Counselling and care of students Books

Book SynopsisRecently, with the number of students from higher education and K-12 settings committing suicide, it is apparent that homophobia and homophobic bullying are tremendous problems in our schools and universities. However, educators are unclear about an appropriate process for addressing these challenges. In this book, Jones postulates that we must begin exploring the culture of educational environments as they relate to sexual difference, in order to begin conceptualizing ways in which we may begin to address homophobia and heteronormativity. To that end, this book addresses how educators (at all levels) must begin examining how their concepts about different sexual identities are "normalized" through socializing processes and schooling. In doing so, this book examines how individuals construct meanings about homophobia and hate language through "contextual oppositions," how educational environments maintain a ''false tolerance" when claiming to be tolerant of different sexual identities, how a hierarchy of hate language exists in educational environments, among other issues related to creating safe places for all students. In essence, the book attempts to "un"normalize society's constructions of sexual identity by deconstructing the social norms.

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Book SynopsisRecently, with the number of students from higher education and K-12 settings committing suicide, it is apparent that homophobia and homophobic bullying are tremendous problems in our schools and universities. However, educators are unclear about an appropriate process for addressing these challenges. In this book, Jones postulates that we must begin exploring the culture of educational environments as they relate to sexual difference, in order to begin conceptualizing ways in which we may begin to address homophobia and heteronormativity. To that end, this book addresses how educators (at all levels) must begin examining how their concepts about different sexual identities are "normalized" through socializing processes and schooling. In doing so, this book examines how individuals construct meanings about homophobia and hate language through "contextual oppositions," how educational environments maintain a ''false tolerance" when claiming to be tolerant of different sexual identities, how a hierarchy of hate language exists in educational environments, among other issues related to creating safe places for all students. In essence, the book attempts to "un"normalize society's constructions of sexual identity by deconstructing the social norms.

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Book SynopsisYouth mentoring refers to a relationship between youth -- particularly those most at risk of experiencing negative outcomes in adolescence and adulthood -- and the adults who support and guide them. The origin of the modern youth mentoring concept is credited to the efforts of charity groups that formed during the Progressive era of the early 1900s to provide practical assistance to poor and juvenile justice-involved youth, including help with finding employment. Approximately 2.5 million youth today are involved in formal mentoring relationships through Big Brothers Big Sisters (BBBS) of America and similar organisations. Contemporary mentoring programs seek to improve outcomes and reduce risks among vulnerable youth by providing positive role models who regularly meet with the youth in community or school settings. Some programs have broad youth development goals while others focus more narrowly on a particular outcome. Evaluations of the BBBS program and studies of other mentoring programs demonstrate an association between mentoring and some positive outcomes, but the effects of mentoring on particular outcomes and the ability for mentored youth to sustain gains over time are less certain. This book begins with an overview of the purpose of mentoring, including a brief discussion on research of structured mentoring programs. The book then describes the evolution of federal policies on mentoring since the early 1990s and provides an overview of the components and funding for each of two recent (discontinued) federal mentoring programs, as well as a discussion of other federal mentoring initiatives that are currently funded.

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

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Book SynopsisThere are numerous books documenting the challenges of student athletes and presenting recommendations for academic success. They primarily focus on understanding the issues of student-athletes and recommendations are oftentimes overly simplistic, failing to explicitly provide interventions that can be executed by student-athlete support personnel. In addition, the topic of supporting student-athletes who are academically at risk and/or are diagnosed with high incidence disabilities has been overlooked by scholars resulting in few publications specifically focusing on providing strategies to the staff/personnel who serve these populations. The general target audience is college/university practitioners who interface with student-athletes who demonstrate academic and social risk in the realm of athletics.These stakeholders include but are not limited to: academic support staff, student athletes, parents, coaches, faculty/educators, counselors, psychologists, higher education administrators, student affairs professionals, disability services coordinators/personnel, as well as researchers who focus on education leadership, sports, and special education. All of these groups are likely to find this book attractive especially as they work with student-athletes who are at-risk for academic failure. Also, it is ventured that this book will become the staple text for the National Association of Academic Advisors (N4A), the official organization for all personnel who work in collegiate academic support and can be used by members of intercollegiate athletic associations to reform policies in place to support at-risk student-athletes.Table of Contents Introduction and Overview, Samuel R. Hodge, Robert A. Bennett III, and Morris R. Council III. Identifying and Transitioning Student-Athletes With Risk Labels and High Incidence Disabilities, Susie C. Bruhin and Lori S. Robinson. Current Models of Student-Athlete Academic Support Services, Robert A. Bennett III and Stephon Fuqua. Developing Effective Self-Advocacy Skills in Student-Athletes With Disabilities, Morris R. Council III and Ralph Gardner III. Measuring Academic Success: How the Standardization of Evaluating Academic Achievement Leaves Students At-Risk Behind, Emily M. Newell and Morris R. Council III. Motivating Student-Athletes for Academic Success, Joy Gaston Gayles, Robert Lang, and Ezinne Ofoegbu. Response to Intervention (RtI) as a Framework for Innovation, Morris R. Council III and Mary R. Sawyer. Staying Engaged: Faculty Mentoring Student- Athletes, Darren D. Kelly and Robert A. Bennet. Contents. Epilogue. About the Authors

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Book SynopsisThere are numerous books documenting the challenges of student athletes and presenting recommendations for academic success. They primarily focus on understanding the issues of student-athletes and recommendations are oftentimes overly simplistic, failing to explicitly provide interventions that can be executed by student-athlete support personnel. In addition, the topic of supporting student-athletes who are academically at risk and/or are diagnosed with high incidence disabilities has been overlooked by scholars resulting in few publications specifically focusing on providing strategies to the staff/personnel who serve these populations. The general target audience is college/university practitioners who interface with student-athletes who demonstrate academic and social risk in the realm of athletics.These stakeholders include but are not limited to: academic support staff, student athletes, parents, coaches, faculty/educators, counselors, psychologists, higher education administrators, student affairs professionals, disability services coordinators/personnel, as well as researchers who focus on education leadership, sports, and special education. All of these groups are likely to find this book attractive especially as they work with student-athletes who are at-risk for academic failure. Also, it is ventured that this book will become the staple text for the National Association of Academic Advisors (N4A), the official organization for all personnel who work in collegiate academic support and can be used by members of intercollegiate athletic associations to reform policies in place to support at-risk student-athletes.Table of Contents Introduction and Overview, Samuel R. Hodge, Robert A. Bennett III, and Morris R. Council III. Identifying and Transitioning Student-Athletes With Risk Labels and High Incidence Disabilities, Susie C. Bruhin and Lori S. Robinson. Current Models of Student-Athlete Academic Support Services, Robert A. Bennett III and Stephon Fuqua. Developing Effective Self-Advocacy Skills in Student-Athletes With Disabilities, Morris R. Council III and Ralph Gardner III. Measuring Academic Success: How the Standardization of Evaluating Academic Achievement Leaves Students At-Risk Behind, Emily M. Newell and Morris R. Council III. Motivating Student-Athletes for Academic Success, Joy Gaston Gayles, Robert Lang, and Ezinne Ofoegbu. Response to Intervention (RtI) as a Framework for Innovation, Morris R. Council III and Mary R. Sawyer. Staying Engaged: Faculty Mentoring Student- Athletes, Darren D. Kelly and Robert A. Bennet. Contents. Epilogue. About the Authors

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Book SynopsisRestorative justice (RJ) is an idea whose time may have finally arrived. Although the concept has ancient roots and the term has existed in Western societies since the 1970s, only recently has it gained general public recognition. In schools, RJ’s popularity is rising world-wide. In fact, education is the fastest growing area for the practice of RJ.Despite an increasing number of schools embracing the approach, it is not clear what educational RJ practitioners are trying to achieve. Adult Intentions, Student Perceptions: How Restorative Justice is Used in Schools to Control and to Engage focuses on the use of RJ in one school in Scotland and one in Canada. While important to understand the intentions of educators in using RJ in schools, those aims must be examined alongside the actual impact that such practices have on students. RJ can be understood and experienced in dramatically different ways by those implementing it. For some, RJ is about creating an environment of and for student engagement that challenges traditional systems of discipline and facilitates learning. For others, RJ is simply another tool for solidifying compliance and meting out punishment, albeit in a kinder, gentler way. Adult Intentions, Student Perceptions provides the opportunity to delve deeply into the stories of two schools and the adults and young people who inhabit them, and consider the broad impact that differing educator understandings of RJ have on students.Adult Intentions, Student Perceptions is a timely book for RJ advocates and critics alike. It challenges a common assumption of some RJ advocates that implementing RJ necessarily creates a classroom environment of social engagement (where students are empowered to engage with one another and think critically, and school relationships and hierarchies are transformed). The student experience relayed in this book shows that RJ can as readily be mobilized to create classroom environments of social control (where students are taught obedience and compliance, and authority and hierarchy are reinforced). Reimer argues that RJ, by itself, does not guarantee certain qualities of relationship, but RJ does allow us to examine relational qualities and ask questions of how school relationships are used to engage and/or control students.Table of Contents Series Editor’s Preface, Jeffrey S. Brooks Foreword, Joel Westheimer CHAPTER 1: Introduction: The Rise of Restorative Justice in Schools CHAPTER 2: The Tensions Within Restorative Justice: A Continuum of Understandings CHAPTER 3: Listening to the Voices in the Schools CHAPTER 4: Rocky Creek: The Canadian School Story CHAPTER 5: Rocky Creek Public School: Educator Intentions CHAPTER 6: Rocky Creek Public School: Student Perceptions CHAPTER 7: Royal Mills High School: The Scottish School Story CHAPTER 8: Royal Mills High School: Educator Intentions CHAPTER 9: Royal Mills High School: Pupil Perceptions CHAPTER 10: Holding the Studies Side by Side CHAPTER 11: Restorative Justice as a Window Into Relationships References

