Counselling and care of students Books
Jessica Kingsley Publishers Helping Children to Manage Transitions:
Book SynopsisChange and transitions are inevitable but can be an overwhelming and intimidating time for children. Facilitating the healthy management of transitions is crucial for the social, psychological, and emotional wellbeing and resilience in children. Based on over thirty years of expertise experience, Deborah Plummer provides varied and straightforward activities for teachers, parents, and therapists to healthily engage with children and help them process and manage transitions. This activity book aids children in identifying their worries and fears about transitions and facilitates them in building skills and strategies that help them to cope during times of change. It also encourages children to explore the potential benefits and enjoyment that can sometimes be a result of change.This book is one of a series based on the use of imagination (I), mindful play (MP) and creative thinking (CT) to enhance social, psychological and emotional wellbeing and resilience in children. The accompanying ebook Using Imagination, Mindful Play and Creative Thinking to Support Wellbeing and Resilience in Children describes the theory and approach behind how these activities can significantly influence children's perceptions of themselves and the world.Table of ContentsI. Exploring TransitionsII. Foundations for Managing ChangeIII. Skills and ResourcesIV. Thinking about ChangeV. Making a ChangeVI. Taking Care of MyselfVII. Reflecting on Change and Setting Goals
£17.40
Kohlhammer Systemisches Coaching Mit Schulerinnen Und
Book Synopsis
£23.40
Kohlhammer Gewaltpravention Und Soziale Kompetenzen in Der
Book Synopsis
£23.40
Indiana University Press Hazing
Book SynopsisTable of ContentsIntroduction: The Perils of Hazing / Hank Nuwer1. Dead to Rites: The Chlorine Poisoning of Henrietta Jackson / Hank Nuwer2. Hazing in Fraternities and Sororities: A Primer / Hank Nuwer3. A Need for Transparency: Parents, Students Must Make Informed Decisions About Greek Life Risks / Douglas Fierberg and Chloe Neely4. Shame: The Hidden Harm of Hazing for Victims and Hazers / Tracy Maxwell5. Sexual Hazing: A Wrongful Passage / Norm Pollard6. Ill Met by Moonlight: The First Fraternity Hazing Death / Hank Nuwer7. Eliminating Band Hazing: What Must Be Done / Malinda Matney8. Hazing and Gender: Lenses for Prevention / Elizabeth J. Allan and Morgan B. Kinney9. Listening to the Voices of the Hazed: An Examination of Race, Violence, and Black Fraternity Membership / Ashley Stone10. Unspoken Sisterhood: Women in African American Sororities and Their Physical and Mental Ordeals—"Weeding the Good from the Bad" / Gina Lee-Olukoya11. Sexually Exploitive Athletic Hazing and Title IX in the Public School Locker Room / Susan P. Stuart12. A Mother's Story: I Lost My Child to Fraternity Hazing / Debbie Smith with Stacey Kennelly13. How Alfred University Ended the Greek System to Become a Hazing Research Institution / Norm Pollard14. How Schools May Have Facilitated and Operationalized Hazing: An Interview with Peter F. Lake Author of The Rights and Responsibilities of the Modern University/ Hank Nuwer15. A Fraternity Model: Addressing Campus Alcohol Misuse and Abuse / Edward G. Whipple and Robert A. Biggs16. A Realistic Approach to Public Relations for Fraternities in Crisis / Ray Begovich17. A Sorority Hazing Hero Incurs the Wrath of Alums / Sarah Wild18. How Reforms and Reformers Played a Role in Changing a Hazing Culture / Allison Swick-Duttine19. Hazing Hides in Plain Sight: An Open Letter to Hazers from a Nationally Known Speaker / David Westol20. Hazing and University Ethics: The Need for Faculty Involvement and Guidance / James F. Keenan, SJ21. Understanding Hazing in the Perilous World of Guyland: An Interview with Michael Kimmel / Hank Nuwer22. An Unsolved Cold Case: How Did Joe Bisanz Die? / Hank Nuwer23. Women and a Feminine Leadership Style Can Defeat Hazing / Tracy Maxwell24. The Purdue Tank Scrap / David Hovde25. A Blueprint for Greek Reforms: How to Establish an Anti-Hazing Task Force with Concrete "Good First Steps" to Change a Hazing Culture / Travis T. Apgar26. Hazing and the Law and Litigation: What You Need to Know / R. Brian Crow and Colleen McGlone27. Smokeouts and Smokescreens: Military Hazing / Hank Nuwer
£59.50
WW Norton & Co Designing a Prosocial Classroom
Book SynopsisA practical how-to guide for promoting positive classroom cultures.
