Counselling and care of students Books

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Book SynopsisGrowing up presents many challenges and positive learning experiences. Helping young people understand, name and talk about their and other peoples' strengths can improve their relationships with their friends, family, and the wider community. The interactive Character Toolkit Strength Cards enable children to learn, recognise and express all sides of their character. The cards promote character strengths such as perseverance, grit and leadership alongside moral and civic strengths such as gratitude and kindness. These cards have been designed to allow teachers, parents and counsellors in coaching settings to explore all character strengths within children. Included is a booklet of different activities that provide suggestions for using the strengths cards. These include activities that encourage children to describe the strength they are most proud of, or how to identify strengths in others around them.These positive, helpful and authentic strengths cards will be a useful classroom resource, focusing on encouraging the next generation to be their best self.Trade ReviewThe cards have been used with children ranging from Nursery to Year 5 and all have been able to engage at different levels. The language used makes them very accessible. The children could talk about resilience as 'bounce-back-ability' and could make links to personal experiences. The content of the cards really helped them to think about their approaches to learning and life. For example, at Lancot, we often talk about being brave in our learning and using the cards such as 'Adventurousness' added depth to this. The prompts on each card proved to be helpful and relevant, as they enabled the adults to begin and sustain the dialogue between groups and with individuals. It's very easy to see the potential for how these cards could be used in a whole-class setting, as well as small groups and one-to-one. -- Jenny Fraser, Deputy Headteacher, Lancot Challenger AcademyAn important aspect of character education is what might be called virtue literacy. This is that we know and understand what the virtues are as well as why they are important. The Character Toolkit Strength Cards help develop virtue literacy as they bring visibility to the everyday character virtues that are fundamental for individual and societal flourishing. -- Dr Tom Harrison; Reader in Character Education and Lead on the MA Character Education, University of BirminghamThe Character Toolkit Strength Cards are a fantastic addition to the book Character Toolkit for Teachers. The cards have really helped to explain the character traits in an age appropriate way and the illustrations demonstrate the traits well too. They have been really useful to refer to for home learning too. -- Malinda Young, Associate Principal, LEO Academy TrustFrederika and Elizabeth have hit it out of the park again. I love the interactive Character Toolkit Strength Cards. The activities associated with the cards are super fun and the cards are engaging. I cannot wait to play the cards with my patients and students. -- Dr. Caren Baruch-Feldman, psychologist and author of The Grit Guide for TeensThese cards are simply brilliant. A fun, positive and encouraging way to explore personal characteristics and character strengths. I've used these to support my coaching, teaching and time at home with my family...I've even used them successful in the staff room!Who doesn't like to know what they're good at? These cards provide a fun and explorative way to talk openly about character. -- Chris Reddy, leadership coach and founder of Bright Leaders

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

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

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Book 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 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 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 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 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 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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Students, beginning and seasoned mental health professionals will be better prepared for diversity practice by this accessible, timely, provocative, and critical work, The Convergence of Race, Ethnicity and Gender: Multiple Identities in Counseling, Fifth Edition. Author Tracy Robinson-Wood demonstrates, through both the time honored tradition of storytelling and clinically-focused case studies, the process of patient and therapist transformation. This insightful, practical resource offers behavioral health professionals a nuanced view of diversity beyond race, culture, and ethnicity to include and interrogate intersectionality among race, culture, gender, sexuality, age, class, nationality, religion, and disability. With a keen focus on quality patient care, this important text aims to help professionals better serve patients across sources of diversity. Readers will recognize their roles and responsibilities as social justice agents of change, while identifying the ways in which dominant cultural beliefs and values furnish and perpetuate clients’ feelings of stuckness and inadequacy, in both the therapeutic alliance and within the larger society. This remarkable text reveres the lifelong commitment of using knowledge and skills as power for good to make a meaningful difference in people′s lives.