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Book SynopsisRestorative justice (RJ) is an idea whose time may have finally arrived. Although the concept has ancient roots and the term has existed in Western societies since the 1970s, only recently has it gained general public recognition. In schools, RJ’s popularity is rising world-wide. In fact, education is the fastest growing area for the practice of RJ.Despite an increasing number of schools embracing the approach, it is not clear what educational RJ practitioners are trying to achieve. Adult Intentions, Student Perceptions: How Restorative Justice is Used in Schools to Control and to Engage focuses on the use of RJ in one school in Scotland and one in Canada. While important to understand the intentions of educators in using RJ in schools, those aims must be examined alongside the actual impact that such practices have on students. RJ can be understood and experienced in dramatically different ways by those implementing it. For some, RJ is about creating an environment of and for student engagement that challenges traditional systems of discipline and facilitates learning. For others, RJ is simply another tool for solidifying compliance and meting out punishment, albeit in a kinder, gentler way. Adult Intentions, Student Perceptions provides the opportunity to delve deeply into the stories of two schools and the adults and young people who inhabit them, and consider the broad impact that differing educator understandings of RJ have on students.Adult Intentions, Student Perceptions is a timely book for RJ advocates and critics alike. It challenges a common assumption of some RJ advocates that implementing RJ necessarily creates a classroom environment of social engagement (where students are empowered to engage with one another and think critically, and school relationships and hierarchies are transformed). The student experience relayed in this book shows that RJ can as readily be mobilized to create classroom environments of social control (where students are taught obedience and compliance, and authority and hierarchy are reinforced). Reimer argues that RJ, by itself, does not guarantee certain qualities of relationship, but RJ does allow us to examine relational qualities and ask questions of how school relationships are used to engage and/or control students.Table of Contents Series Editor’s Preface, Jeffrey S. Brooks Foreword, Joel Westheimer CHAPTER 1: Introduction: The Rise of Restorative Justice in Schools CHAPTER 2: The Tensions Within Restorative Justice: A Continuum of Understandings CHAPTER 3: Listening to the Voices in the Schools CHAPTER 4: Rocky Creek: The Canadian School Story CHAPTER 5: Rocky Creek Public School: Educator Intentions CHAPTER 6: Rocky Creek Public School: Student Perceptions CHAPTER 7: Royal Mills High School: The Scottish School Story CHAPTER 8: Royal Mills High School: Educator Intentions CHAPTER 9: Royal Mills High School: Pupil Perceptions CHAPTER 10: Holding the Studies Side by Side CHAPTER 11: Restorative Justice as a Window Into Relationships References

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Book SynopsisBetween 1980 and 2005, 45 states were involved in lawsuits around equity of funding and adequacy of education provided to all students in the state. Indeed, this investigation could have included any cities in America, and the themes likely would have been the same: Lower funding and resources, disproportionate numbers of teachers and school leaders who do not look like the students they serve, debates over the public’s responsibility to provide fair and equitable education for all students in the jurisdiction, implicit biases from the top to the bottom and a resegregation of schools in America.Integration for Black families was never about an idea that Black students were better off if they could be around White students, it was about the idea that Black students would be better off if they could have access to the same education that White students had — but residential segregation still enables de facto school segregation, when it isn’t coded into policy.For the overwhelming majority of Black students, they’re stuck in segregated, underperforming schools. Schools where the teachers are dedicated to the mission, but where the cities and districts and states have failed to uphold their basic responsibility to maintain the upkeep of the schools and provide enough desks for each child and current textbooks.Table of Contents Acknowledgments Introduction CHAPTER 1: Atlanta: “A City Full of College” Its Students Can’t Access CHAPTER 2: Baltimore: “Turning Trauma into Power to Change the World” CHAPTER 3: Birmingham: “Segregation Forever” and the Impact of Suburban Flight CHAPTER 4: Charlotte: “The Fleecing of the Urban School District” CHAPTER 5: Chicago: Extreme Decentralization and an Investment in Principals CHAPTER 6: Dallas: All Hands on Deck to Ensure Smoother Hand-Offs Between Schools and the Workforce CHAPTER 7: Houston: Lost Economic Opportunities a Wake-Up Call to City Leaders CHAPTER 8: Milwaukee: “We Don’t Have Failed Schools. We Have Failed Communities” CHAPTER 9: New Orleans: A Total Eclipse of Local Control- and How Reform Efforts Have Failed Our Students CHAPTER 10: Philadelphia: Social Justice as Racial Justice and Educators’ Fight to Take Back to Take Back Their City Conclusion About the Authors

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Book SynopsisBetween 1980 and 2005, 45 states were involved in lawsuits around equity of funding and adequacy of education provided to all students in the state. Indeed, this investigation could have included any cities in America, and the themes likely would have been the same: Lower funding and resources, disproportionate numbers of teachers and school leaders who do not look like the students they serve, debates over the public’s responsibility to provide fair and equitable education for all students in the jurisdiction, implicit biases from the top to the bottom and a resegregation of schools in America.Integration for Black families was never about an idea that Black students were better off if they could be around White students, it was about the idea that Black students would be better off if they could have access to the same education that White students had — but residential segregation still enables de facto school segregation, when it isn’t coded into policy.For the overwhelming majority of Black students, they’re stuck in segregated, underperforming schools. Schools where the teachers are dedicated to the mission, but where the cities and districts and states have failed to uphold their basic responsibility to maintain the upkeep of the schools and provide enough desks for each child and current textbooks.Table of Contents Acknowledgments Introduction CHAPTER 1: Atlanta: “A City Full of College” Its Students Can’t Access CHAPTER 2: Baltimore: “Turning Trauma into Power to Change the World” CHAPTER 3: Birmingham: “Segregation Forever” and the Impact of Suburban Flight CHAPTER 4: Charlotte: “The Fleecing of the Urban School District” CHAPTER 5: Chicago: Extreme Decentralization and an Investment in Principals CHAPTER 6: Dallas: All Hands on Deck to Ensure Smoother Hand-Offs Between Schools and the Workforce CHAPTER 7: Houston: Lost Economic Opportunities a Wake-Up Call to City Leaders CHAPTER 8: Milwaukee: “We Don’t Have Failed Schools. We Have Failed Communities” CHAPTER 9: New Orleans: A Total Eclipse of Local Control- and How Reform Efforts Have Failed Our Students CHAPTER 10: Philadelphia: Social Justice as Racial Justice and Educators’ Fight to Take Back to Take Back Their City Conclusion About the Authors

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Book SynopsisTrauma in Adult and Higher Education: Conversations and Critical Reflections invites readers to think deeply about the experiences of trauma they witness in and outside of the classroom, because trauma alters adult learners' experience by disrupting identity, and interfering with memory, relationships and creativity. Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual's sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma.Trauma in Adult and Higher Education: Conversations and Critical Reflections reveals the lived experiences of educators struggling to integrate those who have experienced trauma into their classrooms - whether this is in prison, a yoga class, or higher education. As discourses and programming to support diversity intensifies, it is central that educators acknowledge and respond to the realities of the students before them. Advocates of traumasensitive curriculum acknowledge that trauma shows up as a result of the disproportionate amount of violence and persistent insecurity that specific groups face. Race, gender, sexual orientation, ability, and immigration are all factors that expose individuals to higher levels of potential trauma.Trauma has changed the conversations about what education is, and how it should happen. These conversations are resulting in new approaches to teaching and learning that address the lived experiences of pain and trauma that our adult learners bring into the classroom, and the workforce. This collection includes a discussion of salient implications and practices for adult and higher education administrators and faculty who desire to create an environment that includes individuals who have experienced trauma, and perhaps prevents the cycle of violence.

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Book SynopsisTrauma in Adult and Higher Education: Conversations and Critical Reflections invites readers to think deeply about the experiences of trauma they witness in and outside of the classroom, because trauma alters adult learners' experience by disrupting identity, and interfering with memory, relationships and creativity. Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual's sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma.Trauma in Adult and Higher Education: Conversations and Critical Reflections reveals the lived experiences of educators struggling to integrate those who have experienced trauma into their classrooms - whether this is in prison, a yoga class, or higher education. As discourses and programming to support diversity intensifies, it is central that educators acknowledge and respond to the realities of the students before them. Advocates of traumasensitive curriculum acknowledge that trauma shows up as a result of the disproportionate amount of violence and persistent insecurity that specific groups face. Race, gender, sexual orientation, ability, and immigration are all factors that expose individuals to higher levels of potential trauma.Trauma has changed the conversations about what education is, and how it should happen. These conversations are resulting in new approaches to teaching and learning that address the lived experiences of pain and trauma that our adult learners bring into the classroom, and the workforce. This collection includes a discussion of salient implications and practices for adult and higher education administrators and faculty who desire to create an environment that includes individuals who have experienced trauma, and perhaps prevents the cycle of violence.

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Book SynopsisWorking While Black: The Untold Stories of Student Affairs Practitioners will examine the narratives of student affairs professionals and how they navigate their professional experiences. While student affairs can be a high pressure and high stress environment for all professionals, Black professionals are often overworked, underheard, and made to feel devalued. Therefore, it is important to consider how student affairs professionals are managing the profession, colleagues, and students while Black.I approach this book from an asset-based approach where chapter authors are approaching both the challenges and opportunities they have experienced due to being a Black while working as a student affairs practitioner. Chapter authors also provide poignant advice on how current and potential student affairs professionals can successfully navigate the field. One especially important contribution of this book is that our authors are from a variety of student affairs areas including: residence life, student engagement, career services, counseling, student conduct, athletics, student activities, diversity, equity, and inclusion, and academic advising. Additionally, chapter authors are student affairs professionals at predominantly White institutions, historically Black colleges and universities, and online universities. Given the breadth of experiences each chapter will provide poignant suggestions for student affairs practitioners across the nation as well as for institutions who are looking to better understand these experiences to better support their own employees.Popular education press and scholarly conversations have focused on the experiences of student affairs professionals (Renn & Hodges, 2007). There has also been scholarship around the Black student affairs professional experience (West, 2015; Husband. 2016). This book will add to the current press and scholarly conversations by allowing Black student affairs professionals to tell their own stories, providing additional insight into what it is like to work while Black. Institutions of higher education can learn much from the stories shared in this book that can inform the recruitment and retention of Black professionals. Thus, Working While Black: The Untold Stories of Student Affairs Practitioners is positioned to be a must read for all higher education professionals and institutions who are looking for strategies to support Black student affairs professionals.