£19.99
University of California Press Nice Is Not Enough
Book SynopsisThis provocative story of contemporary high school argues that a shallow culture of kindness can do more lasting harm than good. Based on two years of research, Nice Is Not Enough shares striking dispatches from one high school's regime of kindness to underline how the culture operates as a Band-Aid on persistent inequalities. Through incisive storytelling and thoughtful engagement with students, this brilliant study by C.J. Pascoe exposes uncomfortable truths about American politics and our reliance on individual solutions instead of profound systemic change. Nice Is Not Enough brings readers into American High, a middle- and working-class high school characterized by acceptance, connection, and kindnessa place where, a prominent sign states, there is no room for hate. Here, inequality is narrowly understood as a problem of individual merit, meanness, effort, or emotion rather than a structural issue requiring deeper intervention. Surface-level sensitivity allows American High Table of ContentsContents Acknowledgments Preface 1 No Room for Hate 2 The Politics of Protection 3 Love and Justice at American High 4 When Powder Puff Becomes Power Tough 5 The Philanthropic Class 6 The Politics of Care Appendix Notes Bibliography Index
£20.70
John Wiley & Sons Teaching on Days After Educating for Equity in the Wake of Injustice
a huge range and FREE tracked UK delivery on ALL orders.
£31.46
Johns Hopkins University Press Mental Health Issues and the University Student
Book SynopsisAn essential component of the volume is a guide to making emergency assessments, from risk classification and hospitalization to public safety and communication within and outside the campus community.Trade ReviewIarovici navigates a passage between the science of diagnosis and the art of treatment. In doing so, she demonstrates an appreciation for the subtle nuances that affect the treatment of individuals poised on the cusp of adulthood. -- Joseph J. Guido PsycCRITIQUES I embarked on the reading of this book with great interest and was rewarded by the author's thoughtful analysis... a terrific texbook for psychiatric residents... very informative for university administrators in charge of program planning. -- Brunhild Kring American Journal of Psychiatry The particular strength of this book is the careful description of how these issues and problems manifest themselves in a higher education setting and the opportunities and challenges of addressing them in this setting. Choice I can picture myself in the middle of a complicated case reaching for this guide -- Suzanne Sorrentino, LCSW Journal of College Student PsychotherapyTable of ContentsList of Tables and FiguresPart I. The Student in Context: The Interdependent CampusChapter 1. Crisis on the College Campus?Chapter 2. The Changing Face of the American University StudentChapter 3. Generational Issues on CampusChapter 4. The Psychiatrist's Role in College Mental HealthPart II. Clinical ChallengesChapter 5. Sleep Problems on CampusChapter 6. Alcohol on CampusChapter 7. Non-alcohol Substance Abuse on CampusChapter 8. Loneliness and Relationships on CampusChapter 9. PerfectionismChapter 10. Clash of Cultures: International StudentsChapter 11. Clash of Cultures: LGBT StudentsChapter 12. Disordered EatingChapter 13. Difficulty ConcentratingChapter 14. AnxietyChapter 15. Depression and Other Mood ProblemsChapter 16. Psychotic SymptomsChapter 17. Emergency Situations on CampusChapter 18. Impulse Control Problems, Behavioral Addictions, and Other Problematic BehaviorsChapter 19. The Nontraditional StudentChapter 20. Models of TreatmentChapter 21. Treatment Challenges in the University PopulationEpilogue. Student Emotional Well-Being: Looking toward the FutureNotesIndex
£29.25
Johns Hopkins University Press Leveraging the EducationHealth Connection
Book SynopsisOn the interdependent relationship between health and academic achievement. Research indicates that healthy children are more likely to succeed in school and that individuals who attain higher levels of education are more likely to experience better health outcomes in adulthood. To promote and support children's academic success, educators must view student health as an education issue. At the same time, public health professionals must view students' academic success as a public health issue. In Leveraging the Education-Health Connection, David A. Birch explores this interdependent relationship and lays out strategies to improve outcomes for both education and health. Birch provides evidence and recommendations on the links between student health and academic success and between education attainment and adult health outcomes; the impacts of social injustice and early childhood experiences on health and education; strategies for minimizing absenteeism, promoting students' and theirTable of ContentsPreface1. Health and Education – An Interdependent Relationship2. Education and Health Disparities: The Connection to Social Justice3. Early Childhood4. High School Graduation – Attending, Connecting, Succeeding5. Quality School: Important Considerations6. The Whole School, Whole Community, Whole Child Model: A Commitment to Health and Learning7. Moving Forward: Mobilizing a Social MovementAppendixReferencesIndex
