott Barry Kaufman, author of Transcend: The New Science of Self-Actualization and host of The Psychology Podcast'Nic Hooper has written such a timely and powerful book! People in this stage of life may feel unseen, confused, overwhelmed and unsure about how to meet their emotional needs. Hooper understands this deeply, and provides them with identification, a caring voice and a road map to resilience and health' - Jonathan Hoban, psychotherapist and author of Walk With Your Wolf
£14.24
Stanford University Press Reclaiming Community: Race and the Uncertain
Book SynopsisApproximately 2.4 million Black youth participate in after-school programs, which offer a range of support, including academic tutoring, college preparation, political identity development, cultural and emotional support, and even a space to develop strategies and tools for organizing and activism. In Reclaiming Community, Bianca Baldridge tells the story of one such community-based program, Educational Excellence (EE), shining a light on both the invaluable role youth workers play in these spaces, and the precarious context in which such programs now exist. Drawing on rich ethnographic data, Baldridge persuasively argues that the story of EE is representative of a much larger and understudied phenomenon. With the spread of neoliberal ideology and its reliance on racism—marked by individualism, market competition, and privatization—these bastions of community support are losing the autonomy that has allowed them to embolden the minds of the youth they serve. Baldridge captures the stories of loss and resistance within this context of immense external political pressure, arguing powerfully for the damage caused when the same structural violence that Black youth experience in school, starts to occur in the places they go to escape it.Trade Review"A compelling analysis of community-based youth service programs and how their ability to respond to community needs has been impaired by the narrow 'reform' agenda sweeping the country. Baldridge is a keen observer and her insights will help parents, educators, and activists in other communities understand why their work may not be supported by powerful elites, and what they can do about it." -- Pedro A. Noguera, Distinguished Professor of Education * UCLA Graduate School of Education & Information Studies *"The movement across America to adopt a Wall Street-like focus on 'return on investments' (ROI) to measure the impact of after-school programs is a big mistake. Bianca Baldridge offers a brilliant and timely alternative to metric-driven services; her research provides a refreshing and illuminating vision of how those who support youth of color can create more holistic alternatives to youth programming." -- Shawn Ginwright, Professor of Education and African American Studies * San Francisco State University *"Baldridge's powerful and sophisticated work urges us to continue to focus on theorizing the relationship between community-based youth work and schooling. Reclaiming Community is an urgent read for educational organizers and leaders, education scholars from all disciplines, social movement scholars, and organization scholars." -- Ranita Ray * American Journal of Sociology *Table of ContentsContents and Abstracts1Community-Based Youth Work in Uncertain Times chapter abstractChapter 1 introduces readers to Educational Excellence, its history, mission, triumphs, and challenges. Major themes of the book, its goals, the research methodology, and its significance to sociology of education are presented. The story of the organization is discussed within a broader theoretical discussion of market-driven education reform, race, and paternalism to (1) explore the dialectical relationship between community-based spaces and schools and (2) to explore how political imaginings of race and youth shape and inform the construction of community-based educational spaces engaging Black and other minoritized youth. 2"The EE Family:" Framing Race, Youth, and Educational Possibilities chapter abstractChapter 2 describes the history of Educational Excellence and its transformation from a strict after-school academic program steeped in deficit rhetoric to a comprehensive program that includes emotional and social support as well as political education. This chapter discusses the competing framing (asset-based versus deficit) of Black youth among the organization's founder, board members, and current and new staff members in the program and the struggle to reimagine Black youth beyond deficit narratives rampant in the youth development and nonprofit funding world. This chapter discusses how neoliberal restructuring affects the neighborhood Educational Excellence calls home and the schooling experiences of youth in the program. This chapter examines how youth workers become critical advocates and intercessors on behalf of students, assisting them in navigating difficult school, family, cultural, and social barriers. 3"We're Not Saving Anybody:" Refusing Deficit Narratives chapter abstractThis chapter examines how Black youth within after-school support spaces are often framed politically as "broken" and in need of "fixing." This chapter highlights the voices of youth workers as they navigate community-based educational youth work in a national education climate and with new organizational leadership marked by education reform and therefore pressure to frame Black youth from a deficit perspective to compete for funding opportunities, political praise, and public recognition. This chapter describes how the common trend toward deficit framing is linked to the current neoliberal education market, which incentivizes community-based educational spaces to frame marginalized youth as socially, culturally, and intellectually deficient in order to successfully compete with charter schools for funding. 4"Expanding EE's Footprint": Navigating Organizational Change chapter abstractChapter 4 discusses the growing racial, class, and gender tensions between the organization's founder, executive leadership, and Educational Excellence's board members. This chapter examines the changing nature of leadership in the organization and its impact on the practices of youth workers, shifting priorities of the program, and the overall culture of the program. Rapid growth and increase in the number of youth "served" by Educational Excellence became the new language and mode of operation for the organization. Under these new logics, racial and economic discourse about Black youth and educational opportunity within the organization began to drastically disrupt life at Educational Excellence. This chapter discusses how Educational Excellence expanded into another neighborhood without the proper infrastructure, which shifted the organization in an entirely different direction—one that led to damaged relationships and altered the reputation of the organization. 5"The Family Is Dead": Corporatizing After-School chapter abstractAfter a mass exodus of staff members at Educational Excellence, this chapter discusses how remaining youth workers strive to maintain strong and relevant pedagogical practices, familial-like culture, and an asset-rich ideology of youth in a new climate where organizational leadership is primarily concerned with funding, expansion, and greater exposure for the organization—without regard for the consequences for staff or student morale. This chapter discusses the ways that the camaraderie and relationships established between youth workers served as an anchor for accountability in the program. With relationships in jeopardy, accountability for resisting racist and deficit language withered and neoliberal expansion flourished under new leadership. 6"It Was Never Ours": Race and the Politics of Control chapter abstractChapter 6 examines the external pull factors (broader political and economic forces shaping public education) and internal push factors (competing frames of race, control, and paternalism between staff, the founder, and new leadership) that led youth workers away from Educational Excellence. Youth workers share their process for leaving the organization, what they learned during their time in the program, and reflections on challenging and rewarding experiences. Chapter 6 investigates the persistence of racism and neoliberalism within the current era of education that is eroding liberatory community-based spaces engaging Black youth. Conclusion: Reclaiming Community-Based Youth Work in the Neoliberal Era chapter abstractThe conclusion summarizes major research findings and highlights the major triumphs, challenges, and changes the book documented. Within this chapter, the story of Educational Excellence is placed within a historical context of activism in Black communities. Through the lessons learned from Educational Excellence, a path is laid out for community-based leaders and educators of color to identify, name, and resist the complex dynamics of racism, anti-Blackness, and politics threatening their work with youth. The conclusion lays out recommendations that include (1) encouraging more scholarship that theorizes social location of community-based youth work and the deep pedagogical work that can occur within community-based after-school spaces; and (2) considering the potential effects of macroeconomic and social policies, such as education privatization, on after-school community-based spaces and cautioning against the erasure of self-determination within community-based spaces as a result of the neoliberal turn.