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Book SynopsisWorking While Black: The Untold Stories of Student Affairs Practitioners will examine the narratives of student affairs professionals and how they navigate their professional experiences. While student affairs can be a high pressure and high stress environment for all professionals, Black professionals are often overworked, underheard, and made to feel devalued. Therefore, it is important to consider how student affairs professionals are managing the profession, colleagues, and students while Black.I approach this book from an asset-based approach where chapter authors are approaching both the challenges and opportunities they have experienced due to being a Black while working as a student affairs practitioner. Chapter authors also provide poignant advice on how current and potential student affairs professionals can successfully navigate the field. One especially important contribution of this book is that our authors are from a variety of student affairs areas including: residence life, student engagement, career services, counseling, student conduct, athletics, student activities, diversity, equity, and inclusion, and academic advising. Additionally, chapter authors are student affairs professionals at predominantly White institutions, historically Black colleges and universities, and online universities. Given the breadth of experiences each chapter will provide poignant suggestions for student affairs practitioners across the nation as well as for institutions who are looking to better understand these experiences to better support their own employees.Popular education press and scholarly conversations have focused on the experiences of student affairs professionals (Renn & Hodges, 2007). There has also been scholarship around the Black student affairs professional experience (West, 2015; Husband. 2016). This book will add to the current press and scholarly conversations by allowing Black student affairs professionals to tell their own stories, providing additional insight into what it is like to work while Black. Institutions of higher education can learn much from the stories shared in this book that can inform the recruitment and retention of Black professionals. Thus, Working While Black: The Untold Stories of Student Affairs Practitioners is positioned to be a must read for all higher education professionals and institutions who are looking for strategies to support Black student affairs professionals.

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Book SynopsisStudents continue to be bombarded with technology, social media and demands on their attention, this book represents fifteen years of data collection presented within two case studies. Demonstrated is the value of identifying student patterns of attentiveness integrated within the theoretical frameworks of initial and sustained attention to identify theme patterns of attentiveness. Introduced is the LIBRE Model, a strengthbased problem-solving approach with the ability to assess patterns in attention and manage attention.This book addresses strategic thinking and engagement style attentiveness within a problem-solving exchange. The importance of examining the cues, self-reported identities, context, and cultural content that are observable in the language problem-solvers share is established. Attention is also revisited to explore what it looks like when examined within a problem-solving context. Building upon theoretical concepts in application to problem solving to provide insight to student attention to self and others. Providing opportunity for educators and professional insight to better connect with students.

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Book SynopsisStudents continue to be bombarded with technology, social media and demands on their attention, this book represents fifteen years of data collection presented within two case studies. Demonstrated is the value of identifying student patterns of attentiveness integrated within the theoretical frameworks of initial and sustained attention to identify theme patterns of attentiveness. Introduced is the LIBRE Model, a strengthbased problem-solving approach with the ability to assess patterns in attention and manage attention.This book addresses strategic thinking and engagement style attentiveness within a problem-solving exchange. The importance of examining the cues, self-reported identities, context, and cultural content that are observable in the language problem-solvers share is established. Attention is also revisited to explore what it looks like when examined within a problem-solving context. Building upon theoretical concepts in application to problem solving to provide insight to student attention to self and others. Providing opportunity for educators and professional insight to better connect with students.

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Book SynopsisLearning, as it is being increasingly recognized, is centrally predicated upon students' well-being. Research findings indicate that in the instances of wounding and trauma, students' capacity and ability to learn can be severely compromised. This understanding applies particularly to the immigrant students in the language classroom, many of whom are refugees bringing with them past experiences of privation, violence, wounding and trauma. Since teachers often find themselves wearing multiple hats, not only as instructors, but also as friends, philosophers, guides, confidantes, and counsellors to their refugee and immigrant learners, addressing those students' trauma with compassion, and employing appropriate pedagogical practices to mitigate their suffering should be of great relevance and inform the teachers' praxis in the classroom. This book takes an interdisciplinary look at trauma from the vantage points of critical language theories, neuroscience, psychotherapy, and Buddhist psychology, and suggests pedagogies for well-being and trauma healing that utilize contemplative ways of education. The practical aim of this book is to support teachers in addressing trauma in their classrooms.

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Book SynopsisUrban violence, poverty, and racial injustice are ongoing sources of traumatic stress that affect the physical, emotional and cognitive development and well-being of millions of children each year. Growing attention is therefore directed toward the study of child trauma and incorporation of trauma-sensitive practices within schools. Currently such practices focus on social and emotional learning for all children, with some in-school therapeutic approaches, and outside referrals for serious trauma. There is inadequate attention to racial injustice as an adverse childhood experience (ACE) confronting Black males among other youth of color. Although there are guidelines for trauma-sensitive approaches, few are culturally responsive. And it is now critical that educators consider the traumatic impacts of a dual pandemic (covid-19 and racism) on children and their education. This timely book thus serves to inform and inspire transformative healing and empowerment among traumatized children and youth in pandemic/post-pandemic school and after-school settings. The reader will learn about trauma through actual experiences. Researchers and practitioners present approaches to healing that can be adapted to local situations and settings. The book consists of four parts: Youth Voices on Traumatic Experience; Trauma-focused Research; Culturally Responsive and Trauma Sensitive Practices; and Where do we go from Here? Suggestions for Next Steps. Each part contains a set of themed chapters and closes with a youth authored poetic expression. The book is especially designed for those working in urban education. However, anyone whose work is related to traumatized children and youth will find the book informative, especially in a post-pandemic educational environment.Table of ContentsForeword, Cirecie West-Olatunji.Preface: On Trauma and Resilience: An Autoethnographic Reflection, Laurie Garo. PART I: YOUTH VOICES ON URBAN TRAUMA. The Urban Youth Voice: A Letter to My Teachers, Sydney Williams. From the Victim of Abuse: Breaking Our Trust vs. Breaking Our Silence, Sydney Williams. From the Voice of the Rape Victim: The Lost Child vs. the Lost Cause, Sydney Williams. Poetic Expression: Mask, Elizabeth Rainey. PART II: TRAUMA-FOCUSED RESEARCH. The Trauma Informed Classroom: What Every Educator Should Know, Paula Barbel. Expressive Arts as a Response to Adverse Childhood Experiences in Urban Communities, Sejal Parikh Foxx and Kristie Opiola. Stress, Resilience, and Empowerment: A Trauma-Informed Peer Mentoring Model for Youth of Color, Maryse Richards, Catherine Rice Dusing, Kevin M. Miller, Ogechi Onyeka, Amzie Moore, Jenny Phan, Dakari Quimby, and Katherine Tyson-McCrea. The Trauma-Sensitive Urban Educator Model: An Interdisciplinary Framework for Preservice Urban Educators, Jasmine Graham, Eric Kyere, and Tambra O. Jackson. Poetic Expression: Protest, Elizabeth Rainey. PART III: CULTURALLY RESPONSIVE AND TRAUMA SENSITIVE PRACTICES. Not the Brady Bunch: Three School-Based Strategies to Facilitate Post Traumatic Growth among Urban Families, LaTonya M. Summers. We Wear the Mask: Unmasking Racial Trauma through use of Spoken Word Poetry as a Therapeutic Tool, Tiffany Hollis. Mercy Me: Recognizing and Responding to Student Trauma Using Culturally Responsive Trauma-Informed Pedagogy, Bettie Ray Butler and Shanique Lee. Poetic Expression: God Colored on Me, Minea (Nea) Driver. PART IV: WHERE DO WE GO FROM HERE? SUGGESTIONS FOR NEXT STEPS. Rethinking Youth Trauma in Preparation for a Post-Pandemic Learning Environment: The Afterword, Bettie Ray Butler and Laurie Garo. Poetic Expression: Free, Prophet Tucker. About the Authors.

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Book SynopsisUrban violence, poverty, and racial injustice are ongoing sources of traumatic stress that affect the physical, emotional and cognitive development and well-being of millions of children each year. Growing attention is therefore directed toward the study of child trauma and incorporation of trauma-sensitive practices within schools. Currently such practices focus on social and emotional learning for all children, with some in-school therapeutic approaches, and outside referrals for serious trauma. There is inadequate attention to racial injustice as an adverse childhood experience (ACE) confronting Black males among other youth of color. Although there are guidelines for trauma-sensitive approaches, few are culturally responsive. And it is now critical that educators consider the traumatic impacts of a dual pandemic (covid-19 and racism) on children and their education. This timely book thus serves to inform and inspire transformative healing and empowerment among traumatized children and youth in pandemic/post-pandemic school and after-school settings. The reader will learn about trauma through actual experiences. Researchers and practitioners present approaches to healing that can be adapted to local situations and settings. The book consists of four parts: Youth Voices on Traumatic Experience; Trauma-focused Research; Culturally Responsive and Trauma Sensitive Practices; and Where do we go from Here? Suggestions for Next Steps. Each part contains a set of themed chapters and closes with a youth authored poetic expression. The book is especially designed for those working in urban education. However, anyone whose work is related to traumatized children and youth will find the book informative, especially in a post-pandemic educational environment.Table of ContentsForeword, Cirecie West-Olatunji.Preface: On Trauma and Resilience: An Autoethnographic Reflection, Laurie Garo. PART I: YOUTH VOICES ON URBAN TRAUMA. The Urban Youth Voice: A Letter to My Teachers, Sydney Williams. From the Victim of Abuse: Breaking Our Trust vs. Breaking Our Silence, Sydney Williams. From the Voice of the Rape Victim: The Lost Child vs. the Lost Cause, Sydney Williams. Poetic Expression: Mask, Elizabeth Rainey. PART II: TRAUMA-FOCUSED RESEARCH. The Trauma Informed Classroom: What Every Educator Should Know, Paula Barbel. Expressive Arts as a Response to Adverse Childhood Experiences in Urban Communities, Sejal Parikh Foxx and Kristie Opiola. Stress, Resilience, and Empowerment: A Trauma-Informed Peer Mentoring Model for Youth of Color, Maryse Richards, Catherine Rice Dusing, Kevin M. Miller, Ogechi Onyeka, Amzie Moore, Jenny Phan, Dakari Quimby, and Katherine Tyson-McCrea. The Trauma-Sensitive Urban Educator Model: An Interdisciplinary Framework for Preservice Urban Educators, Jasmine Graham, Eric Kyere, and Tambra O. Jackson. Poetic Expression: Protest, Elizabeth Rainey. PART III: CULTURALLY RESPONSIVE AND TRAUMA SENSITIVE PRACTICES. Not the Brady Bunch: Three School-Based Strategies to Facilitate Post Traumatic Growth among Urban Families, LaTonya M. Summers. We Wear the Mask: Unmasking Racial Trauma through use of Spoken Word Poetry as a Therapeutic Tool, Tiffany Hollis. Mercy Me: Recognizing and Responding to Student Trauma Using Culturally Responsive Trauma-Informed Pedagogy, Bettie Ray Butler and Shanique Lee. Poetic Expression: God Colored on Me, Minea (Nea) Driver. PART IV: WHERE DO WE GO FROM HERE? SUGGESTIONS FOR NEXT STEPS. Rethinking Youth Trauma in Preparation for a Post-Pandemic Learning Environment: The Afterword, Bettie Ray Butler and Laurie Garo. Poetic Expression: Free, Prophet Tucker. About the Authors.