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Book SynopsisCo-published with At last there is a handbook that everyone in higher education can use to help increase transfer student success. This comprehensive resource has been brought together to meet the need for a truly holistic approach to the transfer experience. The book brings together research, theory, practical applications, programmatic illustrations, case studies, encouragement, and inspiration, and is supplemented by an online compendium for continual updates of resources, case studies, and new developments in the world of transfer.Based on a totally different way of thinking about, understanding, and acting to increase transfer student success, The Transfer Experience goes far beyond the traditional, limited view of transfer as a technical process simply about articulating credits, a stage of student development, or a novel enrollment management strategy. Rather, the book introduces a stimulating array of new perspectives, resources, options, models, and recommendations for addressing the many needs of this huge cohort – making the academic, civic, and social justice cases for improving transfer at both transfer-sending and transfer-receiving institutions.Trade Review"The Transfer Experience is a gift to educators who view transfer as a social justice imperative. Transfer matters now, perhaps more than ever, and the text offers the most comprehensive, evidence-based analysis of the transfer experience. The authors offer a transformational view of the transfer journey that goes beyond a mechanistic, processual experience. Shattering outmoded transfer assumptions, the authors take care to present a more thoughtful, holistic view of transfer keeping in mind that underserved, first-generation, adult learners should be assisted in every way to fulfill their hopes and dreams of earning a bachelor’s degree. The text offers fertile ground for significant equity and justice dialogue, transformational changes and policy considerations."Laura I. Rendónauthor of Sentipensante Pedagogy: Educating for Wholeness, Social Justice and Liberation, Stylus Press“Helping students achieve their educational goals is a win for everyone, and brings the “American Dream” closer to reality. A key, underutilized strategy in reaching this goal is an effective, holistic transfer system that begins when a student enters an institution of higher education and continues through completion. The Transfer Experience: A Handbook for Creating a More Equitable and Successful Postsecondary System is authored by “transfer warriors” who understand and are passionate about transfer. The book is a comprehensive educational masterpiece that challenges and inspires higher education leaders and policy makers to skillfully and purposefully foster transfer student success, thereby enhancing the quality of life for students.”Paula K. Compton, Associate Vice Chancellor, Articulation and TransferOhio Department of Higher Education“Transfer is a vital mechanism for closing the racial and income equity gaps in higher education, as well as an unnecessarily complex issue that too often leaves students stranded on their academic journeys. I share the authors’ holistic philosophy of the transfer student experience and particularly appreciate their emphasis on the student’s pre-transfer academic preparation. This handbook is an essential tool for ensuring these students are propelled to degree completion.”Janet L. Marling, Executive Director, The National Institute for the Study of Transfer StudentsUniversity of North Georgia“As a former vice president of Student Affairs and Enrollment Management at one of America’s leading community colleges, and as a three-time University Chancellor, I have attended more conferences and read more books about student success than I can recall. The Transfer Experience, edited by Gardner, Rosenberg, and Koch, is clearly one of the best I have ever read. Filled with proven nuggets of successful initiatives, this is required reading for faculty and administrators who are committed to creating a more equitable and successful system of postsecondary education. College access, student success and equity are core principles of democracy and each is achievable.”Charlie Nelms, Chancellor Emeritus, North Carolina Central University & Vice President EmeritusIndiana University“This book is a timely and much-needed call to action to more effectively meet the transfer needs of our postsecondary students. The research contained within these chapters presents a playbook for both campus and state higher education officials to create and execute a strategy that will better serve students, campuses and states alike.”Robert E. Anderson, PresidentSHEEO - State Higher Education Executive Officers Association“The achievement and graduation of transfer students in higher education is one of the most important issues confronting colleges and universities. Given that nearly half the undergraduate enrollees are in community colleges, we have to work together across the community college and 4-year sector to find structures, programs, and policies to strengthen their success. The authors provide nuanced perspectives on how transfer student success must be addressed.”Scott E. Evenbeck, Founding PresidentStella and Charles Guttman Community College, City University of New YorkTable of ContentsOnline CompendiumForeword—John Hitt and Sandy Shugart Preface. Timing Is Everything. Who We Are and Why This Book Is Needed Now Introduction—John N. Gardner, Michael J. Rosenberg, and Andrew K. Koch Part One. Transfer in Context 1. Looking Back to See the Future. The Transfer Pathway as Historical Mirage—Stephen J. Handel 2. Institutional Barriers to Baccalaureate Transfer for Community College Students—John Fink and Davis Jenkins 3. Reframing Transfer as a Social Justice Imperative—Michael J. Rosenberg and Andrew K. Koch 4. Utilizing Transformative Theoretical Frameworks for Transfer Students of Color—José Del Real Viramontes and Dimpal Jain Part Two. Pathways, Transitions, and Support 5. A Guide for the Perplexed. Creating a Transfer Affirming Culture at 4-Year Institutions to Increase the Enrollment of Community College Transfer Students—Stephen J. Handel 6. Making Financial Aid Work for Transfer Students—Jason Taylor 7. The Need for a Prior Learning Assessment Revolution to Support Transfer Student Success—Kathy Silberman and Rose Rojas 8. The Journey of a Transfer Student Into a Competency-Based Degree Program—Michelle Alvarez, Tess Diver, and Jamie Holcomb 9. Reverse Credit Transfer for Post-Traditional Transfer Students. Leading Disruptive Innovation—Debra D. Bragg and Heather N. McCambly 10. State Higher Education System Information Provision to Promote Transfer Student Success—Angela Bell 11. Transferring Countries. International Perspectives and Student Immigration Issues—Jason Chambers, Karen Ramos, and Sarah Mackey Part Three. Teaching and Learning 12. The Chief Academic Officer’s Role in Transfer Student Success—Mark Canada 13. Momentum Stoppers and Equity Blockers. The Implications of Gateway Courses for Students at Their Transfer-Receiving Institutions—Andrew K. Koch and Brent M. Drake 14. \ Teaching for Inspiration. Approaches to Engaging Transfer Students in Gateway Courses—Stephanie M. Foote 15. Digital Learning for Transfer Students. From Definition to Applicable Possibilities—Susannah McGowan Part Four. Case Studies. Transfer in Action 16. A Deep Commitment To Transfer Student Access and Success. The University of Central Florida Story—Maribeth Ehasz and J. Jeffrey Jones 17. Creating a Culture of Transfer. The Story of the Arizona State University Transfer Transformation—Maria Hesse Conclusion. Where Do We Go From Here?—John N. Gardner, Michael J. Rosenberg, Andrew K. Koch Editors and ContributorsIndex Case Studies and Other Resources (Online Compendium) Case 1. A Culture of Transfer. How Stella and Charles Guttman Community College Supports Transfer and Completion at 4-Four-Year Institutions—Danielle Insalaco-Egan Case 2. A Quest for Equitable Transfer. Transfer Policies and Practices of the City University of New York—Chet Jordan and Niesha Ziehmke Case 3. Making the Transition Seamless. Creating an Intentional Transfer Culture and Experience for Students Who Transfer From Perimeter College to Georgia State University-Atlanta—Charles Fox Case 4. Advancing an Organizational Focus on Transfer Students. A Mission Driven Approach at IUPUI—Catherine Buyarski, Julie Landaw, Boyd Bradshaw, James Gladden, and Kathy E. Johnson Case 5. Student Success for Transfer Students at Kean University—Deborah Skibitski and Jonathan Mercantini Case 6. Partnerships in College Transfer Access and Success. North Carolina Independent Colleges and Universities and the North Carolina Community College System—A. Hope Williams Case 7. Transfer in a Rural Setting. The University Center of the Mountains—Deronda Collier Mobelini and G. Edward Hughes Case 8. Instilling Transfer Pride at the University of California, Los Angeles—Heather Adams Case 9. Interstate Passport. Streamlining Student Transfer Across State Lines—Patricia A. Shea Case 10. The American Public University System. A “Military Friendly” Model for Student Transfer—Wallace E. Boston, Vernon Smith, and Melissa Layne Case 11. The Tulsa Collaborative. A Regional Approach to Improving Transfer and Bachelor's Degree Attainment—Pamela K. Fly, Betsy Q. Griffin, Jennifer L. Ivie, Mary A. Millikin, and Emily TichenorAddendum A. Phi Theta Kappa. Ensuring Transfer Success and Career Readiness Among Today's College Students—Erin Cogswell Addendum B. Tau Sigma National Honor Society. Recognizing and Promoting the Academic Excellent and Involvement of Transfer Students—Lee ColquittAddendum C. The National Institute for the Study of Transfer Students— Janet Marling