£79.20
Stanford University Press Reclaiming Community: Race and the Uncertain
Book SynopsisApproximately 2.4 million Black youth participate in after-school programs, which offer a range of support, including academic tutoring, college preparation, political identity development, cultural and emotional support, and even a space to develop strategies and tools for organizing and activism. In Reclaiming Community, Bianca Baldridge tells the story of one such community-based program, Educational Excellence (EE), shining a light on both the invaluable role youth workers play in these spaces, and the precarious context in which such programs now exist. Drawing on rich ethnographic data, Baldridge persuasively argues that the story of EE is representative of a much larger and understudied phenomenon. With the spread of neoliberal ideology and its reliance on racism—marked by individualism, market competition, and privatization—these bastions of community support are losing the autonomy that has allowed them to embolden the minds of the youth they serve. Baldridge captures the stories of loss and resistance within this context of immense external political pressure, arguing powerfully for the damage caused when the same structural violence that Black youth experience in school, starts to occur in the places they go to escape it.Trade Review"A compelling analysis of community-based youth service programs and how their ability to respond to community needs has been impaired by the narrow 'reform' agenda sweeping the country. Baldridge is a keen observer and her insights will help parents, educators, and activists in other communities understand why their work may not be supported by powerful elites, and what they can do about it." -- Pedro A. Noguera, Distinguished Professor of Education * UCLA Graduate School of Education & Information Studies *"The movement across America to adopt a Wall Street-like focus on 'return on investments' (ROI) to measure the impact of after-school programs is a big mistake. Bianca Baldridge offers a brilliant and timely alternative to metric-driven services; her research provides a refreshing and illuminating vision of how those who support youth of color can create more holistic alternatives to youth programming." -- Shawn Ginwright, Professor of Education and African American Studies * San Francisco State University *"Baldridge's powerful and sophisticated work urges us to continue to focus on theorizing the relationship between community-based youth work and schooling. Reclaiming Community is an urgent read for educational organizers and leaders, education scholars from all disciplines, social movement scholars, and organization scholars." -- Ranita Ray * American Journal of Sociology *Table of ContentsContents and Abstracts1Community-Based Youth Work in Uncertain Times chapter abstractChapter 1 introduces readers to Educational Excellence, its history, mission, triumphs, and challenges. Major themes of the book, its goals, the research methodology, and its significance to sociology of education are presented. The story of the organization is discussed within a broader theoretical discussion of market-driven education reform, race, and paternalism to (1) explore the dialectical relationship between community-based spaces and schools and (2) to explore how political imaginings of race and youth shape and inform the construction of community-based educational spaces engaging Black and other minoritized youth. 2"The EE Family:" Framing Race, Youth, and Educational Possibilities chapter abstractChapter 2 describes the history of Educational Excellence and its transformation from a strict after-school academic program steeped in deficit rhetoric to a comprehensive program that includes emotional and social support as well as political education. This chapter discusses the competing framing (asset-based versus deficit) of Black youth among the organization's founder, board members, and current and new staff members in the program and the struggle to reimagine Black youth beyond deficit narratives rampant in the youth development and nonprofit funding world. This chapter discusses how neoliberal restructuring affects the neighborhood Educational Excellence calls home and the schooling experiences of youth in the program. This chapter examines how youth workers become critical advocates and intercessors on behalf of students, assisting them in navigating difficult school, family, cultural, and social barriers. 3"We're Not Saving Anybody:" Refusing Deficit Narratives chapter abstractThis chapter examines how Black youth within after-school support spaces are often framed politically as "broken" and in need of "fixing." This chapter highlights the voices of youth workers as they navigate community-based educational youth work in a national education climate and with new organizational leadership marked by education reform and therefore pressure to frame Black youth from a deficit perspective to compete for funding opportunities, political praise, and public recognition. This chapter describes how the common trend toward deficit framing is linked to the current neoliberal education market, which incentivizes community-based educational spaces to frame marginalized youth as socially, culturally, and intellectually deficient in order to successfully compete with charter schools for funding. 4"Expanding EE's Footprint": Navigating Organizational Change chapter abstractChapter 4 discusses the growing racial, class, and gender tensions between the organization's founder, executive leadership, and Educational Excellence's board members. This chapter examines the changing nature of leadership in the organization and its impact on the practices of youth workers, shifting priorities of the program, and the overall culture of the program. Rapid growth and increase in the number of youth "served" by Educational Excellence became the new language and mode of operation for the organization. Under these new logics, racial and economic discourse about Black youth and educational opportunity within the organization began to drastically disrupt life at Educational Excellence. This chapter discusses how Educational Excellence expanded into another neighborhood without the proper infrastructure, which shifted the organization in an entirely different direction—one that led to damaged relationships and altered the reputation of the organization. 5"The Family Is Dead": Corporatizing After-School chapter abstractAfter a mass exodus of staff members at Educational Excellence, this chapter discusses how remaining youth workers strive to maintain strong and relevant pedagogical practices, familial-like culture, and an asset-rich ideology of youth in a new climate where organizational leadership is primarily concerned with funding, expansion, and greater exposure for the organization—without regard for the consequences for staff or student morale. This chapter discusses the ways that the camaraderie and relationships established between youth workers served as an anchor for accountability in the program. With relationships in jeopardy, accountability for resisting racist and deficit language withered and neoliberal expansion flourished under new leadership. 6"It Was Never Ours": Race and the Politics of Control chapter abstractChapter 6 examines the external pull factors (broader political and economic forces shaping public education) and internal push factors (competing frames of race, control, and paternalism between staff, the founder, and new leadership) that led youth workers away from Educational Excellence. Youth workers share their process for leaving the organization, what they learned during their time in the program, and reflections on challenging and rewarding experiences. Chapter 6 investigates the persistence of racism and neoliberalism within the current era of education that is eroding liberatory community-based spaces engaging Black youth. Conclusion: Reclaiming Community-Based Youth Work in the Neoliberal Era chapter abstractThe conclusion summarizes major research findings and highlights the major triumphs, challenges, and changes the book documented. Within this chapter, the story of Educational Excellence is placed within a historical context of activism in Black communities. Through the lessons learned from Educational Excellence, a path is laid out for community-based leaders and educators of color to identify, name, and resist the complex dynamics of racism, anti-Blackness, and politics threatening their work with youth. The conclusion lays out recommendations that include (1) encouraging more scholarship that theorizes social location of community-based youth work and the deep pedagogical work that can occur within community-based after-school spaces; and (2) considering the potential effects of macroeconomic and social policies, such as education privatization, on after-school community-based spaces and cautioning against the erasure of self-determination within community-based spaces as a result of the neoliberal turn.
£21.59
Cognella, Inc Group Work in Schools: Preparing, Leading,
Book SynopsisGroup Work in Schools: Preparing, Leading, Responding provides practicing and future school counselors with the knowledge and tools they need to develop and master group skills. Recognizing that school counselors leverage both counseling and psychoeducation in group work, the text presents research, theory, and practices in both counseling and education.The book introduces the types of groups school counselors conduct; important situational, social, and cultural considerations; ethical mandates; and learning theories for group work planning. Additional chapters cover major group development and intervention theories and group leadership methods and styles. Readers learn how to establish effective goals and objectives for groups, assess these goals, and plan meaningful group activities for their groups. The text also describes important intervention skills and strategies for conducting groups and for responding to problems that arise in groups with youth.The second edition includes greater discussion on teaching and learning theories, more attention to group work practices with diverse populations, and expanded descriptions of basic group work skills.Group Work in Schools is an ideal resource for advanced courses in group work and school counseling. The book is also a valuable guide for school counselors, teachers, and administrative staff who lead groups in educational settings.
