Counselling and care of students Books

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

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

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Book SynopsisThe âGet to Know Meâ resources aim to support children, with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Dr Louise Lightfoot, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically.This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of Sammy Sloth â a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with anxiety.The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a childâs needs to promote empathy and acceptance.Picture book and draw along versions of Sammy Sloth are available separately, and as part of the Get to Know Me: Anxiety set.Table of ContentsContentsIntroduction to the Resource PackConsultation SheetsSections Blow Up Your Worries Ball of Worries Feelings Sorter Using Puppets and Play to Explore Emotions Colour Your Feelings Compliment Cards 1 Compliment Cards 2 Bridge to Success Always Never Miracle Question The Wrong is Right Game Sammy Sloth Activity Book Board Game Acknowledgements

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

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Book SynopsisThe Get to Know Me' resources aim to support children, with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Dr Louise Lightfoot, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically. This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of Silver Matilda a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with depression. The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding Table of ContentsIntroduction to the Resource Pack Consultation Sheets Sections 1. Empathy versus Sympathy 2. Using puppets and play to explore emotions 3. True or false 4. Miracle Questions 5. Colour Your Feelings 6. Compliment Cards part 1 7. Compliment Cards part 2 8. Remember a time 9. Always, Never, Everybody 10. Miracle Questions 11. Feelings Sorter 12. Bridge to Success 13. Silver Matilda’s Activity Book 14. Silver Matilda Board Game

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

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

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

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

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

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Book SynopsisThis book investigates the experiences of severely troubled children and their families, teachers, and child psychoanalytic psychotherapists working together in primary schools.The book begins by looking at childrenâs emotional life during the primary school years and what can disrupt ordinary, helpful social development and learning. It examines what child psychoanalytic psychotherapy is, how it works, and why it is offered in primary schools. The following chapters intersperse accounts of creative child psychoanalytic approaches with interviews with parents, carers, teachers, and clinicians. A section focusing on mainstream primary schools presents parentâchild interventions for a nursery class; child group psychotherapy with children from traumatized families; and consultation to school staff, with personal accounts from parents, a kinship carer, a family support worker, a deputy head, and a child psychotherapist. Chapters then focus on alternative educational settings, feTrade Review"Anyone working in education or with children will benefit from this excellent book, with examples and insights from families and professionals. As a teacher, I was especially interested in how early childhood anxieties and experiences can impact on the way a child manages school – manifest in behaviour that’s immediately noticeable even if the reasons for it are not, or in behaviour that’s not initially concerning and "goes under the radar". The book made me consider the work schools and psychotherapists need to do to ensure that our different approaches complement each other in supporting the children and families we work so hard with." - Don McGibbon, Head Teacher, Fleet Primary School"An excellent resource for professionals in education, social care and child mental health, and for parents who are unsure about their children receiving therapeutic help at school. The editor and contributors remain true to the tradition of psychoanalytic thinking about learning and teaching which has characterised the Tavistock Clinic’s approach for more than ninety years. At the same time, the book is absolutely up-to-date with the current socio-political context in which therapeutic services are based in schools, ensuring greater equity of access and closer links between teachers, parents and clinicians. Chapters include interviews with parents and teachers and vivid observations from classrooms and therapy sessions, providing convincing accounts of the psychoanalytic perspective." - Biddy Youell, Consultant Child and Adolescent Psychotherapist"This book provides detailed insight into children’s emotional health and the social/emotional factors that influence their well-being and ability to cope with home and school life. It provides a real-life account of the challenges faced by teachers and other professionals working with children with emotional difficulties on a day to day basis. The need for specialist child psychotherapy is greater than ever. The case studies and interviews demonstrate how child psychoanalytic psychotherapists, families and schools working together can provide effective intervention and support, allowing children’s emotional obstacles to be explored and overcome." - Karen Filiz, Acting Deputy Head, Early Years Foundation Stage and Inclusion Lead, Beckford Primary SchoolTable of Contents1. Ordinary emotional development in the primary school years Dexter Benjamin and Francesca Benjamin2. Using child psychoanalytic psychotherapy in primary schoolsKatie Argent3. Tavistock child psychotherapy in schools: a brief history of a long relationshipMilly Jenkins 4. Early transitions: child psychotherapy in a school nurseryKathryn Fenton and Anya Suschitzky5. Children’s group psychotherapy in a mainstream primary schoolMarta Cioeta6. Parents’ experience of a child psychotherapy outreach service: Isha and SheikhInterview by Milly Jenkins7. "I just thought I’m doing something wrong if she needs therapy": a grandmother's experienceMel Serlin8. Conversations across education and mental health in a mainstream primary school Interview by Milly Jenkins9. Slow movements that create hope: psychotherapy with a boy diagnosed with ASDCarlos Vasquez10. From exclusion to inclusion: developmental group work in a primary pupil referral unitFiona Henderson11. A parent’s experience of child psychotherapy approaches in a primary pupil referral unit: LenaInterview by Milly Jenkins12. Working outside the therapy room in a therapeutic schoolRuth Glover13. Personal perspectives across education and mental health in a therapeutic schoolInterviews by Milly Jenkins14. Evidencing child psychoanalytic psychotherapy in primary schools: a case example Marta Cioeta and Jocelyn Catty

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Book SynopsisFor effective and safe use, this book should be purchased alongside the professional guidebook. Both books can be purchased together as a set, Helping Young Children Learn About Domestic Abuse and Coercive Control: A Luna Little Legs Storybook and Professional Guide [9781032072555]This sensitively written storybook has been created to help very young children understand about domestic abuse and coercive control. Luna loves playing with her friends at kitten club, but at home things are different. One terrible night, Luna overhears a domestic abuse incident and, when her own name is mentioned, she wonders if it might be her fault. Accompanied by beautiful and engaging illustrations, the story provides a vehicle for talking with children about their experiences, safety and emotional wellbeing. Three potential endings allow the story to be personalised to the individual child: In ending 1, Luna is comforted by her mummy andTrade ReviewLuna Little Legs is a beautifully-illustrated, skilfully-designed book for young children who have experienced domestic violence, abuse and coercive control. An important feature of the text is that it has three different endings, so the book can be tailored to the life-experience of children who are engaging with it.Dr Emma Katz, Ph.D., Senior Lecturer in Childhood and Youth, Liverpool Hope University, UKTable of ContentsIllustrated storybook with three alternate endings