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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 SynopsisThis planner provides detailed guidance on what a Designated Mental Health Lead needs to do, when they need to do it, and how they can achieve the best results. It gives a clear focus and checklist for each week, including spaces to add your own to-do list, and encourages reflection on the outcomes and impact of your actions on pupils' attainment and wellbeing. It also encourages a focus on your own development and self-care, with space to record what you are currently reading or listening to and one thing you are grateful for that week.In addition to the termly and weekly plans, the book provides short briefs on key aspects of the role, including how to work effectively with teachers, the HR team, the DSL, governors, the pastoral team, Mental Health Support Teams and parents. It is an invaluable resource for all DMHLs tackling the 39 academic weeks.Trade ReviewThrough a passion to provide the most effective model to support all schools' mental health provision and grow a deeper understanding of what is required of all staff, not only the DMHL, this book outlines every necessary area we as leaders need to focus on. The step by step, well written, and easy-to-read guide is supported at every stage with concrete evidence derived from research and great practice. -- Christalla Jamil, Executive Headteacher of two inner London schoolsClare has a wealth of experience and expertise in mental health that this book captures to provide the perfect balance between operational and strategic guidance not only for DMHLs, but also for other senior leaders, headteachers and governors who take seriously the challenge of creating a culture of care, mental health and wellbeing in their schools. -- Patrick Ottley-O’Connor, Executive HeadteacherA comprehensive and most importantly, highly practical guide for Mental Health Leads from one of the UK's leading experts. An invaluable resource that deserves to be read widely, and revisited often. -- James Hilton, Wellbeing speaker and author of Leading from the EdgeClare Erasmus is a trail blazer in supporting the mental health of both students and staff. This is a work book for the whole year as well as a much needed guide to the breadth of support available to schools. This is essential to aid recovery after Covid and this book is a much needed lifeline for both new and existing DMHLs. -- Vivienne Porritt, co-editor of 10% Braver: Inspiring Women to Lead Education and Being 10% Braver by Sage publishing.Table of ContentsContentsAcknowledgementsIntroductionSection 1: Briefs Working with HR and Teachers to support their own mental wellbeing Working with the Designated Safeguarding Lead (DSL) and Supervision Working with the Governors and looking at polices and governance Working with the Pastoral Team Working with parents Inputting data and tracking outcomes Working with the Mental Health support Teams and external agencies Suggested Training for the DMHL DMHL Self Care and WellbeingSection 2: Planner An Introduction to the Year Planner Year planner Term plans Weekly planner ? Term 1? Term 2? Term 3ConclusionNational awareness daysRecommended Reading list Appendices Appendix 1: suggested training/INSET suggestions for staff including interventions Appendix 2: A-Z of suggested wellbeing actions to ensure self-care and nurture Appendix 3: Suggested Outcomes for Interventions Appendix 4: Referral and Individual mental health care plan template Appendix 5: Engaging the family in #FamilyMH5aday (Family Mental Health 5 Day)

