Counselling and care of students Books

Book Synopsis

Read more less

Book SynopsisWith Dougherty's PSYCHOLOGICAL CONSULTATION AND COLLABORATION IN SCHOOL AND COMMUNITY SETTINGS, 6th Edition, you will see how human service professionals help others work more effectively to fulfill their work-related or caretaking responsibilities to individuals, groups, organizations, and communities. This practical book uses a proven generic model for application, surveys various approaches to consultation, examines the organizational context of consultation, and reviews the numerous ethical and professional challenges that today's consultants face. As you work through the book, you can develop or refine your own personal model of consultation. Case studies bring concepts to life and help you learn how to deliver services most effectively. This edition includes new content aligned with CACREP and other standards, an increased focus on school-based consultation, new material on cultural diversity, advocacy, social justice, prevention, systems theory, and ecological variables as they Table of ContentsPart I: CONSULTATION AND CONSULTANTS, COLLABORATION AND COLLABORATORS. 1. The Foundations of Consultation and Collaboration. 2. Consultants, Consultees, and Collaborators. Part II: THE STAGES OF CONSULTATION AND COLLABORATION. 3. An Overview of the Generic Model of Consultation and Collaboration. 4. Entry Stage. 5. Diagnosis Stage. 6. Implementation Stage. 7. Disengagement Stage. 8. Pragmatic Issues of Working Within an Organization. Part III: MODELS OF CONSULTATION AND COLLABORATION. 9. Mental Health Consultation and Collaboration. 10. Behavioral Consultation and Collaboration. 11. Organizational Consultation and Collaboration. 12. School-Based Consultation and Collaboration. 13. Case Study Illustrations of Consultation and Collaboration. Part IV: PROFESSIONAL ISSUES AND EPILOGUE. 14. Ethical and Legal Issues. Epilogue.

Read more less

Book Synopsis

Read more less

Book SynopsisIn this transformative narrative, Carlos R. Moreno explores what it means to develop Leadership Soul by approaching educational leadership with love, care, and vulnerability.

Read more less

Book SynopsisHelps students achieve their academic and career goals by clarifying the behaviors that they alone are responsible for, explaining why they are important, how they are assessed, and how they can lead to success.Student Success helps students develop positive behaviors that will lead to success in college and beyond. The book provides a practical framework, how-to exercises, a behavioral observation measurement system, behavioral profiles, self-tests, and a behavioral change methodology for individuals, families, and schools seeking to establish, assess, and improve behavioral performance. It introduces students to the 5C Elements of Behavior: Communication, which conveys appropriateness; Choice, which conveys judgment; Caring, which conveys concern for others; Commitment, which conveys duty; and Coping, which conveys fortitude. These five elements are the core to understanding how students can monitor, measure, and modify their behavior to reach their academic-and ultimately life-goals. Down-to-earth and practical, the book emphasizes real-life situations that all students face, offering them the opportunity to weigh the best solutions for any problem they encounter.

Read more less

Book SynopsisI Am Not Your Victim vividly details the evolution of domestic violence during the 16-year marriage of author Beth Sipe. Encouraged to publish her story by her therapist and co-author, Evelyn J. Hall, Beth relates the background and events leading up to and immediately following the tragic act of desperation that ended the life of her sadistic perpetrator. Beth's subsequent mishandling by the police, the military, a mental health professional, and the welfare system illustrates how women like Beth face further revictimization and neglect by the very systems that should provide support and assistance. Insightful commentaries written by experts in the field follow Beth's story and deepen readers' understanding of the causes and process of spousal abuse, why battered women stay, and the dynamic consequences of domestic violence. This updated edition includes new commentaries and an epilogue that tracks what happened to Beth in the years following the book's publiTable of ContentsPrologue Beth’s Story Epilogue Commentaries Hall Commentary Smith Commentary Bergen Commentary Carlson Commentary Goodmark Commentary Temple Commentary Casey Commentary References About the Authors About the Commentators

Read more less

Book SynopsisThe widely read and highly praised bestseller It Could Happen to Anyone offers a unique amalgamation of the practical clinical experience of Alyce LaViolette and the extensive research of Ola Barnett on battered women and their batterers. Fully updated and revised, this Third Edition includes a wealth of new material and case examples, while retained sections have been carefully rewritten to reflect contemporary thinking. This important text continues to provide understanding and empathy regarding the plight of battered women as they attempt to find safety. The integration of current knowledge with learning theory explains how any woman's previous life experiences along with the effects of battering might influence her to stay with her abuser. The book's content also explains how some social institutions, such as the criminal justice system, cannot be counted upon to protect her, thus making it dangerous for her to leave or stay. In extreme cases, she may even be killed. From a Table of Contents1. Weaving the Fabric of Abuse: Learned Helplessness and Learned Hopelessness 2. Institutional Battering: The Power of the Patriarchy 3. Victimization: Why Does It Happen To Her? 4. Living With Fear: The Force That Holds, Molds, and Controls 5. Meltdown: The Impact of Stress and Learned Helplessness 6. Catalysts for Change 7. Voices of Hope: Survivors Speak Appendices Appendix A Appendix B Appendix C1 Appendix C2 Appendix D Appendix E Appendix F References

Read more less

Book SynopsisSchool of Errors establishes another voice in the discussion of how to promote safe schools. It challenges the unchecked expansion of school fortification and questions the realized benefit of inter-agency collaboration during a sentinel event. This book offers an alternative to traumatizing simulations by providing clear options for improving school safety by the empirically-proven effective measures of leakage detection (preventive) and sensemaking (reactive). School of Errors restores the scientific method to school safety and clears a path through the media rhetoric fogging this vital topic.Trade ReviewDr. David Perrodin’s School of Errors allows readers inside the mind of an expert educator, a national resource in school safety research, and a compelling story teller. Perrodin lays out a guide for considering safety that prioritizes data-driven research over rhetoric, student learning over unnecessary fear, and wisdom over bumper sticker solutions. At least one person on every school board should have read this book before weighing another district safety decision. This is essential reading for school leaders, but worth the time for anyone interested in the larger national dialogue around safety. His gift as a writer is to connect the particulars of school safety to the larger realities of human existence, history, and patterns that only a gifted expert can show us. -- Seann Dikkers, author, “TeacherCraft, Mobile Media Learning, and Real-Time Research”In every field there is that one man who is led by facts and truth rather than fads or group thinking. When it comes to school safety, David Perrodin is that man, and his book School of Errors reveals why. -- TJ Martinell, Lens award-winning reporter and writer at the Tenth Amendment CenterA brave demonstration of speaking truth to power “School of Errors” rips the lid off the billion-dollar school safety industry. Using real-world examples of successful responses in desperate situations, David contrasts the expensive window dressings pitched to panicked parents, with the inexpensive and effective approaches proven to actually work. Read this book before you let your school waste another precious dollar on meaningless safety ‘theater.’ -- James B. Sibley, Esq., Special Education Attorney, Tollner Law OfficesOver the last 20 years, in the wake of unthinkable school shootings, school safety has propelled itself to priority number one for school leaders. A priority that has not had the thoughtful support of understanding what we need to do to address the simple question, “What if?” A question with an endless number of scenarios which we honestly struggle to reasonably counter. We spend countless amounts of resources of time and money to fortify our schools and train our staff. Yet intuitively we sense we are somehow possibly missing the boat. David allows us a moment to step back and thoughtfully reconsider the landscape before us. -- Mati Palm-Leis, superintendent, School District of Mellen WisconsinDr. David Perrodin gives the reader a contrarian view on the current school security establishment. The emphasis is placed more on the individual for timely action than it does bollard fencing. Perrodin’s School of Errors puts you in the front row of active shooter crime scenes. What is needed and how to survive them. -- Thomas Marchetti, retired Los Angeles Police DetectiveIf you have any interest in saving kids’ lives, you need this book. It’s not a regurgitation of the “hide-run-fight” mantra, but a deeper study of what humans do in chaotic, unpredictable emergencies, and how to apply those lessons. We say that, 'An ounce of prevention is worth a pound of cure.' In real life that means it is cheaper, easier, and more effective to spot troubled students than to spend millions on "security bling” that we already know doesn’t work. Better to cultivate a principles-based flexible attitude than memorize a dozen rigid, impossibly specific responses that only work in the unlikely event that your chaos matches a previous chaos. David Perrodin gives you a way to think about the problem and an insight into how the humans you deal with are probably going to handle it anyway, so you can work with nature instead of trying to script the unpredictable. -- Rory Miller, author, “Meditations on Violence”Rather than throwing hockey pucks at a school intruder read David Perrodin’s important book and learn what both common sense and law enforcement experts suggest you do to protect your students. -- David Obst, Pulitzer Prize winning educator; author, "Too Good to Be Forgotten: Changing America in the ’60s and ’70s"Dr. Perrodin boldly reveals the internal mechanisms of the billion dollar school safety industry in his must-read book School of Errors. As a school district administrator in elementary education, the safety of my students and staff is a matter of the utmost importance. David untangles the issues all school leaders face from years of vague policy guidance, unchecked fortification and a complete absence of accessible design for safety instruction and threat reporting systems. Students have been pushed to the sidelines of safety. School of Errors is the overdue invitation to America's youth that they are crucially needed to inform the practices and systems that promote the safety of their school environment. This book will immediately change how you think about school safety! -- Missy Herek, Elementary Principal, Hillsboro School District, Hillsboro, WisconsinDavid Perrodin adeptly tackles and untangles a topic that is on everyone’s minds these days – keeping schools safe -- with blunt honesty and keen insight drawn from years of experience. The book debunks the many “quick fix” solutions that do nothing but drain taxpayer dollars in exchange for a facile illusion of safety. Dr. Perrodin’s goal is to instead urge all involved to look at the problem from a sober, realistic viewpoint and pursue safety strategies that emphasize flexibility, common sense and the ability to assess how things actually work in the real world. There is no other book like it available today, making it a must read for both parents and experts alike. -- Mike Valentino, editor, "Jersey Joe Walcott: A Boxing Biography"Dr. Perrodin’s book guides us back to true prevention. Millions of dollars are being spent on fortifying our schools, when possibly the assailant might already be behind the walls. School Safety should be focused on mental health services, reporting tools, improving school climate, and threat assessment training. -- Salvador Arias, safe schools coordinator, Kern County, CaliforniaSchool safety has been an enigma to school officials and parents alike. Misguided solutions presented by the mainstream media have provoked us into implementing knee-jerk practices in response to school tragedies. Dr. David Perrodin’s book provides a steadfast approach, removing the rhetoric while providing clear focused guidance on understanding school safety and the tools needed to implement guided adaptive critical thinking during chaotic emergency situations. School Officials, as well as parents, would benefit greatly from reading this book. -- Hector Solis, creator and host, Awareness PodcastIn School of Errors, David Perrodin offers comprehensive, practical expertise around school safety. Following some bullying complaints and behavior incidents a few years ago, we hired David as a consultant during a review of District safety operational systems. Under his advisement, and vetted through research and his own field experiences, our district revamped its procedures. Based on student-centered needs, the evidence-based practices (emphasizing prevention, restoration, and accountability) were so relevant that our district continues to use them today. With adverse social and mental health issues on the rise in our country, school personnel will find David’s message to be just the right antidote. Read his book and start the work! Time is critical and our children deserve nothing less. -- Cynthia Russell Smith, director, Student Services, Marinette School District, Marinette, WisconsinSchool district administrators face an uphill battle when it comes to ensuring safe schools for their students, staff and families. School of Errors gives schools a road map for navigating the gauntlet of challenges around school safety. Dr. David Perrodin delivers research-tested, relevant strategies for creating and sustaining safe schools. -- Joe Bruzzese, CEO, SprigeoAt a time when public awareness of school safety is at an all time high, Dr. David Perrodin’s School of Errors, provides practical, evidence-based wisdom. School administrators will be well-served to peruse these pages before giving into pressure to purchasing costly safety equipment or developing complex safety procedures. -- Michele Butler, principal, Arcadia Middle School, Arcadia, WIAs a parent of two children with special needs, I often have specific questions about school safety. What are my children being taught about safety? What do they actually understand about safety and reporting threats? How does the safety plan work when somebody is absent? Administrators assure parents that schools are safe. Yet we know from our own experiences that during a crisis, something will happen and scripted plans will be hurled out the window. Then what? Dr. Perrodin gives us the expert insight of someone who can answer that question. I highly recommend you read School of Errors and really let it all sink in. -- Tabatha Malliard, parent of two children with special needs, PennsylvaniaTable of ContentsForeword by Danny Woodburn Preface Acknowledgements Introduction Part One: The Torus Chapter One: How Thinking About a Bagel Can Get You Through the Worst Day of Your Life Chapter Two: Exploration Is a Kind of Safety Drill Chapter Three: Situational Awareness via Sensemaking, Your Sword and Shield Chapter Four: Legacy Knowledge Part Two: The Foolishness of Benchmarking Chapter Five: Disasters Are the Real Snowflakes Chapter Six: Another New Latin Word: Psychological Transference Chapter Seven: So, What’s Wrong with Benchmarking? Critical Decision-Making in a Nonlinear World Chapter Eight: Why Comparing Disasters Feels Too Good to Be True Chapter Nine: One Variable, One Very Big Difference: the Internet Chapter Ten: A Final Word on Schools and Benchmarking Part Three: Drill Fidelity Chapter Eleven: Fancy Drills Are Worse Than Useless Chapter Twelve: The Right Way to Conduct a Drill: Critical Decision Making in a Nonlinear World Chapter Thirteen: Other Options: Tabletop Exercises and Focus Groups Chapter Fourteen: What is a Tabletop Exercise? Chapter Fifteen: Video Boondoggle Chapter Sixteen: One More Don't: Professional Standards for Educational Leaders (PSEL) Part Four: Systems Will Develop, So Let Them Chapter Seventeen: The Zen of Safety Chapter Eighteen: Incident Command Structure Chapter Nineteen: Tornadoes, Hurricanes, and the Fabulous Cajun Navy Relief Chapter Twenty: Seeing Faces on the Moon: How Pareidolia Helped the Rescue System on 9/11 Develop Chapter Twenty-One: Transitioning into Chaos – How Increasing the “Noise” Increases Options… Up to a Point Chapter Twenty-Two: Hobbes’s Leviathan Meets the Twin Towers Part Five: How We Know What We Know. So Why Do These Systems Develop? Chapter Twenty-Three: Simulated Annealing, or SA: How the Human Brain is Specialized for Improvisation Chapter Twenty-Four: Leadership Theories AH (After Hobbes) Chapter Twenty-Five: Legacy Knowledge, Distributed Leadership, and Rookie Teachers vs. Admiral Loy Chapter Twenty-Six: Summary of What We Know Part Six: The Future Chapter Twenty-Seven: How Will Decisions Made in the Moment Be Studied? And How Will Future Decisions Be Directed? Chapter Twenty-Eight: Bollards and Planters: The Terrible Ideas That Are Coming to a School Near You Chapter Twenty-Nine: A Mile Wide and an Inch Deep Chapter Thirty: Final Implications for School Leaders Epilogue: Nothing Means Anything To Anyone Until It Means Everything To You References Index Meet the Author