£58.40
Cognella, Inc Counseling and Helping Skills: Critical
Book SynopsisCounseling and Helping Skills: Critical Techniques to Becoming a Counselor provides counselors and other helping professionals with a complete guide to developing the skills and competencies necessary to support a diverse spectrum of clients.The text is divided into two sections. Part I begins with a chapter that describes nine characteristics of an effective counselor and then moves on to chapters that examine foundational, essential, and commonly used skills. Some skills discussed include nonverbal behaviors, forming an equal relationship, non-pathologizing, honoring and respecting clients, listening, empathy, affirmation giving, offering alternatives, self-disclosure, modeling, collaboration, and more. A separate chapter on information-gathering and solution-focused questions is provided next. Part I concludes with a chapter on specialized skills such as advocacy, assessment for lethality, confrontation, cognitive-behavioral responses, interpretation, positive counseling, life-coaching, and crisis, trauma, and disaster counseling. Part II focuses on treatment issues, including chapters dedicated to case conceptualization; case management, such as DSM-5, psychotropic medications, writing case notes, and more; cultural competency, which describes models of culturally competent counseling and considerations when working with eleven select populations; ethical, professional, and legal issues, which examines the purpose of ethical codes, ethical decision-making, ten critical areas in ethical codes, vignettes, best practices, and malpractice insurance. Comprehensive in nature and filled with valuable insight, Counseling and Helping Skills is ideal for graduate-level counseling and related programs. It can also be used by those entering the helping professions to support their transition into the field and serve as a helpful ongoing reference.
£104.40
Cognella, Inc Developing a Trauma-Informed Perspective in
Book SynopsisDeveloping a Trauma-Informed Perspective in School Communities: An Introduction for Educators, School Counselors, and Administrators provides future and current school counselors, educators, and leadership teams with relevant research on brain and human development to assist them in developing a trauma-informed perspective. Readers are encouraged to leverage this knowledge to create positive and formative change within schools and provide effective support for students struggling with potentially traumatic experiences, as well as those without trauma histories to ensure positive and healthy development.The text introduces key topics in brain and trauma research including attachment, neuroscience, adverse childhood experiences, toxic stress, mindfulness, restorative discipline, self-care, and resiliency. Readers learn how to recognize the signs of potential trauma and how to best support individuals exhibiting certain behaviors through a whole-school approach. The text demonstrates how a holistic and collective approach that addresses student behaviors through relationships to encourage development of self-efficacy skills is more effective than the "quick fix" often used to address student issues. Throughout the text, opportunities for personal connection, practice, and reflection underscore key concepts and build relevant knowledge that may be applied to future work with students and school staff.Developing a Trauma-Informed Perspective in School Communities is an ideal supplemental resource for courses and programs in education. It is also a powerful reference for professionals currently working within school and community settings.
£50.40
Nova Science Publishers Inc Psychological Service of Higher Education
Book SynopsisAt the present stage of development of the higher education system, psychological support of students' professional development is relevant and necessary. It will improve the quality of their training as future specialists. There is a need for a holistic approach to providing psychological support for all participants in the educational process of the University: students, their parents and teachers. There are few scientific publications on modern psychological service in education. First of all, because this topic is more likely applied than theoretical or methodological. However, this book discloses the issues and problems of the theory and methodology of psychological service in educational institutions. The authors of the monograph relied on the model of analysis of mental development proposed by N. Semago and M. Semago, thanks to which it becomes possible to analyze the key moments of changes (transformations) of mental development systematically, distinguishing between "natural" (phenomenological level of research) and "higher" mental formations (causal level). Psychological development of the students' personality in higher schools in the educational environment (E. Ponomareva, O. Rudakova), organization of the university psychological service (L. Bura, Y. Zalevskaya), successful adaptation of high school students as a necessary condition for their acmeological development (L. Bura). In addition, the results of empirical studies on career orientations, (S. Kucherenko, T. Pavluk), attention features (E. Brunner) and value orientations of Internet addicted students (I. Sultanova, O. Shutova) are presented. The chapter about B. Hellinger's systemic constellation as a method of research for an aesthetic object by V. Vynohradov and E. Brunner stands out somewhat separately. A valuable contribution to the practice of organizing a modern psychological service of a higher educational institution with psychological specialties was made by the chapter "Advanced psychodiagnostics of first-year students as a factor in the effectiveness of teaching at a university" (M. Latysheva, E. Brunner). Autors suggests using the technology of deep psychological diagnostics in working with first-year students to carry out a comprehensive assessment of personal characteristics and the actual mental state of each of them. The author recommends using these results to develop a program of individual educational route of the student, and, if necessary, to determine the ways of the most effective corrective work at the initial stage of professionalization. Also the basic components of psychological counseling as one of the important areas of work of practical psychologists are analyzed. The review of theoretical sources on the problem of psychological education in the system of psychological support of students in institutions of higher education is presented. It is concluded that psychological education can be effectively implemented only by being integrated into the general system of the educational process at the University. The importance of psychological correction for students of the specialty "Practical psychology" is emphasized, since it is important to identify their personal problems with the presence of tendencies to psychological death, a sense of inferiority and a tendency to psychological damage. The personal problem is not recognized by the subject, so it is quite difficult to solve it. This is possible with the qualified help of a psychologist who helps to detect the personal problem in its deep psychological essence and transfer it from the implicit level to the explicit one. The subject, as a rule, is aware only of the consequences of having a personal problem (anxiety, tension, increased aggression, etc.), but not its causes. This leads to the fact that many students of the faculty of psychology subconsciously seek rather psychological help, than acquiring professional knowledge and skills in the field. Such people are recommended to undergo psychological correction in full, which optimizes their personal potential. Psychological education is aimed primarily at the formation of the psychological culture of society in general and students in particular. In addition, psychological counseling (I. Erina), psychological education in the system of psychological support of students (G. Grigoryev) and group variant of deep-correction work in the author's version of T. Yatsenko's psychodynamic approach (O. Usatenko, M. Maik) in the system of higher education of Humanities are disclosed in detail. The process of student adaptation in higher education is a process aimed at achieving a dynamic balance between the student and the educational environment. In this process, the student can not only adapt and achieve sustainability, but also be able to unlock their potential and make positive changes in the environment. As a result of an empirical study conducted by S. Kucherenko among students of the Academy of Pedagogy and Humanities, the features of students' career attitudes are clarified. In particular, there was found a low level of orientation to the stability of the place of residence with a high orientation to the stability of the place of work, i.e. a high orientation to building a career in the chosen direction without a desire to work in this region. The algorithm proposed in the study allows to design an individual strategy in the field of career attitudes and expectations of specialists in various fields of training. According to I. Sultanova, a significant part of students with Internet addiction tend to live in the present or yesterday, they have a predominant dissatisfaction with their life in the present and past. Students without Internet addiction are characterized by the presence of certain life orientations, purposefulness, orientation to the present and future. It is also revealed that both groups of students are characterized by fatalism, the belief that a person's life is not subject to conscious control. Thus, the psychological service in education is a practical tool that adapts scientific psychological knowledge to the immediate needs of employees in the field of education and at the same time allows you to solve urgent problems in this area.Table of ContentsPreface; Acmeological Development of a Student at a University: Organization of the University Psychological Service; Acmeological Development of a Student at a University: Psychological and Acmeological Development of the Students Personality in Higher Schools in the Educational Environment; Psychological and Acmeological Development of the Students Personality in Higher Schools in the Educational Environment; Research of the University Psychological Service: Career Anchors of Undergraduates and Students in the Masters Programme in Major in the Conditions of the Higher Education; Research of the University Psychological Service: Peculiarities of Attention Parameters and Their Dynamics in 17-23-Year-Old Female Students; Research of the University Psychological Service: B. Hellingers Systemic Constellation as a Method of Research for an Aesthetic Object in the Process of Studying Art History; Research of the University Psychological Service: Valuable and Semantic Orientations of Students with Internet Addiction; Directions of the University Psychological Service Work: In-Depth Psychological Diagnostics of the 1st Year Students as a Factor of Learning Efficiency in Higher Education; Directions of the University Psychological Service Work: Psychological Counseling as the Basis of Applied Psychologists Activity; Directions of the University Psychological Service Work: Educational Activities in the System of Psychological Support of Higher Education; Directions of the University Psychological Service Work: Possibilities of University Students Deep Psychological Correction; Index.