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Book SynopsisIt is more important than ever to share best practices with emerging leaders in the social services and education fields, as leaders and students need to understand the practical application of policies and theories. This book will address the recurring theme of leadership development, collaboration with communities and the importance of diverse teams to bring about systemic change and large scale reforms.Leadership Reflections can be used as a guide to provide important insights and tools that can be used by a diverse group of leaders and students in the social services and education fields. Recent events in this country are exposing more people to the disparities and inequities that exist for black and brown people. These disparities have to be addressed with a variety of different strategies. This book addresses one such area; the urgent need to reduce these disparities and dismantle the systemic obstacles that continue to stand in the way of families, children and communities thriving.

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Book SynopsisIt is more important than ever to share best practices with emerging leaders in the social services and education fields, as leaders and students need to understand the practical application of policies and theories. This book will address the recurring theme of leadership development, collaboration with communities and the importance of diverse teams to bring about systemic change and large scale reforms.Leadership Reflections can be used as a guide to provide important insights and tools that can be used by a diverse group of leaders and students in the social services and education fields. Recent events in this country are exposing more people to the disparities and inequities that exist for black and brown people. These disparities have to be addressed with a variety of different strategies. This book addresses one such area; the urgent need to reduce these disparities and dismantle the systemic obstacles that continue to stand in the way of families, children and communities thriving.

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Book SynopsisTrauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students' psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien & Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students' lived experiences (Caringi et al., 2015; Motta, 2012). These experiences capture many facets of students' lives, including traumatic events; however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet & Chafouleas, 2016). This text addresses the gap in the literature in embedding trauma-informed practices into pre-service teacher education. This text provides examples of the various ways educator preparation faculty are developing and implementing trauma-informed practices across their programs, instituting broader curricular shifts to incorporate trauma-informed practices, shifting pedagogical practices to include trauma-informed practices and collaborating across disciplines in order to ensure that teacher candidates are thoughtfully prepared to address students' needs and create classroom environments that are equitable, safe and sustainable for students and teachers.Table of Contents Foreword, Joyce Dorado and Martha Merchant. Introduction. Our Stories Belong Here, Ellie Haberl Foster. Embedding Trauma-Informed Practices in Early Childhood and Elementary Teacher Education Courses, Ingrid Carter and Dorothy Shapland. Putting the Pieces Together: Developing a Trauma-Informed Care Classroom, Tamarine Foreman and Perianne Bates. Trauma-Informed Teacher Education: Blending Restorative Practices, Classroom Community, and Standards for Social and Emotional Learning, Romena M. Garrett Holbert and Amber Boddie. Preparing Preservice Teachers to Develop Elementary Students' Resiliency Through Empathy, Writing, and Diverse Picture Books, Tracey S. Hodges and Holly Hilboldt Swain. The TIP of the Iceberg: Trauma-Informed Practices in Education, Shirley Huisman, Amanda Stefanski, Jenny Johansson, and Jennifer Dollar. Improving the Use of Social Emotional Learning and Trauma-Informed Practices in Teacher Education, Megan N. Lyons, Nigel P. Pierce, and Freda Hicks. Authentic Collaboration in Special Education Teacher Preparation Programs Creates Trauma-Informed Teaching Professionals, Tara Mason. Preparing Preservice Teachers for Complex Emergencies: Learning From Traumatic Events in New Zealand, Carol Mutch, Sophie Peung, and Rori Baird. How a Small, Liberal Arts University Seeks to Create Socially Conscious, Resilient Teachers, Michele M. Nobel. Trauma-Informed Practices in Early Childhood Education: Preparing Those Who Care for Our Youngest Learners, Megan L. Purcell and Karen Ruprecht. Interdisciplinary Personnel Preparation and Positive Change in Trauma-Informed Policy and Practice, Mary Schuh, David Hagner, JoAnne Malloy, Stacy Champey, Theresa Georges, and Stacey Cooper-Jennings. An Excellent TIP for Everyone: Broadening Trauma-Informed Practice With Life-Worlds Pedagogy, Brenda Seals and Greg Seals. Integrating Trauma-Informed Teaching Practices Throughout an Early Childhood Education Program to Support Teacher Education Students, Dorothy Shapland, Rosemarie Allen, Stacy Cook- LaPointe, and Elmer Harris. Introducing a Trauma-Informed Course to Teacher Education in England: Opportunities and Dilemmas, Lynne Truelove and Mark Boylan. Incorporating Trauma-Informed Practices Into One Teacher Education Program: Convenience, Intentionality, and Institutionalization, Kathryn Young, Ofelia Castro Schepers, and Anna Joseph. About the Editors. About the Contributors.

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Book SynopsisTrauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students' psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien & Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students' lived experiences (Caringi et al., 2015; Motta, 2012). These experiences capture many facets of students' lives, including traumatic events; however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet & Chafouleas, 2016). This text addresses the gap in the literature in embedding trauma-informed practices into pre-service teacher education. This text provides examples of the various ways educator preparation faculty are developing and implementing trauma-informed practices across their programs, instituting broader curricular shifts to incorporate trauma-informed practices, shifting pedagogical practices to include trauma-informed practices and collaborating across disciplines in order to ensure that teacher candidates are thoughtfully prepared to address students' needs and create classroom environments that are equitable, safe and sustainable for students and teachers.Table of Contents Foreword, Joyce Dorado and Martha Merchant. Introduction. Our Stories Belong Here, Ellie Haberl Foster. Embedding Trauma-Informed Practices in Early Childhood and Elementary Teacher Education Courses, Ingrid Carter and Dorothy Shapland. Putting the Pieces Together: Developing a Trauma-Informed Care Classroom, Tamarine Foreman and Perianne Bates. Trauma-Informed Teacher Education: Blending Restorative Practices, Classroom Community, and Standards for Social and Emotional Learning, Romena M. Garrett Holbert and Amber Boddie. Preparing Preservice Teachers to Develop Elementary Students' Resiliency Through Empathy, Writing, and Diverse Picture Books, Tracey S. Hodges and Holly Hilboldt Swain. The TIP of the Iceberg: Trauma-Informed Practices in Education, Shirley Huisman, Amanda Stefanski, Jenny Johansson, and Jennifer Dollar. Improving the Use of Social Emotional Learning and Trauma-Informed Practices in Teacher Education, Megan N. Lyons, Nigel P. Pierce, and Freda Hicks. Authentic Collaboration in Special Education Teacher Preparation Programs Creates Trauma-Informed Teaching Professionals, Tara Mason. Preparing Preservice Teachers for Complex Emergencies: Learning From Traumatic Events in New Zealand, Carol Mutch, Sophie Peung, and Rori Baird. How a Small, Liberal Arts University Seeks to Create Socially Conscious, Resilient Teachers, Michele M. Nobel. Trauma-Informed Practices in Early Childhood Education: Preparing Those Who Care for Our Youngest Learners, Megan L. Purcell and Karen Ruprecht. Interdisciplinary Personnel Preparation and Positive Change in Trauma-Informed Policy and Practice, Mary Schuh, David Hagner, JoAnne Malloy, Stacy Champey, Theresa Georges, and Stacey Cooper-Jennings. An Excellent TIP for Everyone: Broadening Trauma-Informed Practice With Life-Worlds Pedagogy, Brenda Seals and Greg Seals. Integrating Trauma-Informed Teaching Practices Throughout an Early Childhood Education Program to Support Teacher Education Students, Dorothy Shapland, Rosemarie Allen, Stacy Cook- LaPointe, and Elmer Harris. Introducing a Trauma-Informed Course to Teacher Education in England: Opportunities and Dilemmas, Lynne Truelove and Mark Boylan. Incorporating Trauma-Informed Practices Into One Teacher Education Program: Convenience, Intentionality, and Institutionalization, Kathryn Young, Ofelia Castro Schepers, and Anna Joseph. About the Editors. About the Contributors.

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Book SynopsisThe purpose of this book is to compile and publicize the best current thinking about training and professional development for youth workers. School age youth spend far more of their time outside of school than inside of school. The United States boasts a rich and vibrant ecosystem of Out?of?School Time programs and funders, ranging from grassroots neighborhood centers to national Boys and Girls Clubs. The research community, too, has produced some scientific consensus about defining features of high quality youth development settings and the importance of after?school and informal programs for youth. But we know far less about the people who provide support, guidance, and mentoring to youth in these settings. What do youth workers do? What kinds of training, certification, and job security do they have?Unlike K?12 classroom teaching, a profession with longstanding – if contested – legitimacy and recognition, “youth work” does not call forth familiar imagery or cultural narratives. Ask someone what a youth worker does and they are just as likely to think you are talking about a young person working at her first job as they are to think you mean a young adult who works with youth. This absence of shared archetypes or mental models is matched by a shortage of policies or professional associations that clearly define youth work and assume responsibility for training and preparation. This is a problem because the functions performed by youth workers outside of school are critical for positive youth development, especially in ourcurrent context governed by widening income inequality. The US has seen a decline in social mobility and an increase in income inequality and racial segregation. This places a greater premium on the role of OST programs in supporting access and equity to learning opportunities for children, particularly for those growing up in neighborhoods of concentrated poverty.Fortunately, in the past decade there has been an emergence of research and policy arguments about the importance of naming, defining, and attending to the profession of youth work. A report released in 2013 by the DC Children and Youth Investment Corporation suggests employment opportunities for youth workers are growing faster than the national average; and as the workforce increases, so will efforts to professionalize it through specialized training and credentials. Our purpose in this volume is to build on that momentum by bringing together the best scholarship and policy ideas – coming from in and outside of higher education – about conceptions of youth work and optimal types of preparation and professional development.

