Counselling and care of students Books

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

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

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

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

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

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

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Book SynopsisCounseling Veterans: A Practical Guide equips readers with foundational knowledge of military culture and common issues experienced by service men and women. This crucial text helps future and practicing counselors compassionately and competently treat individuals who serve or have served in the United States armed forces.The book opens with chapters that discuss military culture and building a therapeutic alliance, providing readers with rich context for treating service men and women and guidance for relationship-building with this specific population. Additional chapters cover common issues veterans face, including war trauma and PTSD, suicidal ideation, traumatic brain injury, depression, and substance use disorder. Female veteran issues, family issues during deployment, and moral injury are addressed. The final chapter provides guidance for counselors with regard to personal wellness, secondary traumatic stress, and imperative self-care measures. Each chapter features learning objectives, definitions, research-based literature on the topic, treatment options and programs, a clinical vignette, perspectives from veterans, and discussion questions. Designed to help readers build critical competencies, Counseling Veterans is an ideal text for advanced courses in counseling. It can also serve as an essential guide for practicing counselors.Trade ReviewBased on a foundation of knowledge of military culture, Counseling Veterans fulfills the need for a concise, practical guide to assist counselors working with service members coping with a continuum of concerns ranging from fragmentation of the family during deployment to the aftermath of post-traumatic injuries of war. Beginning with a brief description of the ethos and values of each branch of the military, the depth and breadth of coverage features an impressive collection of topics. Constructed in a way that will appeal to behavioral scientists and counseling professors alike, the overview of evidence-based approaches to treatment includes a focused inspection of 'how to' tactics that can be implemented on an individual basis. The authors illustrate their points with case examples and clinical vignettes that reflect careful attention to details such as learning objectives and dozens of references at the end of each chapter. It is an innovative textbook for graduate students as well as a valuable resource for the continuing professional development of experienced clinicians." —William F. Doverspike, Ph.D. ABPP, Licensed Psychologist, Atlanta Counseling Center

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Book SynopsisOpportunity Gap: Poverty, Trauma, and Learning in American Public Education examines the ways in which economic, social, and environmental risk factors can impact students' opportunities to access equitable education practices.Part I provides readers with a framework for understanding achievement and how a student's access to opportunities impacts their academic success. It also explores American education policy from a historical perspective and identifies current policies that inform the education process within the context of poverty. Part II paints a picture of poverty in U.S. schools, identifying the compounding effects of factors associated with poverty and their impact on learning. Readers learn how policy, research, and practice work together to provide a framework for reform. In Part III, readers explore the highly predictive relationship between poverty and trauma. The neurobiological effects of poverty on early development, the role of poverty in adverse childhood experiences, and the intersection of nature and nurture are discussed. The final part presents a theoretical framework for closing the opportunity gap that leverages resilience and student-level strengths as well as systems-level policy changes that can lead to greater access to opportunity for students affected by poverty and trauma.Opportunity Gap is an ideal resource for students of education and mental health policy, pre-service and current educators, as well as school administrators, mental health practitioners, school counselors, and others who work within the school system.

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Book SynopsisThe sixth edition of the best-selling Counseling Children and Adolescents offers readers a comprehensive exploration of the practice of counselling young clients. The book introduces several theories that have proven effective with young clients, then couples that information with developmentally and culturally appropriate interventions and counselling techniques.Additional chapters explore working with children who are historically disenfranchised and placed at-risk, children with exceptionalities, and youth affected by challenging circumstances. Other topics addressed in the text include working with parents and families in school and mental health settings, creative counselling techniques, basic counselling skills, and ethical considerations specific to children and adolescents.This edition retains the features of previous editions prized by instructors and students alike but incorporates important updates. A new chapter on trauma has been added and references, examples, and case studies have been updated as appropriate to reflect the current times. The accompanying Cognella Active Learning for students includes 16 brand-new videos that help make concepts come alive.This book features highly informative chapters and information based on rich experience of the authors. With an emphasis on practical applications and empirically based approaches, it is ideal for graduate-level courses in counselling, psychology, marriage and family, or social work, as well as for practitioners working with young clients.

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Book SynopsisWhile the most important measure of success for many degree-seeking students is the timely attainment of a Bachelor's degree, there remains a host of other indicators of student success that vary by student population and students' personal goals. Many of these smaller successes lead to the ultimate goal of graduation and are significant triumphs throughout the journey through higher education.Success for All is a strategic guide for administrators and educators that offers methods for advising students through the myriad of challenges they face. Every bit of success contributes to the accomplishment of a larger goal, and this book highlights success at every level. It provides a specific roadmap to the research, services, and programs at the University of Nevada, Reno and Truckee Meadows Community College that support student success in undergraduate and graduate programs regardless of a student's social, emotional, or prior academic experiences. Contributors discuss how to make students feel welcome in their social and educational environments and how to directly assist them with the timely completion of their degree. Administrators and educators demonstrate how these programs help make a positive contribution to the students and the institutions they serve while implementing practical solutions to increase graduation rates.Table of Contents An Introduction to SuccessForeword Introduction to Success at TMCC Introduction to Success at UNR Part I—Success Beyond the Traditional Classroom 1. Home Means Nevada: Students from Across the Country Attend Davidson Academy 2. The Shapes and Sizes of Success at Community Colleges 3. Creating Credential Milestones for Student Success 4. Financial Aid: Fostering Student Success 5. Obscure Beginnings to a National Model: Fitness and Recreational Sports' Role in Student Success 6. Residence Hall Students Earn Higher GPAs and Have a Higher Graduation Rate: Here's Why 7. Dispelling Myths of Studying Abroad 8. How to Engage Gen Z? Reinventing Programs to Maximize Student Participation in Group Advising Part II—Success Through Outreach 9. Dean's Future Scholars: Mentoring Makes College Possible 10. NevadaFIT Academic Bootcamps: A Recipe for Student Success 11. Closing the Achievement Gap with Nevada First in the Pack 12. The Trio Scholars Program: Addressing the Needs of Low-Income, First-Generation College Students Using a Three-Pronged Approach 13. Rising by Lifting Others: Peer Mentorship Among Students with Disabilities 14. The Journey to Seamless Transfer 15. GradFIT: Fully Inclusive Training for Diverse Graduate Students 16. The McNair Scholars Program: Augmenting Undergraduate Research Involvement and Graduate School Preparedness Part III—Success Through Tutoring 17. The Changing Face of Tutoring 18. Using Inclusion as a Lens to Support Student Success at Our Writing & Speaking Center 19. The University Math Center 20. Testing Out of Remedial Math 21. Student Success at the DRC: Math 19 — The Leap from Anxiety to Achievement Part IV—Success Through Undergraduate Research 22. The College Completion Gap: A Nationwide Snapshot 23. Assessment and Success: The Role of Foundational Competencies24. The Undergraduate Research Program at the University of Nevada 25. On the Road to Success: Achieving an Honors Education at the University of Nevada, Reno 26. Student Media Drive Journalism Student Success Part V—Success with the UNRSOM 27. School of Medicine's Post-Baccalaureate Program 28. School of Medicine's Multi-Tiered Systems of Support (MTSS) Program 29. Wellness Initiatives to Support Student Success in Medical Schools Afterword: College Success Community College Student Perspective Index