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Book SynopsisHow Psychotherapists Live is a landmark study of thousands of mental health practitioners worldwide. It significantly advances our understanding of psychotherapists and counselors by focusing on their individual qualities and lives, revealing the many ways they differ as persons and how those differences shape their experiences of therapeutic work. Topics include the therapist''s personal self, private life, individual beliefs, quality of life, childhood family experiences, and personal psychotherapy. Based on thirty years of research, the book is written to interest clinical practitioners while also providing researchers with a rich array of data. Clinical psychologists, psychiatrists, clinical social workers, and counselors can easily compare their own experiences with the thousands of therapists in the study by reflecting on typologies constructed from research findings. The book will also be a valuable resource for researchers studying the sources of variaTrade Review"Few if any have given as much to psychotherapy research as David Orlinsky, and no one has given psychotherapists more research on who they are as professionals. In this new and deeply meaningful book, Dr. Orlinsky shows how psychotherapists live as persons and how that affects their work. Empirically and clinically this is an unparalleled source of knowledge and wisdom." Louis Castonguay, PhD, liberal arts professor of psychology, Pennsylvania State University, USA"For too long, psychotherapists have been portrayed impersonally as interchangeable parts of their treatment technologies. Based on extensive research, this book debunks that myth, presenting a multidimensional picture of therapists as persons well beyond paint-by-number illustrations and demonstrating what may really account for the variation of outcomes due to therapist effects."Barry L. Duncan, PsyD, author of On Becoming a Better Therapist and CEO of Better Outcomes Now , USA"This monumental and authoritative work on the person of the psychotherapist by David Orlinsky, one of the parents of psychotherapy research, reads like a research-informed detective story—exploring our inner selves, intimate relationships, individual beliefs, childhood family experiences, personal therapies, and their impact on our satisfactions and stresses in therapeutic work."John C. Norcross, PhD, ABPP, distinguished professor and chair of psychology, University of Scranton, Pennsylvania, USA"David Orlinsky pioneered a field of psychotherapy research of crucial importance by examining the characteristics and development of psychotherapists. Based on solid empirical evidence and a huge international sample, his new book will help psychotherapists reflect on their self and life, to further clarify and improve the role of the therapist in treatment."Bernhard M. Strauss, PhD, professor of psychotherapy and medical psychology, Friedrich Schiller University Jena, GermanyTable of Contents1. Psychotherapists as Persons 2. Professional Psychotherapists 3. Personal Self 4. Private Life 5. Individual Beliefs 6. Quality of Life 7. Family Background 8.From Childhood to Adult Life 9. Personal Therapy 10. Psychotherapists as Persons: Doing Psychotherapy 11. Research From and Beyond the Psychotherapist’s Perspective

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Book SynopsisAround the world, students in higher education suffer from and deal with psychosocial problems. This phenomenon is universal and seems to be increasing. A vast number of students enter higher education with problems like stress, anxiety or depression, or develop them during their student lives, due to, for example, loneliness, family crisis, mental health or study environment issues.Battling, belonging and recognition are the focal points of this book's analyses, showing how students faced with psychosocial problems experience high degrees of stigma and exclusion in the academic communities and society as such. The book is based on research situated in a welfare society, Denmark, where students have relatively easy access to higher education and to public support for education as well as special support for students with psychosocial problems. Taking a student perspective, the book provides in-depth, qualitative analyses of what characterizes student life, which specifTable of Contents1: Battling and belonging. Students’ psychosocial problems and the experience of higher education. 2: Higher education as a battlefield. Contradictions in the Danish educational context. 3: The orientation towards a student perspective. Methodological framework. 4: "If a look at myself…" Poetic representations of students’ negotiations of self. 5: "Like everyone else can". Shameful identities and the narrative of the ‘good student’ in higher education. 6: "I cannot even set the pace". Asyncronicity and inequality in an accelerated educational system. 7: "If you don’t feel at ease socially". Recognition, loneliness and communities in higher education. 8: "I see it as an extra job I have". Students’ extra work in making higher education accessible. 9: From battling to belonging in higher education

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Book SynopsisDeveloping Your School's Student Support Teams is a practical manual for schools seeking to establish and sustain coordinated teams in support of students' social, emotional and behavioral health. Every day, students struggle with a range of issues, including traumas, that complicate their learning, engagement, and overall well-being. School psychologists, counselors, social workers and nurses are employed in many school districts, but their schedules often make it difficult to collaborate effectively in developing and implementing comprehensive intervention plans. This book promotes teamwork throughout schools by exploring how interdependent practitioners can come together at the appropriate levels and times to help coordinate school and community resources. This filtering process will guide K-12 leaders and service professionals toward systems and decision-making that enable long-term student supports, accurate identification of systemic learning barriers, improved sTrade Review“In Developing Your School's Student Support Teams, seasoned educators Berta, Blonsky, and Wogan provide timely and thoughtful guidance to educational counselors and colleagues instrumental for fostering a culture of social and emotional support for student success. The text is ideal for both new and advanced professional educators interested in collaboratively organizing and deploying essential policies, programs, and services synergistically to ensure students’ retention, academic success, and personal development. The wisdom embedded within this accessible text is keenly needed in these turbulent times to animate school communities in service of students’ learning and flourishing.”—Jason A. Laker, Ph.D., Professor and Chair, Department of Counselor Education, San Jose State University, USA“This excellent guide provides a clear blueprint to develop effective support services for students. During my seventeen years of working with teams using the models illustrated in this book , we witnessed many improvements, sometimes even profound changes, in students’ academics, behavior, and even in their social lives. Not only did the teams build interventions based on students’ strengths, but in the process of problem-solving and brainstorming together, they produced more potent action plans, better than any of them could have alone. It does take some effort to set up these models and implement the strategies outlined in the book, but I believe this should be a required part of training for all teachers, administrators, school administrators, school social workers, counselors, and psychologists.”—Candice Gregory, MSW, LCSW, School Social Worker and District Coordinator of Dropout Prevention Programs (ret), Alisal Unified School District“Developing Your School's Student Support Teams is a practical guide that brings together essential elements of a holistic approach to children’s education. This marvelous publication lays out the power of organizing support from the home, the community, and the school to help support students’ success. ‘It takes a village to raise a child’ has never been truer. Having sample downloadable forms available online, as listed in the Appendix, is an added bonus.”—Marco Orlando, Consultant (ret), California State Department of Educatio“I used Developing Your School's Student Support Teams for a full-day training attended by school-site student support team coordinators and district administrators. We found the book to be a great reference guide to establishing systems that enable staff to work together toward student success. Having served as a school site principal and as a district administrator in charge of the dropout prevention program, I see the value of such a resource for student support teams helping to meet the diverse needs of students. This is a great book that I wish had been available when I was a principal.”—Lydia Carswell, Former Principal and Administrator, Duarte Unified School District, and Field Colleague with the California Department of EducationTable of Contents1. School Based Student Support Teams and the Multi-level Identification and the Intervention Process 2. The School Coordinated Care Team (SCCT) 3. The Student Success Team (SST) Philosophy and Implementation 4. The School Attendance Review Team (SART) 5. Meeting Facilitation 6. The Benefits of Effective Teaming 7. Supporting and Serving Special Populations 8. The Importance of School Climate and Culture 9. Case Management: A Creative Philosophy and Form of Practice 10. Making the Home-School Connection a Positive One 11. Positive Behavior Support vs. the Punishment Paradigm Appendices