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Book SynopsisThe purpose of this book is to compile and publicize the best current thinking about training and professional development for youth workers. School age youth spend far more of their time outside of school than inside of school. The United States boasts a rich and vibrant ecosystem of Out?of?School Time programs and funders, ranging from grassroots neighborhood centers to national Boys and Girls Clubs. The research community, too, has produced some scientific consensus about defining features of high quality youth development settings and the importance of after?school and informal programs for youth. But we know far less about the people who provide support, guidance, and mentoring to youth in these settings. What do youth workers do? What kinds of training, certification, and job security do they have?Unlike K?12 classroom teaching, a profession with longstanding – if contested – legitimacy and recognition, “youth work” does not call forth familiar imagery or cultural narratives. Ask someone what a youth worker does and they are just as likely to think you are talking about a young person working at her first job as they are to think you mean a young adult who works with youth. This absence of shared archetypes or mental models is matched by a shortage of policies or professional associations that clearly define youth work and assume responsibility for training and preparation. This is a problem because the functions performed by youth workers outside of school are critical for positive youth development, especially in ourcurrent context governed by widening income inequality. The US has seen a decline in social mobility and an increase in income inequality and racial segregation. This places a greater premium on the role of OST programs in supporting access and equity to learning opportunities for children, particularly for those growing up in neighborhoods of concentrated poverty.Fortunately, in the past decade there has been an emergence of research and policy arguments about the importance of naming, defining, and attending to the profession of youth work. A report released in 2013 by the DC Children and Youth Investment Corporation suggests employment opportunities for youth workers are growing faster than the national average; and as the workforce increases, so will efforts to professionalize it through specialized training and credentials. Our purpose in this volume is to build on that momentum by bringing together the best scholarship and policy ideas – coming from in and outside of higher education – about conceptions of youth work and optimal types of preparation and professional development.

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Book SynopsisFor more than fifty years, the Frank Porter Graham Child Development Institute has conducted groundbreaking research that revolutionized the field of early childhood care and education. Based on presentations made at FPG’s 50th anniversary symposium, this essential reference looks back on the Institute’s trailblazing history, analyzes contemporary issues in child development, and recommends critical new research directions.More than a dozen high-profile contributors thoroughly examine the three themes of the anniversary symposium: early care and education, diversity, and children with disabilities and their families. Readers will learn from in-depth chapters on: •understanding the social, cultural, educational, and political forces that affect children’s outcomes•meeting the challenge of serving diverse populations as U.S. demographics shift•preparing practitioners to work with young dual language learners•improving connections between the knowledge base and professional practice•strengthening the early childhood workforce through effective professional development •analyzing decades of research and policy and examining ways to support continuous improvementA celebration of progress and a compelling call to action for the next generation of professionals, this important volume is a must for researchers, policy makers, and faculty. Whether used as a textbook or a reference, this book will help shape the future of the early childhood field—and improve outcomes for tomorrow’s young children and families. Table of Contents About the Editors About the Contributors Foreword Hon. James B. Hunt, Jr. Preface Dedication SECTION I. HISTORICAL OVERVIEW AND CONTEMPORARY ISSUES Chapter 1: Children and Their Families: Early Roots Barbara Hanna Wasik and Donna Bryant Chapter 2: Early Childhood Research in a Globalized Society: Accounting for Demographic Shifts and Changes Iheoma U. Iruka SECTION II. THEME A: RACE, ETHNICITY, LINGUISTIC, CULTURAL, AND SOCIOECONOMIC DIVERSITY Chapter 3: African American Boys in Early Childhood: Facing the Challenge of Diversity Oscar Barbarin Chapter 4: Linguistic and Cultural Diversity: Knowledge Utilization in ECE Linda M. Espinosa and Marlene Zepeda Chapter 5: Programs, Practices, and Policies Affecting Diverse Children and Families Barbara BowmanChapter 6: Reflections on Race, Ethnicity, Linguistic, Cultural, and Socioeconomic Diversity Natasha Cabrera, Nicole Gardner-Neblett and Iheoma Iruka SECTION III. THEME B: EARLY CARE AND EDUCATION Chapter 7: The Abecedarian Approach to Full Development in Early Childhood Craig T. Ramey Chapter 8: A Long and Winding Road: Using Knowledge to Inform and Improve Early Care and Education Marilou Hyson Chapter 9: Stuck in Place: A Brief History of Early Childhood Education: Policy and Prospects for Expansion Ron Haskins Chapter 10: From Research to Effective Policy and Practice in Early Care and Education: Lessons from Frank Porter Graham’s 50 Years of Research W.S. Barnett SECTION IV. THEME C: Children with Disabilities and Their Families Chapter 11: Fifty Years of Research on Children with Disabilities and their Families: From Changing Behaviors to Transforming Lives Judith J. Carta and Patricia Snyder Chapter 12: The Early Intervention/Early Childhood Special Education Workforce: Professional Development Issues and Future Directions Pam Winton Chapter 13: Disability Law and Policy: Core Concepts and the Ethical Principles of Family, Dignity and Community Rud Turnbull Chapter 14: Looking Forward: Research and Practice in Programs for Children and Youth with Disabilities and Their Families Samuel L Odom SECTION V. Fifty Years of Progress and Future Directions Chapter 15: Fifty Years of Progress and Future Directions Barbara Hanna Wasik and Mary Ruth Coleman Index

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Book SynopsisEducators and other school professionals can be a critical lifeline for grieving children. With the second edition of this bestselling book, school staff will have the practical guidance they need to provide sensitive support to students of all ages and their families.Author David Schonfeld—a renowned expert on childhood bereavement and school crisis—partners with family therapist Marcia Quackenbush to guide school teams through a child’s experience of grief and illuminate the most powerful ways to make a positive difference. Drawing on both empirical research and extensive professional experience, the authors have enhanced this edition with up-to-date information on grief in the context of school crisis and trauma, suicide loss, social media, and other timely topics. School staff will get real-world tips, strategies, vignettes, and activities to help them skillfully support students as they cope with grief and work their way back to full participation in academic and social life.DISCOVER HOW TO: respond constructively to children’s common feelings and behaviors after a death address the classroom issues that grief may cause learn what to say and what not to say when a child is grieving offer effective guidance to families who are coping with grief provide support to the student body after a death that affects the whole school community address children’s responses to different causes of death, including suicide, illness, and violence use simple commemorative activities at school to help students cope with their feelings manage personal feelings that may arise as you work with grieving students WHAT’S NEW: Expanded online study guide with discussion questions, action steps, and more * Expanded focus on all school personnel, from administrators to support staff * New chapters on suicide loss and providing support in settings outside of K–12 schools * New and expanded information on social media, ambiguous losses, school crisis and trauma, supporting children with disabilities, school policies, line of duty deaths, memorialization, and more * Reflection prompts throughout the book * Insights related to the COVID-19 pandemic * New foreword by Superintendent Robert Runcie of Broward County Public Schools regarding the impact of the shootings at Marjory Stoneman Douglas High School

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Book SynopsisThe physical environment of a classroom has a powerful impact on learning and well-being—especially for students who have experienced trauma. Part of an essential new series of laminated quick guides for educators, this is your concise, practical introduction to creating a safe and supportive physical environment using a trauma-informed lens.Authors Jen Alexander and Anna Paravano, experienced educators, and experts on trauma-sensitive schools, guide you through this critical topic in a friendly, warm, and personal style. Together, they’ll show you how to create a physical classroom environment that strengthens felt safety and security for everyone, decreases behavior problems, diminishes the load on the body’s stress response systems, and focuses attention—improving readiness for both teaching and learning. You’ll learn how to develop a trauma-sensitive environment by: Setting up classroom spaces that are inviting, predictable yet flexible, and encourage choice and developmentally appropriate agency Establishing safe places that each student (and staff member) can call their own Using color as a tool to foster regulation and readiness for learning Defining focal points that engage students without overwhelming them Incorporating touchstones that help everyone feel anchored and be connected PRACTICAL DOWNLOADS INCLUDED! 8 downloads expand on the tips in this quick guide and help you take action. With these interactive printables, you’ll answer guided questions about setup in your school space, outline a solid plan for improving your learning environment, record specific ideas about your furniture and lighting, and more!About the Series: Quick Guides for Building Trauma-Sensitive SchoolsPractical, friendly, and immediately useful, this series of laminated quick guides addresses the essentials of building trauma-sensitive schools—safety, connection, regulation, and learning. Jen Alexander has collaborated with experts around the globe to bring educators tips, strategies, and activities they can apply right away in their classroom and school. Each guide in the series also includes downloadable lesson plans and exercises that educators can use to take action. Equally useful for experienced trauma-sensitive educators or those just getting started, these quick guides will help school staff create environments that support every person’s well-being and learning.

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Book SynopsisIn Teaching for Purpose, Heather Malin explores the idea of purpose as the purpose of education and shows how educators can prepare youth to live intentional, fulfilling lives. The book highlights the important role that purpose—defined as “a future-directed goal that is personally meaningful and aimed at contributing to something larger than the self”—plays in optimal youth development and in motivating students to promote the cognitive and noncognitive skills that teachers want to instill.Based on a decade of research conducted at the Stanford University Center on Adolescence, the book explores how educators and schools can promote purpose through attention to school culture, curriculum, project learning, service learning, and other opportunities. Malin argues for expansive thinking on the direction schools should take, especially in terms of educating students to be creative, innovative, and self-directed critical thinkers. The book includes profiles of six organizations working in schools across the US that have made purpose development a priority.Infused with the engaging voices of purposeful youth, Teaching for Purpose offers a fresh, inspirational guide for educators who are looking for new ways to support students to succeed not only in school, but in life.