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Book SynopsisAmong the many challenges confronting the liberal arts today is a fundamental disconnect between the curricula that many institutions offer and the training that many students need. Discipline-specific models of teaching and learning can underprepare students for the kinds of interdisciplinary collaboration that employers now expect. Although aware of these expectations and the need for change, many small colleges and universities have struggled to translate interdisciplinarity into programs and curricula that better serve today’s students. Written by faculty engaged in the design and delivery of interdisciplinary courses, programs, and experiential learning opportunities in the small college setting, The Synergistic Classroom addresses the many ways faculty can leverage their institutions' small size and openness to pedagogical experimentation to overcome the challenges of limited institutional resources and enrollment concerns and better prepare students for life and work in the twenty-first century. Taken together, the contributions in this volume invite reflection on a variety of important issues that attend the work of small college faculty committed to expanding student learning across disciplinary boundaries.Trade Review"Unique and excellently written, The Synergistic Classroom illuminates honest yet hopeful realities about the overlooked system of interdisciplinary teaching in educational institutions. This comprehensive volume provides successful methods of teaching that can easily be implemented to enhance interdisciplinary courses." -- Vicki L. Baker * author of Charting Your Path to Full: A Guide for Women Associate Professors *"The Synergistic Classroom provides concrete examples of how to create interdisciplinary experiences that engage students in the curriculum, foster critical thinking, and support team work. This is a great exploration of the heart of professorship—to facilitate learning." -- Amy Rottmann * Lenoir-Rhyne University *Table of ContentsContents Introduction: Building Bridges in a Land of Colleges Corey Campion Part I: Teaching Across the Disciplines Chapter 1: The Anxiety of Interdisciplinary Teaching Aaron Angello Chapter 2: Challenging the Discipline: First-Year Seminars and the Benefits of an Interdisciplinary Model Paul D. Reich Chapter 3: More Than Just Another Core Class: The Interdisciplinary Composition Course Patricia Marchesi Chapter 4: Breaking Boundaries: Reflections on an Interdisciplinary Course on Race and Graphic Narrative Patrick L. Hamilton and Allan W. Austin Chapter 5: Interdisciplinary Interactivity: Team-Teaching App Design at a Small College Christine Dehne and Jonathan Munson Chapter 6: Honeybees and the Transdisciplinary Classroom: Bridging the Gaps between History, Environmental Science and Global Studies Corey Campion and April Boulton Part II: Programming Across the Disciplines Chapter 7: Learning, Leading, and Succeeding: Collaborative Culture and Experiential Interdisciplinary Studies at Nichols College Erika Cornelius Smith and Maryann Conrad Chapter 8: Why Can’t It Be Both?: Supporting Students Across the Spectrum of Abilities and Ambitions Julia Klimek Chapter 9: From Chemistry to History to Psychology: Creating a Multidisciplinary Minor in Investigative Forensics Christine D. Myers and Audra L. Goach Chapter 10: Creating a ‘Space of Appearance’ through the Rollins College Foundations in Liberal Arts (rFLA) Program Hilary Cooperman Chapter 11: Flipping the Humanities Back into Mathematics Winston Ou Chapter 12: Arts in the Laboratory: A Multidisciplinary Approach to Honors Education in a Small College Setting Lana A. Whited and Sharon E. Stein Part III: Exploring Across the Disciplines Chapter 13: Science and Cultural Competence: Incorporating Hispanic Migrants’ Knowledge and Experience in the Spanish Curriculum Martha Bárcenas-Mooradian Chapter 14: Authenticity and Empathy in Education: Team-Teaching “The Voices Project: Mental Health” Amanda M. Caleb and Alicia H. Nordstrom Chapter 15: Experiential Learning in the Rural, Small College Setting: Creating an “Appalachian Cluster” Tina L. Hanlon, Peter Crow, Susan V. Mead, Carolyn L. Thomas, and Delia R. Heck Chapter 16: “Hold my Piña Colada: Operational and Ethical Considerations for Interdisciplinary Experiential Learning Study Abroad” Paola Prado and Autumn Quezada-Grant Notes on Contributors Index

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Book SynopsisThe Black Student's Pathway to Graduate Study and Beyond: The Making of a Scholar is an informative and ambitious book designed to help Black prospective and current graduate students pursue graduate degrees successfully. The book covers broad topics ranging from admissions policies, standardized tests, networking, mentorship, financial options, qualifying and comprehensive exams, proposal and dissertation writing, publishing, gender and race, socialization, and campus culture.This volume is organized into five graduate pathways: Pathway I: Embarking on the Graduate Admissions Process; Pathway II: Confronting Race and Gender Disparities in Graduate Education; Pathway III: Persevering to the Graduate Degree; Pathway IV: Adjusting to the Socialization of Graduate Education; and Pathway V: Preparing for Success Beyond Graduate Education. The book calls Black students' attention to some of the barriers they may encounter along the pathway to a graduate degree. The pathway to success can be linear or nonlinear since students travel different journeys and are at different vectors on the continuum.The primary audience for this book consists of Black prospective and current graduate students, graduate deans, admissions counselors, recruiters, and faculty advisors in both black and white higher education institutions. The secondary audience includes high school students, guidance counselors, and social and religious organizations. Furthermore, this book can serve as a handy resource for undergraduates who are interested in pursuing a graduate degree.Trade ReviewThis book will be helpful not only for students seeking a meaningful experience in graduate and professional school, but perhaps more importantly, institutions that desire to create productive pathways for Black students to the advanced-degree workplace. The chapters unpack important lived experiences that should be carefully considered."" — Jerlando F. L. Jackson, University of Wisconsin-Madison""The Black Student's Pathway to Graduate Study and Beyond: The Making of a Scholar makes key contributions to the extant literature. By underscoring Black graduate students' engagements with Academe, the scholars provide nuanced perspective through an array of contextual lenses (e. g. admissions; race and gender; socialization; transition) that are endemic to higher education in general, and the Historically Black College and University (HBCU) setting in particular. Critical Race Theory is the theoretical framework that provides scaffolding upon which the volume's scholars theorize best practices, strategies, and solutions that are authentic representations of their experiences. The pathway is an appropriate metaphor for this book—the scholars have provided illumination; it is incumbent upon us to initiate the journey."" — Fred A. Bonner II, Prairie View A&M University