£113.59
SAGE Publications Inc 50+ Tech Tools for School Counselors: How to Be
Book SynopsisDigital tools that will transform your practice Educating students in the 21st century is about more than preparing them for work in the digital age; it′s also about connecting with the whole student and transcending barriers. Written for school counselors and other education professionals, 50+ Tech Tools for School Counselors provides insightful descriptions of digital tools that can be used daily to not only enrich intervention and instruction but also guide decision-making, streamline work, enhance communication, and promote happier students. Readers will find: a framework for leadership and advocacy through the lens of technology vignettes demonstrating implementation and quotes from students and other stakeholders step-by-step guides and checklists perspectives from counselors around the country that provide a peer-to-peer feel narratives, technical descriptions, and diagrams School counselors are often unsure or unaware of the myriad of existing tech tools. This book will help them enhance their practice, feel more confident, spend less time on paperwork, and enable today’s students to achieve success in school and access information on college and careers.Trade Review"50+ Tech Tools for School Counselors is a much-needed resource for experienced school counselors who want new tools as well as for counselors who are just beginning to use technology to deliver their school counseling programs. We are at a turning point in the profession, where school counselors understand the importance of being tech-savvy but sometimes don’t know where to start. 50+ Tech Tools provides program delivery, data collection, and organizational tools and resources. This book is a must for every school counselor’s bookshelf!" -- Carol Kaffenberger, PhD"School counselors have long needed access to quality technology tools in their vital roles supporting students. This book provides them the opportunity to use data and tech tools to more efficiently and effectively implement the design, delivery, and evaluation of comprehensive school counseling programs aligned with the ASCA National Model." -- Trish Hatch, President and CEO"In order for school counselors to meet the diverse, evolving needs of students as they traverse their educational paths, technological literacy is essential. This book is not only needed but also essential for supporting school counselors and school counselor educators’ technological literacy. It is a valuable resource for intentional technology integration in school counseling and school counselor education and written in a user-friendly manner." -- Molly Strear, Assistant Professor in Counselor Education"As school counselors we have an ethical obligation to demonstrate appropriate use of technology. For those who are new to integrating technology into their work, this book offers great insight, including what some of those tech tools are, why you should use them, and exactly how to get started. And for those who are more familiar with using technology, you just might find a new tool to help you become more effective, efficient, and engaging." -- Franciene Sabens, School Counselor"Our job as school counselors is based on relationships, and our youth rely more and more on technology as a way to connect and communicate. This book is a quick reference guide for educators to browse and quickly determine which application best fit their needs. It provides user-friendly overviews of many tech tools along with step-by-step guidance for how to get them set up." -- Jeffrey Gielow, Middle School Counselor"This book is coming out at just the right time! We need to use more technology and become more digitally-oriented in order to keep our students interested and provide the most up-to-date, effective information to our parents, staff. and communities. It definitely gives me ideas about tools that can help my job (and life) become easier if I use them." -- Kara Proctor-Dunn, School Counselor"Technology is a growing industry and is frequently used in the school setting. While there are many websites that provide information about technology, the process of searching for it is long and tedious. 50+ Tech Tools for School Counselors makes things so much easier for educators. This book is necessary for all school counselors in the 21st century." -- Shuntina Taylor, Director of School CounselingTable of ContentsForeword Acknowledgments About the Authors Part I: Groups and Lessons Part II: Data Collection Tools Part III: Organizational Tools Part IV: Program Promotion Tools Part V: Collaboration Tools Part VI: Resources References Index
£22.49
Sage Publications, Inc Violence and Maltreatment in Intimate
Book Synopsis
£143.45
Brush Education Inc Diversity, Culture and Counselling: A Canadian
Book Synopsis
£33.99
Pembroke Publishing Ltd Students Mentoring Students in K-8 Classrooms:
Book SynopsisToday’s students bring with them to the classroom a wide variety of understandings and ways of knowing. Sharing this richness of understanding, as well as students’ unique ways of looking at challenges, solving problems, and interpreting the world adds an incredible depth and meaning to all types of classroom learning. This thoughtful guide offers authentic, meaningful and purposeful activities that will lead students to share their thinking, and to support and mentor each other emotionally, socially, and academically. It explores numerous ways to create opportunities for shared learning, mentoring partnerships, and expanding student horizons.Table of ContentsAcknowledgements Introduction 1. It Always Begins with a Question… 2. Sharing Our Voices 3. Realities of the Classroom 4. Leaders in Learning 5. Reimagining Learning for the 21st Century Conclusion References Index
£23.21
Wisdom International The Survival Bible
£7.45
Brookes Publishing Co Merrell's Strong Kids™ - Grades 3-5: A Social and
Book SynopsisTeach social-emotional competence - the foundation of school and social success - with the NEW editions of the Strong Kids™ - Grades 3 - 5 curriculum! Strong Kids is the fun and easy way to help your students develop the social-emotional skills they need to manage their challenges and succeed in school and life. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is Low cost and low tech Proven to help increase students knowledge of social and emotional concepts and decrease their emotional and behavioral problems Easy to implement with no mental health training required Brief enough to use with any program Through engaging, thought-provoking classroom activities, students learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more. This scientifically-based curriculum runs for 12 weeks, and lessons are easy to fit into your existing schedule (especially with the new options for breaking them into smaller chunks). Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so teachers have everything they need to implement the program with little added cost or preparation.