£26.10
Stanford University Press Reclaiming Community: Race and the Uncertain
Book SynopsisApproximately 2.4 million Black youth participate in after-school programs, which offer a range of support, including academic tutoring, college preparation, political identity development, cultural and emotional support, and even a space to develop strategies and tools for organizing and activism. In Reclaiming Community, Bianca Baldridge tells the story of one such community-based program, Educational Excellence (EE), shining a light on both the invaluable role youth workers play in these spaces, and the precarious context in which such programs now exist. Drawing on rich ethnographic data, Baldridge persuasively argues that the story of EE is representative of a much larger and understudied phenomenon. With the spread of neoliberal ideology and its reliance on racism—marked by individualism, market competition, and privatization—these bastions of community support are losing the autonomy that has allowed them to embolden the minds of the youth they serve. Baldridge captures the stories of loss and resistance within this context of immense external political pressure, arguing powerfully for the damage caused when the same structural violence that Black youth experience in school, starts to occur in the places they go to escape it.Trade Review"A compelling analysis of community-based youth service programs and how their ability to respond to community needs has been impaired by the narrow 'reform' agenda sweeping the country. Baldridge is a keen observer and her insights will help parents, educators, and activists in other communities understand why their work may not be supported by powerful elites, and what they can do about it." -- Pedro A. Noguera, Distinguished Professor of Education * UCLA Graduate School of Education & Information Studies *"The movement across America to adopt a Wall Street-like focus on 'return on investments' (ROI) to measure the impact of after-school programs is a big mistake. Bianca Baldridge offers a brilliant and timely alternative to metric-driven services; her research provides a refreshing and illuminating vision of how those who support youth of color can create more holistic alternatives to youth programming." -- Shawn Ginwright, Professor of Education and African American Studies * San Francisco State University *"Baldridge's powerful and sophisticated work urges us to continue to focus on theorizing the relationship between community-based youth work and schooling. Reclaiming Community is an urgent read for educational organizers and leaders, education scholars from all disciplines, social movement scholars, and organization scholars." -- Ranita Ray * American Journal of Sociology *Table of ContentsContents and Abstracts1Community-Based Youth Work in Uncertain Times chapter abstractChapter 1 introduces readers to Educational Excellence, its history, mission, triumphs, and challenges. Major themes of the book, its goals, the research methodology, and its significance to sociology of education are presented. The story of the organization is discussed within a broader theoretical discussion of market-driven education reform, race, and paternalism to (1) explore the dialectical relationship between community-based spaces and schools and (2) to explore how political imaginings of race and youth shape and inform the construction of community-based educational spaces engaging Black and other minoritized youth. 2"The EE Family:" Framing Race, Youth, and Educational Possibilities chapter abstractChapter 2 describes the history of Educational Excellence and its transformation from a strict after-school academic program steeped in deficit rhetoric to a comprehensive program that includes emotional and social support as well as political education. This chapter discusses the competing framing (asset-based versus deficit) of Black youth among the organization's founder, board members, and current and new staff members in the program and the struggle to reimagine Black youth beyond deficit narratives rampant in the youth development and nonprofit funding world. This chapter discusses how neoliberal restructuring affects the neighborhood Educational Excellence calls home and the schooling experiences of youth in the program. This chapter examines how youth workers become critical advocates and intercessors on behalf of students, assisting them in navigating difficult school, family, cultural, and social barriers. 