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Book SynopsisThe Black Student's Pathway to Graduate Study and Beyond: The Making of a Scholar is an informative and ambitious book designed to help Black prospective and current graduate students pursue graduate degrees successfully. The book covers broad topics ranging from admissions policies, standardized tests, networking, mentorship, financial options, qualifying and comprehensive exams, proposal and dissertation writing, publishing, gender and race, socialization, and campus culture.This volume is organized into five graduate pathways: Pathway I: Embarking on the Graduate Admissions Process; Pathway II: Confronting Race and Gender Disparities in Graduate Education; Pathway III: Persevering to the Graduate Degree; Pathway IV: Adjusting to the Socialization of Graduate Education; and Pathway V: Preparing for Success Beyond Graduate Education. The book calls Black students' attention to some of the barriers they may encounter along the pathway to a graduate degree. The pathway to success can be linear or nonlinear since students travel different journeys and are at different vectors on the continuum.The primary audience for this book consists of Black prospective and current graduate students, graduate deans, admissions counselors, recruiters, and faculty advisors in both black and white higher education institutions. The secondary audience includes high school students, guidance counselors, and social and religious organizations. Furthermore, this book can serve as a handy resource for undergraduates who are interested in pursuing a graduate degree.Trade ReviewThis book will be helpful not only for students seeking a meaningful experience in graduate and professional school, but perhaps more importantly, institutions that desire to create productive pathways for Black students to the advanced-degree workplace. The chapters unpack important lived experiences that should be carefully considered."" — Jerlando F. L. Jackson, University of Wisconsin-Madison""The Black Student's Pathway to Graduate Study and Beyond: The Making of a Scholar makes key contributions to the extant literature. By underscoring Black graduate students' engagements with Academe, the scholars provide nuanced perspective through an array of contextual lenses (e. g. admissions; race and gender; socialization; transition) that are endemic to higher education in general, and the Historically Black College and University (HBCU) setting in particular. Critical Race Theory is the theoretical framework that provides scaffolding upon which the volume's scholars theorize best practices, strategies, and solutions that are authentic representations of their experiences. The pathway is an appropriate metaphor for this book—the scholars have provided illumination; it is incumbent upon us to initiate the journey."" — Fred A. Bonner II, Prairie View A&M University

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Book SynopsisCurrent research around the middle grades has brought a heightened attention by teachers, policymakers, and researchers recognizing that this stage is a time when a students' health and social and emotional well-being directly impacts their academic progress. To date, school leaders and teachers have not been well served by explicit resources for middle grades education that focus on aspects of the health and well-being of young adolescent learners to support the planning of curriculum and teaching and to support teachers and leaders working with this age-group. The purpose of this research – based volume is to fill that gap and to enable school leaders, teachers, academics, and teacher candidates to develop successfully an understanding of the health and well-being aspects of young adolescent learners and provide them with the necessary tools and information to address the health and well-being needs of young adolescent learners.

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Book SynopsisCurrent research around the middle grades has brought a heightened attention by teachers, policymakers, and researchers recognizing that this stage is a time when a students' health and social and emotional well-being directly impacts their academic progress. To date, school leaders and teachers have not been well served by explicit resources for middle grades education that focus on aspects of the health and well-being of young adolescent learners to support the planning of curriculum and teaching and to support teachers and leaders working with this age-group. The purpose of this research – based volume is to fill that gap and to enable school leaders, teachers, academics, and teacher candidates to develop successfully an understanding of the health and well-being aspects of young adolescent learners and provide them with the necessary tools and information to address the health and well-being needs of young adolescent learners.

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Book SynopsisThe youth of today is confronted with a myriad of challenges of living in a world that has never been more volatile, uncertain, complex, and ambiguous. These multifaceted challenges compromise their well-being. Fostering the well-being of young people across sociocultural boundaries, rather than of the select groups of privileged individuals, is a timely and worthy endeavor and should not take a back seat. The advent of Positive Education, which is an educational paradigm that emphasizes the goal of developing both cognitive abilities and well-being skills in students and young people in general, has offered a promising generic approach to promoting the well-being of young people. The twin goals of Positive Education are indeed aligned with two major views of well-being: eudaimonia highlighting the importance of one's engaged pursuit of meaningful goals, and hedonia stressing the importance of one's positive emotion and life satisfaction in one's well-being. Their combination – that wellness is achieved when a person is feeling good and functioning well – has often been termed 'flourishing'. Unfortunately, scholarly discussions on sociocultural influences on flourishing or well-being and ways of promoting it have been scarce.This volume addresses such a gap in a rigorous and timely manner. International scholars from culturally diverse backgrounds put together their thoughts and ideas in their respective chapter contributions that, collectively, invite us to mindfully take into account youth's sociocultural and sociodemographic backgrounds in promoting their flourishing. This book, which embodies the 'who', 'what', when, 'where', and 'how' of youth well-being, will be extremely insightful and useful for scholars and researchers as well as policy makers and practitioners (teachers, interventionists, counsellors, youth mentors) who seek to promote the well-being of young people in their respective contexts and beyond.