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Book SynopsisThe classic edition of this groundbreaking book includes a new preface from the authors discussing developments in the field since the handbook's initial publication. Chapters provide an overview of best principles and best practices in counseling supervision process, one that is firmly rooted in the recent explosion of empirical research in this field. Sponsored by the Association for Counselor Education and Supervision (ACES), the book is targeted primarily at master''s-level practitioners who want practical, how-to applications of the research literature rather than a comprehensive review of the supervision literature. It''s also a useful supplement for more academic texts used for doctoral-level instruction in counseling supervision. Trade Review"The book is the best for beginning supervisors who want an overview of supervision, good documentation forms, supervisor questions, and suggestions for supervision. It is also good for those who are seasoned supervisors and want to supplement the book in practicum courses with personal experiences."PsycCRITIQUES"Borders's and Brown's practice oriented guide in counseling supervision is a must-have tool for both supervisees and supervisors. One notable facet of this revision is its expansion of multicultural and diversity issues. Of particular merit is the authors' discussion of the multicultural influences on the supervisory relationship and their inclusion of concrete questions and activities that supervisors can utilize with their supervisees to increase cultural awareness."Catherine Y. Chang, Georgia State UniversityTable of ContentsPreface to the Classic Edition. 1. Supervision Models and Principles 2. Initial Supervisory Sessions 3. Supervision Interventions 4. Group Supervision 5. Supervisory Relationship and Process Issues 6. Ethical Issues in Supervision 7. Evaluation of the Supervisee 8. Technology in Supervision Appendices: Standards for Counseling Supervisors. Curriculum Guide for Training Counseling Supervisors. Ethical Guidelines for Counseling Supervisors. Standards for Counseling Supervisors Association for Counselor Education and Supervision. Curriculum Guide for Training Counseling Supervisors Association for Counselor Education and Supervision. Ethical Guidelines for Counseling Supervisors Association for Counselor Education and Supervision.

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Book SynopsisThis volume explores the current state of student mental health and trauma while offering theories and practice of trauma-informed teaching and learning.The interdisciplinary authors gathered in this collection discuss the roles, practices, and structures in higher education that can support the wellness and academic success of students who suffer from the effects of traumatic experiences. Chapters cover topics on teaching traumatic materials ethically and effectively, reading and writing to support recovery and healing from trauma, inclusive pedagogies responsive to systemically inflicted trauma, and developing institutional structures to support trauma-informed pedagogies.This timely and important book is designed for faculty in institutions of higher education seeking to meaningfully cultivate trauma-informed classes and learning experiences for their students.Table of Contents1. Introduction [Ernest Stromberg] Section I: Transforming the Institution and the Classroom 2. Considerations for Developing a First Year Seminar on Psychological Trauma [Christine Valdez] 3. Trauma Informed Pedagogy at the Grassroots: Building and Sustaining a Trauma Informed Movement at a Large Public Institution [Sarah Le Pichon and Steve Lundy] 4. Racial Trauma: Dismantling Anti-Black Racism in Classrooms and Academia [Vanessa Lopez-Littleton and Dennis Kombe] 5. When Embodied Histories Meet Institutional Stories: Trauma as Pedagogical Possibility [Whitney J. Archer, Carina M. Buzo Tipton, Cassandra L. Hall, and Emma L. Larkins] 6. Affective Solidarity and Trauma Informed Possibilities: A Comparative Analysis of the Classroom and the Clinic [Kriti Prasad and Pritha Prasad] 7. Trauma Informed Mindfulness Meditation in the College Classroom [Ernest Stromberg] 8. Examining Authority through Trauma: Reflections from Student to Teacher [Angela Moore] Section II: Reading and Writing to Recover and Heal 9. Trauma Together: Rethinking Collaborative Learning [Brynn Fitzsimmons] 10. Insights in Trauma Informed Pedagogy from the field of Bibliotherapy: Literary Trauma Studies and Creative Writing [Katarina Båth] 11. Trigger Warnings with Conscience: Presenting Texts about Sexual Assault with Respect [Rose Gubele] 12. LGBTQ+ Trauma Informed Pedagogy in a Transnational Context [Jason Lee, Beverley Hancock-Smith, Zara Hooley, and Eleanor McSherry]

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The Handbook of Classroom Management, Third Edition, is an authoritative treatment of the latest science and development in the study of classroom management in schools. Evidence-based classroom management practices and programs are essential to enhancing students' academic, behavioral, social-emotional, and motivational outcomes across grade levels. This comprehensive volume collects scholarship and cutting-edge research for graduate students and faculty of psychology, teacher education, curriculum and instruction, special education, and beyond. The book has been thoroughly revised and expanded with updated coverage of foundational topics such as effective instruction, preventative strategies, positive behavior intervention and supports, familyschool relationships, legal issues, and other related topics, while also giving new attention to social justice, students on the autism spectrum, and adaptations across urban, rural, and virtual contexts.