3"We're Not Saving Anybody:" Refusing Deficit Narratives chapter abstractThis chapter examines how Black youth within after-school support spaces are often framed politically as "broken" and in need of "fixing." This chapter highlights the voices of youth workers as they navigate community-based educational youth work in a national education climate and with new organizational leadership marked by education reform and therefore pressure to frame Black youth from a deficit perspective to compete for funding opportunities, political praise, and public recognition. This chapter describes how the common trend toward deficit framing is linked to the current neoliberal education market, which incentivizes community-based educational spaces to frame marginalized youth as socially, culturally, and intellectually deficient in order to successfully compete with charter schools for funding. 4"Expanding EE's Footprint": Navigating Organizational Change chapter abstractChapter 4 discusses the growing racial, class, and gender tensions between the organization's founder, executive leadership, and Educational Excellence's board members. This chapter examines the changing nature of leadership in the organization and its impact on the practices of youth workers, shifting priorities of the program, and the overall culture of the program. Rapid growth and increase in the number of youth "served" by Educational Excellence became the new language and mode of operation for the organization. Under these new logics, racial and economic discourse about Black youth and educational opportunity within the organization began to drastically disrupt life at Educational Excellence. This chapter discusses how Educational Excellence expanded into another neighborhood without the proper infrastructure, which shifted the organization in an entirely different direction—one that led to damaged relationships and altered the reputation of the organization. 5"The Family Is Dead": Corporatizing After-School chapter abstractAfter a mass exodus of staff members at Educational Excellence, this chapter discusses how remaining youth workers strive to maintain strong and relevant pedagogical practices, familial-like culture, and an asset-rich ideology of youth in a new climate where organizational leadership is primarily concerned with funding, expansion, and greater exposure for the organization—without regard for the consequences for staff or student morale. This chapter discusses the ways that the camaraderie and relationships established between youth workers served as an anchor for accountability in the program. With relationships in jeopardy, accountability for resisting racist and deficit language withered and neoliberal expansion flourished under new leadership. 6"It Was Never Ours": Race and the Politics of Control chapter abstractChapter 6 examines the external pull factors (broader political and economic forces shaping public education) and internal push factors (competing frames of race, control, and paternalism between staff, the founder, and new leadership) that led youth workers away from Educational Excellence. Youth workers share their process for leaving the organization, what they learned during their time in the program, and reflections on challenging and rewarding experiences. Chapter 6 investigates the persistence of racism and neoliberalism within the current era of education that is eroding liberatory community-based spaces engaging Black youth. Conclusion: Reclaiming Community-Based Youth Work in the Neoliberal Era chapter abstractThe conclusion summarizes major research findings and highlights the major triumphs, challenges, and changes the book documented. Within this chapter, the story of Educational Excellence is placed within a historical context of activism in Black communities. Through the lessons learned from Educational Excellence, a path is laid out for community-based leaders and educators of color to identify, name, and resist the complex dynamics of racism, anti-Blackness, and politics threatening their work with youth. The conclusion lays out recommendations that include (1) encouraging more scholarship that theorizes social location of community-based youth work and the deep pedagogical work that can occur within community-based after-school spaces; and (2) considering the potential effects of macroeconomic and social policies, such as education privatization, on after-school community-based spaces and cautioning against the erasure of self-determination within community-based spaces as a result of the neoliberal turn.