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Book SynopsisFacilitating the healthy management of stress is crucial for the social, psychological, and emotional wellbeing and resilience in children. Based on over thirty years of expertise, Deborah Plummer provides varied and straightforward activities for teachers, parents, and therapists to healthily engage with children and help them manage stress. This activity book allows space to explore stress and help children identify some of their worries, whilst also providing help on how to build skills and strategies that will help them recognise normal signs of stress and how to respond to these appropriately. It also explores the potential benefits and enjoyments of positive stress, allowing children to have a healthy relationship with difficult feelings.This book is one of a series based on the use of imagination (I), mindful play (MP) and creative thinking (CT) to enhance social, psychological and emotional wellbeing and resilience in children. The accompanying ebook Using Imagination, Mindful Play and Creative Thinking to Support Wellbeing and Resilience in Children describes the theory and approach behind how these activities can significantly influence children's perceptions of themselves and the world.Trade ReviewThis book is a treasure trove of activities and prompts for discussion, reflection and learning about managing stress. I love how the many strategies it contains are offered in a context of respect for the resourcefulness of children, whose "small triumphs of emotional self-care" we - and they - are encouraged to notice. Wonderful. -- Guy Shennan, therapist, consultant and trainer, author of Solution-Focused Practice: Effective Communication to Facilitate ChangeTable of ContentsI. Exploring StressII. Foundations for Managing StressIII. Thinking and FeelingIV. Exploring StrategiesV. Self-CalmingVI. Wind Downs and Completions

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Book SynopsisLeadership Experience for Academic Directions (LEAD) is a program that was developed as a service learning program for teacher candidates in preparation for the teaching career. As youth populations continue to diversify and as the issues impacting youth continue to surface, it is the responsibility of educators, administrators, and the governments to provide all the opportunities for youth to succeed academically, socially, and personally. Teachers especially are instrumental in making this happen; therefore, it is imperative that teachers come into the profession with the cognitive and non-cognitive skills to motivate youth to succeed.The Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success is a critical scholarly book that explores the many facets of the teaching profession as they relate to working with at-risk youth and helping them reach their full potential. This book provides the groundwork for programs that will succeed at the K-12 education level and at the teacher education level. Featuring a range of topics such as human capital, mental health, and social learning theory, this book is essential for academicians, teaching professionals, administrators, professional development educators, policymakers, researchers, and students.