Read more less

Book SynopsisSchool of Errors establishes another voice in the discussion of how to promote safe schools. It challenges the unchecked expansion of school fortification and questions the realized benefit of inter-agency collaboration during a sentinel event. This book offers an alternative to traumatizing simulations by providing clear options for improving school safety by the empirically-proven effective measures of leakage detection (preventive) and sensemaking (reactive). School of Errors restores the scientific method to school safety and clears a path through the media rhetoric fogging this vital topic.Trade ReviewSchool safety is a primary concern for any parent, teacher, or school administrator today. Perrodin (Viterbo Univ.) has extensive experience with and background in safety training, and he provides a realistic view of the topic, including practical ideas and solutions for school systems to implement. He cautions of "safety experts" who are more interested in making a profit than protecting schools, noting that administrators should be wary of proposed solutions that only advocate for more safety cameras, metal detectors, or other flashy technology. Instead the author asks for schools to consider "the torus," a way of visualizing familiar places, events, and daily routines and their interruptions as a possible solution, along with situational awareness. Perrodin cleverly uses a bagel to illustrate this point. He believes that schools must be ready to let go of the familiar and improvise, emphasizing a student-centered approach, particularly in the section on drill fidelity, stating that drills should be conducted less frequently but with more urgency to teach students skills to use in a particular situation rather than just to show them what could happen. This accessible book will appeal to multiple audiences and would be a valuable addition to any library. Summing Up: Recommended. All levels. * Choice *Dr. David Perrodin’s School of Errors allows readers inside the mind of an expert educator, a national resource in school safety research, and a compelling story teller. Perrodin lays out a guide for considering safety that prioritizes data-driven research over rhetoric, student learning over unnecessary fear, and wisdom over bumper sticker solutions. At least one person on every school board should have read this book before weighing another district safety decision. This is essential reading for school leaders, but worth the time for anyone interested in the larger national dialogue around safety. His gift as a writer is to connect the particulars of school safety to the larger realities of human existence, history, and patterns that only a gifted expert can show us. -- Seann Dikkers, author, “TeacherCraft, Mobile Media Learning, and Real-Time Research”In every field there is that one man who is led by facts and truth rather than fads or group thinking. When it comes to school safety, David Perrodin is that man, and his book School of Errors reveals why. -- TJ Martinell, Lens award-winning reporter and writer at the Tenth Amendment CenterA brave demonstration of speaking truth to power “School of Errors” rips the lid off the billion-dollar school safety industry. Using real-world examples of successful responses in desperate situations, David contrasts the expensive window dressings pitched to panicked parents, with the inexpensive and effective approaches proven to actually work. Read this book before you let your school waste another precious dollar on meaningless safety ‘theater.’ -- James B. Sibley, Esq., Special Education Attorney, Tollner Law OfficesOver the last 20 years, in the wake of unthinkable school shootings, school safety has propelled itself to priority number one for school leaders. A priority that has not had the thoughtful support of understanding what we need to do to address the simple question, “What if?” A question with an endless number of scenarios which we honestly struggle to reasonably counter. We spend countless amounts of resources of time and money to fortify our schools and train our staff. Yet intuitively we sense we are somehow possibly missing the boat. David allows us a moment to step back and thoughtfully reconsider the landscape before us. -- Mati Palm-Leis, superintendent, School District of Mellen WisconsinDr. David Perrodin gives the reader a contrarian view on the current school security establishment. The emphasis is placed more on the individual for timely action than it does bollard fencing. Perrodin’s School of Errors puts you in the front row of active shooter crime scenes. What is needed and how to survive them. -- Thomas Marchetti, retired Los Angeles Police DetectiveIf you have any interest in saving kids’ lives, you need this book. It’s not a regurgitation of the “hide-run-fight” mantra, but a deeper study of what humans do in chaotic, unpredictable emergencies, and how to apply those lessons. We say that, 'An ounce of prevention is worth a pound of cure.' In real life that means it is cheaper, easier, and more effective to spot troubled students than to spend millions on "security bling” that we already know doesn’t work. Better to cultivate a principles-based flexible attitude than memorize a dozen rigid, impossibly specific responses that only work in the unlikely event that your chaos matches a previous chaos. David Perrodin gives you a way to think about the problem and an insight into how the humans you deal with are probably going to handle it anyway, so you can work with nature instead of trying to script the unpredictable. -- Rory Miller, author, “Meditations on Violence”Rather than throwing hockey pucks at a school intruder read David Perrodin’s important book and learn what both common sense and law enforcement experts suggest you do to protect your students. -- David Obst, Pulitzer Prize winning educator; author, "Too Good to Be Forgotten: Changing America in the ’60s and ’70s"Dr. Perrodin boldly reveals the internal mechanisms of the billion dollar school safety industry in his must-read book School of Errors. As a school district administrator in elementary education, the safety of my students and staff is a matter of the utmost importance. David untangles the issues all school leaders face from years of vague policy guidance, unchecked fortification and a complete absence of accessible design for safety instruction and threat reporting systems. Students have been pushed to the sidelines of safety. School of Errors is the overdue invitation to America's youth that they are crucially needed to inform the practices and systems that promote the safety of their school environment. This book will immediately change how you think about school safety! -- Missy Herek, Elementary Principal, Hillsboro School District, Hillsboro, WisconsinDavid Perrodin adeptly tackles and untangles a topic that is on everyone’s minds these days – keeping schools safe -- with blunt honesty and keen insight drawn from years of experience. The book debunks the many “quick fix” solutions that do nothing but drain taxpayer dollars in exchange for a facile illusion of safety. Dr. Perrodin’s goal is to instead urge all involved to look at the problem from a sober, realistic viewpoint and pursue safety strategies that emphasize flexibility, common sense and the ability to assess how things actually work in the real world. There is no other book like it available today, making it a must read for both parents and experts alike. -- Mike Valentino, editor, "Jersey Joe Walcott: A Boxing Biography"Dr. Perrodin’s book guides us back to true prevention. Millions of dollars are being spent on fortifying our schools, when possibly the assailant might already be behind the walls. School Safety should be focused on mental health services, reporting tools, improving school climate, and threat assessment training. -- Salvador Arias, safe schools coordinator, Kern County, CaliforniaSchool safety has been an enigma to school officials and parents alike. Misguided solutions presented by the mainstream media have provoked us into implementing knee-jerk practices in response to school tragedies. Dr. David Perrodin’s book provides a steadfast approach, removing the rhetoric while providing clear focused guidance on understanding school safety and the tools needed to implement guided adaptive critical thinking during chaotic emergency situations. School Officials, as well as parents, would benefit greatly from reading this book. -- Hector Solis, creator and host, Awareness PodcastIn School of Errors, David Perrodin offers comprehensive, practical expertise around school safety. Following some bullying complaints and behavior incidents a few years ago, we hired David as a consultant during a review of District safety operational systems. Under his advisement, and vetted through research and his own field experiences, our district revamped its procedures. Based on student-centered needs, the evidence-based practices (emphasizing prevention, restoration, and accountability) were so relevant that our district continues to use them today. With adverse social and mental health issues on the rise in our country, school personnel will find David’s message to be just the right antidote. Read his book and start the work! Time is critical and our children deserve nothing less. -- Cynthia Russell Smith, director, Student Services, Marinette School District, Marinette, WisconsinSchool district administrators face an uphill battle when it comes to ensuring safe schools for their students, staff and families. School of Errors gives schools a road map for navigating the gauntlet of challenges around school safety. Dr. David Perrodin delivers research-tested, relevant strategies for creating and sustaining safe schools. -- Joe Bruzzese, CEO, SprigeoAt a time when public awareness of school safety is at an all time high, Dr. David Perrodin’s School of Errors, provides practical, evidence-based wisdom. School administrators will be well-served to peruse these pages before giving into pressure to purchasing costly safety equipment or developing complex safety procedures. -- Michele Butler, principal, Arcadia Middle School, Arcadia, WIAs a parent of two children with special needs, I often have specific questions about school safety. What are my children being taught about safety? What do they actually understand about safety and reporting threats? How does the safety plan work when somebody is absent? Administrators assure parents that schools are safe. Yet we know from our own experiences that during a crisis, something will happen and scripted plans will be hurled out the window. Then what? Dr. Perrodin gives us the expert insight of someone who can answer that question. I highly recommend you read School of Errors and really let it all sink in. -- Tabatha Malliard, parent of two children with special needs, PennsylvaniaTable of ContentsForeword by Danny WoodburnPrefaceAcknowledgementsIntroductionPart One: The TorusChapter One: How Thinking About a Bagel Can Get You Through the Worst Day of Your LifeChapter Two: Exploration Is a Kind of Safety DrillChapter Three: Situational Awareness via Sensemaking, Your Sword and ShieldChapter Four: Legacy KnowledgePart Two: The Foolishness of BenchmarkingChapter Five: Disasters Are the Real SnowflakesChapter Six: Another New Latin Word: Psychological TransferenceChapter Seven: So, What’s Wrong with Benchmarking? Critical Decision-Making in a Nonlinear WorldChapter Eight: Why Comparing Disasters Feels Too Good to Be TrueChapter Nine: One Variable, One Very Big Difference: the InternetChapter Ten: A Final Word on Schools and BenchmarkingPart Three: Drill FidelityChapter Eleven: Fancy Drills Are Worse Than UselessChapter Twelve: The Right Way to Conduct a Drill: Critical Decision Making in a Nonlinear WorldChapter Thirteen: Other Options: Tabletop Exercises and Focus GroupsChapter Fourteen: What is a Tabletop Exercise?Chapter Fifteen: Video BoondoggleChapter Sixteen: One More Don't: Professional Standards for Educational Leaders (PSEL)Part Four: Systems Will Develop, So Let ThemChapter Seventeen: The Zen of SafetyChapter Eighteen: Incident Command StructureChapter Nineteen: Tornadoes, Hurricanes, and the Fabulous Cajun Navy ReliefChapter Twenty: Seeing Faces on the Moon: How Pareidolia Helped the Rescue System on 9/11 DevelopChapter Twenty-One: Transitioning into Chaos – How Increasing the “Noise” Increases Options… Up to a PointChapter Twenty-Two: Hobbes’s Leviathan Meets the Twin TowersPart Five: How We Know What We Know. So Why Do These Systems Develop?Chapter Twenty-Three: Simulated Annealing, or SA: How the Human Brain is Specialized for ImprovisationChapter Twenty-Four: Leadership Theories AH (After Hobbes)Chapter Twenty-Five: Legacy Knowledge, Distributed Leadership, and Rookie Teachers vs. Admiral LoyChapter Twenty-Six: Summary of What We KnowPart Six: The FutureChapter Twenty-Seven: How Will Decisions Made in the Moment Be Studied? And How Will Future Decisions Be Directed?Chapter Twenty-Eight: Bollards and Planters: The Terrible Ideas That Are Coming to a School Near YouChapter Twenty-Nine: A Mile Wide and an Inch DeepChapter Thirty: Final Implications for School LeadersEpilogue: Nothing Means Anything To Anyone Until It Means Everything To YouReferencesIndex Meet the Author

Read more less

Book SynopsisThis book focuses primarily on elementary to middle school transitions. This book was developed with a two-fold premise: one, that educators and parents understand the role they play in meeting the basic developmental needs of individual students during times of transition; and two, that school leaders understand how critically important it is for organizations to create structured transition processes to better ensure student success before, during and after transitions that supports the growth and development of students. This book includes authentic scenarios that are research-based to help combat the barriers associated with the transitional moves elementary students may experience. The goal is that school organizations and institutions will work collectively to strategically develop district-wide and inter-agency (high school and college) transition plans to help students with these critical periods.Trade ReviewThis book focuses on the real world issues that our students are facing every day in our schools. The authors have provided common sense approaches to helping students through tough transitional times during their educational journey. -- Kelly A. Foster, PhD, associate commissioner, Kentucky Department of Education; adjunct professor, Western Kentucky UniversitySometimes, there is such a glaring need for a book to have been written, as soon as you read the first page, an epiphany happens. Christian, Koett, and Potter have filled a void here so desperately needing more attention. The three have hit a homerun! For parents, P-12 and higher education teachers, and administrators, simply read this book. You most likely know someone whose future in schooling is hanging by a thread right now, and you are the lifeline. -- Joseph 'Rocky' Wallace, PhD, coordinator, Principal Licensure Program; associate professor of Graduate Education, Asbury UniversityPoignant, compelling, and, above all… useful. Educators, parents, and anyone whose work touches the lives of children and youth will benefit from these gripping and instructive tales of school transitions and how to design them for success. -- Mike Rutherford, president, Rutherford Learning Group, Inc. and author,"The Artisan Teacher: A Field Guide to Skillful Teaching", president, Rutherford Learning Group, Inc. and author and author,"The Artisan Teacher: A Field Guide to Skillful Teaching"Table of ContentsPREFACE INTRODUCTION CHAPTER 1: THE PLIGHT OF RICKY WRIGHT CHAPTER 2: A LOST BALL IN HIGH WEEDS CHAPTER 3: BECKY’S STORY CHAPTER 4: TOP DOG EFFECT CHAPTER 5: AFRAID TO TAKE A CHANCE CHAPTER 6: SELF ACTUALIZATION CHAPTER 7: SO EACH MAY LEARN CHAPTER 8: SIGHT UNSEEN CHAPTER 9: TRIALS AND TRIBULATIONS CHAPTER 10: WORDS CAN’T EXPRESS CHAPTER 11: SLACKER CHAPTER 12: SOCIAL IMMATURITY