£79.20
Stanford University Press Reclaiming Community: Race and the Uncertain
Book SynopsisApproximately 2.4 million Black youth participate in after-school programs, which offer a range of support, including academic tutoring, college preparation, political identity development, cultural and emotional support, and even a space to develop strategies and tools for organizing and activism. In Reclaiming Community, Bianca Baldridge tells the story of one such community-based program, Educational Excellence (EE), shining a light on both the invaluable role youth workers play in these spaces, and the precarious context in which such programs now exist. Drawing on rich ethnographic data, Baldridge persuasively argues that the story of EE is representative of a much larger and understudied phenomenon. With the spread of neoliberal ideology and its reliance on racism—marked by individualism, market competition, and privatization—these bastions of community support are losing the autonomy that has allowed them to embolden the minds of the youth they serve. Baldridge captures the stories of loss and resistance within this context of immense external political pressure, arguing powerfully for the damage caused when the same structural violence that Black youth experience in school, starts to occur in the places they go to escape it.Trade Review"A compelling analysis of community-based youth service programs and how their ability to respond to community needs has been impaired by the narrow 'reform' agenda sweeping the country. Baldridge is a keen observer and her insights will help parents, educators, and activists in other communities understand why their work may not be supported by powerful elites, and what they can do about it." -- Pedro A. Noguera, Distinguished Professor of Education * UCLA Graduate School of Education & Information Studies *"The movement across America to adopt a Wall Street-like focus on 'return on investments' (ROI) to measure the impact of after-school programs is a big mistake. Bianca Baldridge offers a brilliant and timely alternative to metric-driven services; her research provides a refreshing and illuminating vision of how those who support youth of color can create more holistic alternatives to youth programming." -- Shawn Ginwright, Professor of Education and African American Studies * San Francisco State University *"Baldridge's powerful and sophisticated work urges us to continue to focus on theorizing the relationship between community-based youth work and schooling. Reclaiming Community is an urgent read for educational organizers and leaders, education scholars from all disciplines, social movement scholars, and organization scholars." -- Ranita Ray * American Journal of Sociology *Table of ContentsContents and Abstracts1Community-Based Youth Work in Uncertain Times chapter abstractChapter 1 introduces readers to Educational Excellence, its history, mission, triumphs, and challenges. Major themes of the book, its goals, the research methodology, and its significance to sociology of education are presented. The story of the organization is discussed within a broader theoretical discussion of market-driven education reform, race, and paternalism to (1) explore the dialectical relationship between community-based spaces and schools and (2) to explore how political imaginings of race and youth shape and inform the construction of community-based educational spaces engaging Black and other minoritized youth. 2"The EE Family:" Framing Race, Youth, and Educational Possibilities chapter abstractChapter 2 describes the history of Educational Excellence and its transformation from a strict after-school academic program steeped in deficit rhetoric to a comprehensive program that includes emotional and social support as well as political education. This chapter discusses the competing framing (asset-based versus deficit) of Black youth among the organization's founder, board members, and current and new staff members in the program and the struggle to reimagine Black youth beyond deficit narratives rampant in the youth development and nonprofit funding world. This chapter discusses how neoliberal restructuring affects the neighborhood Educational Excellence calls home and the schooling experiences of youth in the program. This chapter examines how youth workers become critical advocates and intercessors on behalf of students, assisting them in navigating difficult school, family, cultural, and social barriers. 3"We're Not Saving Anybody:" Refusing Deficit Narratives chapter abstractThis chapter examines how Black youth within after-school support spaces are often framed politically as "broken" and in need of "fixing." This chapter highlights the voices of youth workers as they navigate community-based educational youth work in a national education climate and with new organizational leadership marked by education reform and therefore pressure to frame Black youth from a deficit perspective to compete for funding opportunities, political praise, and public recognition. This chapter describes how the common trend toward deficit framing is linked to the current neoliberal education market, which incentivizes community-based educational spaces to frame marginalized youth as socially, culturally, and intellectually deficient in order to successfully compete with charter schools for funding. 4"Expanding EE's Footprint": Navigating Organizational Change chapter abstractChapter 4 discusses the growing racial, class, and gender tensions between the organization's founder, executive leadership, and Educational Excellence's board members. This chapter examines the changing nature of leadership in the organization and its impact on the practices of youth workers, shifting priorities of the program, and the overall culture of the program. Rapid growth and increase in the number of youth "served" by Educational Excellence became the new language and mode of operation for the organization. Under these new logics, racial and economic discourse about Black youth and educational opportunity within the organization began to drastically disrupt life at Educational Excellence. This chapter discusses how Educational Excellence expanded into another neighborhood without the proper infrastructure, which shifted the organization in an entirely different direction—one that led to damaged relationships and altered the reputation of the organization. 