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Book SynopsisEducators who work with pre-service teachers understand the significant role they play in mentoring the next generation of teachers. Those who have ""walked the talk"" and been classroom teachers themselves, working with students daily over the course of a school year, can share powerful stories on transformative teaching. To fully prepare tomorrow's teachers, educators need to mix theory about best practice with the reality of teaching in classrooms.Cases on Emotionally Responsive Teaching and Mentoring provides a collection of case studies from former classroom teachers who now work with pre-service teachers to provide an understanding of the expectations and outcomes of teaching through actual K-12 teaching experiences. Featuring coverage on a broad range of topics such as cultural identity, teacher development, and learner diversity, this book is ideally designed for pre-service teachers, mentors, educators, administrators, professors, academicians, and students seeking current research on the diverse nature of schools, children, and learning and applying concepts to best suit the profession.

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Book SynopsisI, Monster is a resource for all professionals in health and education who work with challenging young people. The book aims to explain the issues behind challenging behaviour, to enable empathy, and to facilitate a more productive therapeutic relationship between the health/education professional and the child.It is divided into three parts: Part one suggests that our greatest foes lurk deep within ourselves, and that knowing our own darkness is the best method for dealing with the darkness of other people (Jung, 1973). Part two focuses on the inner world of adolescents who use aggression to manage early terrors. Part three explores approaches and strategies to help them heal the pain of the past. Full of case studies as well as coverage of key concepts and theory, this book offers a fascinating insight into the minds of the young people you work with.Table of ContentsI: On The Essence of the Historical: The Meaning of Tradition; II: On The Nature of The Historical: The Metaphysical and The Historical; III: Of Celestial History: God and Man; IV: Of Celestial History: Time and Eternity; V: The Destiny of The Jews; VI: Christianity and History; VII: The Renaissance and Humanism; VIII: The End of The Renaissance and The Crisis of Humanism: The Advent of The Machine; IX: The End of The Renaissance and The Crisis of Humanism: The Disintegration of The Human Image; X: The Doctrine of Progress and The Goal of History; Epilogue

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a huge range and FREE tracked UK delivery on ALL orders.