Read more less

Book SynopsisThis book focuses primarily on elementary to middle school transitions. This book was developed with a two-fold premise: one, that educators and parents understand the role they play in meeting the basic developmental needs of individual students during times of transition; and two, that school leaders understand how critically important it is for organizations to create structured transition processes to better ensure student success before, during and after transitions that supports the growth and development of students. This book includes authentic scenarios that are research-based to help combat the barriers associated with the transitional moves elementary students may experience. The goal is that school organizations and institutions will work collectively to strategically develop district-wide and inter-agency (high school and college) transition plans to help students with these critical periods.Trade ReviewThis book focuses on the real world issues that our students are facing every day in our schools. The authors have provided common sense approaches to helping students through tough transitional times during their educational journey. -- Kelly A. Foster, PhD, associate commissioner, Kentucky Department of Education; adjunct professor, Western Kentucky UniversitySometimes, there is such a glaring need for a book to have been written, as soon as you read the first page, an epiphany happens. Christian, Koett, and Potter have filled a void here so desperately needing more attention. The three have hit a homerun! For parents, P-12 and higher education teachers, and administrators, simply read this book. You most likely know someone whose future in schooling is hanging by a thread right now, and you are the lifeline. -- Joseph 'Rocky' Wallace, PhD, coordinator, Principal Licensure Program; associate professor of Graduate Education, Asbury UniversityPoignant, compelling, and, above all… useful. Educators, parents, and anyone whose work touches the lives of children and youth will benefit from these gripping and instructive tales of school transitions and how to design them for success. -- Mike Rutherford, president, Rutherford Learning Group, Inc. and author,"The Artisan Teacher: A Field Guide to Skillful Teaching", president, Rutherford Learning Group, Inc. and author and author,"The Artisan Teacher: A Field Guide to Skillful Teaching"Table of ContentsPREFACE INTRODUCTION CHAPTER 1: THE PLIGHT OF RICKY WRIGHT CHAPTER 2: A LOST BALL IN HIGH WEEDS CHAPTER 3: BECKY’S STORY CHAPTER 4: TOP DOG EFFECT CHAPTER 5: AFRAID TO TAKE A CHANCE CHAPTER 6: SELF ACTUALIZATION CHAPTER 7: SO EACH MAY LEARN CHAPTER 8: SIGHT UNSEEN CHAPTER 9: TRIALS AND TRIBULATIONS CHAPTER 10: WORDS CAN’T EXPRESS CHAPTER 11: SLACKER CHAPTER 12: SOCIAL IMMATURITY

Read more less

Book SynopsisThe transition from middle school to high school poses as one of the most challenging transitions students will make in their academic career in grades K-12. The transition from grade eight to grade posts the greatest loss with the highest dropout rates nationally occurring during this transition. This book shares authentic examples through story telling of the situations students have experienced during their transition to high school. Also included in this book are intervention strategies schools could implement to counter the downward spiral. This book opens dialog and increases communication among teachers, parents and administrators with the goal of seeking solutions and implementing transition activities that increase the chances of student and school success.Table of ContentsPREFACE INTRODUCTION CHAPTER 1: FEAR OF SWIRLEYS CHAPTER 2: THEY CALLED HIM STINKY CHAPTER 3: LOCKER ROOM HORROR STORIES CHAPTER 4: CUT---DISCONNECTED---DRIFTING CHAPTER 5: PARENTS IN TRANSITIOM CHAPTER 6: DAD’S IN JAIL, MOM’S ALWAYS HIGH AND I LIVE WITH MY GRANDMA CHAPTER 7: ABOVE YOUR RAISIN’ CHAPTER 8: HOME VISITS CHAPTER 9: DUAL CREDIT, APPRENTICESHIPS, CAREER ACADEMIES CHAPTER 10: DOES ANYBODY HEAR ME? DOES ANYBODY SEE ME? DOES ANYBODY CARE? CHAPTER 11: “WITHIIT” HIGH SCHOOL CHAPTER 12: QUESTIONS---QUESTIONS---QUESTIONS

Read more less

Book SynopsisThe transition from middle school to high school poses as one of the most challenging transitions students will make in their academic career in grades K-12. The transition from grade eight to grade posts the greatest loss with the highest dropout rates nationally occurring during this transition. This book shares authentic examples through story telling of the situations students have experienced during their transition to high school. Also included in this book are intervention strategies schools could implement to counter the downward spiral. This book opens dialog and increases communication among teachers, parents and administrators with the goal of seeking solutions and implementing transition activities that increase the chances of student and school success.Table of ContentsPREFACE INTRODUCTION CHAPTER 1: FEAR OF SWIRLEYS CHAPTER 2: THEY CALLED HIM STINKY CHAPTER 3: LOCKER ROOM HORROR STORIES CHAPTER 4: CUT---DISCONNECTED---DRIFTING CHAPTER 5: PARENTS IN TRANSITIOM CHAPTER 6: DAD’S IN JAIL, MOM’S ALWAYS HIGH AND I LIVE WITH MY GRANDMA CHAPTER 7: ABOVE YOUR RAISIN’ CHAPTER 8: HOME VISITS CHAPTER 9: DUAL CREDIT, APPRENTICESHIPS, CAREER ACADEMIES CHAPTER 10: DOES ANYBODY HEAR ME? DOES ANYBODY SEE ME? DOES ANYBODY CARE? CHAPTER 11: “WITHIIT” HIGH SCHOOL CHAPTER 12: QUESTIONS---QUESTIONS---QUESTIONS

Read more less

Book SynopsisCombining widely-accepted concepts of human behavior with elements from Rational Emotive Therapy, Positive Psychology, Emotional Intelligence, and most prominently Transactional Analysis, the second edition of Rethinking Everything explores in immediately understandable terms why we act as we do, how we frequently undermine our relationships, why we often cripple our potential, and how we can take greater control of our lives. By providing the language, real-life examples, cutting-edge research, and behavioral explanations to label, recognize, and examine dysfunctional conduct, Rethinking Everything empowers an awareness-inspired journey towards self-improvement. To that end, the expectation is not for readers of this book to save the world, but rather for those internalizing its insights to rethink everything in saving themselves.Trade ReviewImpressively well written, organized, and presented, Rethinking Everything: Personal Growth through Transactional Analysis is as informed and informative as it is thoughtful and thought-provoking. A seminal work of commendable research, Rethinking Everything is very highly recommended for community and academic library Psychology/Psychiatry reference collections, supplemental studies lists, and for personal reading empowering anyone seeking greater self-awareness, effectiveness, and control. -- James A. Cox, Editor-in-Chief, "Midwest Book Review"Rethinking Everything brings the field of Transactional Analysis into the present day. Neil Bright provides a thorough, well written, and documented work which offers the reader an opportunity to understand the theory, examine his or her own life, and make decisions toward a more fulfilling existence. In fact, since reading Rethinking Everything, the “complex simplicity” of Transactional Analysis has clearly contributed to my psychotherapy practice and is undeniably benefiting my patients. So if your plan to read any book on personal growth, I highly recommend Rethinking Everything as the one you should read. -- Dr. Arthur S. Weinfeld, Ph.D, psychologistRethinking Everything is a well-researched and an extremely accessible read for anyone wishing to learn more about problem solving through Transactional Analysis (TA). Neil Bright has taken major TA concepts and integrated them well with commonly accepted explanations from other schools of psychological thought. He brings a contemporary manner of thinking about these theories and presents them in a lively way, keeping readers engaged in a process that invites reflection. -- Steff Oates, teaching and supervising psychotherapist specializing in Transactional AnalysisTable of ContentsPreface Chapter One: Setting The Stage Chapter Two: Rethinking Thinking Chapter Three: Connecting What Was To What Is Chapter Four: Understanding The Parent Ego State Chapter Five: Understanding The Child Ego State Chapter Six: Understanding The Adult Ego State Chapter Seven: Utilizing Transaction Theory Chapter Eight: Differentiating Psychological Strokes Chapter Nine: Collecting Psychological Stamps Chapter Ten: Identifying Games And Defenses Chapter Eleven: Internalizing Life Positions Chapter Twelve: Recognizing Drivers Chapter Thirteen: Interpreting Scripts Chapter Fourteen: Gaining Freedom References Index

Read more less

Book SynopsisCombining widely-accepted concepts of human behavior with elements from Rational Emotive Therapy, Positive Psychology, Emotional Intelligence, and most prominently Transactional Analysis, the second edition of Rethinking Everything explores in immediately understandable terms why we act as we do, how we frequently undermine our relationships, why we often cripple our potential, and how we can take greater control of our lives. By providing the language, real-life examples, cutting-edge research, and behavioral explanations to label, recognize, and examine dysfunctional conduct, Rethinking Everything empowers an awareness-inspired journey towards self-improvement. To that end, the expectation is not for readers of this book to save the world, but rather for those internalizing its insights to rethink everything in saving themselves.Trade ReviewImpressively well written, organized, and presented, Rethinking Everything: Personal Growth through Transactional Analysis is as informed and informative as it is thoughtful and thought-provoking. A seminal work of commendable research, Rethinking Everything is very highly recommended for community and academic library Psychology/Psychiatry reference collections, supplemental studies lists, and for personal reading empowering anyone seeking greater self-awareness, effectiveness, and control. -- James A. Cox, Editor-in-Chief, "Midwest Book Review"Rethinking Everything brings the field of Transactional Analysis into the present day. Neil Bright provides a thorough, well written, and documented work which offers the reader an opportunity to understand the theory, examine his or her own life, and make decisions toward a more fulfilling existence. In fact, since reading Rethinking Everything, the “complex simplicity” of Transactional Analysis has clearly contributed to my psychotherapy practice and is undeniably benefiting my patients. So if your plan to read any book on personal growth, I highly recommend Rethinking Everything as the one you should read. -- Dr. Arthur S. Weinfeld, Ph.D, psychologistRethinking Everything is a well-researched and an extremely accessible read for anyone wishing to learn more about problem solving through Transactional Analysis (TA). Neil Bright has taken major TA concepts and integrated them well with commonly accepted explanations from other schools of psychological thought. He brings a contemporary manner of thinking about these theories and presents them in a lively way, keeping readers engaged in a process that invites reflection. -- Steff Oates, teaching and supervising psychotherapist specializing in Transactional AnalysisTable of ContentsPreface Chapter One: Setting The Stage Chapter Two: Rethinking Thinking Chapter Three: Connecting What Was To What Is Chapter Four: Understanding The Parent Ego State Chapter Five: Understanding The Child Ego State Chapter Six: Understanding The Adult Ego State Chapter Seven: Utilizing Transaction Theory Chapter Eight: Differentiating Psychological Strokes Chapter Nine: Collecting Psychological Stamps Chapter Ten: Identifying Games And Defenses Chapter Eleven: Internalizing Life Positions Chapter Twelve: Recognizing Drivers Chapter Thirteen: Interpreting Scripts Chapter Fourteen: Gaining Freedom References Index

Read more less

Book SynopsisCombating Hatred describes actual events of deep-seated hatred and social injustice found in schools. It then examines educators' responses to this hatred. Through their actions these leaders became transformational not only in bringing social justice to schools but to entire communities as well. The narratives are presented in an interdisciplinary scholar/practitioner approach that combines theory and practice so that practical actions bring life to educational philosophies.Trade Review"We live in challenging times for educational leaders – times in which our elected officials seem lost, almost incapable of identifying and pursing public issues that will strengthen our democracy. They could learn from Terry Furin’s most recent book. In this book, Combating Hatred: Transformational Educators Striving for Social Justice, Terry Furin picks-up, expands and deepens the democratic leadership perspective he introduced in his 2009 Combating Hatred: Educators Leading the Way. He draws from theoretical and interdisciplinary perspectives on which teachers and administrators alike can build and adapt their practices. And he provides case studies that demonstrate those theories and perspectives in action. This is a book that proves there is nothing more practical than good theory, and nothing more theoretical than good practice." -- Harris Sokoloff, Ph.D., Director, Center for School Study Councils, Adjunct Associate Professor, University of Pennsylvania, Penn Project for Civic Engagement“Whenever I’ve invited Terry Furin to contribute to the monthly magazine I oversee for school superintendents, I can be confident of two things: (1) I am assigning him an article on one tough topic that many others would prefer to avoid and (2) he is going to deliver with the insight and candor that serves top leaders in K-12 schooling. In his updated version of Combating Hatred, Furin writes from the perspective who someone who has lived through the hard, unpredictable challenges confronting public school leadership. His realistic sense of how things work in the trenches ought to command wide attention.” -- Jay P. Goldman, Editor, School Administrator magazineTerrance L. Furin boldly exposes the implicit and explicit biases that permeate our society and schools. He uses case studies to illustrate theoretical and practical responses to combating intolerance, prejudice, and hatred in our schools throughout this book, as well as in his workshops for our new superintendents. This book is a must-read for educational leaders who understand that a civilized culture is core to a growth culture. -- Connie R. Kindler, Consultant for Professional Development, Pennsylvania Association of School Administrators"Dr Furin applies some of the most compelling, practical strategies for challenging a climate of misunderstanding and creating a school community of lasting respect. His interdisciplinary and multi-faceted approach makes Combating Hatred: Transformational Educators Striving for Social Justice a necessary resource for a new generation of educational leaders." -- Daniel Joyce, Director of the ACESJU Education Fellows Program, Saint Joseph's University"The timing of Dr. Terrance Furin's latest book cannot be more appropriate. With the recent proliferation of school violence in the form of shootings and the disturbing incidents of hate crimes, Combating Hatred: Transformational Educators Striving for Social Justice, will prove to be a valuable resource for educators truly interested in finding ways to better ensure the safety and welfare of their students and make a difference in our society. Dr. Furin uses the case study method to reveal strategies that can be helpful in building harmony among all segments of the school community. Combating Hatred is an important guidebook for school leaders as it brings theory and practice together around the vital topic of confronting hatred. In it Dr. Terrance L. Furin shares his insights gleaned from many years as an extraordinarily effective and creative educational leader." -- Robert Palestini Ed.D, Professor Emeritus, Educational Leadership, Saint Joseph’s UniversityTable of ContentsList of Figures Preface Acknowledgements Introduction Chapter 1: Combating Hatred and Creating Leadership from Within Chapter 2: Combating a Neo-Nazi Hate Group Chapter 3: Combating Student Alienation That Can Lead to Hatred and Violence Chapter 4: Educators Combating Racial Hatred Chapter 5: Combating Hatred from the Religious Right Chapter 6: Transformational Educational Leaders: Creating Communities that Changed Worlds