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Book SynopsisIn Fulfilling the Promise, Mandy Savitz-Romer shows what is possible when schools and districts draw upon the talents of their counselors and put them at the center of students' school experience.Savitz-Romer offers a strategic approach to school counseling that enables educational leaders to draw on existing staff to create supportive contexts and programs for students. In this model of the “academic home,” counselors serve as the first point of contact for student support, connecting and coordinatingservices much like primary care physicians coordinate patient care in medical settings. They serve as the hub of a network of supports to prevent students from falling between the cracks.By highlighting promising practices in schools, districts, and states, and the efforts of individual school counselors and leaders, Fulfilling the Promise presents a conceptualization of school counseling that is relevant for all educators, as well as policy makers and funders. In order to create the conditions for school counselors to be most effective, however, systemic barriers must be addressed. This book brings together research, practical experience, and policy recommendations to envision a focused and practical role for school counselors in the twentyfirst century.

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Book Synopsis"Neurodevelopmental disabilities are a diverse group of chronic disorders that begin at any time during the development process - from conception through completion of adolescence. The impact of such disabilities last throughout an individual''s lifetime.The underlying basis for these disorders lies in fundamental deficits in the developing brain due to genetic, prenatal, perinatal, metabolic, and other factors. Developmental disabilities affect 17% of individuals younger than 18 years of age in the United States. Prevention along with early recognition and intervention is critically important to mitigate the adverse impact of developmental disabilities, both at an individual level and at societal level. Children and adults with disabilities need routinepreventive and acute medical care and access to services similar to those who do not have such disabilities. The quality of life and health outcomes for individuals with disabilities largely depend on the access and adequacy of community-based support systems. With appropriate support, most individuals with disability can maintain relative independence and productive life. In this book we have gathered some recent selected topics on neurodevelopmental disabilities which we hope will be of interest for the reader"--

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Book SynopsisIn this edited collection, respected professor and scholar Allyson Jule brings together leading academics to discuss the evolution of student diversity in contemporary Canadian classrooms. This book explores a wide range of student complexities, including matters such as mental health, Indigenous education, queer education, youth radicalization and extremism, disability, religious practice, ESL, and refugee student support. This book equips teachers with the foundation needed to build a classroom that unpacks the social fabric of individual student and classroom populations from a place of deep understanding and compassion.Using a student-centered methodology, readers learn how to navigate difficult situations in the classroom with empathy and consider the distinct lived experiences that inform students’ actions in school. Encouraging critical reflection and a deeper understanding of diversity, this insightful and applicable resource is ideal for students in teacher education programs and for practicing educators across Canada.FEATURES: situates international topics in education, including race, gender, and culture, in a Canadian context includes learning objectives, glossaries, and critical thinking questions within each chapter utilizes both theoretical and research-based approaches to offer a balanced examination of the modern challenges teachers face Trade Review“This book offers important insights into the field of social justice education, reminding us how crucial good educators are to creating classrooms in which all students feel affirmed, and a society that is founded on principles of inclusion and justice.”- Denise Handlarski, School of Education, Trent UniversityTable of Contents Introduction Chapter 1: The Compassionate Educator: Uncovering and Addressing Layers of Complex and Urgent Sociocultural Realities Chapter 2: Teaching in Difficult Times: The Promise of Care Ethics Chapter 3: Educators’ Journeys of Studying Contemporary Indigenous History and Culture: Along the Road of Compassion to Reconciliation Chapter 4: Straight Teacher Allies: Lessons from Compassionate Educators Chapter 5: Closing the Gaps: A Compassionate View of Mental Health Beyond the Medical Model Chapter 6: The Compassionate Language Educator: Understanding Social Issues in Canadian Schools Chapter 7: “I Just Want My Teachers to Care about Me”: Compassion Through Care with Refugee Students in High School Classrooms Chapter 8: Treating English-Language Students with Respect: Critical Praxis Chapter 9: Help, I’m Being Yelled at By a Parent! Overcoming Interpersonal Challenges with Compassionate Assertiveness Chapter 10: Compassionate Communication: A Key Aspect of Partnering with Parents of Students with Disabilities Chapter 11: Viewing with Compassion: Religious Responsiveness in Canadian Schools Chapter 12: The Radicalization of Youth in the West: How Can Canadian Teachers Effectively Approach this Issue in Their Classrooms? Chapter 13: Compassion in High-Poverty Schools: Socially Just Educational Leadership in Action Chapter 14: Racism in Schools and Classrooms: Towards an Anti-Racist Pedagogy of Power and Systemic Privilege Author Biographies Index

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Book SynopsisIn Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities, Mark Finnis shares a practical and inspiring introduction to the use of restorative practice in educational settings. For those educators who are uncomfortable with the punitive world of zero tolerance, isolation booths and school exclusions, Mark Finnis - one of the UK's leading restorative practice experts - is here to show you that there is another way. Drawing on his many years' experience working with schools, social services and local governments across the country, Mark shares all you need to know about what restorative practice is, how it works, where to start and the many benefits of embedding a relational approach into any educational organisation that genuinely has people at its heart. Covering coaching circles and the power of doing things with (and not to) children and young people, to moving your values off lanyards and posters and into the lived experience of every member of the school community, this book sets out how restorative practice - when done well - can transform every aspect of school life. The book shares advice on how to put behaviour right when it goes wrong in a more positive, less punitive way, and, more importantly, on how to get it right and keep it right in the first place. Furthermore, it advocates an approach that is collaborative, empowering and positive - and ultimately geared to improve motivation, engagement and independent learning in even the hardest-to-reach young people. Suitable for school leaders, educators and anyone working with young people.

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Book SynopsisPeace is needed now more than ever in schools, by pupils and teachers alike. This inspiring guide provides primary, secondary and special schools with practical methods to improve pupil and teacher wellbeing, combat bullying, and promote peace both inside and outside the school gates.The founder of the Peaceful Schools Movement, Anna Lubelska, has brought together ideas and stories from teachers and charity workers to present a simple four step system for promoting positive peace in individuals, relationships, the school community and the world. It covers how to reduce stress, promote positive mental health, resolve conflict, nurture the potential of each individual, and encourage children to develop peacemaking skills and values. This holistic resource is equally beneficial for children and staff, and transforms school environments for the better.Trade ReviewThe importance of establishing peaceful schools in our society cannot be overstated as the development of pupils takes place in the early formative school education period when there is a better chance of them becoming peaceful and enlightened citizens or go the wrong way in life. Gandhi said, 'If we wish to create a lasting peace we must begin with the children'.Anna Lubelska, along with list of distinguished contributors have done great service in producing the book, 'How to Be a Peaceful School' and also in presenting simple practical steps for building peaceful schools. To develop peacekeeping skills, cultivate values and promote positive peace, this book should be an essential reading for pupils and teachers everywhere. -- Vijay Mehta is the Chair of Uniting for Peace and author of ‘Peace Beyond Borders’Wow! This book is a must read for all involved in the education and nurture of children in schools and at home. Peace has to be our priority, if we are to survive and flourish on this beautiful planet. Also peace is the cornerstone of good relationships and altruistic behaviour. The book is packed with inspirational ideas about how to create a peaceful school and to nurture peaceful citizens. -- Dr. Neil Hawkes, Founder of Values-based Education (VbE)Table of ContentsIntroduction - Anna Lubelska (Founder, Peaceful Schools Movement). 1. Peaceful Values - Sue Webb (former Head Teacher, primary school). 2. Developing Inner Peace - Pali Nahal (Head Teacher, primary school). 3. Peaceful PSHCE - David Holmes (former Head Teacher and Healthy Schools Advisor). 4. Peaceful Relationships in Primary Schools - Jackie Zammit (Trainer, Peacemakers). 5. Peaceful Relationships in Our Secondary School - Helen Floyd (School Chaplain, Oaklands Catholic School). 6. A Peaceful Classroom - Creating Space and Using Philosophy for Children - Christine Easom (Head of Religious Education, secondary school). 7. The Importance of School Grounds - Felicity Robinson (Teacher and Landscape Architect). 8. Peaceful Playtimes - Thérèse Hoyle (Trainer, Positive Playtime and Lunchtime Training Programmes). 9. Our Peaceful School Community - Wendy Phillips (Learning Mentor, St Andrew's RC Primary). 10. Welcome to Our Peaceful Primary School - Laura Roberts (former Head Teacher, Woodheys Primary). 11. Our Peaceful Secondary School - Cardinal Newman Catholic School, Coventry. 12. Our Peaceful Special School - Moira Thompson (Head Teacher, Hawthorns Community School). 13. Peace Education for a Better World - Isabel Cartwright (Peace Education Programme Manager, Quakers in Britain). Concluding Thoughts - Anna Lubelska (Founder, Peaceful Schools Movement).

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Book SynopsisThis hands-on guide supports primary teachers and other school staff in challenging gender stereotypes, and sets out advice on how to implement gender equality and respect in the curriculum, and in all areas of school life.An increase in the number of transgender children - and a recognition of gender reassignment as a protected characteristic under the 2010 Equality Act - means that all primary schools need to ensure they are safe environments respectful of all genders. This book draws on the 'Gender Respect Project', which identified the need to address gender stereotyping and gender-based violence with children and young people.The book is full of lesson plans, case studies, clear guidance and recommended actions as well as further reading and resources. Extending beyond awareness of other genders, this book provides a framework for a gender equality approach in the classroom, and empowers children to think critically about gender and to respect themselves and others.Table of ContentsContents. Acknowledgements. Preface. Part One: What is gender equality education and why is it important? Chapter one: Introduction. Chapter two: How children learn to express gender - theories about gender identity development. Chapter three: Gender stereotyping: career choices and sport.Chapter four: Relationships between girls and boys. Part Two: Implementing gender equality education in primary schools. Chapter five: Implicit: the hidden or informal curriculum. Chapter six: Curriculum. Chapter seven: Explicit teaching. Chapter eight: Conclusion - Key messages and taking the work forward. Appendices.