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Book SynopsisThe youth of today is confronted with a myriad of challenges of living in a world that has never been more volatile, uncertain, complex, and ambiguous. These multifaceted challenges compromise their well-being. Fostering the well-being of young people across sociocultural boundaries, rather than of the select groups of privileged individuals, is a timely and worthy endeavor and should not take a back seat. The advent of Positive Education, which is an educational paradigm that emphasizes the goal of developing both cognitive abilities and well-being skills in students and young people in general, has offered a promising generic approach to promoting the well-being of young people. The twin goals of Positive Education are indeed aligned with two major views of well-being: eudaimonia highlighting the importance of one's engaged pursuit of meaningful goals, and hedonia stressing the importance of one's positive emotion and life satisfaction in one's well-being. Their combination – that wellness is achieved when a person is feeling good and functioning well – has often been termed 'flourishing'. Unfortunately, scholarly discussions on sociocultural influences on flourishing or well-being and ways of promoting it have been scarce.This volume addresses such a gap in a rigorous and timely manner. International scholars from culturally diverse backgrounds put together their thoughts and ideas in their respective chapter contributions that, collectively, invite us to mindfully take into account youth's sociocultural and sociodemographic backgrounds in promoting their flourishing. This book, which embodies the 'who', 'what', when, 'where', and 'how' of youth well-being, will be extremely insightful and useful for scholars and researchers as well as policy makers and practitioners (teachers, interventionists, counsellors, youth mentors) who seek to promote the well-being of young people in their respective contexts and beyond.

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Book SynopsisIt is not surprising that in order to meet the job demands of the future, we need to ensure that students have the knowledge and opportunity to choose from an array of postsecondary options before graduating from high school. Particularly as our society continues to increase in diversity, providing access to college and career choices for all students is imperative. However, there are many barriers that keep students from reaching their potential and envisioning a future that is personally and professionally rewarding. Many of these barriers are systemic in nature and others are related to individual circumstances. Regardless from where the barriers stem, school counselors and others who provide postsecondary readiness services to students must advocate, work to create equitable access, and assist with navigating through complex systems.This book compiles information and strategies from experts in the field. Each chapter in this book offers definitions of specific populations, evidence-based culturally responsive counseling strategies including those related to collaboration, case studies and interventions, and opportunities for readers to reflect on their understanding of that population to inspire professional growth. Groups included in this book include students who are experiencing homelessness, students in English Language Learner programs, families experiencing poverty, students with special needs, and many others that school counselors and college advisors will encounter in their career.

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Book SynopsisIt is not surprising that in order to meet the job demands of the future, we need to ensure that students have the knowledge and opportunity to choose from an array of postsecondary options before graduating from high school. Particularly as our society continues to increase in diversity, providing access to college and career choices for all students is imperative. However, there are many barriers that keep students from reaching their potential and envisioning a future that is personally and professionally rewarding. Many of these barriers are systemic in nature and others are related to individual circumstances. Regardless from where the barriers stem, school counselors and others who provide postsecondary readiness services to students must advocate, work to create equitable access, and assist with navigating through complex systems.This book compiles information and strategies from experts in the field. Each chapter in this book offers definitions of specific populations, evidence-based culturally responsive counseling strategies including those related to collaboration, case studies and interventions, and opportunities for readers to reflect on their understanding of that population to inspire professional growth. Groups included in this book include students who are experiencing homelessness, students in English Language Learner programs, families experiencing poverty, students with special needs, and many others that school counselors and college advisors will encounter in their career.

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Book SynopsisThe purpose of this book is to help secondary school principals and college faculty fulfill their key role for continuous improvement planning of educational practices and safety at their institution. Rapid social and technological advances have motivated the consideration of student voice in schools across the United States. By merging student voice and educator expertise, an intergenerational perspective can emerge that more accurately portrays the strengths and limitations of a school.Strom and Strom began their research on student voice by partnering with adolescents and principals from several schools to identify topics they saw as appropriate for polling to improve schools. This effort led to the development of ten polls on school stress, career exploration, time management, attention and distraction, tutoring, peer support, school cheating, frustration, cyberbullying, and Internet learning. Every poll contains 15 to 20 multiple-choice items. The process model for polling includes a step-by-step procedure that educational leaders can use to plan and implement school improvement. Different methods of data analysis and ways to report overall evidence-based school results are presented by age, gender, grade and ethnicity. Student polling is distinctive from other assessment strategies because the target for data gathering is a single school, without comparison to other schools. This narrow base to assess student voice ensures poll results are anonymous and have local relevance to guide stakeholder responses.The results of polling can provide data-based evidence that can be used for continuous education improvement planning. An additional benefit is to separately assess students in special education, gifted and talented programs, and second language acquisition learners. Our web site at learningpolls.org is intended to further inform educational leaders and invite their collaboration.

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Book SynopsisThe purpose of this book is to help secondary school principals and college faculty fulfill their key role for continuous improvement planning of educational practices and safety at their institution. Rapid social and technological advances have motivated the consideration of student voice in schools across the United States. By merging student voice and educator expertise, an intergenerational perspective can emerge that more accurately portrays the strengths and limitations of a school.Strom and Strom began their research on student voice by partnering with adolescents and principals from several schools to identify topics they saw as appropriate for polling to improve schools. This effort led to the development of ten polls on school stress, career exploration, time management, attention and distraction, tutoring, peer support, school cheating, frustration, cyberbullying, and Internet learning. Every poll contains 15 to 20 multiple-choice items. The process model for polling includes a step-by-step procedure that educational leaders can use to plan and implement school improvement. Different methods of data analysis and ways to report overall evidence-based school results are presented by age, gender, grade and ethnicity. Student polling is distinctive from other assessment strategies because the target for data gathering is a single school, without comparison to other schools. This narrow base to assess student voice ensures poll results are anonymous and have local relevance to guide stakeholder responses.The results of polling can provide data-based evidence that can be used for continuous education improvement planning. An additional benefit is to separately assess students in special education, gifted and talented programs, and second language acquisition learners. Our web site at learningpolls.org is intended to further inform educational leaders and invite their collaboration.