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Book SynopsisHigh Leverage Practices for Intensive Interventions provides special education teachers with descriptions and practical instructions on how to use High Leverage Practices (HLPs) to improve student outcomes. Since many students with disabilities spend their school day in inclusive general education classrooms, these intensive interventions are often delivered in separate or tier 3 settings to meet the students' individualized needs. Each chapter focuses on a specific High Leverage Practice with explanations of its purpose and essential components, accompanied by examples for use with small groups of students or the individual student. This accessible and comprehensive guide is key for pre-service teachers in special education programs or those who provide intensive interventions with students.Table of ContentsIntroduction Section I: Collaboration High Leverage Practices 1. Collaborate with Professionals to Iincrease Student Success 2. Organize and Facilitate Effective Meetings with Professionals and Families 3. Collaborate with Families to Support Student Learning and Secure Needed Services Section II: Assessment High Leverage Practices 4. Use Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs 5. Interpret and Communicate Assessment Iinformation with Stakeholders to Collaboratively Design and Implement Educational Programs 6. Use Student Assessment Data, Analyze Instructional Practices, and Make Necessary Adjustments that Improve Student Outcomes Section III: Social/Emotional/Behavioral High Leverage Practices 7. Establish a Consistent, Organized, Respectful Learning Environment 8. Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior 9. Teach Social Behaviors 10. Conduct Functional Behavioral Assessments to Develop Individual Student Behavior Support Plans Section IV: Instruction High Leverage Practices 11. Identify and Prioritize Long- and Short-term Learning Goals 12. Systematically Design Instruction Toward a Specific Learning Goal 13. Adapt Curriculum Tasks and Materials for Specific Learning Goals 14. Teach Cognitive and Metacognitive Strategies to Support Learning and Independence 15. Provide Scaffolded Supports 16. Use Explicit Instruction 17. Use Flexible Grouping 18. Use Strategies to Promote Active Student Engagement 19. Use Assistive and Instructional Technologies 20. Provide Intensive Instruction 21. Teach Students to Maintain and Generalize New Learning Across Time and Settings 22. Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior 23. Learning to Use HLPs for Intensive Interventions: Reflections for Teachers, School Leaders, and Teacher Educators

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Book SynopsisNow more than ever, there is a need for early childhood professionals to comprehensively integrate trauma-sensitive practices into their work with children and families. This essential resource offers instructional strategies teachers can use daily to support their students dealing with trauma in early learning environments. Readers will learn to create opportunities for children to use their natural languageplayto reduce their stress, to cope with adversity, to build resilience, and even to heal from trauma. Nicholson and Kurtz provide vignettes, case study examples, textboxes, photographs, and descriptions of adapted therapeutic strategies ready for implementation in the classroom. Practical and comprehensive, this book is ideal for both prospective and veteran early childhood educators seeking to understand trauma-informed practices when working with young children (birth8) in a range of environments.Table of ContentsIntroduction 1. Learning to Observe and Value the Stories Children Tell Us through Play 2. Building Consistent, Attuned, and Responsive Relationships with Young Children through Play 3. Arranging the Environment to Reduce Children’s Stress and Support Healing through Play 4. Play-Based Instructional Strategies that Support Children to Cope, Build Resilience, and Heal from Toxic Stress and Trauma 5. Case Studies of the Power of Play to Support Children’s Stress Reduction, Resilience, and Healing

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Book SynopsisFrom Ghosts to Graduates is a timely book that recognizes that three years of interrupted learning has created an impending dropout timebomb of students who are traditionally at risk, as well as those who became disengaged during pandemic learning. Many students are ghosts in the system they have become disconnected and disenchanted with schooling. Instead of only addressing strategies to treat the symptoms of dropping out, this important resource addresses the causes of the disengagement that led to those symptoms. Author Emily Freeland shows how to identify existing and potential ghosts, how to reconnect students to the learning process and communicate that we see them and believe in them, how to overcome barriers to progress, and how to restore hope. Each chapter offers current research and practical strategies, as well as Do Now and Reflection sections to help you apply the ideas as you read.With the deliberate practices in this book, you'll be able to chTrade Review “In this vitally important book, Dr. Freeland offers practical solutions for educators, leaders, and policymakers to address the dropout crisis. This is not a momentary crisis, but one that will last for decades, as the legacy of dropouts includes poverty, unemployment, and excessive involvement in the criminal justice and medical care systems. Thanks to Freeland’s insightful advice, we can both address the current dropout crisis and engage in systematic prevention of future dropouts. If we follow the guidance in this book, we can bring our dropout ghosts back into the light of an educational environment that offers hope for their future.” - Douglas Reeves, Author, Fearless Schools "Are you ready to get serious and address the drop-out issue in your school or district? Are you interested in identifying students who feel unseen and unvalued? Look no further. Emily Freeland has combined research with practical application and created a roadmap for educators to connect with their most at-risk students to take them from going through the motions to walking across the graduation stage. Whether you are a district leader looking to make changes at the systems level or an educator looking to make an impact at the individual level, you will find exactly what you are looking for in this book." - Allyson Apsey, educational leader, author and national speaker Table of ContentsMeet the Author Introduction Part 1: Ghost Hunting – How do we find our ghosts? 1. Ghost Origins - Why do students become ghosts? 2. Ghost Indicators - How do we recognize when it is happening? 3. Ghosting Beyond the Numbers - What strategies can we utilize and what steps can we take to connect with our ghosts? Part 2: Ghost Whispering – How do we see and connect with our ghosts? 4. Whispering in the Classroom - I see you! 5. Fostering Engagement and Motivation –Your learning is important to me! 6. Communicating High Academic Expectations – I believe in you! Part 3: Closing the Gateway – How can we shut down the pathway to ghosting? 7. Call in Reinforcements - How can teacher teams face down the ghosting challenge together? 8. Instilling Hope - How can we instill hope in our ghosts and help them create a vision of their future? 9. Blocking the Pathways - How can we eliminate the school- and district-level policies that keep the gateways propped open?