£36.51
Saddleback Educational Publishing, Inc. Managing Money
Book Synopsis
£15.20
Taylor & Francis Inc Contested Issues in Troubled Times: Student
Book SynopsisContested Issues in Troubled Times provides student affairs educators with frameworks to constructively think about and navigate the contentious climate they are increasingly encountering on campus.The 54 contributors address the book’s overarching question: How do we create an equitable climate conducive to learning in a dynamic environment fraught with complexity and a socio-political context characterized by escalating intolerance, incivility, and overt discrimination?Rather than attempting to offer readers definitive solutions, this book illustrates the possibilities and promise of acknowledging multiple approaches to addressing contentious issues, articulating a persuasive argument anchored in professional judgment, listening attentively to others for points of connection as well as divergence, and drawing upon new ways of thinking to foster safe and inclusive campuses.Among the issues this volume addresses are such topics as sexual violence; historically underrepresented racial and ethnic groups; transgender and undocumented students; the professional skills, knowledge and/or dispositions needed to thrive and facilitate systemic change in contemporary higher education organizations; the implications of maintaining personal and professional identities via social media; and self-care.In this companion volume to Contested Issues in Student Affairs (whose issues remain as relevant today as they were upon publication in 2011), a new set of contributors explore new questions which foreground issues of equity, safety, and civility – themes which dominate today’s higher education headlines and campus conversations.The book concludes with calls to action, encouraging student affairs educators to exhibit the moral courage needed to critically examine routine practices that (un)knowingly perpetuate inequity and enact the foundational values and principles upon which the student affairs profession was founded.Trade Review"Contested Issues in Troubled Times offers fresh perspectives on the role of student affairs educators and practitioners in engaging in the difficult but crucial work of promoting inclusive environments on college campuses. Importantly, it does so in a way that does not hide—and indeed celebrates—the diversity of viewpoints shared among colleagues. This book will undoubtedly serve as a valuable springboard for rich discussions in the classroom and in the student affairs profession."Linda J. Sax, Professor of Higher Education and Organizational Change, Graduate School of Education & Information StudiesUniversity of California Los Angeles"Just as the first, the second edition of Contested Issues will become a go-to book for student affairs graduate courses and professional development opportunities on campus. Magolda, Baxter-Magolda, and Carducci have assembled a timely book that engages the most difficult and important issues facing student affairs professionals today—and likely into the future. The array of authors—representing faculty members and professional staff at all stages of careers—lends to the usefulness of this volume through the presentation of diverse and challenging perspectives."Robert D. Reason, Professor, Student Affairs and Higher EducationIowa State University"In this update to the original Contested Issues, a new generation of scholars challenges the usefulness and authenticity of many of the habits that we have lazily and superficially adopted. They rightly question best practices and position the profession of student affairs to focus on changing systems and structures to increase equity for marginalized students.”Anna Ortiz, Professor of Educational LeadershipLong Beach State University“A cross between professional development resource and inspirational essays, Contested Issues in Troubled Times artfully draws readers into a series of carefully crafted conversations about contentious issues in higher education, invites personal reflection and then encourages courageous action. The book promises to help student affairs educators channel their potential to put professional philosophy, commitments, research, and competencies to work to become agents for cultivating and sustaining inclusive learning environments."Jillian Kinzie, Assistant Director, Center for Postsecondary ResearchIndiana University Bloomington"Just as the first, the second edition of Contested Issues will become a go-to book for student affairs graduate courses and professional development opportunities on campus. Magolda, Baxter Magolda, and Carducci have assembled a timely book that engages the most difficult and important issues facing student affairs professionals today—and likely into the future. The array of authors—representing faculty members and professional staff at all stages of careers—lends to the usefulness of this volume through the presentation of diverse and challenging perspectives."Robert D. Reason, Professor of Higher Education and Student AffairsIowa State University"Contested Issues in Troubled Times invites readers to engage some of the most perplexing issues confronting college and university educators in the 21st century. As the essayists wrestle with provocative questions that defy simplistic solutions, they model productive dialogue and offer a rich constellation of perspectives for the reader to consider. Contested Issues urges those of us invested in the student affairs profession to think beyond traditional field assumptions and strategies as we construct novel and nuanced practices that will help us move from troubled times toward a promising future."Alyssa Rockenbach, Professor of Higher EducationNorth Carolina State University"Magolda, Baxter-Magolda, and Carducci have curated an impressive volume, assembling an impressive collection of leading voices to grapple with how student affairs scholars and practitioners can and should promote growth, learning, and development for all students as they navigate environments marked by various forms of oppression and marginalization. In addition to tackling everything from how to support students managing trauma to student affairs’ larger role as an agent of social justice, this text is a primer on how to engage in complex, sometimes contentious, discourse around difficult issues. So much can be learned from how the authors affirm, challenge, and push each other and our field to have the hard conversations necessary to move colleges and universities forward. We don’t always agree and there isn’t always a clear-cut 'right' or 'wrong,' but the authors of this text show us how authentic, thoughtful, critical engagement can lead to action and progress towards real solutions to persistent challenges facing the academy."Kimberly A. Griffin, Associate ProfessorUniversity of Maryland; Editor, Journal of Diversity in Higher Education"In an era where overt oppression, righteous indignation, and name-calling are on the rise, an important skill for student affairs educators to practice is engaging about difficult issues productively. The contributors of this book model this kind of dialogue in thoughtful ways. Stemming from their previous innovative Contested Issues in Student Affairs volume, this companion book by Peter Magolda, Marcia Baxter Magolda, and Rozana Carducci adds a unique perspective on the important goal of building coalitions across differences."Stephen John Quaye, Past PresidentACPA: College Student Educators International, Associate Professor, Miami UniversityFrom the Foreword:"Contested Issues in Troubled Times: Student Affairs Dialogues on Equity, Civility, and Safety is a resource that has the capacity to bridge the gap between who we say we are as student affairs educators, who we actually are, and who we hope to become. The contributors effectively grapple with issues plaguing our campuses and influencing our roles as professionals. The questions to which contributors respond not only raise awareness of critical and contested issues but also prompt readers to do the difficult work of considering how the field both fuels and works to disrupt them."Lori D. Patton, Assistant Professor in the Department of Educational Leadership and Policy StudiesIowa State University"Contested Issues is structured in four parts. The first provides an introduction to the book’s purpose and an overview of key issues in higher education and student affairs administration. The second addresses challenges and opportunities related to the creation of inclusive