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

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

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

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Book SynopsisThis unique and timely book, edited by Michael J. Austin, introduces and connects social justice to the core values of social work across the curriculum. It presents the history and philosophy that supports social justice and ties it to ethical concepts that will help readers understand social justice as a core social work value. The book further conveys the importance of amplifying client voice; explores organization-based advocacy; and describes how an understanding of social justice can inform practice and outlines implications for education and practice.Table of Contents1. Searching for the Meaning of Social Justice - Michael J. Austin, Christina Branom, Bryn King Part I: The Humanities Perspectives: The Moral Imperative -- Shouldn’t We Do Something? 2. The Influence of Western Philosophy on Definitions of Social Justice - Richard J. Smith 3. Legal Theories of Social Justice - Jennifer Price Wolf 4. Literary Theories and Social Justice - Charity Samantha Fitzgerald 5. Historical Perspectives on Social Justice - Sarah Accomazzo 6. Social Justice and Religion - Sarah Accomazzo, Megan Moore, Siroj Sirojudin 7. Social Justice From a Humanities Perspective: A Synthesis to Inform Practice - Bryn King, Michael J. Austin Part II: The Social Science Perspectives: Social Empathy -- What Do We Need to Understand? 8. Social Psychological Perspectives on Morality and Social Justice - Christina Branom 9. Social Justice and Anthropology: From Observation to Activism - Leah A. Jacobs 10. Perspectives of Social Justice in Sociology - Christina Branom 11. Social Justice and the Politics of Children’s Rights - Kelly Whitaker 12. Social Justice in Political Thought: Examining the Rights of Parents - Wendy Wiegmann 13. Economic Theories of Social Justice - Anupama Jacob 14. Theories of Organizational Justice: Interdisciplinary Social Science Perspectives - Hyun Soo Kwon 15. Interdisciplinary Social Science Perspectives: Key Concepts to Inform Practice - Jasmin Serim 16. Social Justice for Active Citizenship - Rhonda Y. Williams Part III: Social Injustice Outside and Inside Human Service Organizations Outside Human Service Organizations 17. Predatory Lending - Mary E. A. Caplan 18. The Injustices of Intimate Partner Violence - Katherine E. Ray 19. Social Injustices Experienced by Children of Incarcerated Parents - Jenny Ventura 20. The Social Injustices Experienced by the Lesbian, Gay, Bisexual and Transgender Community - Elizabeth White Inside Human Service Organizations 21. Procedural Injustices in Child Welfare - Wendy Wiegmann 22. Elder Mistreatment: A Social Justice Perspective - Amanda Lehning 23. Social Justice and the Injustices Experienced by People with Mental Health Disabilities - Juliene Schrick Part IV: Embedding Social Justice in Social Work Practice 24. Client Voice and Expertise in Promoting Social Justice - Jasmin Serim 25. Social Justice and the Role of Nonprofit Human Service Organizations in Amplifying Client Voice - Kelly LeRoux 26. Educating Social Work Students About Social Justice Practice - Beth Glover Reed, Amanda Lehning 27. Incorporating Social Justice Principles Into Social Work Practice - Jaclyn Grant, Michael J. Austin 28. Finding the Courage of One’s Convictions: Reflections on a Lifetime of Social Work Practice - Brian Cahill with the assistance of Michael J. Austin

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Book SynopsisThis book tackles the important question of how we can understand and learn from the school rampage killings that have been prevented. In the flood of recent accounts and analyses of deadly school rampage killings that plague society and inspire widespread public fear, very little attention has been given to the incidents that almost were. Building on Madfis’ previous book, The Risk of School Rampage: Assessing and Preventing Threats of School Violence (2014), this vital work addresses key gaps in school violence scholarship through the examination of averted school rampage incidents in the United States and advances existing knowledge through ground-breaking insights from the latest research on mass murder, violence prevention, bystander intervention, disciplinary policy, and threat assessment in school contexts. This empirical study utilizes in-depth interviews conducted with school and police officials (administrators, counselors, security guards, police officers, and teachers) directly involved in averting potential school rampages to explore the processes by which threats are assessed and school rampage plots are thwarted. Madfis finds that many common contemporary school violence prevention policies and practices are ineffective at preventing rampage attacks and may actually increase the likelihood of their occurrence. Rather than uncritically adopting such problematic approaches, Madfis argues that schools must model prevention practices upon what has proven successful in averting potentially deadly incidents. Trade Review“In addition to making an important contribution to the scholarly literature on the topic, the inclusion of discussion questions … as well as a methodological appendix, makes this book a useful resource for students at both the undergraduate and graduate levels. … How to Stop School Rampage Killing: Lessons from Averted Mass Shootings and Bombings is a timely and valuable piece of scholarship … it acts as a springboard for future research in this area.” (Erica Bower, Critical Criminology, Vol. 29, 2021)Table of ContentsDEDICATION AND ACKNOWLEDGEMENTS………………………..…………FOREWORD by Jack Levin ………………………………………………….……..FOREWORD by Kristina Anderson ………………………………………………....AUTHOR’S INTRODUCTION TO THE SECOND EDITION……………………. CHAPTERSI. INTRODUCTION ……………………………………………...….….….. Research Questions and Background on Incidents……………………Explaining and Reacting to School Rampage….………...…...……….Understanding School Criminalization and Risk Assessment............... II. ASSESSING SCHOOL RAMPAGE ………………………………….…. Distinguishing Terms and Risks……………….……………...………The Assessment of Evidence in Averted Rampage…………………...Assessing the Plot’s Detail…………………………………………….Appraising the Role of Weaponry……………………………………..Assessing the Role of Personal and Group Characteristics……………Conclusion……………………………………………………………..III. CONFIDENCE AND DOUBTS ABOUT ASSESSING RAMPAGE…… Certainty Based on a Convergence of Risk Assessment Criteria……...Certainty Based on a Lack of Threat Assessment Criteria…………….Certainty Based on a Presence of Threat Assessment Criteria………...Remaining Uncertainty despite Risk Assessment……………………..Conclusion……………………………………………………………..IV. PREVENTING SCHOOL RAMPAGE ……………………...………….. Problematic Rampage Prevention Practices………………………….. A Diminished Student Code of Silence…………………………..……Interventions through Leakage………………………………………...The Persistence of Bystander Inaction…………………………….......Implications of Findings………………………………………………Conclusion……………………………………………………………. V. CONCLUSION …………………………………………….……………..Summary and Implications of Findings…………………………...….Emergent Areas to Prevent and Stop School Rampage Killing……….Suggested Areas for Future Research……………………………….... VI. METHODOLOGICAL APPENDIX…………...……………………….. Operationalizing School Rampage………………………………........ Research Design and Sample……………………………………...…. Complications of Media-Based Sampling Frame………………......… On Qualitative Methodology……………………………………...….. Generalizability in Qualitative Research……………………………...REFERENCES ……………………………………………………………………….INDEX…………………………………………………………………………………