Read more less

Book SynopsisCombating Hatred describes actual events of deep-seated hatred and social injustice found in schools. It then examines educators' responses to this hatred. Through their actions these leaders became transformational not only in bringing social justice to schools but to entire communities as well. The narratives are presented in an interdisciplinary scholar/practitioner approach that combines theory and practice so that practical actions bring life to educational philosophies.Trade Review"We live in challenging times for educational leaders – times in which our elected officials seem lost, almost incapable of identifying and pursing public issues that will strengthen our democracy. They could learn from Terry Furin’s most recent book. In this book, Combating Hatred: Transformational Educators Striving for Social Justice, Terry Furin picks-up, expands and deepens the democratic leadership perspective he introduced in his 2009 Combating Hatred: Educators Leading the Way. He draws from theoretical and interdisciplinary perspectives on which teachers and administrators alike can build and adapt their practices. And he provides case studies that demonstrate those theories and perspectives in action. This is a book that proves there is nothing more practical than good theory, and nothing more theoretical than good practice." -- Harris Sokoloff, Ph.D., Director, Center for School Study Councils, Adjunct Associate Professor, University of Pennsylvania, Penn Project for Civic Engagement“Whenever I’ve invited Terry Furin to contribute to the monthly magazine I oversee for school superintendents, I can be confident of two things: (1) I am assigning him an article on one tough topic that many others would prefer to avoid and (2) he is going to deliver with the insight and candor that serves top leaders in K-12 schooling. In his updated version of Combating Hatred, Furin writes from the perspective who someone who has lived through the hard, unpredictable challenges confronting public school leadership. His realistic sense of how things work in the trenches ought to command wide attention.” -- Jay P. Goldman, Editor, School Administrator magazineTerrance L. Furin boldly exposes the implicit and explicit biases that permeate our society and schools. He uses case studies to illustrate theoretical and practical responses to combating intolerance, prejudice, and hatred in our schools throughout this book, as well as in his workshops for our new superintendents. This book is a must-read for educational leaders who understand that a civilized culture is core to a growth culture. -- Connie R. Kindler, Consultant for Professional Development, Pennsylvania Association of School Administrators"Dr Furin applies some of the most compelling, practical strategies for challenging a climate of misunderstanding and creating a school community of lasting respect. His interdisciplinary and multi-faceted approach makes Combating Hatred: Transformational Educators Striving for Social Justice a necessary resource for a new generation of educational leaders." -- Daniel Joyce, Director of the ACESJU Education Fellows Program, Saint Joseph's University"The timing of Dr. Terrance Furin's latest book cannot be more appropriate. With the recent proliferation of school violence in the form of shootings and the disturbing incidents of hate crimes, Combating Hatred: Transformational Educators Striving for Social Justice, will prove to be a valuable resource for educators truly interested in finding ways to better ensure the safety and welfare of their students and make a difference in our society. Dr. Furin uses the case study method to reveal strategies that can be helpful in building harmony among all segments of the school community. Combating Hatred is an important guidebook for school leaders as it brings theory and practice together around the vital topic of confronting hatred. In it Dr. Terrance L. Furin shares his insights gleaned from many years as an extraordinarily effective and creative educational leader." -- Robert Palestini Ed.D, Professor Emeritus, Educational Leadership, Saint Joseph’s UniversityTable of ContentsList of Figures Preface Acknowledgements Introduction Chapter 1: Combating Hatred and Creating Leadership from Within Chapter 2: Combating a Neo-Nazi Hate Group Chapter 3: Combating Student Alienation That Can Lead to Hatred and Violence Chapter 4: Educators Combating Racial Hatred Chapter 5: Combating Hatred from the Religious Right Chapter 6: Transformational Educational Leaders: Creating Communities that Changed Worlds

Read more less

Book SynopsisEvery year, large numbers of American young people who are not terribly interested in attending a four-year college reluctantly enroll anyway, effectively pressured by combinations of parents, peers, teachers, guidance counselors, and the normative air they breathe. More than occasionally, they wind up confirming that collegiate life is not for them and, sooner or later, drop out. From there, again more than occasionally, they find themselves unemployed or underemployed, in big-time student debt, and quite possibly feeling like a failure.Cratered paths like these routinely stunt entries to middle-class jobs and careers. These are often needless delays and losses, because other education and career routes are primed to better serve millions of young men and women, especially those who enjoy working with their hands. Taking advantage of these routes also simultaneously enriches our economy.Digging deeply into issues like these is the book's main aim. Helping teenagers think through what Trade ReviewMitch Pearlstein is correct, a four-year college isn’t for everyone. Every parent who thinks that’s’ true for other people’s kids, but not their own, should read this critically important book. Pearlstein’s data-driven examination shows why current norms and notions that nearly everyone should go to college are recipes for disappointment for millions and serious impediments to economic growth. -- Randy Ahlm, CEO, Imperial Plastics, Inc.Mitch Pearlstein knows how to make a convincing case. This time it is about why we should expose more young Americans to the many educational opportunities and career pathways that exist outside of the traditional four-year college route. -- Robert Doar, former commissioner for human services in both New York City and New York StateIt’s a miracle that such an important book is also such a joy to read. It is the key to improving millions of lives, financially and in terms of self-respect, and to strengthening our country as well. Pearlstein sees a major crisis that has been overlooked for far too long. And he tells us, wisely, how to overcome it. His message is brilliant—and urgent. -- David Lebedoff, author, "The Uncivil War"; founder, SwanStaff, a company helping those without four-year-degrees to achieve highly rewarding careersMitch Pearlstein is on to something very important: college education is not for everyone--but everyone should enter adulthood with a skill that can earn them a decent income, and help them support a family. If we are serious about making America into a country of prosperity for all, we need to give a serious listen to what Mitch has to say. -- Nicholas Eberstadt, American Enterprise InstituteMitch Pearlstein has penned a timely and very useful book about why many now find college to be more obstacle than opportunity. Notably, in an era when many are quick to demonize higher education or rush to its defense, he manages to do neither. Instead, he thoughtfully examines the landscape, suggest practical options, and sketches a promising path forward. -- Frederick Hess, author of Letters to a Young Education Reformer; director of education policy studies at the American Enterprise InstituteTable of ContentsAcknowledgments Introduction Chapter 1: The Four-Year College Bias Chapter 2: Underemployed Paths to Great Jobs Chapter 3: The Growing Power of Debt Chapter 4: Potential Economic Detours Chapter 5: Potential Social Detours Chapter 6: The Art of Craft Chapter 7: Conclusion Index About the Author

Read more less

Book SynopsisThe ability to successfully confront an employee AND maintain a quality relationship is a skill impediment for many school leaders. Confrontation Management is a practical framework to help any leader plan and facilitate a confrontational conversation. The reader will learn how to: ?Appropriately beginning a confrontational conversation?How to invite employees into a conversation and avoid a top-down meeting?Common tactics used by employees to torpedo a meeting?Successfully pivoting a conversation from issues or concerns to solutions?Ending a conversation with a plan and on a positive noteConfrontation Management is the ultimate guide to making sure that confrontation is facilitated effectively and the school leader's relationship with staff continues to result in a positive school culture.Trade ReviewI am convinced the confrontation framework outlined in this book will help change the cycle from school leaders avoiding tough conversations to confidently addressing unsatisfactory performance. Confrontation Management provides the secret sauce of how to address performance concerns in a respectful, direct, and meaningful way that provides clarity and support, while maintaining a trusting relationship. It is a book our professional development company will recommend for all school leaders! -- Tamara Konrade, director, INspired Leadership and VentureINConfrontation Management is a quality resource all school leaders should read. Miller provides a wide variety of scenarios and considerations school administrators deal with on a regular basis. The framework gives principals and superintendents guidance on how to handle difficult conversations in a way that any new or veteran school leader can apply. It is definitely worth the quick read. -- Deron Durflinger, superintendent, Van Meter School District, Van Meter, IowaInsightful and thought provoking. Miller gives school leaders the tools and language to confront urgent personnel issues while maintaining positive relationships. I urge you to read this book and use the strategies to transform your organization. -- Joel Pedersen, superintendent, Cardinal Community School District, Eldon, IA

Read more less

Book SynopsisThe ability to successfully confront an employee AND maintain a quality relationship is a skill impediment for many school leaders. Confrontation Management is a practical framework to help any leader plan and facilitate a confrontational conversation. The reader will learn how to: ?Appropriately beginning a confrontational conversation?How to invite employees into a conversation and avoid a top-down meeting?Common tactics used by employees to torpedo a meeting?Successfully pivoting a conversation from issues or concerns to solutions?Ending a conversation with a plan and on a positive noteConfrontation Management is the ultimate guide to making sure that confrontation is facilitated effectively and the school leader's relationship with staff continues to result in a positive school culture.Trade ReviewI am convinced the confrontation framework outlined in this book will help change the cycle from school leaders avoiding tough conversations to confidently addressing unsatisfactory performance. Confrontation Management provides the secret sauce of how to address performance concerns in a respectful, direct, and meaningful way that provides clarity and support, while maintaining a trusting relationship. It is a book our professional development company will recommend for all school leaders! -- Tamara Konrade, director, INspired Leadership and VentureINConfrontation Management is a quality resource all school leaders should read. Miller provides a wide variety of scenarios and considerations school administrators deal with on a regular basis. The framework gives principals and superintendents guidance on how to handle difficult conversations in a way that any new or veteran school leader can apply. It is definitely worth the quick read. -- Deron Durflinger, superintendent, Van Meter School District, Van Meter, IowaInsightful and thought provoking. Miller gives school leaders the tools and language to confront urgent personnel issues while maintaining positive relationships. I urge you to read this book and use the strategies to transform your organization. -- Joel Pedersen, superintendent, Cardinal Community School District, Eldon, IA

Read more less

Book SynopsisAcademic advising is the second most important function in the community college. If it is not conducted with the utmost efficiency and effectiveness, the most important function in the collegeinstructionwill fail to achieve its purpose of ensuring that students succeed in navigating the curriculum to completion.The purpose of academic advising is to help students select a program of study to meet their life and vocational goals. As such, academic advising is a central and important activity in the process of education. Academic advising occurs at least once each term for every student in the college; few student support functions occur as often or affect so many students. But while there is general agreement concerning the importance of academic advising for the efficient functioning of the institution and the effective functioning of the student, there is little agreement regarding the nature of academic advising and who should perform the function. In this seminal work on academic Trade ReviewThis book will be of value to all who serve in “democracy’s colleges. After more than 50 years of practicing an open door policy that resulted in very high attrition of our freshman classes and embarrassingly low graduation rates, today’s colleges realize our students (the top 99% of the population) require mentoring, honest advising and direction to improve their chances of success in college and the pursuit of their dreams and ambitions. This volume is prescriptive and focuses very much on “the how” of advising and mentoring. A must for all trustees, administrators, faculty and staff. -- John Roueche, Sid Richardson Regents Chair Emeritus, University of Texas at Austin and Executive Director, Roueche Community College Leadership Program, Kansas State UniversityStudent access and success are paramount to ensuring our nation has an educated populous into the future. A part of that continuum begins with academic advising. This book is a must read for everyone who is involved in assisting students in deigning their journey through the higher education system. Many of the concepts presented in O’Banion’s 17th book have proven successful over years of application and have served as a clear process for advisors to follow. By following the steps outlined in this book, students will save both time and money by not enrolling in courses for which they are not ready, or which are not a necessary part of their chosen curriculum. KUDOS to Terry O’Banion for sharing this well-developed process for ensuring student success. -- Belle Wheelan, President and Chief Executive Officer of the Southern Association of Colleges and Schools' Commission on CollegesAcademic Advising in the Community College is a must read for leaders looking to reimagine, reengineer, or reinvigorate the systems and processes aimed at welcoming and guiding students on their paths through community colleges. Moreover, for advisors, this book is a grounding in historical anchors and modern imperatives surrounding their roles. O’Banion and his contributing authors do a masterful job of honoring the past even as they challenge us all to look to the future using solid research, compelling frameworks, and concrete case studies exploring student engagement, guided pathways, and more. Take the time to dive in and soak in the goodness. More important, use this book to engage your college community about how they can embrace advising as core to student success innovation. -- Mark David Milliron, Co-Founder & Chief Learning Officer, Civitas Learning &Faculty in Residence, College of Education, The University of Texas at AustinTable of ContentsForeword Walter Bumphus Preface Terry O'Banion Chapter 1: An Academic Advising Model for the 21st Century Terry O’Banion Chapter 2: The Power of Advising in Community Colleges Evelyn Waiwaiole and Courtney Adkins Chapter 3: A Framework for Advising Reform Serena Klempin, Hoori Santikian Kalmakarian, Lauren Pellegrino, and Elisabeth A. Barnett Chapter 4: Life Map 2.0: The Evolution of a Developmental Advising Model at Valencia College Ed Holmes, Evelyn Lora-Santos, John Britt, and Kathleen Plinske Chapter 5: Flight of the Hawks: A Pathways Approach to Advising Sheryl Otto and Vicki Atkinson Chapter 6: Building Pathways to Student Success at the Community College of Baltimore County: The Role of Academic Advisement in Guided Pathways Nicole Baird and Jennifer Kilbourne Chapter 7: Establishing a Culture of Completion through Advising at West Kentucky Community College Renea Akin and Octavia Lawrence About the Contributors About the Editor