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Book SynopsisAs young people are exposed to more and more pressure at school, exam stress comes hand in hand. This workbook, a fun and interactive resource aimed at children and teens aged 10 and over, offers teachers, other professionals and parents tried and tested techniques to support young people's wellbeing through revision and exams.Applying a cognitive behavioural framework, it will help pupils to consider academic stress in terms of thoughts, feeling, body sensations and behaviour. Strategies encompass managing a child's lifestyle, namely exercise and diet, tried and tested CBT techniques, relaxation, positive self-talk and thought challenging, and other psychological methods such as mindfulness. Chapters will look at the day of the exam itself, evaluate stress in children with special educational needs and provide practical advice for parents as to how they can most successfully support their child.With photocopiable resources to use with the young person and suitable for either individual use or group work, Supporting Kids and Teens with Exam Stress in Schools will guide parents, teachers, tutors, therapists and other supporting adults to conquer students' fears, improve exam performance and, perhaps most important of all, maintain a work-fun balance in young people's lives.Trade ReviewComforting without being condescending, this book provides clear guidance and structured support for anyone worried about exams. Working through the activities will enable young people to understand and take control of their thoughts, feelings and behaviours and to take practical steps to setting and reaching their goals. (Oh, and there's great guidance and ideas for supporting adults too!) -- Dr Pooky Knightsmith, Mental Health Advisor, Author, Speaker & EducatorA versatile, user friendly and highly practical resource that I can see will be of benefit for young people, their parents and a range of professionals. The book is easy to navigate thus making it perfect for individualising the support and development needed and wanted. I can see its applicability for individuals and groups alike. The chapter that focuses on the supporting adult themselves is a real bonus and an important starting point. I highly recommend and will start making use of immediately. -- Dr. Rebecca Williamson, Senior Educational Psychologist, Achieving for Children and Academic and Professional Tutor, University College London.This brilliant book is accessible for all ages from the Year 6 pupil dealing with their SATs to the Year 13 student preparing for their A-level examination and university life. I liked the information section for adults, the useful pointers to websites and information and the reflection for parents and adults so that they could appreciate what our young people are experiencing. It has a user-friendly layout that you can work through on a section-by-section basis, you can then dip in and out of the sections as needed to refresh, top up and reflect for last minute revision. The hands-on practical activities, the hints and guidance on a range of topics make this book a 'go to' guide for parents, kids and professionals. I loved the top tips, loved the illustrations, the language was accessible to all and the fact that all activities could be group or individual. It was real, thoughtful, empathetic and enabled the kids to develop resilience rather than reliance - I really loved it! -- Siobhán Lowe, Head Teacher, Tolworth Girls' School and Sixth FormTable of Contents1. Welcome. 2. Getting Started. 3. Looking After Yourself. 4. Doing Things Differently. 5. Thinking About Thinking. 6. Mindfulness. 7. The Big Day. 8. Special Educational Needs and Exams. 9. Family Support. 10. The Future and Beyond. Appendix

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Book SynopsisWhen Highfurlong School welcomed their new school dog, Doodles, they couldn't have imagined the many ways in which he would change school life for the better.From helping to cheer up an upset child to developing a sense of collective responsibility, the benefits both to pupils' learning and social and emotional wellbeing have been significant and surprising. Packed with heartwarming stories, amusing anecdotes and useful insights, this is essential reading for teachers and school management thinking about including a school dog on their 'staff'.Table of Contents1. The Benefits of Animals as Therapy. 2. The Decision to use a Puppy. 3. Top Tips for Choosing your Puppy. 4. Introducing your Puppy to School. 5. Practical Issues and Finances. 6. The Puppy's Intended Remit in School. 7. Doodles' Success - Extra Curricular. 8. Doodles with the Children - Case Studies. 9. The Unexpected Benefits of Doodles. 10. How Doodles is used in Lessons. 11. Other Therapy Dogs. 12. Mischievous Doodles. 13. Future Plans.

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Book SynopsisThis book lays out an intuitive and practical approach to mental health and wellbeing that any school can adopt to transform their mental health support for students.With a focus on providing staff with practical tools on a limited budget, the book helps schools make a real difference to student mental health. It sets out a roadmap for staff to create robust mental health support for students without requiring qualifications in psychology or counselling. It covers key areas including staff training, creating safe spaces for wellbeing and how to harness the support of parents and the local community. It also includes practical advice for addressing concerns such as stress, self-harm and body image.From small, everyday improvements that foster a culture of mental wellbeing to whole school campaigns, this book shows how to embed mental health at the heart of a school's philosophy.Trade ReviewEvery chapter in this book is packed with practical ideas about what needs to happen for schools to take mental health seriously. Warmly and clearly written, with real world examples, Clare is focused on how to keep children and young people mentally well in an educational setting, as well as recognise those who are not in good shape. This well-timed volume will be of immense help to every school that realises that the wellbeing of both students and staff is critical not only for mental health but also an effective learning environment. -- Dr Sue Roffey, Honorary Associate Professor, Exeter University and Director, Growing Great Schools WorldwideWe know our 'why' for making our schools mentally healthy. We know our 'what' for our children's wellbeing. We now have our 'how' to for all school leaders. As a leading wellbeing light, Clare's handbook is full of practical, cost-effective solutions, it is the key to unlock how our schools can operate differently. It is the hope that our school system is crying out for. Bravo, I am proud to call you a friend and have learnt so much from you. -- Hannah Wilson, Executive Headteacher Aureus School and Aureus Primary SchoolThis is a timely and important book that will be vital reading for school leaders, pastoral staff and teachers. In this clear, practical and realistic guide, Clare Erasmus gives lots of ideas about how schools can support and prioritise the mental wellbeing of both students and staff. From advice on how to audit your current provision, to ideas about peer mentoring and wellbeing spaces, the author guides you through all aspects of mental health, with an insight borne out of hands-on experience and a wealth of research.This book demonstrates that schools can take simple yet positive steps to promote better mental health for their students, without it costing them a huge amount of money or adding to staff workload. At a time when the mental health of children and young people is in the spotlight, this book offers you a clear and insightful way through a complex and difficult subject. Clare Erasmus demonstrates how, even though you are not in a position to diagnose or treat mental health disorders, there is still plenty you can do to support and benefit all the children in your care. -- Sue Cowley, bestselling author of numerous education books, including the international bestseller Getting the Buggers to Behave

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Book SynopsisSetting out a year-long curriculum based programme for education and youth professionals, this book provides a challenging and engaging workshop-based approach to developing school engagement and ambitions in young people aged 11-18. The programme, which is informed by CBT, helps professionals to understand barriers to young people's school engagement and learning. It outlines a case for a practical, well-rounded curriculum that readies students for life post-education through eight core themes, including 'believing in me', 'money matters' and 'business basics'. The second part of the book is a photocopiable manual for use in classroom settings, making this an essential, hands-on manual for nurturing young people's life skills.Trade ReviewThis is a fantastic resource for anyone working with adolescents. Backed by research, the author uses a holistic approach with practical and fun activities, case studies, and much more to prepare adolescents to be successful in life and careers in today's ever-changing world. This resource is packed with information and ideas that are applicable to many different settings. I highly recommend. -- Lindsey Joiner, Author of The Big Book of Therapeutic Activity Ideas for Children and Teens: and The Big Book of EVEN MORE Therapeutic Activity Ideas for Children and TeensThis evidence based practical resource will be invaluable to professionals in both school settings and the community. Giant takes a positive respectful view of young people, realistic about the challenges and imbalances in opportunity facing them and their enormous potential for growth. Beautifully structured, providing information and inspiration in order to enable young people to cultivate positive self-regard and develop practical flexible and transferable life skills. -- Carolyn Mumby, chair of BACP coaching divisionTable of ContentsPART I. Introduction; 1. Defining Aspirations; 2. Aspirations and Gender; 3. Aspirations and Ethnicity; 4. Motivation; PART II. The Readiness for Life Programme; 5. Aims; 6. The Structure of the RfL Programme; 7. Themes; 8. Creating the Learning Environment; 9. Delivering the RfL Curriculum; 10. Monitoring and Evaluation; PART III. The Readiness for Life Curriculum; Curriculum Resources; Appendices; Appendix I - Tool to identify students to participate in RfL; Appendix II - RfL Student Questionnnaire; Appendix III - Certificate template

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Book SynopsisJoin Matt as he learns what hope means, and why it is important. Written to encourage discussion, this book is the perfect introduction for young people on this topic, and will help them develop their own understanding of what hope is, and whether or not it is a good thing.