5"The Family Is Dead": Corporatizing After-School chapter abstractAfter a mass exodus of staff members at Educational Excellence, this chapter discusses how remaining youth workers strive to maintain strong and relevant pedagogical practices, familial-like culture, and an asset-rich ideology of youth in a new climate where organizational leadership is primarily concerned with funding, expansion, and greater exposure for the organization—without regard for the consequences for staff or student morale. This chapter discusses the ways that the camaraderie and relationships established between youth workers served as an anchor for accountability in the program. With relationships in jeopardy, accountability for resisting racist and deficit language withered and neoliberal expansion flourished under new leadership. 6"It Was Never Ours": Race and the Politics of Control chapter abstractChapter 6 examines the external pull factors (broader political and economic forces shaping public education) and internal push factors (competing frames of race, control, and paternalism between staff, the founder, and new leadership) that led youth workers away from Educational Excellence. Youth workers share their process for leaving the organization, what they learned during their time in the program, and reflections on challenging and rewarding experiences. Chapter 6 investigates the persistence of racism and neoliberalism within the current era of education that is eroding liberatory community-based spaces engaging Black youth. Conclusion: Reclaiming Community-Based Youth Work in the Neoliberal Era chapter abstractThe conclusion summarizes major research findings and highlights the major triumphs, challenges, and changes the book documented. Within this chapter, the story of Educational Excellence is placed within a historical context of activism in Black communities. Through the lessons learned from Educational Excellence, a path is laid out for community-based leaders and educators of color to identify, name, and resist the complex dynamics of racism, anti-Blackness, and politics threatening their work with youth. The conclusion lays out recommendations that include (1) encouraging more scholarship that theorizes social location of community-based youth work and the deep pedagogical work that can occur within community-based after-school spaces; and (2) considering the potential effects of macroeconomic and social policies, such as education privatization, on after-school community-based spaces and cautioning against the erasure of self-determination within community-based spaces as a result of the neoliberal turn.
£21.59
Cognella, Inc Group Work in Schools: Preparing, Leading,
Book SynopsisGroup Work in Schools: Preparing, Leading, Responding provides practicing and future school counselors with the knowledge and tools they need to develop and master group skills. Recognizing that school counselors leverage both counseling and psychoeducation in group work, the text presents research, theory, and practices in both counseling and education.The book introduces the types of groups school counselors conduct; important situational, social, and cultural considerations; ethical mandates; and learning theories for group work planning. Additional chapters cover major group development and intervention theories and group leadership methods and styles. Readers learn how to establish effective goals and objectives for groups, assess these goals, and plan meaningful group activities for their groups. The text also describes important intervention skills and strategies for conducting groups and for responding to problems that arise in groups with youth.The second edition includes greater discussion on teaching and learning theories, more attention to group work practices with diverse populations, and expanded descriptions of basic group work skills.Group Work in Schools is an ideal resource for advanced courses in group work and school counseling. The book is also a valuable guide for school counselors, teachers, and administrative staff who lead groups in educational settings.
£58.40
Cognella, Inc Counseling and Helping Skills: Critical
Book SynopsisCounseling and Helping Skills: Critical Techniques to Becoming a Counselor provides counselors and other helping professionals with a complete guide to developing the skills and competencies necessary to support a diverse spectrum of clients.The text is divided into two sections. Part I begins with a chapter that describes nine characteristics of an effective counselor and then moves on to chapters that examine foundational, essential, and commonly used skills. Some skills discussed include nonverbal behaviors, forming an equal relationship, non-pathologizing, honoring and respecting clients, listening, empathy, affirmation giving, offering alternatives, self-disclosure, modeling, collaboration, and more. A separate chapter on information-gathering and solution-focused questions is provided next. Part I concludes with a chapter on specialized skills such as advocacy, assessment for lethality, confrontation, cognitive-behavioral responses, interpretation, positive counseling, life-coaching, and crisis, trauma, and disaster counseling. Part II focuses on treatment issues, including chapters dedicated to case conceptualization; case management, such as DSM-5, psychotropic medications, writing case notes, and more; cultural competency, which describes models of culturally competent counseling and considerations when working with eleven select populations; ethical, professional, and legal issues, which examines the purpose of ethical codes, ethical decision-making, ten critical areas in ethical codes, vignettes, best practices, and malpractice insurance. Comprehensive in nature and filled with valuable insight, Counseling and Helping Skills is ideal for graduate-level counseling and related programs. It can also be used by those entering the helping professions to support their transition into the field and serve as a helpful ongoing reference.