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

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

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Book SynopsisAt the present stage of development of the higher education system, psychological support of students' professional development is relevant and necessary. It will improve the quality of their training as future specialists. There is a need for a holistic approach to providing psychological support for all participants in the educational process of the University: students, their parents and teachers. There are few scientific publications on modern psychological service in education. First of all, because this topic is more likely applied than theoretical or methodological. However, this book discloses the issues and problems of the theory and methodology of psychological service in educational institutions. The authors of the monograph relied on the model of analysis of mental development proposed by N. Semago and M. Semago, thanks to which it becomes possible to analyze the key moments of changes (transformations) of mental development systematically, distinguishing between "natural" (phenomenological level of research) and "higher" mental formations (causal level). Psychological development of the students' personality in higher schools in the educational environment (E. Ponomareva, O. Rudakova), organization of the university psychological service (L. Bura, Y. Zalevskaya), successful adaptation of high school students as a necessary condition for their acmeological development (L. Bura). In addition, the results of empirical studies on career orientations, (S. Kucherenko, T. Pavluk), attention features (E. Brunner) and value orientations of Internet addicted students (I. Sultanova, O. Shutova) are presented. The chapter about B. Hellinger's systemic constellation as a method of research for an aesthetic object by V. Vynohradov and E. Brunner stands out somewhat separately. A valuable contribution to the practice of organizing a modern psychological service of a higher educational institution with psychological specialties was made by the chapter "Advanced psychodiagnostics of first-year students as a factor in the effectiveness of teaching at a university" (M. Latysheva, E. Brunner). Autors suggests using the technology of deep psychological diagnostics in working with first-year students to carry out a comprehensive assessment of personal characteristics and the actual mental state of each of them. The author recommends using these results to develop a program of individual educational route of the student, and, if necessary, to determine the ways of the most effective corrective work at the initial stage of professionalization. Also the basic components of psychological counseling as one of the important areas of work of practical psychologists are analyzed. The review of theoretical sources on the problem of psychological education in the system of psychological support of students in institutions of higher education is presented. It is concluded that psychological education can be effectively implemented only by being integrated into the general system of the educational process at the University. The importance of psychological correction for students of the specialty "Practical psychology" is emphasized, since it is important to identify their personal problems with the presence of tendencies to psychological death, a sense of inferiority and a tendency to psychological damage. The personal problem is not recognized by the subject, so it is quite difficult to solve it. This is possible with the qualified help of a psychologist who helps to detect the personal problem in its deep psychological essence and transfer it from the implicit level to the explicit one. The subject, as a rule, is aware only of the consequences of having a personal problem (anxiety, tension, increased aggression, etc.), but not its causes. This leads to the fact that many students of the faculty of psychology subconsciously seek rather psychological help, than acquiring professional knowledge and skills in the field. Such people are recommended to undergo psychological correction in full, which optimizes their personal potential. Psychological education is aimed primarily at the formation of the psychological culture of society in general and students in particular. In addition, psychological counseling (I. Erina), psychological education in the system of psychological support of students (G. Grigoryev) and group variant of deep-correction work in the author's version of T. Yatsenko's psychodynamic approach (O. Usatenko, M. Maik) in the system of higher education of Humanities are disclosed in detail. The process of student adaptation in higher education is a process aimed at achieving a dynamic balance between the student and the educational environment. In this process, the student can not only adapt and achieve sustainability, but also be able to unlock their potential and make positive changes in the environment. As a result of an empirical study conducted by S. Kucherenko among students of the Academy of Pedagogy and Humanities, the features of students' career attitudes are clarified. In particular, there was found a low level of orientation to the stability of the place of residence with a high orientation to the stability of the place of work, i.e. a high orientation to building a career in the chosen direction without a desire to work in this region. The algorithm proposed in the study allows to design an individual strategy in the field of career attitudes and expectations of specialists in various fields of training. According to I. Sultanova, a significant part of students with Internet addiction tend to live in the present or yesterday, they have a predominant dissatisfaction with their life in the present and past. Students without Internet addiction are characterized by the presence of certain life orientations, purposefulness, orientation to the present and future. It is also revealed that both groups of students are characterized by fatalism, the belief that a person's life is not subject to conscious control. Thus, the psychological service in education is a practical tool that adapts scientific psychological knowledge to the immediate needs of employees in the field of education and at the same time allows you to solve urgent problems in this area.Table of ContentsPreface; Acmeological Development of a Student at a University: Organization of the University Psychological Service; Acmeological Development of a Student at a University: Psychological and Acmeological Development of the Students Personality in Higher Schools in the Educational Environment; Psychological and Acmeological Development of the Students Personality in Higher Schools in the Educational Environment; Research of the University Psychological Service: Career Anchors of Undergraduates and Students in the Masters Programme in Major in the Conditions of the Higher Education; Research of the University Psychological Service: Peculiarities of Attention Parameters and Their Dynamics in 17-23-Year-Old Female Students; Research of the University Psychological Service: B. Hellingers Systemic Constellation as a Method of Research for an Aesthetic Object in the Process of Studying Art History; Research of the University Psychological Service: Valuable and Semantic Orientations of Students with Internet Addiction; Directions of the University Psychological Service Work: In-Depth Psychological Diagnostics of the 1st Year Students as a Factor of Learning Efficiency in Higher Education; Directions of the University Psychological Service Work: Psychological Counseling as the Basis of Applied Psychologists Activity; Directions of the University Psychological Service Work: Educational Activities in the System of Psychological Support of Higher Education; Directions of the University Psychological Service Work: Possibilities of University Students Deep Psychological Correction; Index.