campus learning environments. The third explores how to engage in socially just, intentional student affairs practice. Finally, in its fourth section, Contested Issues comes close to answering the question it posed at the outset, suggesting both that the creation of 'an equitable climate conducive to learning' is possible and that the responsibility for doing so belongs to individual higher education and student affairs administrators acting in a variety of big and small ways every day. In short, the book describes how colleges and universities ought to be more so than it offers the precise steps for how to get to that point. The scope and scale of the contemporary issues covered across the volume’s 24 paired contributions is daunting. The chapters make clear both the challenges associated with the current socio-political reality and also that it has merely brought to the foreground long-simmering issues associated with equity, inclusion, and social justice in higher education institutions. That is, the challenges described in Contested Issues are not new, they merely appear so to some because the current socio-political environment has swept away the thin veil of civility and laid bare the fact that college and university campuses have long disregarded their role in perpetuating systems of power, privilege, and oppression.Taken as a whole, Contested Issues makes the case that higher education and student affairs administrators must change the way they approach their work to navigate the troubled times in which colleges and universities find themselves. It does not make the case that the problems they must confront are new nor that the solutions to them are simple. It does not provide the answers but rather the questions that will lead to this change. In so doing, Contested Issues is a powerfully useful tool for anyone who seeks to understand colleges and universities in a thoughtful, reflexive way and appreciate more fully the systems of power, privilege, and oppression that are fundamentally intertwined with higher education."Teachers College RecordTable of ContentsForeword—Lori D. Patton Preface—Peter M. Magolda, Marcia B. Baxter Magolda, and Rozana Carducci Acknowledgments Companion Social Media Opportunities—Nick Rathbone Part One. Introduction 1. Why Is It So Hard for the Student Affairs Profession to Foster Inclusive Environments for Learning? • Bonding and Bridging for Community and Democracy—Penny Rue • History Matters. Against Romanticizing Student Affairs' Role in Inclusion—Dafina-Lazarus (D-L. Stewart 2. How Do Student Affairs Educators Help Students Learn to Engage Productively in Difficult Dialogue? • Learning Dialogic Skills for Effective Campus Conversations—Kelly E. Maxwell and Monita C. Thompson • Systemic Integration of Dialogic Skills. An Opportunity for Student Affairs/Academic Affairs Partnerships—Jeannie Brown Leonard Part Two. Cultivating Inclusive Learning Environments. Equity, Civility and Safety 3. How Should Institutions Address Student Demands Related to Campus Racial Climate? • To Address Today’s Student Demands for Racial Justice, Institutions Must Shift From Multiculturalism to Polyculturalism—Ajay Nair • Critical Considerations in Advancing Social Justice Agendas in Higher Education—Samuel D. Museus 4. What Are the Responsibilities and Limits of Student Affairs’ Roles in Preparing Students for Political Activism? • Student Affairs Educators’ Brokering Role in Political Activism—Sandra Rodríguez • Brokering Students’ Political Activism. Expanding Student Affairs Professionals’ Views—Cassie L. Barnhardt 5. What Does It Mean for Student Affairs Educators to Establish Safe and Just Responses to Campus Sexual Violence? • Moving Beyond Policy to Address Campus Sexual Violence—Chris Linder • Abating Campus Sexual Violence Requires a Multifaceted Approach—Frank Shushok Jr. 6. How Do Student Affairs Educators Navigate the Tension Between the First Amendment Right to Free Speech and the Expression of Ideas That Create a Hostile Campus Climate? • Free Expression, Civic Education, and Inclusive Campuses—Rafael E. Alvarado • Balancing Free Speech and Inclusive Campus Environments. A Worthy Yet Complicated Commitment—Naomi Daradar Sigg 7. How Should Institutions Redefine and Measure Student Success? • Student Success as Liberal Education Escapes Definition and Measurement—Laura Elizabeth Smithers • Redefining Student Success to Foster More Inclusive Learning Environments—Molly Reas Hall 8. What Are the Risks of Assuming the Sharing of Proper Pronouns Is a Best Practice for Trans* Inclusion? • More Than Pronouns. Problematizing Best Practices of Trans* Inclusion—Kathryn S. Jaekel and D. Chase J. Catalano • What Happens to a Dream Deferred?. Sharing Proper Pronouns as an Act of Gender Self-Determination—Z Nicolazzo 9. How Should Institutions Support Students With Marginalized Identities? What Practices Are Essential for the Establishment of Safe and Inclusive Learning Environments? • What is Equitable?—Engaging the Four Is of Oppression to Support Students of Color—Jonathan A. McElderry and Stephanie Hernandez Rivera • Intersectionality, Culture, and Mentoring. Critical Needs for Student Affairs Educators—Julie A. Manley White 10. What Role Should Student Affairs Educators Play in Supporting Undocumented Students in the Current Political Climate? • Confronting Anti-Immigration Rhetoric on Campus. A Student Affairs Imperative—Susana M. Muñoz • Emphasizing Institution-Wide Strategies to Support Undocumented Students in Higher Education—Maria Sanchez Luna and Mei-Yen Ireland 11. How Does Social Class Influence Student Learning and the Work of Student Affairs Educators? • Social Class Complexities in Curricular and Cocurricular Learning. Options Do Not Mean Access—Sonja Ardoin • Disrupting Educational Privilege. Partnering With Students and Communities to Create True Inclusion—Angela Cook 12. What Is the Role of Student Affairs Educators in Helping Students Whose Learning Is Complicated by Experiencing Trauma? • Navigating the Complex Space of Supporting Student Survivors of Trauma—Tricia R. Shalka • A Focus on Relational and Narrative Aspects of Trauma. Challenges and Opportunities for Higher Education—Kelli D. Zaytoun 13. Why Is Religion a Difficult Issue In American Higher Education and How Should Student Affairs Respond? • Balancing Competing Interests Through Principled Practice—P. Jesse Rine and Brian D. Reed • Supporting Interfaith Climates and Outcomes. Considerations and Practices for Student Affairs Educators—Benjamin S. Selznick 14. What Is the Student Affairs Educator’s Role in Navigating Tensions Between Legislative Action and Institutional Policy? • From Guns to Transgender Students’ Rights. When Policy and Personal Positions Do Not Align—Amelia Parnell and Jill Dunlap • Passion and Policy. How Student Affairs Educators Navigate Their Roles in the Face of Legislative Restrictions—R. Bradley Johnson Part Three. Cultivating Professional Capacities to Foster Inclusive Learning Environments 15. Given the Complexity Associated With Fostering Equitable, Civil, and Safe Learning Environments, How Should Graduate Preparation Programs Prepare Students to Work in Higher Education? • Advancing Power- and Identity-Conscious Student Affairs Graduate Programs—Rosemary J. Perez • A Systemic Approach to Enacting Equitable, Civil, and Safe Learning Environments—Jessica C. Harris 16. What Professional Development Opportunities Are Necessary to Ensure that Professionals Have the Capacities and Competencies to Make Good Decisions When Faced With the Unknown? • Trust Your Instincts, Pack a Compass, and Never Hike Alone—Cynthia H. Love • Professional Development as a Healing Community Practice—Michelle M. Espino 17. What Responsibility Does Student Affairs Have to Help Graduate Assistants Navigate the Ambiguity Between Their Student and Professional Roles? • Navigating Two Worlds. Supporting Graduate Students in Their Dual Roles as Students and Professionals—Jessica Gunzburger • Caught in the Middle. A Stable Anchor for Graduate Students Amid a Discursive Struggle—Hoa Bui 18. How Should Student Affairs Professional Preparation Programs Address Discrimination and Bias in the Graduate Classroom? • No Struggle, No Progress. The Complexities of Pre-Tenure Minoritized Faculty Addressing Bias, Discrimination, and Oppression in Student Affairs Graduate Preparation Programs—David Pérez II • You Are Not Alone. Graduate Preparation Programs’ Responsibility and Commitment to Addressing Discrimination and Bias in Classrooms and Beyond—Bridget Turner Kelly 19. What Is the Value of Student Affairs Research as It Relates to Issues of Equity, Civility, and Safety? • The Value and Disconnect of Student Affairs Research Related to Equity, Civility, and Safety—JoNes R. VanHecke • Considering the Practical Usefulness of Higher Education Research and Theory in Promoting Equity, Civility, and Safety—Nicholas A. Bowman 20. How Can/Should Student Affairs Educators Use Assessment to Improve Educational Practices Related to Equity, Civility, and Safety? • Using Deconstructed Assessment to Address Issues of Equity, Civility, and Safety on College Campuses—Gavin W. Henning • Assessment as Power. Using Our Privilege to Center the Student Voice—Abby C. Trout 21. What Would It Take for Student Affairs Educators to Facilitate a Personal Learning Design Approach That Enhances Equity, Civility, and Safety? • Pursuing Equity, Civility, and Safety Through Personal Learning Design—Taran Cardone • A Personal Learning Design Approach. Are Student Affairs Educators Ready?