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Book SynopsisPractical and clearly written, this new book from best-selling author Louise Porter equips mental health professionals with the knowledge and skills they need to provide insightful guidance and support to children and adolescents.The book introduces exciting new models for thinking about young people's needs, self-esteem and resilience that will invigorate counselling. It outlines the most common presenting difficulties for young people and provides clear, practical guidance on how professionals in a counselling environment can respond to these in an effective way. Offering a coherent blend of theories and practices, chapters address a wide range of emotional, social, behavioural and learning difficulties with which young people may present to counselling, such as experiences of grief and loss, anxiety and depression, disordered eating, and dealing with adversity. With an aim to empower, the book presents a non-pathologising approach to counselling that respects the skills thTable of ContentsPart 1: Philosophy, theory and practice of working with young people 1. Philosophy 2. Solution-focused therapy 3. Narrative therapy 4. Acceptance and Commitment Therapy 5. Principles of working with young people 6. Collaboration and consultation 7. Ethics of working with young people 8. Caring for self 9. Diversity and social justice Part 2: Emotional issues 10. Emotions and emotion regulation 11. A model of resilience 12. Counselling young people in grief 13. Depression 14. Stress and anxiety 15. Trauma 16. Self-destructive behaviours Part 3: Social issues 17. Aggression 18. Bullying 19. Violence 20. Sexual abuse perpetration by juveniles 21. Social inclusion of gender and sexual minorities

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Book SynopsisResearch shows that by improving the wellbeing of learners, we also improve their learning. Effective Learning and Mental Wellbeing is a crucial resource, filled with ready-to-use and thought-provoking activities that support wellbeing within your school, college, organisation, community group or on your own. Woven throughout are ideas and activities that support learning and wellbeing for many different kinds of learner.Supported by well-researched content, this essential book will enrich and improve both the wellbeing and the learning of all who use it. Areas covered include but are not limited to: How we learn and blocks to learning Mental health and self-efficacy Positive steps to mental wellbeing Wellbeing in the connected learning community The future of wellbeing and learning This book is an essential resource for teachers, therapists, health professionals, parents or carers and those in the community who Table of Contents1. Everybody is a learner; 2. Mental health and self-efficacy; 3. Steps to Mental Wellbeing; 4. Wellbeing in the connected learning community; 5. Wellbeing and learning in a COVID-impacted world; 6. Wellbeing and learning on your own; 7. The future of wellbeing and learning – your impact on the world; 8. Learning to be well

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Book SynopsisBuilding Competence in School Consultation, Second Edition, directly addresses the need for practical, comprehensive consultation training, including support materials, for school psychologists, counselors, and other professionals working in schools. School psychologists consistently indicate that consultation is a crucial component of their duties but that they lack sufficient opportunities to develop their corresponding knowledge, skills, and confidence during graduate training. Drawing from evidence-based approaches as well as experienced instructors' real-world toolkits, these essential perspectives and activities approach the standard and less common challenges of the school consultant role.Written by two leading experts in consultation, this book brings school psychology research directly to graduate students and both novice and experienced practitioners, providing invaluable context, reflection activities, videos from fellow consultation experts, and resourcesTrade Review"In all my years developing, researching, and supporting the implementation of consultation, I have never read a book more accessible, comprehensive, and motivating than the second edition of Building Competence in School Consultation: A Developmental Approach. Danny Newman and Sylvia Rosenfield have captured and communicated with crystallized clarity the elements of consultation practice. Through the use of expert narrative, provocative thought questions, video commentaries, and meaningful activities, they have taken a complex intervention and made it manageable and achievable. This book will allow consultants in training to develop the competence and confidence needed to provide highly refined consultation services throughout their careers. Importantly, this book creates the opportunity for consultants in training and in practice to enhance the lives of young people and educators and to improve the schools in which they work."—Susan M. Sheridan, Associate Dean for Research and Creative Activity and George Holmes Professor of School Psychology at the University of Nebraska-Lincoln, USA"Newman and Rosenfield offer consultants in training, educators, and experienced applied psychologists a cutting-edge, evidence-informed book to develop effective consultation practice. Building Competence in School Consultation: A Developmental Approach expertly balances academic rigour and accessibility, and this second edition updates the text with enhanced coverage of significant contemporary issues. The authors have woven together key conceptual ideas, research, practice, and innovative learning activities to stimulate learning and progression. A highly engaging and thought-provoking text with a wealth of inclusive resources that recognise and celebrate the diversity of learning approaches, this book is the best it its field."—Dr. Emma-Kate Ní Chinnéide, Programme Director and Principal Educational Psychologist at The Tavistock and Portman NHS Foundation Trust, UK"In all my years developing, researching, and supporting the implementation of consultation, I have never read a book more accessible, comprehensive, and motivating than the second edition of Building Competence in School Consultation: A Developmental Approach. Danny Newman and Sylvia Rosenfield have captured and communicated with crystallized clarity the elements of consultation practice. Through the use of expert narrative, provocative thought questions, video commentaries, and meaningful activities, they have taken a complex intervention and made it manageable and achievable. This book will allow consultants in training to develop the competence and confidence needed to provide highly refined consultation services throughout their careers. Importantly, this book creates the opportunity for consultants in training and in practice to enhance the lives of young people and educators and to improve the schools in which they work."—Susan M. Sheridan, Associate Dean for Research and Creative Activity and George Holmes Professor of School Psychology at the University of Nebraska-Lincoln, USA"Newman and Rosenfield offer consultants in training, educators, and experienced applied psychologists a cutting-edge, evidence-informed book to develop effective consultation practice. Building Competence in School Consultation: A Developmental Approach expertly balances academic rigour and accessibility, and this second edition updates the text with enhanced coverage of significant contemporary issues. The authors have woven together key conceptual ideas, research, practice, and innovative learning activities to stimulate learning and progression. A highly engaging and thought-provoking text with a wealth of inclusive resources that recognise and celebrate the diversity of learning approaches, this book is the best in its field."—Dr. Emma-Kate Ní Chinnéide, Programme Director and Principal Educational Psychologist at The Tavistock and Portman NHS Foundation Trust, UKTable of Contents1. Consultation Training: Making It Work 2. Understanding School Culture 3. Consultation Relationships: Building Working Relationships 4. Communication Skills 5. The Consultative Problem-Solving Process: An Introduction 6. Contracting: Making the Invisible Visible 7. Problem Identification and Problem Analysis: Look Before You Leap 8. Designing and Implementing Interventions: It’s Not Magic—It’s Planning, Monitoring, and Performance Feedback 9: Post-Intervention Planning and Closure 10. Collaboration and Consultation on Teams 11. Teleconsultation: Navigating Technology in a Relational Model 12. Learning to Consult: The Roles of Assessment, Feedback, and Deliberate Practice Appendices