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Book SynopsisThis book delves deep into the hidden population of former gang members who share their positive and negative experiences of being gang members. Their stories of violence, hopelessness, despair, and loneliness also offer a seed of hope – they contain the building blocks for prevention. By understanding why they each turned to gangs, how they turned to gangs, and what went wrong for some along their pathways during childhood, as well as how and why they chose to leave the gang lifestyle, we can begin to put the pieces together and understand tools for gang prevention. Schools are in the unique position to become an oasis or a safe haven for a child in a world that does not otherwise feel safe to them. School staff members can step in and become consistent people in a child’s life. They can help to identify at-risk youth and intervene, facilitating a change in path away from gang membership. This book discusses how schools and staff can be instrumental in gang prevention and outlines warning signs and risk and protective factors for gang involvement. It also talks about components of gang prevention programs in schools. Additional topics explored include: Theories of Gang Involvement Lack of Family Consistency: Relating Attachment Theory with Gang Involvement “Brotherhood, Sisterhood, Unity:" Gangs as Replacement Family "No Other Option:" The Role of Social Environment "Death, Jail, or a Turnaround:" Making the Decision to Disengage A Piece About Trauma-Informed Practice Authored by a school social worker who has an insider's perspective on working in a school, Gang Prevention in Schools is a useful resource that gives a humanistic view of former gang members. The book will engage readers in the fields of psychology, social work, education and educational administration, and criminal justice, as well as have potential appeal to a lay audience due to the richness of the stories and interviews. Table of ContentsChapter 1: Theories of Gang InvolvementThis section includes discussion of current understandings and theory relating to the presence, development, and growth of gangs. Interactional theory suggests that gang membership arises from negative peer relationships, poor social structural environments, weak relationships, and an environment that is supportive of crime (Alleyne & Wood, 2014). Social control theory says that adolescents join gangs because they do not have positive relationships and do not have access to normal social norms (Dickson-Gomez et al, 2017). If one does not have good relationships with positive peers and positive role models, he may feel as if a gang is the only viable option. Multiple marginalization is defined as a lack of employment opportunities, poor living conditions, poverty, and family and community stress (Dickson-Gomez et al, 2017). This means that there are many factors causing stress, making it appear as if there is no good way out. A gang might seem like a way to get out of a bleak home situation. Social disorganization theory states that a community structure fails to see the value in its residents and does not keep social control (Sampson and Groves, 1989). A community cannot feel connected or have social control when there are higher crime rates and juvenile delinquency such as in disadvantaged neighborhoods (Santiago et al., 2011; Sampson and Groves, 1989).Chapter 2: Attachment TheoryAttachment theory has the utility to add to the existing knowledge base about gang membership. Children’s relationships with their primary caregivers are the foundation for their future relationships (Bowlby, 1998; Parrigon, et al., 2015). A secure attachment forms if the primary caregiver is consistently providing a safe secure base for the child from which he can explore the environment and return for comfort and support (Bowlby, 1998). An insecure attachment is formed when the caregiver is not consistent with care or is neglectful (Bowlby, 1988).Attachment theory posits that the earliest human interactions shape our survival functions (Schore & Schore, 2012). Early interactions between primary caregiver (attachment figure) and infant influence the brain systems’ maturation and organization, which causes affect and self-regulation (Schore & Schore, 2012; Hill, 2015). Affect is how one’s emotion is communicated through facial expressions, body movements, and tone of voice (Hill, 2015). During infancy, it is the primary caregiver’s job to regulate the child during states of hyper- or hypo arousal (Hill, 2015). Early attachment communications are crucial to neurobiological systems in the right brain, which is where stress regulation, emotional processing, and regulation of self are all found (Schore & Schore, 2012). The primary attachment figure, in being that secure attachment figure and responding appropriately to an infant’s needs, can soothe and regulate his internal system, thereby teaching emotional regulation at an early age. Trauma can influence brain development. If one has an insecure attachment, it can affect the person in a lifelong way. Kim and Page (2013) found that insecurely attached children develop behavioral problems more frequently, especially in a school setting, as opposed to securely attached children. Konishi and Hymel (2014) found that adolescents have a difficult time handing anger, which can lead to mental health and physical problems, including bullying, gang involvement, substance abuse, dating violence, low academic performance, and peer rejection. Insecurely attached children may turn to gangs as a way of coping with the lack of having a consistent attachment figure (De Vito, 2017). They may have been looking for a secure base in the gang membership, so they would have a replacement family, searching for that stability (De Vito, 2017).The attachment relationship between social worker and client is of critical importance. Schore & Schore (2012) discuss how attachment theory is a theory of regulation and developing an attachment to a therapist can assist in internal affect regulation. The therapist takes on that attachment role and can help the client regulate emotions internally, by becoming that secure base. This relationship can repair damage done previously and can help create a new way of coping (Schore & Schore, 2012). A client can develop a resilient self through a secure attachment that can then have meaningful relationships (Schore & Schore, 2012). Since gang members are seeking attachment figures that were not present in childhood, as youth develop meaningful relationships with therapists or school counselors, that counselor can take on a role of an attachment figure, thus repairing that damage and possibly intervening in the way of gang prevention. De Vito (2019) was a qualitative research study that promoted the use of attachment theory to analyze motivating/disengagement factors for gang involvement. The voices of fourteen former gang members are heard through qualitative interviews. Thematic analysis was used to identify the following themes: Lack of Family Consistency, Brotherhood, Sisterhood, Unity: Gang as Replacement Family, “No other Option,” and “Jail, Death, or Turnaround:” Making the Decision to Disengage. In this chapter, there is an emphasis on attachment theory driving gang membership, which is a key finding of my qualitative research. There is a discussion of how and why attachment theory is key in our understanding of gang members’ behavior, and the importance of a safe educational setting in preventing or responding to gang issues.Chapter 3: Gangs as FamilyGangs function because of internal group processes much like a military organization or corporation. There are leaders and a hierarchy of command with people having their own duties and responsibilities. Gangs can be seen as a family for youth. They can be an extension of their family or in some cases actually take the place of the family. Gangs have been said to function like family systems. Some similarities include