Read more less

Book SynopsisAcademic advising is the second most important function in the community college. If it is not conducted with the utmost efficiency and effectiveness, the most important function in the collegeinstructionwill fail to achieve its purpose of ensuring that students succeed in navigating the curriculum to completion.The purpose of academic advising is to help students select a program of study to meet their life and vocational goals. As such, academic advising is a central and important activity in the process of education. Academic advising occurs at least once each term for every student in the college; few student support functions occur as often or affect so many students. But while there is general agreement concerning the importance of academic advising for the efficient functioning of the institution and the effective functioning of the student, there is little agreement regarding the nature of academic advising and who should perform the function. In this seminal work on academic Trade ReviewThis book will be of value to all who serve in “democracy’s colleges. After more than 50 years of practicing an open door policy that resulted in very high attrition of our freshman classes and embarrassingly low graduation rates, today’s colleges realize our students (the top 99% of the population) require mentoring, honest advising and direction to improve their chances of success in college and the pursuit of their dreams and ambitions. This volume is prescriptive and focuses very much on “the how” of advising and mentoring. A must for all trustees, administrators, faculty and staff. -- John Roueche, Sid Richardson Regents Chair Emeritus, University of Texas at Austin and Executive Director, Roueche Community College Leadership Program, Kansas State UniversityStudent access and success are paramount to ensuring our nation has an educated populous into the future. A part of that continuum begins with academic advising. This book is a must read for everyone who is involved in assisting students in deigning their journey through the higher education system. Many of the concepts presented in O’Banion’s 17th book have proven successful over years of application and have served as a clear process for advisors to follow. By following the steps outlined in this book, students will save both time and money by not enrolling in courses for which they are not ready, or which are not a necessary part of their chosen curriculum. KUDOS to Terry O’Banion for sharing this well-developed process for ensuring student success. -- Belle Wheelan, President and Chief Executive Officer of the Southern Association of Colleges and Schools' Commission on CollegesAcademic Advising in the Community College is a must read for leaders looking to reimagine, reengineer, or reinvigorate the systems and processes aimed at welcoming and guiding students on their paths through community colleges. Moreover, for advisors, this book is a grounding in historical anchors and modern imperatives surrounding their roles. O’Banion and his contributing authors do a masterful job of honoring the past even as they challenge us all to look to the future using solid research, compelling frameworks, and concrete case studies exploring student engagement, guided pathways, and more. Take the time to dive in and soak in the goodness. More important, use this book to engage your college community about how they can embrace advising as core to student success innovation. -- Mark David Milliron, Co-Founder & Chief Learning Officer, Civitas Learning &Faculty in Residence, College of Education, The University of Texas at AustinTable of ContentsForeword Walter Bumphus Preface Terry O'Banion Chapter 1: An Academic Advising Model for the 21st Century Terry O’Banion Chapter 2: The Power of Advising in Community Colleges Evelyn Waiwaiole and Courtney Adkins Chapter 3: A Framework for Advising Reform Serena Klempin, Hoori Santikian Kalmakarian, Lauren Pellegrino, and Elisabeth A. Barnett Chapter 4: Life Map 2.0: The Evolution of a Developmental Advising Model at Valencia College Ed Holmes, Evelyn Lora-Santos, John Britt, and Kathleen Plinske Chapter 5: Flight of the Hawks: A Pathways Approach to Advising Sheryl Otto and Vicki Atkinson Chapter 6: Building Pathways to Student Success at the Community College of Baltimore County: The Role of Academic Advisement in Guided Pathways Nicole Baird and Jennifer Kilbourne Chapter 7: Establishing a Culture of Completion through Advising at West Kentucky Community College Renea Akin and Octavia Lawrence About the Contributors About the Editor

Read more less

Book SynopsisSchool shootings are on the increase and it often seems like another shooting is just a matter of time. The emphasis on encouragement groups, as a method of preventing gun violence, is dealt with in practical terms. Students will learn to help each other before a perpetrator becomes discouraged enough to shoot other children. The reader will also experience the logic of a young person who verbalizes suicidal ideations and another who develops an eating disorder. Varying strategies to overcome these obstacles is also presented.Trade ReviewPraise to Dr. Carpenter Craig Carpenter for including in this book the work of Alfred Adler and Rudolph Dreikurs. I consider Adler and Dreikurs to be two of the most profound experts regarding the encouragement of Children. -- Carolyn Crowder, PhD, author of the national bestselling book, “Back Talk”Dr. Carpenter provides parents, teachers and students with useful information for the prevention of school shootings. He provides the reader with heart wrenching stories about discouraged children who experienced suicidal thoughts and actions as well as eating disorders. He brilliantly describes the idea of encouragement groups as a viable answer to solving the discouragement epidemic facing children and adolescents. This book is a must read! -- Donald R. Kearns, PhD, Arizona State Department of Education (retired)For too long, children have been sold short on their capacity to partner in tackling humankind’s knottiest issues like gun violence and bullying. Dr. Craig Carpenter asserts that children are capable “beyond what we believe” in problem solving. The youth movement has energy, insight and practical ideas that must be embraced and tapped. Carpenter illustrates that with an exhaustive litany of examples of how children historically have helped push the frontiers forward. Ever valuable is his call for “encouragement groups” where youth can safely unbundle the forces they confront and grow into veritable changemakers. -- Lawn Griffith, former editor of the TribuneChildren are the most vulnerable population at the time of ever present bullying, domestic violence, gun violence, sexual abuse, trafficking, among others. At the same time, however, children are the most resilient, powerful, vibrant population who can unleash their creativity and imagination to create a social change. In this book, Craig Carpenter offers compelling arguments about ways to empower children, facilitate their capacity to put into action, and cultivate their democratic imagination for social justice. Carpenter brilliantly centers his discussion around children’s capabilities that are often undermined, in oder to showcase their stories of courage and inspiration. Focusing on historical and philosophical accounts of the role of children in the democratic society, Carpenter makes an undeniable intellectual contribution to the field of education, inspiring educators to work with children to further humanize our future. This book is a rarity. -- Jeong-Hee Kim, PhD, Professor of Curriculum Studies and Teacher Education, College of Education, Texas Tech UniversityTable of ContentsPreface Introduction Chapter 1: The Role of Children in Historical Events Chapter 2: The Postmodern Movement: New Opportunities for Children Chapter 3: Postmodern Children: Story Creators and Storytellers Chapter 4: Democratic Discussions with Children Chapter 5: Bullying and the Exaggerated Need for Power References

Read more less

Book SynopsisSchool shootings are on the increase and it often seems like another shooting is just a matter of time. The emphasis on encouragement groups, as a method of preventing gun violence, is dealt with in practical terms. Students will learn to help each other before a perpetrator becomes discouraged enough to shoot other children. The reader will also experience the logic of a young person who verbalizes suicidal ideations and another who develops an eating disorder. Varying strategies to overcome these obstacles is also presented.Trade ReviewPraise to Dr. Carpenter Craig Carpenter for including in this book the work of Alfred Adler and Rudolph Dreikurs. I consider Adler and Dreikurs to be two of the most profound experts regarding the encouragement of Children. -- Carolyn Crowder, PhD, author of the national bestselling book, “Back Talk”Dr. Carpenter provides parents, teachers and students with useful information for the prevention of school shootings. He provides the reader with heart wrenching stories about discouraged children who experienced suicidal thoughts and actions as well as eating disorders. He brilliantly describes the idea of encouragement groups as a viable answer to solving the discouragement epidemic facing children and adolescents. This book is a must read! -- Donald R. Kearns, PhD, Arizona State Department of Education (retired)For too long, children have been sold short on their capacity to partner in tackling humankind’s knottiest issues like gun violence and bullying. Dr. Craig Carpenter asserts that children are capable “beyond what we believe” in problem solving. The youth movement has energy, insight and practical ideas that must be embraced and tapped. Carpenter illustrates that with an exhaustive litany of examples of how children historically have helped push the frontiers forward. Ever valuable is his call for “encouragement groups” where youth can safely unbundle the forces they confront and grow into veritable changemakers. -- Lawn Griffith, former editor of the TribuneChildren are the most vulnerable population at the time of ever present bullying, domestic violence, gun violence, sexual abuse, trafficking, among others. At the same time, however, children are the most resilient, powerful, vibrant population who can unleash their creativity and imagination to create a social change. In this book, Craig Carpenter offers compelling arguments about ways to empower children, facilitate their capacity to put into action, and cultivate their democratic imagination for social justice. Carpenter brilliantly centers his discussion around children’s capabilities that are often undermined, in oder to showcase their stories of courage and inspiration. Focusing on historical and philosophical accounts of the role of children in the democratic society, Carpenter makes an undeniable intellectual contribution to the field of education, inspiring educators to work with children to further humanize our future. This book is a rarity. -- Jeong-Hee Kim, PhD, Professor of Curriculum Studies and Teacher Education, College of Education, Texas Tech UniversityTable of ContentsPreface Introduction Chapter 1: The Role of Children in Historical Events Chapter 2: The Postmodern Movement: New Opportunities for Children Chapter 3: Postmodern Children: Story Creators and Storytellers Chapter 4: Democratic Discussions with Children Chapter 5: Bullying and the Exaggerated Need for Power References

Read more less

Book SynopsisEvery year, large numbers of American young people who are not terribly interested in attending a four-year college reluctantly enroll anyway, effectively pressured by combinations of parents, peers, teachers, guidance counselors, and the normative air they breathe. More than occasionally, they wind up confirming that collegiate life is not for them and, sooner or later, drop out. From there, again more than occasionally, they find themselves unemployed or underemployed, in big-time student debt, and quite possibly feeling like a failure.Cratered paths like these routinely stunt entries to middle-class jobs and careers. These are often needless delays and losses, because other education and career routes are primed to better serve millions of young men and women, especially those who enjoy working with their hands. Taking advantage of these routes also simultaneously enriches our economy.Digging deeply into issues like these is the book's main aim. Helping teenagers think through what Trade ReviewMitch Pearlstein is correct, a four-year college isn’t for everyone. Every parent who thinks that’s’ true for other people’s kids, but not their own, should read this critically important book. Pearlstein’s data-driven examination shows why current norms and notions that nearly everyone should go to college are recipes for disappointment for millions and serious impediments to economic growth. -- Randy Ahlm, CEO, Imperial Plastics, Inc.Mitch Pearlstein knows how to make a convincing case. This time it is about why we should expose more young Americans to the many educational opportunities and career pathways that exist outside of the traditional four-year college route. -- Robert Doar, former commissioner for human services in both New York City and New York StateIt’s a miracle that such an important book is also such a joy to read. It is the key to improving millions of lives, financially and in terms of self-respect, and to strengthening our country as well. Pearlstein sees a major crisis that has been overlooked for far too long. And he tells us, wisely, how to overcome it. His message is brilliant—and urgent. -- David Lebedoff, author, "The Uncivil War"; founder, SwanStaff, a company helping those without four-year-degrees to achieve highly rewarding careersMitch Pearlstein is on to something very important: college education is not for everyone--but everyone should enter adulthood with a skill that can earn them a decent income, and help them support a family. If we are serious about making America into a country of prosperity for all, we need to give a serious listen to what Mitch has to say. -- Nicholas Eberstadt, American Enterprise InstituteMitch Pearlstein has penned a timely and very useful book about why many now find college to be more obstacle than opportunity. Notably, in an era when many are quick to demonize higher education or rush to its defense, he manages to do neither. Instead, he thoughtfully examines the landscape, suggest practical options, and sketches a promising path forward. -- Frederick Hess, author of Letters to a Young Education Reformer; director of education policy studies at the American Enterprise InstituteTable of ContentsAcknowledgments Introduction Chapter 1: The Four-Year College Bias Chapter 2: Underemployed Paths to Great Jobs Chapter 3: The Growing Power of Debt Chapter 4: Potential Economic Detours Chapter 5: Potential Social Detours Chapter 6: The Art of Craft Chapter 7: Conclusion Index About the Author

Read more less

Book SynopsisThe Economic and Opportunity Gap has a great deal of information, ideas and resources focused on children and families living in poverty. Specifically, how teachers and other professionals working with students can reflect, improve, and implement inclusive practices. The information in this book is based in research, such as the foundational starting piece that nearly one-fourth of our children in the United States are living in poverty, a whopping 21%. This number, one that is doubled in some communities and does not consider children in families near the poverty line, is striking when compared to other similarly situated countries. Understanding that many students and families are on the trajectory of poverty will come to light as readers make their way through from statistics, to research, to definitions, to action items. Trade ReviewThe book fills a void in teacher education that has remained vacant for far too long. Teachers are not always aware of the impact that poverty has on their students because they are so focused on content and testing. The book did an excellent job of making educators aware of the many complexities that their students who live in poverty face. The most poignant part of the book for me focused on the idea of chronic toxic stress and how this will affect student achievement and development and is a key to impress upon educators. Additionally, I felt that this was a book for a veteran teacher more so than a teacher education student or novice teacher. There are so many variables discussed in the book that I could see a novice educator feeling either overwhelmed or guilted into despair. I feel that the goal was to make educators aware of the issues their students face, but it came off so strong that it may cause some to think that there will never be a solution. -- John Essington, Education Professor, Blackburn CollegeThis book blends research, theory, and practical opportunities for educators to reflect on their own beliefs and practices when working with children and families that experience poverty. Reflection questions prompt readers to apply the knowledge and concepts to classroom experience. Concepts such as implicit bias, anti-bias curriculum, and culturally relevant and responsive pedagogy are explained based on current U.S. perspectives and global trends. Educators are encouraged to examine the cultural, social, and economic aspects of poverty and the impact of poverty on brain development, resilience, and academic achievement. Highly recommended for professionals across educational settings seeking to engage in inclusive practices and improve school climate. -- Jami L. Swindell, MS, Doctoral Candidate in Education Policy, Organization, and LeadershipChildhood poverty has been a stain on the United States for decades, and the anger, resentment, and problems it causes are bubbling up more now than ever before. Reinking and Bouley not only diagnose the problem, but also offer practical, evidence-based solutions. They show that we don’t have to settle with having so many children living in poverty in our country, feeling like strangers in their own communities. We can do better. Their book is required reading for anyone concerned about the direction our country is heading in. -- William Lugo, PhD, Professor of Sociology and Criminology, Department of Sociology, Anthropology, Criminology and Social Work, Eastern Connecticut State UniversityThis text is a ground-breaking introduction to research and applications for welcoming and nurturing children from families living with the challenges of poverty. From diverse perspectives on poverty, the authors review research on mindsets, anti-bias, cultural relevant and responsive teaching, the implications of theories on poverty, homelessness, and poverty-induced trauma. They discuss strategies for reconceptualizing schooling to enhance positive school climates, eliminate economic shaming, support educators to avoid burnout, build strong connections with families and communities, and develop student-centered intentional teaching and learning. The text concludes with literature-based lesson plans aligned with PK-12 curriculum. A valuable text that will serve as a foundation for renewed conversations in equity in education and society. -- David L. Stoloff, PhD, Professor, Education Department, Eastern Connecticut State UniversityTable of ContentsPrefaceChapter 1: What is Poverty? Chapter 2: MindsetsChapter 3: Theories of PovertyChapter 4: Poverty as Trauma Chapter 5: Homelessness Chapter 6: Economic Shaming, Food Shaming, Behavior ShamingChapter 7: The Importance of Building Positive Relationships and School Climates Chapter 8: Supporting Ourselves, and Each OtherChapter 9: Supporting Families: Community Resources and More Chapter 10: Student-Centered Intentional TeachingChapter 11: Literature-Based Lesson Plans