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

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Book SynopsisUsing the successful implementation achieved at Yeading Junior School, this book provides strategies and advice about how to widely implement character education in schools. This helpful guide answers the following questions schools and teachers have when considering how to develop character education:· What character virtues are important in primary education? · How can these be cultivated within the formal and informal curricula? · How do we know if strategies are working and successful? · What constitutes evidence of best practice? With contributions from professional practitioners ranging from building partnerships in the community, intergenerational learning, using character virtues in work with vulnerable children and children with SEND, financial literacy and the diverse religious context of primary education, the book explores the opportunities for developing character virtues and virtue literacy with the purpose of supporting pupils to flourish in society. With the help of this book, schools can create an environment and ethos where learners are not only successful but can make a real difference to the world.Trade ReviewGiven the current global climate of political, societal and environmental uncertainty, the drive to ensure that education leads the way to create a better future for the world is in the spotlight. This book is timely: the powerful collaboration of academic, published scholars and professional practitioners at Yeading Junior School offers the reader an optimistic perspective through character education. The preface provides clear definitions and the historical perspective whilst, in the main chapters, staff openly and generously share their values, rationale and inspirational practice. The extent, depth and variety of endeavours of all stake holders as social agents of change for the better must be championed. Most importantly, the strength of pupil voice; the impact on pupil confidence and achievement is an incentive to investigate the virtues of character education.Finally, the reader is challenged to analyse and question the arguments presented so that this is not seen as a panacea or tag on "cure all" for the future. All teachers will find this book of great interest and be able to absorb some very practical strategies and insights; also, members of senior leadership teams would find this an invaluable resource. -- Julie Mansfield, Educational Psychologist and Senior Lecturer in Primary EducationTable of ContentsPreface - Character Education in the 21st Century; 1. Why Character Education at Yeading Junior School? Carole Jones, Headteacher at Yeading Junior School; 2. Interfaith at Yeading Junior School. Elenor Paul, Religious Education Co-ordinator and teacher, Yeading Junior School; 3. Language Learning and Acquisition. Jean-Michel Ballay, Assistant Head and Specialist MFL teacher, Yeading Junior School; 4. Building Networks and Partnerships. Carole Jones; 5. Multi-generational work. Angela Flux, MHA Northwood Live at Home scheme manager/Co-chair of School Governors; 6. Character Education within the 'Me Zone'. Amanda Wyatt, School Social Worker and Edith Iwobi, Learning Mentor, Yeading Junior School; 7. Financial Literacy and Character Education. David Moran and Carole Jones; 8. Engendering Pride and the Road to Achievement. Carole Jones; 9. Where next for 'the cultivation of virtuous children'? David Aldridge; Appendix A. United States Senate (2014) RESOLUTION: "National Character Counts Week"; Appendix B. Key Principles for/of Character Education; Appendix C. Promoting fundamental British values as part of SMSC in schools; Appendix D. Classification of 6 Virtues and 24 Character Strengths

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Book SynopsisHigher education institutions continue to address an increasingly complex set of issues regarding equity, diversity and inclusion. Many institutions face increasing pressure to find innovative solutions to eliminate access, participation, and achievement barriers as well as practices that impede retention and graduation rates in higher education. This book provides educators with a global understanding of the challenges associated with the growing diversity of student identities in higher education and provides evidence-based strategies for addressing the challenges associated with implementing equity and inclusion at different higher education institutions around the world. Trade ReviewEducation, psychology, disability studies, and medicine are among the perspectives contributors bring to their studies of key factors in identity development among higher education students, and how student experiences in formal, nonformal, and informal learning activities help shape their identities. Their topics include accessibility and acceptance for university students with diverse abilities, US military veterans: a look at their college experience and equitable and inclusionary practices, the influence of socioeconomic status on perceptions of persistence among African American students at major US universities, and failure leading to success when remediation builds resiliency: how struggling international medical students gain entry into US graduate medical education programs. -- Annotation ©2019 * (protoview.com) *Table of ContentsIntroduction to Perspectives on Diverse Student Identities in Higher Education; Patrick Blessinger, Jaimie Hoffman, and Mandla MakhanyaAccessibility and Acceptance for University Students with Diverse Abilities; Naomi Jeffery Petersen and Sandra J. Gruberg Assisting Student-Veterans with Hidden Wounds: Evaluating Student Support in U.S. Higher Education; Christopher Linski The United States Military Veteran: A Look at Their College Experience and Equitable and Inclusionary Practices; Catherine Ward "They Say They Value Diversity, But I Don't See It": Academic and Social Experiences of First Generation Latinx Students at a Predominantly White Midwestern Institution; Carla Gonzalez, Jessica Graber, Diana Galvez, and Leslie Ann Locke The Influence of Socioeconomic Status on Perceptions of Persistence among African American Students at Major United States Universities; Shakoor Ward and Keith B. Wilson A Proposed Framework: EYES Theory on Racialization and Racial Identity Developments for International Students of Color in U.S. Higher Institutions; HyeJin Tina Yeo, William Trent, and Malaika McKee Failure Can Lead to Success When Remediation Builds Resiliency: How Struggling International Medical Students Gain Entry into U.S. Graduate Medical Education Programs; Pamela O’Callaghan, Maureen P. M. Hall, Laura N. Cobb, and Melanie Jacobson The End of Lifelong Learning – Where Have All the Mature Undergraduate Students Gone? A Literature Review and Practical Recommendations from a Case Study in England; Anke Twigg-Flesner From Planning to Realization: Who Goes? Who Stops? What Matters? Rashim Wadhwa

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Book SynopsisThis volume provides educators with an understanding of challenges associated with equity and inclusion at higher education institutions globally and with evidence-based strategies for addressing the challenges associated with implementing equity and inclusion. Higher education institutions continue to address an increasingly complex set of issues regarding equity, diversity and inclusion; many face increasing pressure to find innovative solutions for eliminating access and participation barriers and mitigating practices that impede access, persistence, retention, and graduation rates in higher education. Using comparative international perspectives, this volume looks at how different nations and cultures experience power, privilege, identity, and inclusion with respect to participation in tertiary education, with a specific focus on gender identities.Trade ReviewEducation and other researchers from around the world provide 14 chapters on how higher education can cultivate and promote a more inclusive and equitable environment, particularly in terms of gender diversity and non-conforming, non-heteronormative groups. They address higher education in Brazil and students with special educational needs; higher education access and inclusion policies for the Arab minority in Israel; the development of the community college system in Jamaica and aspects of access, equity, and quality; access and quality disparities in Nepal's higher education system in terms of gender, economic, and geographic dimensions; the internationalization of higher education in Portugal; and English education policy trends in Puerto Rico and the effects of the language of instruction in universities. They also examine access to and widening participation in South African higher education and the potential of open distance learning; financial barriers affecting students from poor families' accessibility to higher education in Tanzania; quality, equality, and student engagement in higher education in England; marginalized populations in American higher education, namely African Americans, students with disabilities, Hispanic students, LGBT students, undocumented students, and student veterans; the gender imbalance in seeking study abroad experiences outside the US; advancing and retaining women faculty in STEM (science, technology, engineering, and math) fields; and the underrepresentation of men of color in higher education in the US. -- Annotation ©2018 * (protoview.com) *Table of ContentsForeword; Luisa SoaresIntroduction to Contexts for Diversity and Gender Identities in Higher Education; Patrick Blessinger, Jaimie Hoffman, and Mandla Makhanya Access and Permanence Conditions for Students with Special Educational Needs in Brazilian Higher Education; Ana Lúcia Manrique and Geraldo Eustáquio Moreira Looking on the Bright Side: Pathways, Initiatives and Programs to Widen Arab High School Graduates' Participation in Israeli Higher Education; Khalid Arar and Kussai Haj-Yehia Perspectives on Access, Equity, and Quality in Jamaica's Community Colleges; Dawn Smith-Henry Disparity in Higher Education: A Case for Nepal; Jayakrishna Upadhyay, Suresh Tiwari, and Dhruba Ghimire The Internationalization of Portuguese Higher Education Institutions: The Reasons, the Strategies, and the Challenges; Carla Guerreiro and Teresa Barros English Education Policy Trends in Puerto Rico and the Implications of the Language of Instruction in Puerto Rican Universities; Juan G. Rosado Access and Widening Participation in South African Higher Education; Victor Pitsoe and Moeketsi Letseka Financial Barriers Affecting Students from Poor Families' Accessibility to Higher Education in Tanzania; Mpoki Mwaikokesya The Teaching Excellence Framework: Quality, Equality, and Student Engagement in English Higher Education; Jill LeBihan, Christina Hughes, and Carol A. Taylor Spotlight on Six Marginalized Populations in American Higher Education; Jaimie Hoffman and Sarah Toutant Motivation Behind Male Students' Decision to Participate in a Study Program Abroad: A Study Conducted in the United States; Dianne Timm, Rachel Lindhart, Kurt Olausen, and Aaron Walk Advancing and Retaining Underrepresented Faculty in STEM: A Program for Value-Driven Career Success; Valerie Gray Hardcastle, Stacie Furst-Holloway, and Rachel Kallen We're Not in High School Anymore: Understanding the Academic Transitional Challenges Experienced by U.S. Men of Color in College; Diane Cardenas Elliott and Meghan W. Brenneman About the Authors

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Book SynopsisThis book offers a unique and critical explication of teachers' understanding and experience of care during a period of regulatory scrutiny and 'notice to improve'. Written following research in a primary school in the north of England, it draws on the findings of an institutional ethnography to reveal the institutional mediation of the teachers' everyday work. Written from a critical interpretivist standpoint, the focus moves away from care as essentialist practice by foregrounding the teachers' talk, through 'I' poems, to explicate the political mediation of care. Care is understood, experienced and operates in a social milieu. It is not fixed and, importantly, is not understood as a practice or an emotional exchange between one person and another. In this book, Joan Tronto's (1993) argument for a 'political ethic of care' is utilised as a conceptual framework for understanding teachers' experiences. It is an alternative to approaches that individualise a teacher's caring practices as only belonging in the intimate, proximal domains of care giving and care receiving.Trade ReviewThe author uses the example of a primary school in England during an inspection to understand teachers' experiences of the inspection process and the "notice to improve," how inspectors' reports of a specific school reflect wider national and global policy, and the dilemmas teachers identify when working within a performative framework. He explores how care involves relationships and political aspects and how teachers practices of care are coordinated and mediated through institutional relations that involve policies, guidance, and wider regulatory texts used within a performative agenda for schools. He focuses on teachers' experiences and understanding of care during this period of requiring improvement and discusses the concept of care and how it is understood within a political ethic, the ideological and political abstractions within wider children and families' policy that mediates and directs teachers' work through regulatory texts, the role of personal and professional moral boundaries in terms of teaching as a caring practice that focuses on educating the whole child and caring for the requirements of government and its regulatory agents, conflicts arising in teachers' talk and the organization of practices of care through inspectors’ reports, and teachers’ experience and understanding of care. -- Annotation ©2018 * (protoview.com) *Table of ContentsChapter 1: Developing Understanding of Teachers' Everyday Work During a Period of Inspection Chapter 2: The Story Being Told Chapter 3: Care is Political: Situating the 'Ethic of Care' in a Conceptual Framework Chapter 4: Politics First: Ideological Abstraction, Assessing Pupils' Progress and Blame Chapter 5: Personal and Professional Moral Boundaries, Asymmetry and Categorisation Chapter 6: Silencing Care: Achieving Fidelity to Regulatory Demands Chapter 7: Teachers' Experience and Understanding of Care

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