feeling protected, receiving affection, and having a sense of belonging and loyalty (Ruble and Turner, 2000). If there is a lack of attachment figure in the family, then youth will look outside the family of origin to find a replacement attachment figure. Youth look up to their parents as role models for support, so having no suitable family role model would be a major risk factor (Alleyne and Wood, 2014; Walters, 2016). Lack of strong family attachment can increase interest in crime, since youth will likely not care about parents’ opinions, discipline, or school performance, leaving them open to gangs, crime, and poor peer influences (McNulty and Bellair, 2003). The gangs become a “surrogate family,” filling the void of the family of origin (Ruble and Turner, 2000). If there is no positive role model in the family, another person can become a role model outside of the family. Another attachment figure can step in to fill a void (Ainsworth, 1989).Chapter 4: Former Gang Members Speak: Themes/Findings from Qualitative Study (why do they join?)ResultsThe following four themes were identified: Lack of Family Consistency, Brotherhood, Sisterhood, Unity: Gang as Replacement Family, “No other Choice,” and “Jail, Death, or a Turnaround:” Making the Decision to Disengage. Participants’ verbatim quotes were included to highlight each theme. No identifying information was included and pseudonyms were used to protect participant identities.Lack of Family Consistency All participants described having a lack of secure, consistent primary care givers/attachment figures during childhood for various reasons, including death, divorce, substance abuse, and being absent. Other participants experienced a childhood where primary caregivers were not able to offer that consistent, caring relationship.Not having reliable, dependable primary caregivers can cause a hopeless state and a feeling of being alone. Because of the lack of consistency with primary caregivers, some participants looked outside the family for sources of consistency, such as peers and gangs. If family members are already gang members, they can be bred into gang membership. Brotherhood, Sisterhood, Unity: Gang as Replacement FamilyMost of the participants said gang members became family. There was a bond and a unity. They were willing to offer protection, unity, and love to one another. Gangs may be a form of brotherhood or sisterhood, but it comes with a hefty price, violence. In many cases, the gang took the place of their family of origin, which was broken in some way. They were fleeing something negative, looking for an escape. Some of the participants were searching for something to fill a void at home, such as love, respect, validation, affection, and attention. Those who join gangs can be missing something within themselves and are seeking it elsewhere. However, there were a few participants who felt as though the gang did not replace their family entirely, but rather were an extension of their family. They still considered the gang members part of their extended family. Also, there was one negative case. “No other Option”Participants said gang members are bred as a product of growing up in their environment. Gangs are often their friends, family members, and in their neighborhood. They describe joining as having “no other option” and “accepting their fate” or “destiny.” Gang members may feel as though joining was a normal, natural progression in life, based on the environment where they grew up. Growing up in a poor neighborhood, the gang lifestyle can seem like a way out to a better life. The gang members become role models. Gang membership can be a way of life. There can be an expectation for membership within families and peer groups. Police may label and assume gang membership based on the neighborhood. Some participants felt as if their environment led them to join a gang. A large gang presence in the neighborhood can be persuasive. “Death, Jail, or Turnaround:” Making the Decision to Disengage Participants talked about how they realized that they could not stay engaged in gang activity forever and decided to disengage because there was no positive outcome or future in gang membership. Gang membership comes with the risk of violence, death, physical injury, or incarceration. If one had difficulty with primary caregivers, it can be another blow to have a new family turn away. Some participants felt betrayed by their fellow gang members. They realized that they were not trustworthy, turning their backs on them. Chapter 5: How and Why Do They Leave? Gang members leave gangs usually because of a combination of push and pull factors. Push factors are negative things that push one away from gang involvement, such as getting tired of the gang lifestyle, being a victim of violence, witnessing violence, aging, and gang disillusionment (Berger et al., 2016; O’Brien et al., 2013; Pyrooz et al., 2011). Disillusionment occurs when gang members feel betrayed by fellow members (Berger et al., 2011). The pull factors are positive things that pull one away from the gang lifestyle, such as stable employment and relationships, religious beliefs, moving away, and aging and maturing, which would promote marriage, having children, and family responsibilities (O’Brien et al., 2013; Pyrooz and Decker, 2011; Berger et al., 2013). As one ages and matures, having stable employment, children, and being in a stable relationship become important. These things are not priorities for youth. Gang members leave gangs by moving out of the neighborhood, severing ties with gang associates: Leaving a gang can involve moving out of the neighborhood, severing ties with gang associates, or slowly distancing oneself, becoming involved in separate activities (Pyrooz and Decker, 2011).Chapter 6: Prevention This chapter extends the findings and understandings of the role of attachment theory and the ways in which schools might use this understanding to inform prevention and support. This extends current scholarship, understanding, and practice. It talks about identifying risk factors for gang involvement, broken down into three areas, family, school, and social environment. It also outlines protective factors. In addition, it talks about warning signs and how to identify gang involvement in schools. The final section talks about how schools can be a safe haven, how staff can intervene and become attachment figures, and components of prevention programs. It also talks about my own clinical experience in working with youth involved in gangs as well as features interviews with gang experts and school staff.The following came from the results of the qualitative interviews: Having a secure base within the family home with strong attachment to parents or caregivers could have prevented gang members from joining. Having a consistent home life with parents who are at home and there to supervise are protective factors. Having different ways of making money or seeing there are opportunities outside of their neighborhood that do not involve gang life. If there is a missing attachment figure in the home, another person could step into that role, such as a school staff member, counselor, or another family member. Getting counseling when there are risk factors can be a protective factor. Almost none of the study participants had counseling. Identifying Risk Factors Some risk factors are related to family. If there are cracks in the family foundation, including lack of parental supervision, involvement, and discipline, low family income, or gang-involved family members, gang membership chances increase (Alleyne and Wood, 2014). Other risk factors include experiencing childhood maltreatment or having a family history of criminal activity (Del Carmen et al., 2009). Risk factors are also related to school, including learning disabilities, mental health concerns, or weak school attachment or investment to school. These factors can lead students to not care about school, which leads to poor school performance, which is