Read more less

Book SynopsisThe Economic and Opportunity Gap has a great deal of information, ideas and resources focused on children and families living in poverty. Specifically, how teachers and other professionals working with students can reflect, improve, and implement inclusive practices. The information in this book is based in research, such as the foundational starting piece that nearly one-fourth of our children in the United States are living in poverty, a whopping 21%. This number, one that is doubled in some communities and does not consider children in families near the poverty line, is striking when compared to other similarly situated countries. Understanding that many students and families are on the trajectory of poverty will come to light as readers make their way through from statistics, to research, to definitions, to action items. Trade ReviewThe book fills a void in teacher education that has remained vacant for far too long. Teachers are not always aware of the impact that poverty has on their students because they are so focused on content and testing. The book did an excellent job of making educators aware of the many complexities that their students who live in poverty face. The most poignant part of the book for me focused on the idea of chronic toxic stress and how this will affect student achievement and development and is a key to impress upon educators. Additionally, I felt that this was a book for a veteran teacher more so than a teacher education student or novice teacher. There are so many variables discussed in the book that I could see a novice educator feeling either overwhelmed or guilted into despair. I feel that the goal was to make educators aware of the issues their students face, but it came off so strong that it may cause some to think that there will never be a solution. -- John Essington, Education Professor, Blackburn CollegeThis book blends research, theory, and practical opportunities for educators to reflect on their own beliefs and practices when working with children and families that experience poverty. Reflection questions prompt readers to apply the knowledge and concepts to classroom experience. Concepts such as implicit bias, anti-bias curriculum, and culturally relevant and responsive pedagogy are explained based on current U.S. perspectives and global trends. Educators are encouraged to examine the cultural, social, and economic aspects of poverty and the impact of poverty on brain development, resilience, and academic achievement. Highly recommended for professionals across educational settings seeking to engage in inclusive practices and improve school climate. -- Jami L. Swindell, MS, Doctoral Candidate in Education Policy, Organization, and LeadershipChildhood poverty has been a stain on the United States for decades, and the anger, resentment, and problems it causes are bubbling up more now than ever before. Reinking and Bouley not only diagnose the problem, but also offer practical, evidence-based solutions. They show that we don’t have to settle with having so many children living in poverty in our country, feeling like strangers in their own communities. We can do better. Their book is required reading for anyone concerned about the direction our country is heading in. -- William Lugo, PhD, Professor of Sociology and Criminology, Department of Sociology, Anthropology, Criminology and Social Work, Eastern Connecticut State UniversityThis text is a ground-breaking introduction to research and applications for welcoming and nurturing children from families living with the challenges of poverty. From diverse perspectives on poverty, the authors review research on mindsets, anti-bias, cultural relevant and responsive teaching, the implications of theories on poverty, homelessness, and poverty-induced trauma. They discuss strategies for reconceptualizing schooling to enhance positive school climates, eliminate economic shaming, support educators to avoid burnout, build strong connections with families and communities, and develop student-centered intentional teaching and learning. The text concludes with literature-based lesson plans aligned with PK-12 curriculum. A valuable text that will serve as a foundation for renewed conversations in equity in education and society. -- David L. Stoloff, PhD, Professor, Education Department, Eastern Connecticut State UniversityTable of ContentsPrefaceChapter 1: What is Poverty? Chapter 2: MindsetsChapter 3: Theories of PovertyChapter 4: Poverty as Trauma Chapter 5: Homelessness Chapter 6: Economic Shaming, Food Shaming, Behavior ShamingChapter 7: The Importance of Building Positive Relationships and School Climates Chapter 8: Supporting Ourselves, and Each OtherChapter 9: Supporting Families: Community Resources and More Chapter 10: Student-Centered Intentional TeachingChapter 11: Literature-Based Lesson Plans

Read more less

Book SynopsisTeaching Realistic Optimism: How to Approach Teaching and Learning with Hope is about inspiring hope and optimism in a service-oriented life. When an individual is expected to give so much life can be exhausting, and consequently it becomes even more difficult to find inspiration to focus on positive events. Although written specifically for educators, this book shares strategies and ways of thinking that are applicable for everyone. Do you tend to ruminate? Do you have a propensity to catastrophize? Do you find yourself possessing a worldview that is contextualized in shame and guilt? This book is designed for individuals hoping to reclaim joy from a realistically optimistic mindset.Table of ContentsAcknowledgmentsIntroductionChapter 1. Defining Optimism and the Optimism Continuum: Why is it More than Just Positive Thinking?Chapter 2. The Negativity Bias: Classroom Manifestations and Ways of AddressingChapter 3. Realistic Optimism and Explanatory StylesChapter 4. Cycle of Fear and Learned HelplessnessChapter 5. Realistic Optimism, Hope, Decompression, and Emotional DetachmentChapter 6. Humor as a Pathway to HopeChapter 7. Check your Attitude to Boost Job SatisfactionReferences

Read more less

Book SynopsisTeaching Realistic Optimism: How to Approach Teaching and Learning with Hope is about inspiring hope and optimism in a service-oriented life. When an individual is expected to give so much life can be exhausting, and consequently it becomes even more difficult to find inspiration to focus on positive events. Although written specifically for educators, this book shares strategies and ways of thinking that are applicable for everyone. Do you tend to ruminate? Do you have a propensity to catastrophize? Do you find yourself possessing a worldview that is contextualized in shame and guilt? This book is designed for individuals hoping to reclaim joy from a realistically optimistic mindset.Table of ContentsAcknowledgmentsIntroductionChapter 1. Defining Optimism and the Optimism Continuum: Why is it More than Just Positive Thinking?Chapter 2. The Negativity Bias: Classroom Manifestations and Ways of AddressingChapter 3. Realistic Optimism and Explanatory StylesChapter 4. Cycle of Fear and Learned HelplessnessChapter 5. Realistic Optimism, Hope, Decompression, and Emotional DetachmentChapter 6. Humor as a Pathway to HopeChapter 7. Check your Attitude to Boost Job SatisfactionReferences

Read more less

Book SynopsisA new guide for a new age will soon be here to assist educators in dealing effectively with common problematic behaviors (such as Aggression, Defiance) and other concerns (such as Developing Empathy, Sexual Abuse Indicators) of today's kids. It presents various interventions, strategies and activities compatible with the democratic principles of the larger society (No punishment, intimidation or threats allowed!). This handbook is provided to assist kids of all ages in developing skills in self-reliance, self-discipline, and self-determination, making them good decision-makers in matters that affect their livesa gift that will last a lifetime!Table of ContentsPrefaceChapter 1: AbsenteeismChapter 2: Anger & Aggression Vs. Self-ControlChapter 3: Anxieties & FearsChapter 4: Attention & Focusing DifficultiesChapter 5: Attention-Seeking BehaviorChapter 6: Bullying & Hate Crimes Chapter 7: Child Abuse Indicators: Emotional, Physical, Sexual Chapter 8: Cooperation Vs. DefianceChapter 9: Decision-Making DifficultiesChapter 10: Depression & SadnessChapter 11: Divorce & Separation Issues Chapter 12: Empathy & Compassion Development Chapter 13: Following DirectionsChapter 14: Following The Rules Chapter 15: Goal Setting Chapter 16: Honesty Issues Chapter 17: Listening Skills Chapter 18: Motivation Concerns Chapter 19: Organizational SkillsChapter 20: Personal-Social DifficultiesChapter 21: Problem-Solving Difficulties Chapter 22: Respect For AuthorityChapter 23: Respect For Self & Others Chapter 24: Self-Discipline Chapter 25: Self-Esteem Chapter 26: Separation Anxiety Chapter 27: Sexual Harassment Chapter 28: Social Anxiety & Shyness Chapter 29: Underachievement Chapter 30: Work Completion Bibliography

Read more less

Book SynopsisThe desire to be happy and live a good life has been a constant throughout history. In these incredibly important adolescent years, creating opportunities and encouraging teenagers to open their hearts to the world, to others, and to themselves is the most worthy and important endeavor adults can provide to them. Teaching What Matters arrives at the right time. Rates of anxiety, depression, and chronic stress for teenagers and young adults are on the rise. Social-emotional learning along with teaching to the whole child' has seen increased interest from parents, educators, principals, businesses, the general public and even government agencies. Teaching What Matters is written by a life-long teacher for any practitioner interested in fostering social and emotional skills into an existing curriculum or classroom. This book distills Banno's transformative and widely-popular high school course into a guidebook that empowers teenagers to explore the science of happiness and altruism. TeTable of ContentsPreface IntroductionChapter 1: An Invitation to Teach What MattersChapter 2: Redefining SuccessPrecept #1: In order to live a successful life, we must figure out what it means to get a life.Precept #2: Money, as a marker of success, buys happiness just not in the ways we think it does.Precept #3: Keep it real. Develop an inner integrity to live successfullyPrecept #4: Creating and committing to meaningful life goals liberate us from the tyranny of passive living.Chapter 3: Happiness as an Inside Job. Developing emotional courage, befriending difficult emotions, cultivating positive emotions, optimism and an attitude of gratitude.Precept #5: To be human is to be emotional, so befriend your emotions.Precept #6: Let positivity reign. Cultivate positivity, positive emotions and optimism.Chapter 4: It’s About Time: Giving Some Intention to Our AttentionPrecept #7: Maximize aliveness by examining your relationship with time.Precept #8: Exploring mindfulness helps to better understand the anatomy of the present and calmness in those moments. Precept #9: Savor more and improve your relationship with time.Precept #10: Redefine your relationship with time by rediscovering playfulness and flow.Chapter 5: The Heart of Altruism: Compassion, Human Goodness, and Helping Others.Precept #11: The world is not broken. There is another side to human nature. One that is constructive, benevolent, and good.Precept #12: Heroism is always accessible and able to be chosen. We are all heroes in waiting.Precept #13: In search of the antecedents of human goodness altruism turns up not only in nature but also in the evolutionary history of animals and humans. Precept #14: Human nature is full of goodness, altruism, compassion and kindness.AcknowledgementsBibliography

Read more less

Book SynopsisThe desire to be happy and live a good life has been a constant throughout history. In these incredibly important adolescent years, creating opportunities and encouraging teenagers to open their hearts to the world, to others, and to themselves is the most worthy and important endeavor adults can provide to them. Teaching What Matters arrives at the right time. Rates of anxiety, depression, and chronic stress for teenagers and young adults are on the rise. Social-emotional learning along with teaching to the whole child' has seen increased interest from parents, educators, principals, businesses, the general public and even government agencies. Teaching What Matters is written by a life-long teacher for any practitioner interested in fostering social and emotional skills into an existing curriculum or classroom. This book distills Banno's transformative and widely-popular high school course into a guidebook that empowers teenagers to explore the science of happiness and altruism. TeTable of ContentsPreface IntroductionChapter 1: An Invitation to Teach What MattersChapter 2: Redefining SuccessPrecept #1: In order to live a successful life, we must figure out what it means to get a life.Precept #2: Money, as a marker of success, buys happiness just not in the ways we think it does.Precept #3: Keep it real. Develop an inner integrity to live successfullyPrecept #4: Creating and committing to meaningful life goals liberate us from the tyranny of passive living.Chapter 3: Happiness as an Inside Job. Developing emotional courage, befriending difficult emotions, cultivating positive emotions, optimism and an attitude of gratitude.Precept #5: To be human is to be emotional, so befriend your emotions.Precept #6: Let positivity reign. Cultivate positivity, positive emotions and optimism.Chapter 4: It’s About Time: Giving Some Intention to Our AttentionPrecept #7: Maximize aliveness by examining your relationship with time.Precept #8: Exploring mindfulness helps to better understand the anatomy of the present and calmness in those moments. Precept #9: Savor more and improve your relationship with time.Precept #10: Redefine your relationship with time by rediscovering playfulness and flow.Chapter 5: The Heart of Altruism: Compassion, Human Goodness, and Helping Others.Precept #11: The world is not broken. There is another side to human nature. One that is constructive, benevolent, and good.Precept #12: Heroism is always accessible and able to be chosen. We are all heroes in waiting.Precept #13: In search of the antecedents of human goodness altruism turns up not only in nature but also in the evolutionary history of animals and humans. Precept #14: Human nature is full of goodness, altruism, compassion and kindness.AcknowledgementsBibliography

Read more less

Book SynopsisThis book explores advice about controlling school violence. It looks at recommendations on student arrests, active shooter drills, panic buttons, emergency texts, armed school personnel, facial recognition software, restorative justice programs, anti-bullying programs, zero-tolerance policies, mental health counseling, mandatory psychiatric screening, therapeutic yoga, police dogs, and bullet proof bags.This book relies on a distinctive approach to solving. It leads readers to see how one set of problems can contain a key to solving the other set.Trade ReviewPrevention and intervention: What every parent (and school leader) should know about school violence. In book three of this series, Dr. Giordano explores two burning questions on the minds of parents – how to prevent school violence and how to intervene if prevention fails. This timely and provocative book is essential for parents and educators alike, and guides the reader through questions and recommendations aimed at mitigating school violence and improving the nation’s schools. -- Paula Summers Calderon, PhD, Dean, College of Education, Southeastern Louisiana UniversityGiordano’s perspective has the potential to shift the narrative that is currently shaping the mindset in how to approach school safety, and cause all stakeholders in education to rethink what it means to improve schools.– -- Sarah Oberbeck, Assistant Principal of a Florida Public SchoolTable of ContentsPreface: What is the Best Way to Deal with School Violence?Acknowledgement Chapter 1: How Effective is Police-Expedited Expulsion?Chapter 2: How Effective Are Shocking Videos?Chapter 3: How Effective Are Bulletproof Backpacks?Chapter 4: How Effective Are Panic Buttons?Chapter 5: How Effective Are Weapon-Detecting Dogs?Chapter 6: How Effective is Therapeutic Yoga?Chapter 7: How Effective is Facial Recognition Software?Chapter 8: How Effective Is Restorative Justice?Chapter 9: How Effective Are Anti-Cyberbullying Programs?Chapter 10: How Effective Is Involuntary Psychiatric Screening?Chapter 11: How Effective Are Gun-Carrying Teachers?Chapter 12: How Effective Are Rap Music Bans?References