—Matthew R. Johnson 22. How Do Student Affairs Educators Integrate Personal and Professional Identities in Digital Spaces/Social Media? • Orchestrated in Harmony or Forced With a Disconnect—Josie Ahlquist • Speaking Up. How Student Affairs Professionals of Color Navigate Social Media with Authenticity—Julia R. Golden 23. What Does It Mean for Student Affairs Educators to Maintain Self-Care in Turbulent Times? • Practicing Self-Care Is a Radical Notion in Student Affairs and It Shouldn’t Be—Tiffany J. Davis • More Than Consumption. Creating Space for Self-Care in Higher Education—Shamika N. Karikari Part Four. Epilogue 24. What Is the Promise/Potential of the Student Affairs Profession to Foster Inclusive Environments for Learning? • Putting Potential to Work—Susan R. Jones • It’s the Means, Not the Ends. Incorporating Humanity Into Our Practice—Craig R. Berger Contributors Index
£31.34
Taylor & Francis Inc The Transfer Experience: A Handbook for Creating
Book SynopsisCo-published with At last there is a handbook that everyone in higher education can use to help increase transfer student success. This comprehensive resource has been brought together to meet the need for a truly holistic approach to the transfer experience. The book brings together research, theory, practical applications, programmatic illustrations, case studies, encouragement, and inspiration, and is supplemented by an online compendium for continual updates of resources, case studies, and new developments in the world of transfer.Based on a totally different way of thinking about, understanding, and acting to increase transfer student success, The Transfer Experience goes far beyond the traditional, limited view of transfer as a technical process simply about articulating credits, a stage of student development, or a novel enrollment management strategy. Rather, the book introduces a stimulating array of new perspectives, resources, options, models, and recommendations for addressing the many needs of this huge cohort – making the academic, civic, and social justice cases for improving transfer at both transfer-sending and transfer-receiving institutions.Trade Review"The Transfer Experience is a gift to educators who view transfer as a social justice imperative. Transfer matters now, perhaps more than ever, and the text offers the most comprehensive, evidence-based analysis of the transfer experience. The authors offer a transformational view of the transfer journey that goes beyond a mechanistic, processual experience. Shattering outmoded transfer assumptions, the authors take care to present a more thoughtful, holistic view of transfer keeping in mind that underserved, first-generation, adult learners should be assisted in every way to fulfill their hopes and dreams of earning a bachelor’s degree. The text offers fertile ground for significant equity and justice dialogue, transformational changes and policy considerations."Laura I. Rendónauthor of Sentipensante Pedagogy: Educating for Wholeness, Social Justice and Liberation, Stylus Press“Helping students achieve their educational goals is a win for everyone, and brings the “American Dream” closer to reality. A key, underutilized strategy in reaching this goal is an effective, holistic transfer system that begins when a student enters an institution of higher education and continues through completion. The Transfer Experience: A Handbook for Creating a More Equitable and Successful Postsecondary System is authored by “transfer warriors” who understand and are passionate about transfer. The book is a comprehensive educational masterpiece that challenges and inspires higher education leaders and policy makers to skillfully and purposefully foster transfer student success, thereby enhancing the quality of life for students.”Paula K. Compton, Associate Vice Chancellor, Articulation and TransferOhio Department of Higher Education“Transfer is a vital mechanism for closing the racial and income equity gaps in higher education, as well as an unnecessarily complex issue that too often leaves students stranded on their academic journeys. I share the authors’ holistic philosophy of the transfer student experience and particularly appreciate their emphasis on the student’s pre-transfer academic preparation. This handbook is an essential tool for ensuring these students are propelled to degree completion.”Janet L. Marling, Executive Director, The National Institute for the Study of Transfer StudentsUniversity of North Georgia“As a former vice president of Student Affairs and Enrollment Management at one of America’s leading community colleges, and as a three-time University Chancellor, I have attended more conferences and read more books about student success than I can recall. The Transfer Experience, edited by Gardner, Rosenberg, and Koch, is clearly one of the best I have ever read. Filled with proven nuggets of successful initiatives, this is required reading for faculty and administrators who are committed to creating a more equitable and successful system of postsecondary education. College access, student success and equity are core principles of democracy and each is achievable.”Charlie Nelms, Chancellor Emeritus, North Carolina Central University & Vice President EmeritusIndiana University“This book is a timely and much-needed call to action to more effectively meet the transfer needs of our postsecondary students. The research contained within these chapters presents a playbook for both campus and state higher education officials to create and execute a strategy that will better serve students, campuses and states alike.”Robert E. Anderson, PresidentSHEEO - State Higher Education Executive Officers Association“The achievement and graduation of transfer students in higher education is one of the most important issues confronting colleges and universities. Given that nearly half the undergraduate enrollees are in community colleges, we have to work together across the community college and 4-year sector to find structures, programs, and policies to strengthen their success. The authors provide nuanced perspectives on how transfer student success must be addressed.”Scott E. Evenbeck, Founding PresidentStella and Charles Guttman Community College, City University of New YorkTable of ContentsOnline CompendiumForeword—John Hitt and Sandy Shugart Preface. Timing Is Everything. Who We Are and Why This Book Is Needed Now Introduction—John N. Gardner, Michael J. Rosenberg, and Andrew K. Koch Part One. Transfer in Context 1. Looking Back to See the Future. The Transfer Pathway as Historical Mirage—Stephen J. Handel 2. Institutional Barriers to Baccalaureate Transfer for Community College Students—John Fink and Davis Jenkins 3. Reframing Transfer as a Social Justice Imperative—Michael J. Rosenberg and Andrew K. Koch 4. Utilizing Transformative Theoretical Frameworks for Transfer Students of Color—José Del Real Viramontes and Dimpal Jain Part Two. Pathways, Transitions, and Support 5. A Guide for the Perplexed. Creating a Transfer Affirming Culture at 4-Year Institutions to Increase the Enrollment of Community College Transfer Students—Stephen J. Handel 6. Making Financial Aid Work for Transfer Students—Jason Taylor 7. The Need for a Prior Learning Assessment Revolution to Support Transfer Student Success—Kathy Silberman and Rose Rojas 8. The Journey of a Transfer Student Into a Competency-Based Degree Program—Michelle Alvarez, Tess Diver, and Jamie Holcomb 9. Reverse Credit Transfer for Post-Traditional Transfer Students. Leading Disruptive Innovation—Debra D. Bragg and Heather N. McCambly 10. State Higher Education System Information Provision to Promote Transfer Student Success—Angela Bell 11. Transferring Countries. International Perspectives and Student Immigration Issues—Jason Chambers, Karen Ramos, and Sarah Mackey Part Three. Teaching and Learning 12. The Chief Academic Officer’s Role in Transfer Student Success—Mark Canada 13. Momentum Stoppers and Equity Blockers. The Implications of Gateway Courses for Students at Their Transfer-Receiving Institutions—Andrew K. Koch and Brent M. Drake 14. \ Teaching for Inspiration. Approaches to Engaging Transfer Students in Gateway Courses—Stephanie M. Foote 15. Digital Learning for Transfer Students. From Definition to Applicable Possibilities—Susannah McGowan Part Four. Case Studies. Transfer in Action 16. A Deep Commitment To Transfer Student Access and Success. The University of Central Florida Story—Maribeth Ehasz and J. Jeffrey Jones 17. Creating a Culture of Transfer. The Story of the Arizona State University Transfer Transformation—Maria Hesse Conclusion. Where Do We Go From Here?