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Book SynopsisLearn, reflect, and grow from 40 true stories of caring school leadership during times of crisis Each crisis brings its own issues and unique traumas, and when they happen, most leaders handle the moment by leaning into triage and logistics. This book suggests focusing on morespecifically, on the people they serve. Are you up to the task? These 40 real stories, from a wide range of schools and settings during many types of crises, show how caring school leadership adopted caring people-first strategies. This book will help you and your teams be inspired to prepare for, perhaps prevent, respond to, and recover from your own school crises. Within these pages, you will find: An introduction to what crisis and caring school leadership means Helpful lists to guide caring leadership practices A review of current crisis management literature Questions, reflection, and prompts to eTrade ReviewCaring in Crisis: reminded me that in times of need we as educators come together to meet the needs of out students, families and the community at large. It emphasis that the role of the educator far exceeds just addressing the academic needs of students, but the social emotional as well. I was inspired by the thoughtful displays of unconditional care from school leaders. -- Joylynn L Pruitt Adams * Superintendent, Oak Park and River Forest High School District 200 *In The Advantage, Patrick Lencioni argues that effective leaders focus on the technical and human aspects of managing their organization. Here, Mark Smylie and Joseph Murphy emphasize the latter especially during a crisis. Rich with illustrations, stories, and practices of caring, this book remind us that school success comes not just from curriculum and instruction, but from relationships. -- Jeff Ikler * Director, Quetico Coaching and Consultation *Caring in Crisis is a book for our time. An artful collection of insightful, provocative storytelling, this work illuminates the myriad challenges school leaders face and provides a much-needed sense that educators are deeply interconnected and interdependent. Smylie and Murphy inspire us to meet the challenges ahead and reveal that while crisis takes many forms, so too does caring. -- Glenn Manning * Senior Project Manager at Harvard′s Making Caring Common Project *Caring in Crisis makes a strong case for the importance of extending care to all who are impacted in a crisis and of fostering a caring school community who pull together during those difficult days. The stories in this book provide a compelling glimpse into the profound impact that a caring word, an act of kindness, or a decision that prioritizes the needs of students can have. -- Megan Tschannen-Moran * Professor, College of William and Mary *Caring in Crisis is a masterful resource as it presents a research-based rationale, as well as strategic guidance, for caring in times of crisis and it engages the reader in authentic experiences shared by in-the-trenches educators. This unique combination of strategies, wisdom and heartrending stories provides opportunities for educational leaders to learn from the experiences of others in order to work together with staff to proactively mitigate crises with compassion and competence. -- Michelle Trujillo * Inspirational Speaker and Professional Learning Facilitator, Author, Start with the Heart: Igniting Hope in Schools through Social Emotional Learning *How do principals respond to a teen suicide? What could they do when faced with racism, discrimination, and even policy brutality? During COVID-19, what are some innovative ways to create a sense of community and well-being? Mark Smylie and Joseph Murphy’s Caring in Crisis provides insights into compassionate school leaders responding to situations none of us would ever want to face. Their compilation of narratives from school leaders gives us a glimpse into the agony and decisions that school leaders have had to make and the critical importance of their empathy for families and communities. Caring in Crisis, filled with examples of courage, of communication, and of community-building, gives us hope for the future, for our humanity. A must read for aspiring school leaders, you will learn about leadership in the midst of tears and heart break, about supporting families during mental health challenges, and about being a friend to your students and your community. It will open minds and hearts, providing role models for new leaders and promoting a crucial standard for "ethics of care" during some of the most difficult times. -- Christine Mason, Ph.D. * Executive Director, Center for Educational Improvement, Chief Advisor, New England Mental Health Technology Transfer Center, Lead Author, Compassionate School Practices (Corwin, 2021) *Table of ContentsList of Illustrations Preface Acknowledgments About the Authors Introduction: Crises and Caring School Leadership Crisis Comes The Meaning of Crisis Crisis Leadership and the Through Line of Caring Caring School Leadership in Times of Crisis Guide for Engaging the Stories Overview of Practices Questions That Promote Understanding Questions That Prompt Application The Stories 1. Through the Eyes of Children 2. Speak Life 3. Giving Ourselves Permission to Be Human 4. Building a Family 5. Reflections on Healing Staff With Compassion 6. Caring for Kids by Taking Care of Teachers 7. Laura 8. Guarding Against Sexual Misconduct 9. One Sows, Another Reaps 10. A Million Times More 11. Commitment to Community Health 12. Da Bears! 13. My Zoom Isn’t Working! 14. Imagine the Possibilities 15. On Day 2, 9/11 16. Responding to the Crises 17. A Deadly Threat 18. Start Simple 19. Keeping Connected With the Kids 20. Prioritizing Our Students 21. A District Office Caring for Teachers 22. We Need to Talk About Sarah 23. Coping With Loss 24. Bring Your Dog to Work Days 25. “With Every Difficulty, There Is Relief” 26. Tone Deafness 27. Centering on Community 28. Biting 29. The Magnolia 30. No One Saw It Coming 31. No Hugs, No Bugs 32. Two Storms in One Week 33. And Then There Was Mold 34. I Am Here for You 35. Winning and Losing 36. Summer Meals 37. Sharing the Peace 38. The Tsunami 39. Leading Through the Storm 40. The Work of My Life Coda A Culture of Caring Who Cares for the Caring School Leader? Bibliography

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Book SynopsisWith rising rates of youth mental illness, disconnection and social isolation, strategies are needed that can help stem the tide. A sense of belonging to one's school is associated with good school performance, physical and psychological wellbeing, and offers a quintessential solution to help address many of the issues faced by young people today.Grounded in theory, research, and practical experience, Boosting School Belonging provides 48 activities for practitioners and teachers to use with classes, groups, or individuals to help secondary students develop a sense of school belonging. Through six modules, readers will understand the evidence underlying each module, identify fun and practical tools to use with young people, and develop strategies for helping young people connect with teachers, parents, peers, themselves, learning, and help.The evidence-based strategies and concepts make it an invaluable resource for teachers, psychologists and counsellorsTable of ContentsForewordPrefaceAcknowledgementsIntroduction Module 1: Connecting with TeachersModule 2: Connecting with ParentsModule 3: Connecting with PeersModule 4: Connecting with OneselfModule 5: Connecting with LearningModule 6: Connecting with HelpConclusion: Becoming A BelongerFurther ReadingGlossaryAbout the AuthorsAppendixIndex

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Book SynopsisThe second edition of these bestselling cards continues to provide a tool for exploring difficult emotions. Depicting various different family scenarios, the cards provide an opportunity for individuals of any age to discuss all aspects of family life and the situations that arise from it. Now with updated illustrations, the cards can be used with individuals or groups of various sizes. Each family scenario is colour coded with 6-9 cards telling a short story, which provides a springboard for individuals to unpick their feelings about family life. Over 50 suggestions for use are detailed in the accompanying activity cards; including ways of using individual cards to facilitate discussion, identifying the positive and negative feelings of the Blobs shown on the cards, as well as combining cards to show more complex situations. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents48 colour flashcards, with guidance for use.