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Book SynopsisDigital tools that will transform your practice Educating students in the 21st century is about more than preparing them for work in the digital age; it′s also about connecting with the whole student and transcending barriers. Written for school counselors and other education professionals, 50+ Tech Tools for School Counselors provides insightful descriptions of digital tools that can be used daily to not only enrich intervention and instruction but also guide decision-making, streamline work, enhance communication, and promote happier students. Readers will find: a framework for leadership and advocacy through the lens of technology vignettes demonstrating implementation and quotes from students and other stakeholders step-by-step guides and checklists perspectives from counselors around the country that provide a peer-to-peer feel narratives, technical descriptions, and diagrams School counselors are often unsure or unaware of the myriad of existing tech tools. This book will help them enhance their practice, feel more confident, spend less time on paperwork, and enable today’s students to achieve success in school and access information on college and careers.Trade Review"50+ Tech Tools for School Counselors is a much-needed resource for experienced school counselors who want new tools as well as for counselors who are just beginning to use technology to deliver their school counseling programs. We are at a turning point in the profession, where school counselors understand the importance of being tech-savvy but sometimes don’t know where to start. 50+ Tech Tools provides program delivery, data collection, and organizational tools and resources. This book is a must for every school counselor’s bookshelf!" -- Carol Kaffenberger, PhD"School counselors have long needed access to quality technology tools in their vital roles supporting students. This book provides them the opportunity to use data and tech tools to more efficiently and effectively implement the design, delivery, and evaluation of comprehensive school counseling programs aligned with the ASCA National Model." -- Trish Hatch, President and CEO"In order for school counselors to meet the diverse, evolving needs of students as they traverse their educational paths, technological literacy is essential. This book is not only needed but also essential for supporting school counselors and school counselor educators’ technological literacy. It is a valuable resource for intentional technology integration in school counseling and school counselor education and written in a user-friendly manner." -- Molly Strear, Assistant Professor in Counselor Education"As school counselors we have an ethical obligation to demonstrate appropriate use of technology. For those who are new to integrating technology into their work, this book offers great insight, including what some of those tech tools are, why you should use them, and exactly how to get started. And for those who are more familiar with using technology, you just might find a new tool to help you become more effective, efficient, and engaging." -- Franciene Sabens, School Counselor"Our job as school counselors is based on relationships, and our youth rely more and more on technology as a way to connect and communicate. This book is a quick reference guide for educators to browse and quickly determine which application best fit their needs. It provides user-friendly overviews of many tech tools along with step-by-step guidance for how to get them set up." -- Jeffrey Gielow, Middle School Counselor"This book is coming out at just the right time! We need to use more technology and become more digitally-oriented in order to keep our students interested and provide the most up-to-date, effective information to our parents, staff. and communities. It definitely gives me ideas about tools that can help my job (and life) become easier if I use them." -- Kara Proctor-Dunn, School Counselor"Technology is a growing industry and is frequently used in the school setting. While there are many websites that provide information about technology, the process of searching for it is long and tedious. 50+ Tech Tools for School Counselors makes things so much easier for educators. This book is necessary for all school counselors in the 21st century." -- Shuntina Taylor, Director of School CounselingTable of ContentsForeword Acknowledgments About the Authors Part I: Groups and Lessons Part II: Data Collection Tools Part III: Organizational Tools Part IV: Program Promotion Tools Part V: Collaboration Tools Part VI: Resources References Index

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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 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 SynopsisStudy Trouble; Difficulty Learning and Retaining Things? Consider this for a moment: In all your schooling, did anyone ever teach you how to study something? Today, people are graduating school unable to read or write at a level adequate to hold a job or deal with life. It is a huge problem. It is not that subjects cannot be learned; what isn't taught is how to learn. It is the missing step in all education. L. Ron Hubbard filled this gaping hole by supplying the first and only technology of how to study. He discovered the laws on which learning is based and developed workable methods for anyone to apply. He called this subject "Study Technology." This technology provides an understanding of the basics of learning and supplies exact ways to overcome all the pitfalls one can encounter during study. Study Technology is not speed reading or memory tricks. These have not been proven to raise one's ability to comprehend what was studied or to raise literacy. Study Technology shows how one studies in order to comprehend a subject so one can apply it. Contained herein is only a small portion of the entire body of Study Technology developed by Mr. Hubbard. Regardless, this brief overview contains fundamentals which you can use to study more effectively. With this technology, any subject can be learned by anyone.

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Book SynopsisThe concept of "the quality school" is one that replaces "bossing" with a system of management that brings students and teachers together. Based on his work on choice theory, this text by William Glasser offers teaching techniques which emphasize co-operation and creativity.

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