related to gang involvement (Alleyne and Wood, 2014; Del Carmen et al., 2009; Gover, 2002; McNulty and Bellair, 2003; O’Brien et al., 2013). The social environment can also play a role as a risk factor. Residing in a neighborhood with a gang presence could increase chances of gang involvement (Alleyne and Wood, 2014; Del Carmen, et al., 2009; O’Brien et al., 2013). Gang presence can influence youth, especially if friends have joined. Wanting protection, friendship, and a sense of belonging are pull factors for gang involvement (O’Brien et al., 2013). Having friends engaged in criminal activity or gangs, living in disadvantaged communities, and desiring ways to earn money are all related to gang involvement (Alleyne and Wood, 2014; O’Brien et al., 2013). Poverty is a significant life stressor. If one lives in a poor are, there will be fewer resources and a higher crime rate (Santiago et al., 2011).Identifying Protective Factors Having a high level of parental supervision and strong family attachment (McNulty & Bellair, 2003; O’Brien, Daffern, Chu & Thomas, 2013; Gover, 2002; Walters, 2016), having both parental and nonparental role models, (Higgins, Wesley & Mahoney, 2010; McNulty & Bellair, 2003; Walters, 2016), and positive relationships with the same sex parent (Walters, 2016) are all protective factors. Protective factors include a high investment and attachment to school and staff, teaching youth coping and social skills (Gover, 2002; McNulty & Bellair, 2003; O’Brien et al, 2013; Walters, 2016). Positive peer influences, (Gover, 2002; McNulty & Bellair, 2003; O’Brien et al, 2013; Walters, 2016) and community attachment and involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016) are all protective factors. Identifying Warning SignsThere are many warning signs including: colors, clothing/accessories, graffiti, tattoos, change in behavior, new friends, weapons, drug usage, money, social media, music and movies, safety worry, fighting/injuries. All of these will be explored in depth. Building a Safe Haven Providing a safe environment without fear is the most important thing that schools can do to prevent gang involvement (Gottfredson, 2013). Many principals do not admit there are gang problems in their schools (Gottfredson, 2013). Therefore, this may get in the way of prevention programs being in place. Gang problems are more likely to occur in areas that have poverty and experience social disorganization (Gottfredson, 2013). Unemployment rates are usually high and families have fallen on hard economic times with many children living with single mothers (Gottfredson, 2013). Gangs can be like a social problem, where youth may feel that they need to participate to keep them safe from harm (Gottfredson, 2013). Prevention programs in schools should address things such as impulse control, lack of attachment to school, and rules (Gottfredson, 2013). Helping youth to resist peer pressure and rewarding involvement in school are also key (Gottfredson, 2013). Strategies for Youth: Connecting Cops & Kids (2019) reported that 71% of public schools have school resource officers (SROS). The federal and state governments spent about $2 billion to place these armed law enforcement officers into school buildings. There has not been evidence that says that these SROs are helpful in decreasing tragedies, but they do increase students getting arrested for small crimes and students of color and those with disabilities are treated more harshly than others. There also needs to be regulation so that SROs are not pushing children into the juvenile justice system needlessly. Therefore there has been a recent push to have SROs receive training in half the states. Staff become attachment figures/building a secure base within the school. This is a suggestion coming from my qualitative research. If there is a missing attachment figure at home, staff members, especially school counselors, can step in and help to become those missing attachment figures. The school building can become a safe haven in a world that does not feel safe for these students. A high investment in school is a protective factor against gang involvement (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Create positive peer interactions for youth. Students can join activities during and after school like sports and clubs to keep them involved with a higher attachment to school and off the streets. Having positive role models for youth is a key protective factor in dissuading gang involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016). Schools have an opportunity to set up positive role models for at-risk students, such as positive peers, staff members, or a mentoring program, such as Big Brothers Big Sisters. Gang prevention should be tailored to each school. It is important to assess the school's needs first before deciding on individual needs (Gottfredson, 2013). It is important to provide education to staff, parents, and students on the danger and signs of gangs. School staff should forge relationships with parents and caregivers, getting them involved. Close parental supervision and having consistent and involved family are protective factors against gang involvement (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Get counselors involved. They can assess for risk and either provide mental health counseling or refer to outside counseling resources. Research shows that programs with a cognitive behavioral component are most effective at reducing problem behaviors (Gottfredson, 2013). Create a strong antibullying and harassment program in school. Staff members need to be able to recognize risk factors, signs of gangs, and address and eliminate problem behaviors by enforcing rules and consequences consistently (Gottfredson, 2013). It is important that youth see law enforcement in a positive light and form positive relationships early on in their early elementary school years. Schools and law enforcement should also collaborate and share information, such as local gang trends and activity. Attachment and involvement to community can assist in preventing gang involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016). Form a collaboration with community agencies and faith-based programs, like churches, to create a strong sense of belonging in the community. Teaching youth coping and social skills can aid in gang prevention (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Teaching anger management, conflict resolution, emotional awareness, social skills, and how to say no to peer pressure are all important prevention skills.Trauma-Informed PracticeHarden, Kenemore, Mann, Edwards, List, and Martinson (2014) describes how trauma-informed practice tries to understand the impact of violence exposure on survivors of trauma. There are programs that train therapists strategies and interventions with violence survivors and help them understand how they are impacted by traumatic events (Harden et al, 2014). National Childhood Traumatic Stress Network has a wealth of research and practice for childhood trauma (Harden et al, 2014). This section delves further into this topic. School Prevention ProgramsThere are many gang prevention programs being utilized in schools today. The GREAT Program is an evidence-based gang and violence prevention program that is set in schools and run by law enforcement officers. It is run in schools where police officers come in and teach a curriculum to groups of students in a school. Components of the program include: respecting and having empathy for others, making good choices, and positive goal setting. The program utilizes skills training, group discussions, cooperative learning, and using role plays. The goal is to prevent gang membership, criminal activity, and helping students to form a positive relationship with law enforcement. Some other programs include: Safe Futures, OJJDP Comprehensive Model, Chicago Model, and GRYD in LA. These are detailed in this chapter.

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