Read more less

Book SynopsisOvercoming Disaster: What Colleges Learned from Catastrophe to Recovery provides a resource to help leaders at many levels in an organization understand what can help and hinder their disaster recovery, whether natural or man-made caused. The author and contributors share their lessons learned on recovering from hurricanes and a mass shooting on campus where nine were killed. The seven parts of the book include the aftermath to recovery with chapters on trauma and grief, being overwhelmed, healing, and recovery strategies for individuals, organizations and communities. The finale of the book is a master crisis response cheat sheet.Trade ReviewOvercoming Disaster: What Colleges Learned from Catastrophe To Recovery is a MUST READ for college trustees, administrators, faculty and especially community leaders who face uncertainty and chaos almost daily. Since Dr. Persson began this most important study, I have been made aware of the degree of uncertainty that colleges and all other public institutions face. Living in Texas during this pandemic and especially so the recent ice storm and the resultant power outages across the state makes us all aware of how unpredictable the challenges are that can and do face our colleges. Having a plan of preparation and response is increasingly the role of campus leaders. This book is the handbook for understanding and preparing for the unexpected events than can bring a total stop to the organization. -- John E. Roueche, PhD, executive director and professor of practice, John E. Roueche Center for Community College Leadership, department of education leadership, Kansas State University, Richardson Chair Emeritus, The University of Texas at AustinDr. Katherine Persson’s gift to the professional and business community is this deep sharing of the recovery process after a natural or man-made disaster. Current disaster protocols focus on preparation, response, and mitigation with very little available on the long term emotional and physical process of recovery. The hardest part of a disaster is the lengthy, draining, and exhausting recovery. This book is a gift that will help people learn the questions they did not know they needed to ask and understand the broad and far-reaching impact of the recovery process on the individuals and the institutions affected. It should be required reading for any leader who might face long term disaster recovery. From those of us in the nonprofit community who are consumed by long term recoveries in our communities, thank you, Dr. Persson, for spotlighting this critical and neglected topic! It will improve future disaster recoveries immensely! -- Julie P. Martineau, President & CEO, Montgomery County Community Foundation and former President of Montgomery County United Way (merged with United Way of Greater Houston)Bravo to Katherine Persson for documenting the lessons learned on how college leaders recover from disaster. As we are emerging from the Covid-19 pandemic, this book is a must read for all community college leaders. Never in our community college history has a book been more timely. College presidents prepare for the onset of hurricanes, active shooters, and other disasters. College leaders are generally not well equipped for the aftermath of these disasters. This volume provides insights from three presidents on their recovery process from diverse disasters experienced at their respective colleges. The voices of students, staff, and faculty on the recovery process add depth to the understanding of recovery. Of particular value is the Master Crisis Response Cheat Sheet included in the book. Having this template for recovering from any major disaster is a must for every college leader. You can now be prepared for the crisis and be prepared for the recovery after the crisis. Overcoming disaster: What collegs learned from catastrophe to recovery is well written, thoughtful, and should be required reading for all current and future leaders of community colleges. -- Martha M. Ellis, director of higher education strategy, policy, and services, Charles A. Dana Center, University of Texas at AustinThere are plenty of books on disaster preparedness, but very few guides for organizations to utilize during the crucial days, weeks, and months following a disaster…until now. This book provides a crisis response roadmap full of tested strategies from an experienced leader following the most significant tropical cyclone rainfall event in U.S. history, making it an essential read for organization executives. -- Jenna Armstrong, IOM, President & CEO Partnership Lake HoustonTable of ContentsDedicationPrefaceAcknowledgementsIntroductionPart 1: What HappenedChapter 1: Lone Star College-KingwoodChapter 2: Gulf Coast State CollegeChapter 3: Umpqua Community CollegePart II: Hindsight: What We Wish We KnewChapter 4: The Settings Chapter 5: Don’t Be Naïve Chapter 6: Guns, Drugs and MoneyChapter 7: PowerChapter 8: Move Things to a Higher Place Chapter 9: Identity TheftChapter 10: Loss of Personal Items and Loss of LivesChapter 11: What You Should Know and Do to Help Recovery EffortsPart III: What Helped UsChapter 12: Leadership TeamChapter 13: CultureChapter 14: PoliciesChapter 15: ResourcesChapter 16: Friends, Partners, and Others Wanting to HelpPart IV: What Hindered UsChapter 17: Inexperience Chapter 18: FEMA and Other BureaucraciesChapter 19: Procurement PoliciesChapter 20: Personnel ChangesPart V: Aftermath to RecoveryChapter 21: Trauma and GriefChapter 22: Overwhelming State of MindChapter 23: Healing and RecoveringChapter 24: Recovery Strategies Used by IndividualsChapter 25: Recovery Strategies Used OrganizationsChapter 26: Community HealingPart VI: Preparation for the Next Crisis – A Global Pandemic Part VII: Master Crisis Response Cheat SheetClosing StatementAppendix A:Harvey Timeline Summary: August 23, 2017 - February 2020Appendix B.LSC-Kingwood Student Success Pre and Post HarveyAppendix C:Harvey Revenues and ExpensesAppendix D:LSC Procurement ProcessAppendix E:Testimonials from Student, Staff, and FacultyReferencesAbout the AuthorAbout the Contributors

Read more less

Book SynopsisOvercoming Disaster: What Colleges Learned from Catastrophe to Recovery provides a resource to help leaders at many levels in an organization understand what can help and hinder their disaster recovery, whether natural or man-made caused. The author and contributors share their lessons learned on recovering from hurricanes and a mass shooting on campus where nine were killed. The seven parts of the book include the aftermath to recovery with chapters on trauma and grief, being overwhelmed, healing, and recovery strategies for individuals, organizations and communities. The finale of the book is a master crisis response cheat sheet.Trade ReviewOvercoming Disaster: What Colleges Learned from Catastrophe To Recovery is a MUST READ for college trustees, administrators, faculty and especially community leaders who face uncertainty and chaos almost daily. Since Dr. Persson began this most important study, I have been made aware of the degree of uncertainty that colleges and all other public institutions face. Living in Texas during this pandemic and especially so the recent ice storm and the resultant power outages across the state makes us all aware of how unpredictable the challenges are that can and do face our colleges. Having a plan of preparation and response is increasingly the role of campus leaders. This book is the handbook for understanding and preparing for the unexpected events than can bring a total stop to the organization. -- John E. Roueche, PhD, executive director and professor of practice, John E. Roueche Center for Community College Leadership, department of education leadership, Kansas State University, Richardson Chair Emeritus, The University of Texas at AustinDr. Katherine Persson’s gift to the professional and business community is this deep sharing of the recovery process after a natural or man-made disaster. Current disaster protocols focus on preparation, response, and mitigation with very little available on the long term emotional and physical process of recovery. The hardest part of a disaster is the lengthy, draining, and exhausting recovery. This book is a gift that will help people learn the questions they did not know they needed to ask and understand the broad and far-reaching impact of the recovery process on the individuals and the institutions affected. It should be required reading for any leader who might face long term disaster recovery. From those of us in the nonprofit community who are consumed by long term recoveries in our communities, thank you, Dr. Persson, for spotlighting this critical and neglected topic! It will improve future disaster recoveries immensely! -- Julie P. Martineau, President & CEO, Montgomery County Community Foundation and former President of Montgomery County United Way (merged with United Way of Greater Houston)Bravo to Katherine Persson for documenting the lessons learned on how college leaders recover from disaster. As we are emerging from the Covid-19 pandemic, this book is a must read for all community college leaders. Never in our community college history has a book been more timely. College presidents prepare for the onset of hurricanes, active shooters, and other disasters. College leaders are generally not well equipped for the aftermath of these disasters. This volume provides insights from three presidents on their recovery process from diverse disasters experienced at their respective colleges. The voices of students, staff, and faculty on the recovery process add depth to the understanding of recovery. Of particular value is the Master Crisis Response Cheat Sheet included in the book. Having this template for recovering from any major disaster is a must for every college leader. You can now be prepared for the crisis and be prepared for the recovery after the crisis. Overcoming disaster: What collegs learned from catastrophe to recovery is well written, thoughtful, and should be required reading for all current and future leaders of community colleges. -- Martha M. Ellis, director of higher education strategy, policy, and services, Charles A. Dana Center, University of Texas at AustinThere are plenty of books on disaster preparedness, but very few guides for organizations to utilize during the crucial days, weeks, and months following a disaster…until now. This book provides a crisis response roadmap full of tested strategies from an experienced leader following the most significant tropical cyclone rainfall event in U.S. history, making it an essential read for organization executives. -- Jenna Armstrong, IOM, President & CEO Partnership Lake HoustonTable of ContentsDedicationPrefaceAcknowledgementsIntroductionPart 1: What HappenedChapter 1: Lone Star College-KingwoodChapter 2: Gulf Coast State CollegeChapter 3: Umpqua Community CollegePart II: Hindsight: What We Wish We KnewChapter 4: The Settings Chapter 5: Don’t Be Naïve Chapter 6: Guns, Drugs and MoneyChapter 7: PowerChapter 8: Move Things to a Higher Place Chapter 9: Identity TheftChapter 10: Loss of Personal Items and Loss of LivesChapter 11: What You Should Know and Do to Help Recovery EffortsPart III: What Helped UsChapter 12: Leadership TeamChapter 13: CultureChapter 14: PoliciesChapter 15: ResourcesChapter 16: Friends, Partners, and Others Wanting to HelpPart IV: What Hindered UsChapter 17: Inexperience Chapter 18: FEMA and Other BureaucraciesChapter 19: Procurement PoliciesChapter 20: Personnel ChangesPart V: Aftermath to RecoveryChapter 21: Trauma and GriefChapter 22: Overwhelming State of MindChapter 23: Healing and RecoveringChapter 24: Recovery Strategies Used by IndividualsChapter 25: Recovery Strategies Used OrganizationsChapter 26: Community HealingPart VI: Preparation for the Next Crisis – A Global Pandemic Part VII: Master Crisis Response Cheat SheetClosing StatementAppendix A:Harvey Timeline Summary: August 23, 2017 - February 2020Appendix B.LSC-Kingwood Student Success Pre and Post HarveyAppendix C:Harvey Revenues and ExpensesAppendix D:LSC Procurement ProcessAppendix E:Testimonials from Student, Staff, and FacultyReferencesAbout the AuthorAbout the Contributors

Read more less

Book SynopsisTeaching is a lifelong trial, but the first few years in the classroom are typically amongst a teacher's most challenging. Teach in the Positive Circle: Creating Opportunities for Growth and Reflection is an instrumental resource for new teachers entering the profession. This collection of real-world scenarios, checklists, and reflections provides practical guidance to make the first years successful. This book will help new teachers navigate relationships and understand themselves on a deeper level and the specific, positive tips will help in sustaining the energy necessary to maintain the enthusiasm and joy of the profession throughout their career. New teachers will find perseverance, balance, and confidence in daily interactions with different personalities. Teach in the Positive Circle also offers tips to set up a new teacher induction program as well as providing support to traditional and alternative teacher preparation programs, teacher cadet programs, and individual in-servTrade ReviewAs we have returned to in-person learning in classrooms, never has the power of the positive relationship been more important. Optimism is an integral part of leadership in the classroom, the campus, and the district; Teach in the Positive Circle helps center us on the positive relationships critical to learning. A must-read for the beginning teacher or the seasoned veteran, Julie West’s words will replenish you and inspire you! -- Georgeanne Warnock, superintendent of schools, Terrell Independent School District, Terrell, TXBuilding positive relationships is like a bank; a resource to be used when teachers and students encounter failure, not knowing, and misunderstanding and have high trust to seek help and move forward. This message is the power of Teach in the Positive Circle: Creating Opportunities for Growth and Reflection. -- John Hattie, emeritus laureate professor, Melbourne Graduate School of Education, University of Melbourne, Australia; chair of the board of the Australian Institute for Teaching and School LeadershipOnce you’ve recruited a new teacher, how do you keep them? Ideas, strategies, and resources are now at your fingertips with Teach in the Positive Circle: Creating Opportunities for Growth and Reflection. This book is not only for new teachers but for any school administrator working on the challenging task of teacher retention. Julie West provides concrete ways to support those new to the profession, whether from traditional education programs or people entering the field through an alternative route. -- Melanie Magee, deputy superintendent of leading and learning, Terrell Independent School District; 1994 Pulitzer Prize–winner in International ReportingTeachers are a valuable resource, and we must support them as they learn to navigate the adventures, trials, and victories in the classroom so they continue in the profession. Most importantly, teachers who discover who they are and how they build a legacy through their service to students and other educators provide the strongest, genuinely positive impact in generations of students and our society overall. This is the crucial message of Teach in the Positive Circle. -- Melissa Nichols, director of recruitment and retention, Terrell Independent School District, Terrell, TXTeachers face incredible challenges in the modern classroom, but the foundation for their success will always be rooted in identifying resources and strategies that encourage growth and development as professionals. Teach in the Positive Circle: Creating Opportunities for Growth and Reflection provides the tools to help build confidence and spur teachers onwards to accomplishing great things in the lives of their students. For every teacher wanting to build relationships that make an impact, this book will inspire them to lead with an invigorated commitment to student achievement. -- Chris Grey, assistant director, teaching and learning services, Region 10 Education Service Center, Richardson, TXTable of ContentsPrefaceAcknowledgmentsIntroductionChapter 1. The Start of Something NewChapter 2. Relationships and ConnectionsChapter 3. Diving Deep into RelationshipsChapter 4. Self-AwarenessChapter 5. ProfessionalismChapter 6. Intentions and Best Practices for LearningChapter 7. Lesson PreparationChapter 8. New Mindset and Self-CareChapter 9. The Pessimist SyndromeChapter 10. One, Two, Three: Evaluator and MeChapter 11. Life Outside of SchoolChapter 12. New Teacher Growth in the First YearChapter 13. Teacher RetentionChapter 14. Administrator: Friend or Foe?Chapter 15. Roll Out and MonitorChapter 16. ManagementChapter 17. ScenariosChapter 18. FeedbackChapter 19. Parent CommunicationChapter 20. Parent-Teacher ConferenceChapter 21. Midyear RejuvenationChapter 22. Student EngagementChapter 23. Gratitude and EducatorsChapter 24. End of the YearChapter 25. The Last Hour: Now What?Chapter 26. Final ThoughtsEpilogueBibliographyAbout the Author