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Book SynopsisThis beautifully illustrated, therapeutic picture book tells the story of Stan the Giraffe. Stan loves the sun and to feel its warmth on his long back; but one day it suddenly and unexpectedly falls from the sky and disappears from his life. Stan experiences many different and difficult emotions throughout the story, reflecting the seven stages of grief. The story aims to normalise these feelings, which for children and those around them, can be frightening.This storybook has been written to support key adults in helping bereaved children to find a way to cope, manage and make it through their grief.The resource Supporting Children through Bereavement and Loss has been written to accompany the storybook, providing information, guidance and ideas for anyone supporting a grieving child, in school or at home.Trade ReviewBereavement comes in all shapes and sizes and this beautifully illustrated story, can be accessed by all ages. It creates containment, allowing the thoughts and feelings of Stan’s loss to be explored, making the emotions of grief tangible. A great resource.Charlotte Kerr, Behaviour Practitioner.Due to increased waiting times and lack of outside agency support, pressure is being placed on schools to help children cope with what can be an upsetting and stressful world. Supporting with mental health is an area teachers often lack confidence in. These books and resources offer the starting point needed and enable teachers and teaching assistants to feel like this is an area they can support with. Beautifully illustrated and a pleasure to read. After years of searching I know there is nothing quite as good as this out there! Corrin Watson, Assistant Head Teacher and SENCO These wonderful stories are so easy for children to relate to, and understand the feelings and meanings shared. The resource books are ideal for helping children to explore their emotions, and for parents, carers and school staff to feel equipped to help them to do so. Gemma Oliver, Learning MentorThis book helps to explains loss in a beautiful way that children will be able to understand. A lovely read for such a hard subject. It removes the stigma and the recourse guide aids parents, carers and professionals from all areas to be able to tackle this and enable children to work through their pain. I can't recommend these books enough. Rosie Cottam, Child Psychotherapist Table of ContentsStorybook: When the Sun Fell Out of the Sky

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Book SynopsisThis beautifully illustrated, therapeutic picture book tells the story of Ava the Elephant. Ava lives in a house where she doesnât always feel happy and safe, but it is a house that Ava loves. One day Avaâs house falls down. Ava is a very determined elephant and sets out in search of a new home. She tries many different houses on her journey, but none seem quite right; none seem stable or safe enough to her. This storybook has been written to support key adults in helping traumatised children to find a way to trust again. The story encourages children to identify with some of Avaâs experience and to explore the feelings she experiences. The book helps promote discussion and reflection; and aims to reassure children that it is possible to find a âhouse that wonât fall downâ. The resource Guide to Re-building Trust with Traumatised Children has been written to accompany the picture book, providing information, guidance and ideas for anyone supporting a traumatised child, in school or at home. Trade ReviewThe House that Wouldn’t Fall Down should be a core text for any professional who is working with children. The accompanying workbook contains a wealth of knowledge and inspiration for those "where do I start moments". Working with traumatised children can be daunting, but ‘The house that wouldn’t fall down’ is a story children will love and professionals will take hope from. Gemma Finley, Children's CounsellorDue to increased waiting times and lack of outside agency support, pressure is being placed on schools to help children cope with what can be an upsetting and stressful world. Supporting with mental health is an area teachers often lack confidence in. These books and resources offer the starting point needed and enable teachers and teaching assistants to feel like this is an area they can support with. Beautifully illustrated and a pleasure to read. After years of searching I know there is nothing quite as good as this out there! Corrin Watson, Assistant Head Teacher and SENCOThese wonderful stories are so easy for children to relate to, and understand the feelings and meanings shared. The resource books are ideal for helping children to explore their emotions, and for parents, carers and school staff to feel equipped to help them to do so. Gemma Oliver, Learning MentorTable of ContentsStorybook: The House that Wouldn’t Fall Down

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Book SynopsisThis guide offers current and future student affairs practitioners a new conceptual framework for identity-conscious and intersectional supervision. Presenting an original and transformative model to address day-to-day challenges, this book gives practitioners a strategic approach to engage in self-work, identity exploration, relationship building, consciousness raising, trust development, and organizational change, ultimately helping them become more adept at supervising people from a range of backgrounds and experiences. Chapters include theoretical underpinnings, practical tips, case studies, and discussion questions to explore strategies in real-life contexts. Identity-Conscious Supervision in Student Affairs is a key tool for student affairs practitioners to effectively change systems of dominance and inequity on their campuses.Trade Review"I see this book as a welcome contribution to the literature on supervision, diversity, equity and inclusion. I respect the work that it is building upon and trust that it will spark further and deeper engagement as we continue to prepare the next generation of leaders in higher education."from the Foreword by Rev. Dr. Jamie Washington, President and Founder of the Washington Consulting Group"This work provides essential contributions on how to be a culturally competent leader and build and retain effective teams from an increasingly diverse workforce. It is a powerful addition to filling the gaping hole in the literature on social justice, equity, and diversity in organizational management."Anna K. Gonzalez, Ph.D., Vice President for Student Affairs & Dean of Students, Harvey Mudd College"This text is an essential call to supervisors and supervisees that encourages vulnerability and meaningful relationships, provides personal examples and strategies, and fosters necessary and transformative change. Authors provide a timely and critical analysis of supervision at individual, institutional, and systemic levels. Their holistic identity-conscious model is a tool that will help shift current and aspiring higher education and student affairs administrators and faculty from identity-neutral supervision to equity-focused practice."Christa J. Porter, Ph.D., Assistant Professor, Higher Education Administration, Kent State University"A powerful piece that is honest, frank and unapologetic. It’s a handbook that challenges you to serve through courage, respect and care, traits that are needed for our colleges and universities but often remain unfulfilled."John Mosby, PhD, President, Highline College"Such a poignant and timely book that engages the theory and puts it into practice. This book provides strategy and innovation around intersectional identities and how leadership rises to the challenge to address issues within their institution that meet the ever-changing complexities of our profession."Joseph Colón, Director, Office of Multicultural Affairs, Johns Hopkins UniversityTable of ContentsForewordPrefaceAcknowledgementsList of Tables and FiguresChapter 1: IntroductionPart I: Action at the Individual LevelChapter 2: Relationships with Self and OthersChapter 3: Creating a Strong Sense of SelfChapter 4: Managing PowerChapter 5: Engaging with CouragePart II: Action at the Supervision LevelChapter 6: Fostering Identity ExplorationChapter 7: Critical Authentic Leadership: A Pathway to Balancing Identity and ExpectationsChapter 8: Engaging With ConflictPart III: Action at the Organizational LevelChapter 9: Sustaining Identity-ConsciousnessChapter 10: Influencing Institutional ChangeChapter 11: ConclusionAppendixAuthor BiosContributor Bios