—John N. Gardner, Michael J. Rosenberg, Andrew K. Koch Editors and ContributorsIndex Case Studies and Other Resources (Online Compendium) Case 1. A Culture of Transfer. How Stella and Charles Guttman Community College Supports Transfer and Completion at 4-Four-Year Institutions—Danielle Insalaco-Egan Case 2. A Quest for Equitable Transfer. Transfer Policies and Practices of the City University of New York—Chet Jordan and Niesha Ziehmke Case 3. Making the Transition Seamless. Creating an Intentional Transfer Culture and Experience for Students Who Transfer From Perimeter College to Georgia State University-Atlanta—Charles Fox Case 4. Advancing an Organizational Focus on Transfer Students. A Mission Driven Approach at IUPUI—Catherine Buyarski, Julie Landaw, Boyd Bradshaw, James Gladden, and Kathy E. Johnson Case 5. Student Success for Transfer Students at Kean University—Deborah Skibitski and Jonathan Mercantini Case 6. Partnerships in College Transfer Access and Success. North Carolina Independent Colleges and Universities and the North Carolina Community College System—A. Hope Williams Case 7. Transfer in a Rural Setting. The University Center of the Mountains—Deronda Collier Mobelini and G. Edward Hughes Case 8. Instilling Transfer Pride at the University of California, Los Angeles—Heather Adams Case 9. Interstate Passport. Streamlining Student Transfer Across State Lines—Patricia A. Shea Case 10. The American Public University System. A “Military Friendly” Model for Student Transfer—Wallace E. Boston, Vernon Smith, and Melissa Layne Case 11. The Tulsa Collaborative. A Regional Approach to Improving Transfer and Bachelor's Degree Attainment—Pamela K. Fly, Betsy Q. Griffin, Jennifer L. Ivie, Mary A. Millikin, and Emily TichenorAddendum A. Phi Theta Kappa. Ensuring Transfer Success and Career Readiness Among Today's College Students—Erin Cogswell Addendum B. Tau Sigma National Honor Society. Recognizing and Promoting the Academic Excellent and Involvement of Transfer Students—Lee ColquittAddendum C. The National Institute for the Study of Transfer Students— Janet Marling
£30.39
Taylor & Francis Inc Creating Sustainable Careers in Student Affairs:
Book SynopsisThis book argues that the current structure of student affairs work is not sustainable, as it depends on the notion that employees are available to work non-stop without any outside responsibilities, that is, the Ideal Worker Norm. The field places inordinate burdens on staff to respond to the needs of students, often at the expense of their own families and well-being. Student affairs professionals can meet the needs of their students without being overworked. The problem, however, is that ideal worker norms pervade higher education and student affairs work, thus providing little incentive for institutions to change. The authors in this book use ideal worker norms in conjunction with other theories to interrogate the impact on student affairs staff across functional areas, institutional types, career stage, and identity groups. The book is divided into three sections; chapters in the first section of the book examine various facets of the structure of work in student affairs, including the impact of institutional type and different functional areas on employees’ work-lives. Chapters in the second section examine the personal toll that working in student affairs can take, including emotional labor’s impact on well-being. The final section of the book narrows the focus to explore how different identity groups, including mothers, fathers, and people of color, navigate work/life issues. Challenging ideal worker norms, all chapters offer implications for practice for both individuals and institutions.Trade Review“Every once in a while a book is published that changes our profession and how we do our work. Creating Sustainable Careers in Student Affairs is that book! This book is a must-read series of insightful chapters as contributors unpack the norms associated with the concept of the ‘ideal worker.’ As we think about student affairs work of the future, this book should be required reading for every educator and practitioner.”Tony Cawthon, Alumni Distinguished Professor, and Director, Graduate Studies, Student Affairs & Higher EducationClemson University“In Creating Sustainable Careers in Student Affairs, Margaret W. Sallee and colleagues provide a new dimension to the dialogue and research literature on invisible labor in the academy. Using the ideal worker model to frame the institutional cultures and structures that create and perpetuate inequitable work demands, Sallee and colleagues offer evidence of and recommendations for actions to reduce these inequities. This is a must-read for all higher education leaders, faculty, and human resource professionals who work in or support the student affairs profession.”Jaime Lester, Associate Dean of Faculty Affairs and Strategic Initiatives, and Professor, Higher Education Program, College of Humanities and Social ScienceGeorge Mason University“This book could not have come at a better time. For years, we’ve behaved as if you can’t have a successful student affairs operation if your team isn’t 24/7, never-saynever, go-down-with-the-ship, . . . and we’ve watched as promising professionals sadly, and sometimes defiantly, walk away. 2020 has showed us there are, and must be, other paths forward, and Creating Sustainable Careers in Student Affairs will help illuminate the way.”Melissa S. Shivers, Vice President for Student LifeThe Ohio State UniversityTable of ContentsForeword—Kristen A. Renn Acknowledgments Introduction. Problematizing the Ideal Worker in Student Affairs—Margaret W. Sallee Part One. The Structure of Student Affairs Work 1. How the Structure and Demands of Student Affairs Reflect Ideal Worker Norms and Influence Work-Life Integration—Laura Isdell and Lisa Wolf-Wendel 2. “That’s the Job”. Agency and Control in Greek Life, Student Activities, and Campus Recreation—Benjamin B. Stubbs 3. Work-Life Integration in Student Affairs. A Closer Look at Housing and Residence Life—Amy S. Hirschy and Shannon D. Staten 4. The Influence of Institutional Type and Socialization Processes on Ideal Worker Norms of Student Affairs Professionals—C. Casey Ozaki and Anne M. Hornak 5. Problematizing Socialization in Student Affairs Graduate Training—Rosemary J. Perez Part Two. The Toll of Student Affairs Work 6. Whose Ideal Worker? Student Affairs and Self-Care in the Neoliberal Academy—Pamela Graglia, Karla Pérez-Vélez, and D-L Stewart 7. Burnout and Compassion Fatigue in Student Affairs—Moly A. Mistretta and Alison L. DuBois 8. Emotional Labor and Well-Being—R. Jason Lynch and Kerry L. B. Klima Part Three. How Various Identity Groups Navigate Student Affairs Work 9. Disclosure, Inclusion, and Consequences for LGBTQ Student Affairs Professionals—Carrie A. Kortegast 10. (En)Counterspaces. An Analysis of Working Conditions for Student Affairs. Professionals of Color in an Un-Ideal World—Ginny Jones Boss and Nicole Bravo 11. The Classed Construct of Student Affairs Work—Sonja Ardoin 12. Interrogating the “Ideal” New Professional in Student Affairs—Melanie Lee and Megan Karbley 13. Fathers in Student Affairs. Navigating a Gendered Organization—Margaret W. Sallee, Alyssa Stefanese Yates, and Michael Venturiello 14. Work-Life Integration. Women Administrators in Student Affairs and Higher Education Managing Work and Family—Sarah Marshall Conclusion. Reimagining Student Affairs—Margaret W. Sallee About the Contributors Index
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