Read more less

Book SynopsisTeaching is a lifelong trial, but the first few years in the classroom are typically amongst a teacher's most challenging. Teach in the Positive Circle: Creating Opportunities for Growth and Reflection is an instrumental resource for new teachers entering the profession. This collection of real-world scenarios, checklists, and reflections provides practical guidance to make the first years successful. This book will help new teachers navigate relationships and understand themselves on a deeper level and the specific, positive tips will help in sustaining the energy necessary to maintain the enthusiasm and joy of the profession throughout their career. New teachers will find perseverance, balance, and confidence in daily interactions with different personalities. Teach in the Positive Circle also offers tips to set up a new teacher induction program as well as providing support to traditional and alternative teacher preparation programs, teacher cadet programs, and individual in-servTrade ReviewAs we have returned to in-person learning in classrooms, never has the power of the positive relationship been more important. Optimism is an integral part of leadership in the classroom, the campus, and the district; Teach in the Positive Circle helps center us on the positive relationships critical to learning. A must-read for the beginning teacher or the seasoned veteran, Julie West’s words will replenish you and inspire you! -- Georgeanne Warnock, superintendent of schools, Terrell Independent School District, Terrell, TXBuilding positive relationships is like a bank; a resource to be used when teachers and students encounter failure, not knowing, and misunderstanding and have high trust to seek help and move forward. This message is the power of Teach in the Positive Circle: Creating Opportunities for Growth and Reflection. -- John Hattie, emeritus laureate professor, Melbourne Graduate School of Education, University of Melbourne, Australia; chair of the board of the Australian Institute for Teaching and School LeadershipOnce you’ve recruited a new teacher, how do you keep them? Ideas, strategies, and resources are now at your fingertips with Teach in the Positive Circle: Creating Opportunities for Growth and Reflection. This book is not only for new teachers but for any school administrator working on the challenging task of teacher retention. Julie West provides concrete ways to support those new to the profession, whether from traditional education programs or people entering the field through an alternative route. -- Melanie Magee, deputy superintendent of leading and learning, Terrell Independent School District; 1994 Pulitzer Prize–winner in International ReportingTeachers are a valuable resource, and we must support them as they learn to navigate the adventures, trials, and victories in the classroom so they continue in the profession. Most importantly, teachers who discover who they are and how they build a legacy through their service to students and other educators provide the strongest, genuinely positive impact in generations of students and our society overall. This is the crucial message of Teach in the Positive Circle. -- Melissa Nichols, director of recruitment and retention, Terrell Independent School District, Terrell, TXTeachers face incredible challenges in the modern classroom, but the foundation for their success will always be rooted in identifying resources and strategies that encourage growth and development as professionals. Teach in the Positive Circle: Creating Opportunities for Growth and Reflection provides the tools to help build confidence and spur teachers onwards to accomplishing great things in the lives of their students. For every teacher wanting to build relationships that make an impact, this book will inspire them to lead with an invigorated commitment to student achievement. -- Chris Grey, assistant director, teaching and learning services, Region 10 Education Service Center, Richardson, TXTable of ContentsPrefaceAcknowledgmentsIntroductionChapter 1. The Start of Something NewChapter 2. Relationships and ConnectionsChapter 3. Diving Deep into RelationshipsChapter 4. Self-AwarenessChapter 5. ProfessionalismChapter 6. Intentions and Best Practices for LearningChapter 7. Lesson PreparationChapter 8. New Mindset and Self-CareChapter 9. The Pessimist SyndromeChapter 10. One, Two, Three: Evaluator and MeChapter 11. Life Outside of SchoolChapter 12. New Teacher Growth in the First YearChapter 13. Teacher RetentionChapter 14. Administrator: Friend or Foe?Chapter 15. Roll Out and MonitorChapter 16. ManagementChapter 17. ScenariosChapter 18. FeedbackChapter 19. Parent CommunicationChapter 20. Parent-Teacher ConferenceChapter 21. Midyear RejuvenationChapter 22. Student EngagementChapter 23. Gratitude and EducatorsChapter 24. End of the YearChapter 25. The Last Hour: Now What?Chapter 26. Final ThoughtsEpilogueBibliographyAbout the Author

Read more less

Book Synopsis This call to action for educators examines how childhood trauma impacts cognitive, emotional and social development, and offers perspectives and strategies for fostering trauma-sensitive school cultures. Strong evidence indicates the central problems that underlie many behavioral and emotional obstacles to learning are rarely identified by educators. When these issues are properly understood and addressed, teachers, administrators and parents can more effectively serve students'' emotional and social needs, resulting in dramatic improvement in academic outcomes, attendance, teacher retention and parental involvement.Table of ContentsAcknowledgmentsPart I. "Children of an Idle Brain": Understanding TraumaIntroduction: The Author's Voice 1. Maslow and Bronfenbrenner 2. Child Trauma 3. Other Common Sources of Trauma 4. Brain Research 5. The Influence of Religion 6. The Law and Child MaltreatmentPart II. A Model for the Trauma-Sensitive, Social-Emotional Learning SchoolIntroduction: The Field of Dreams 7. The Trauma-Informed Teacher 8. Trauma-Informed Instruction, Social-Emotional Learning and Maslow 9. Rethinking Assessment10. Social-Emotional Learning Competencies and Teaching Strategies11. Behavior Management12. Support Staff Leadership13. Changing the CultureThe Last WordChapter NotesBibliographyIndex

Read more less

Book SynopsisFinally, a text that thoroughly covers the topic of classroom guidance an effective tool for every school counselor at every school level. Tiffany Bates, Louisiana Tech University Intended for school counselors to aid in the learning of developmental classroom guidance, School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes teaches the fundamentals, strategies, and research outcomes of classroom guidance programming for comprehensive, developmentally appropriate school counseling programs. The content of this book looks at the history and fundamentals of classroom guidance, how these activities meet CACREP and ASCA standards, how and why activities should be aligned to the larger academic curriculum and state/national teaching standards, recommendations on how to develop and assess classroom guidance units, a sampling of units and lessons, techniques in managing the classroom, and outcome research and trends.Trade Review"Finally, a text that thoroughly covers the topic of classroom guidance – an effective tool for every school counselor at every school level." -- Tiffany Bates"School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes is an indispensible text for all students training for the profession of school counseling. This text provides comprehensive information for school counselors as they deliver classroom guidance to all students. With the diverse students in our schools, novice school counselors often struggle with responsibilities such as classroom management, lesson plan development, and evaluating student learning outcomes. Ziomek-Daigle provides comprehensive information surrounding these areas and includes discussion questions and exercises to facilitate concept application to various learning styles, the Common Core Curriculum, and other current initiatives." -- Jeannine StuderTable of ContentsPart I: The Specialty of School Counseling and Classroom Guidance as a Delivery Service Chapter 1: History of Counseling, Emergence of School Counseling, and Classroom Guidance - Jolie Ziomek-Daigle A Rich History Counseling Today Classroom Guidance as a Delivery Service Professional Identity of School Counselors Chapter 2: The Three Broad Domains: Academic, Career, and Social/Emotional - Jolie Ziomek-Daigle Attending to the Needs of K–12 Students in Three Developmental Domains Part II: Developmental and Contextual Considerations for Classroom Guidance Chapter 3: The Elementary School - Jolie Ziomek-Daigle and Christy W. Land Elementary School Students Strengths and Challenges of Elementary School Students Comprehensive School Counseling Programs at the Elementary Level What Is an Elementary School Like? Chapter 4: The Middle School - Sam Steen, Joy Rose, Kristin Avina, and Dana Jenkins Adolescent Development The Middle School - Sam Steen, Joy Rose, Kristin Avina, Dana Jenkins Classroom Guidance Programming: The Essential Component of Comprehensive School Counseling Programs in Middle School Benefits of Classroom Guidance Planning Classroom Guidance Reflective Case Illustrations Chapter 5: The High School - Melinda M. Gibbons and Amber N. Hughes Selling Classroom Guidance Developmental and Contextual Considerations Strengths and Challenges of Working with High School Students Cultural Considerations Career Development Considerations Part III: Planning, Execution, and Evaluation of Classroom Guidance Chapter 6: Needs Assessment and Unit/Lesson Design - Clare Merlin and Andrew J. Knoblich School Counseling Core Curriculum Needs Assessments Identifying Standards Developing a Unit Writing Objectives Developing Classroom Guidance Lessons Preparation and Organization Conclusion Chapter 7: Delivery, Evaluation, Analysis, and Reporting - Amy W. Upton Presenting Classroom Guidance Programming Data Collection Reporting to Stakeholders Counselor Performance Appraisal ASCA School Counselor Performance Appraisal as it Related to Classroom Guidance Programming Chapter 8: Facilitation Skills and Classroom Management - Natoya Hill Haskins Group Counseling Skills in Classroom Guidance Programming Basic Counseling Skills in Classroom Guidance Respect, Genuineness, Empathy, and Unconditional Positive Regard Integrating Your Theoretical Orientation The Basics of Teaching and Managing Technology in the Classroom Ethics in Classroom Guidance Part IV: Other Considerations in Classroom Guidance Chapter 9: School Counselor as Active Collaborator - Christopher Janson and Sophie Maxis Counselor Consultant Integration into Broader Academic Curriculum School Counselors and Multi-Tiered Systems of Support (MTSS) Common Core Curriculum Counselor in Leadership Roles Professional Learning Communities Homeroom Advisory Programs Extending Learning and Leadership from School Staff to the Community Marketing Comprehensive School Guidance Programs Chapter 10: Outcome Research and Future Directions of Classroom Guidance - E. C. M. Mason, Stephanie Eberts, and Lauren Stern Wynne Results of Effective Classroom Guidance Programming Prevention Rather than Intervention Teacher and Counselor Accountability College- and Career-Readiness Focus Components of College and Career Readiness Diversity and Social Justice Virtual Education/Schools and the Online Environment History of Counseling, Emergence of School Counseling, and Classroom Guidance - Jolie Ziomek-Daigle The Three Broad Domains: Academic, Career, and Social/Emotional - Jolie Ziomek-Daigle The Elementary School - Jolie Ziomek-Daigle, Christy Land The High School - Melinda Gibbobs, Amber Hughes Needs Assessment and Unit/Lesson Design - Clare Merlin, Andrew Knoblich Delivery, Evaluation, Analysis, and Reporting - Amy Upton Facilitation Skills and Classroom Management - Natoya Hill Haskins School Counselor as Active Collaborator - Chris Janson, Sophie Maxis Outcome Research and Future Directions of Classroom Guidance - Erin Mason, Stephanie Eberts, Lauren Wynne

Read more less

Book SynopsisWith fully integrated DSM-5 criteria and current CACREP standards, this text examines case conceptualization and effective treatments across the most common disorders encountered in counseling. The comprehensive approach helps readers develop their professional identities as well as their case conceptualization and intervention skills. Each chapter blends current theory and research with case illustrations and guided practice exercises to anchor the material in real-world application. Using an innovative new Temporal/Contextual (T/C) Model, the book provides an easy-to-apply and practical framework for developing accurate and effective case conceptualizations and treatment plans. Case Conceptualization and Effective Interventions is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). Trade Review"In [this book], Zubernis and Snyder provide counselors-in-training and beginning counselors alike with an excellent resource to assist them in accurately diagnosing and treating clients using current approaches proven to be effective at bringing about change. Through their guided presentation of mental disorders most often encountered by professional counselors, Zubernis and Snyder bridge the gap between theory and practice and prepare counselors to effectively work with diverse client populations." -- Joshua C. Watson, Mississippi State University-Meridian"This text will help transform how we teach and provide skill development [and] professional identity for our students in the 21st century." -- Anthony T. Strange, Winthrop UniversityTable of ContentsChapter 1: A Journey into the Profession Introduction A Brief History of Counseling Who Are We Now? Counseling and Related Professions Where Are We Now? Where Are We Going? Looking To the Future Chapter 2: What Makes Counseling Work? Introduction Personal Characteristics of the Effective Counselor The Therapeutic Alliance Facilitative Conditions Which Support the Helping Relationship Transference and Countertransference Relationship Ruptures Counselor Self-Awareness Multicultural Competence Accountability Theoretical Orientation What About the Client? Pulling It All Together Chapter 3: Case Conceptualization That Works Introduction Diagnosis and Problem Identification Case Conceptualization The T/C Model: An Integrative Approach to Case Conceptualization The Case of Katy Treatment Planning Chapter 4: Depressive Disorders Introduction Disruptive Mood Dysregulation Disorder (DMDD) Premenstrual Dysphoric Disorder (PMDD) Major Depressive Disorder (MDD), including Major Depressive Episode (MDE) Persistent Depressive Disorder (PDD) Substance/Medication Induced Depression Other Specified and Unspecified Depressive Disorders Comorbidity Cultural Considerations and Population Factors Etiology and Risk Factors Treatment Interventions Case Conceptualization for Depression Using the T/C Model The Case of James Chapter 5: Bipolar Disorders Introduction Comorbidity Cultural Considerations and Population Factors Etiology and Risk Factors Treatment Interventrions Case Conceptualization for Bipolar Disorders Using the T/C Model The Case of Jason Chapter 6: Anxiety Disorders Introductions Generalized Anxiety Disorder (GAD) Panic Disorder Specific Phobias Social Anxiety Disorder (SAD) Agoraphobia Comorbidity Cultural Considerations and Populations Factors Etiology and Risk Factors Treatment Interventions Case Conceptualization for Anxiety Using the T/C Model The Case of Jim Chapter 7: Obsessive Compulsive and Related Disorders Introduction Obsessive Compulsive Disorder (OCD) Body Dysmorphic Disorder (BDD) Hoarding Disorder (HD) Comorbidty Cultural Considerations and Population Factors Etiology and Risk Factors Treatment Interventions Case Conceptualization for OCD and Related Disorders Using the T/C Model The Case of Sandy Chapter 8: Trauma and Stress-Related Disorders Introduction Acute Stress Disorder (ASD) Posttraumatic Stress Disorder (PTSD) Comorbidity Cultural Considerations and Population Factors Etiology and Risk Factors Treatment Interventions Case Conceptualization for Trauma-Related Disorders Using the T/C Model The Case of Sora Chapter 9: Feeding and Eating Disorders Introduction Anorexia Nervosa (AN) Bulimia Nervosa (BN) Binge-Eating Disorder Comorbidity Cultural Considerations and Population Factors Etiology and Risk Factors Treatment Interventions Case Conceptualization for Eating Disorders Using the T/C Model The Case of Rebecca Chapter 10: Substance-Related and Addictive Disorders Introduction Substance Use Disorders Comorbidity Cultural Considerations and Population Factors Etiology and Risk Factors Treatment Interventions Case Conceptualization for Substance-Related Disorders Using the T/C Model The Case of JJ Chapter 11: Personality Disorders Introduction Comorbidity Cultural Considerations and Population Factors Etiology and Risk Factors Treatment Interventions Case Conceptualization of Personality Disorders Using the T/C Model The Case of Jerry Chapter 12: Disorders With Typical Childhood Onset Introduction Autism Spectrum Disorder (ASD) Comorbidity Cultural Considerations and Population Factors Etiology and Risk Factors Treatment Interventions Attention Deficit/Hyperactivity Disorder (ADHD) Comorbidity Cultural Considerations and Population Factors Etiology and Risk Factors Treatment Interventions Oppositional Defiant Disorder (ODD) Comorbidity Cultural Considerations and Population Factors Etiology and Risk Factors Treatment Interventions Conduct Disorder (CD) Comorbidity Cultural Considerations and Population Factors Etiology and Risk Factors Treatment Interventions Case Conceptualization Considerations Using the T/C Model The Case of Phillip Chapter 13: Case Conceptualization in Practice Case Conceptualization and the T/C Model Going Forward: The T/C Model in Practice

Read more less