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Book SynopsisOne of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on how to support children and young people on a voyage of self-discovery, as they learn to be their own best friend. The book offers research-driven, practical strategies, along with creative material and step-by-step lesson plans to support educators and health professionals. This is a resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care; both now and in the future.Chapters span key topics including Developing Resilience, Positive Thinking, Emotional Awareness and Self-Efficacy. A complete toolkit for teachers and counsellors, this book offers: Easy to follow and flexible lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work Resources that are linked to the PSHE and WellTable of ContentsIntroduction Chapter 1 Developing resilience Chapter 2 Problem solving Chapter 3 Emotional reactivity Chapter 4 Positive thinking Chapter 5 Emotional awareness and self-regulation Chaoter 6 Empathy Chapter 7 Self-efficacy and responsibility Bibliography

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Book SynopsisOne of the five books in the Mental Health and Wellbeing Teacher Toolkit for teachers and other professionals working with children, this practical resource focuses on the topic of âEmotional Literacyâ and how to support children and young people on a journey of self-discovery where they learn to recognise, understand, share and manage a range of emotions. Promoting a proactive rather than a reactive approach to dealing with the social and emotional aspects of learning and managing the world of today, Emotional Literacy addresses the increasing number of mental health issues arising among young people. Chapters span key topics including Recognising Emotions, Understanding Emotions, Self-Regulation and Empathy. This book offers:â Easy to follow, and flexible, lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work.â Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3.â New Table of ContentsRecognising Emotions: What is an Emotion?; Recognising Emotions; Understand Facial Expressions; Listening to Body Language; Strong Emotions: Anger; Strong Emotions: Sad; How Emotions Impact on the way we Behave; The Chemicals of Emotions; The 60 minute Rule; Understanding Emotions: Thoughts Feelings Actions; Coping Strategies Part 1; Coping Strategies Part 2; Coping Strategies Part 3 Using Positive Memories; Coping Strategies Part 4 We can do It; Jellie Babies – Looking After another; Listen to Your Body; Self Awareness: Self Esteem: What we Believe About Ourselves; Self Limiting Beliefs; Exploring Ourselves; Get to Know your Own Best Friend; Thoughts Feelings Actions: Thinking Errors; Thoughts Feelings Actions: Self Limiting Beliefs; Givers Takers Nourishers and Thieves; Dealing With The Inner Critic; My Exhibition of Very Special Moments; Thoughts Worries and Preoccupations; Your Own Best Friend; The Future and How to Make it Happen; Your Internal Critic V Your Inner Champion; Let’s Celebrate You Are Unique; My Photo Album; Life Journey and Reframing; Past Present and Future; Self Regulation: Strategies that can help us; Strategies that can help us manage strong emotions; The Emotional Alarm System; Meditation on the Soles of My Feet; A Sensory Safari; Empathy: Mirror Neurons; Someone Else in Mind; Think About the Needs of Another

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Book SynopsisOne of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on developing the skills necessary to build and maintain successful relationships. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. Chapters span key topics including Communication, Respecting Yourself and Others, Resolving Conflict and Team Building. A complete toolkit for teachers and counsellors, this book offers: â Easy-to-follow and flexible lesson plans that can be adapted and personalised for use in lessons, smaller groups or 1:1 work. â Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3. â New research, âCircles for Learningâ, where the introduction of baby observation into the classroom by a teacher is used to understand and develop self-awareness, skills for learning, relationships, neuroscience and awareness of others. â STable of Contents1. Communication 2. Respecting Yourself and Others 3. Friendship 4. Participation 5. Resolving Conflict 6. Team Building and Collaboration

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Book Synopsis  The issue of behaviour has, and always will be, a main dilemma facing schools. Encouraging positive relationships whilst preventing disruption, and motivating students to learn, raises concerns for any teacher.This fully updated second edition of Teaching without Disruption in the Primary School offers a comprehensive and constructive approach to developing effective behaviour management. Packed full of tasks, case studies, and research-based guidance, this extremely practical book reflects high quality behaviour management training and is crucially informed by empirical evidence on exactly what works in classrooms and schools. Containing two brand new chapters - one on the importance of theory in developing effective behaviour management, and the other detailing a toolkit for constructing effective classroom management plans - the book presents a model for developing: effective behaviour management at tTrade Review‘Roland’s expertise in managing pupil behaviour, as reflected in Teaching Without Disruption in the Primary School, supports teachers at all stages of their careers, from trainees to experienced senior teachers’ - Amy Arnold, Headteacher, Barnham CEVC Primary School, Suffolk, UK ‘Teaching without Disruption in the Primary School is by far the most comprehensive guide to doing just that. The book not only offers practical advice but also the background as to why the suggestions could be successful. Roland’s simple and comprehensive advice has worked wonders with staff and pupils alike’ - Bernadette White, Assistant Headteacher, Donhead School, Wimbledon, UK Table of ContentsAcknowledgements Preface Introduction Chapter 1 Theory, research and behaviour management Chapter 2 Stress, coping and teacher well-being Chapter 3 Teacher thinking and pupil behaviour Chapter 4 Professional social skills: controlling social communication Chapter 5 Whole school influences on behaviour management Chapter 6 Leadership and positive behaviour Chapter 7 Classroom climate: the physical and socio-psychological environment. Chapter 8 Classroom structures: the role of rules, routines and rituals in behaviour management Chapter 9 Managing Difficult Behaviour Chapter 10 Classroom management planning Bibliography Index

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