£92.80
Brookes Publishing Co Merrell's Strong Kids™ - Grades 3-5: A Social and
Book SynopsisTeach social-emotional competence - the foundation of school and social success - with the NEW editions of the Strong Kids™ - Grades 3 - 5 curriculum! Strong Kids is the fun and easy way to help your students develop the social-emotional skills they need to manage their challenges and succeed in school and life. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is Low cost and low tech Proven to help increase students knowledge of social and emotional concepts and decrease their emotional and behavioral problems Easy to implement with no mental health training required Brief enough to use with any program Through engaging, thought-provoking classroom activities, students learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more. This scientifically-based curriculum runs for 12 weeks, and lessons are easy to fit into your existing schedule (especially with the new options for breaking them into smaller chunks). Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so teachers have everything they need to implement the program with little added cost or preparation.
£36.51
Information Age Publishing Unnormalizing Education: Addressing Homophobia in
Book SynopsisRecently, with the number of students from higher education and K-12 settings committing suicide, it is apparent that homophobia and homophobic bullying are tremendous problems in our schools and universities. However, educators are unclear about an appropriate process for addressing these challenges. In this book, Jones postulates that we must begin exploring the culture of educational environments as they relate to sexual difference, in order to begin conceptualizing ways in which we may begin to address homophobia and heteronormativity. To that end, this book addresses how educators (at all levels) must begin examining how their concepts about different sexual identities are "normalized" through socializing processes and schooling. In doing so, this book examines how individuals construct meanings about homophobia and hate language through "contextual oppositions," how educational environments maintain a ''false tolerance" when claiming to be tolerant of different sexual identities, how a hierarchy of hate language exists in educational environments, among other issues related to creating safe places for all students. In essence, the book attempts to "un"normalize society's constructions of sexual identity by deconstructing the social norms.
£31.30
Information Age Publishing Unnormalizing Education: Addressing Homophobia in
Book SynopsisRecently, with the number of students from higher education and K-12 settings committing suicide, it is apparent that homophobia and homophobic bullying are tremendous problems in our schools and universities. However, educators are unclear about an appropriate process for addressing these challenges. In this book, Jones postulates that we must begin exploring the culture of educational environments as they relate to sexual difference, in order to begin conceptualizing ways in which we may begin to address homophobia and heteronormativity. To that end, this book addresses how educators (at all levels) must begin examining how their concepts about different sexual identities are "normalized" through socializing processes and schooling. In doing so, this book examines how individuals construct meanings about homophobia and hate language through "contextual oppositions," how educational environments maintain a ''false tolerance" when claiming to be tolerant of different sexual identities, how a hierarchy of hate language exists in educational environments, among other issues related to creating safe places for all students. In essence, the book attempts to "un"normalize society's constructions of sexual identity by deconstructing the social norms.
£58.12
Information Age Publishing The Collegiate Athlete at Risk: Strategies for
Book SynopsisThere are numerous books documenting the challenges of student athletes and presenting recommendations for academic success. They primarily focus on understanding the issues of student-athletes and recommendations are oftentimes overly simplistic, failing to explicitly provide interventions that can be executed by student-athlete support personnel. In addition, the topic of supporting student-athletes who are academically at risk and/or are diagnosed with high incidence disabilities has been overlooked by scholars resulting in few publications specifically focusing on providing strategies to the staff/personnel who serve these populations. The general target audience is college/university practitioners who interface with student-athletes who demonstrate academic and social risk in the realm of athletics.These stakeholders include but are not limited to: academic support staff, student athletes, parents, coaches, faculty/educators, counselors, psychologists, higher education administrators, student affairs professionals, disability services coordinators/personnel, as well as researchers who focus on education leadership, sports, and special education. All of these groups are likely to find this book attractive especially as they work with student-athletes who are at-risk for academic failure. Also, it is ventured that this book will become the staple text for the National Association of Academic Advisors (N4A), the official organization for all personnel who work in collegiate academic support and can be used by members of intercollegiate athletic associations to reform policies in place to support at-risk student-athletes.Table of Contents Introduction and Overview, Samuel R. Hodge, Robert A. Bennett III, and Morris R. Council III. Identifying and Transitioning Student-Athletes With Risk Labels and High Incidence Disabilities, Susie C. Bruhin and Lori S. Robinson. Current Models of Student-Athlete Academic Support Services, Robert A. Bennett III and Stephon Fuqua. Developing Effective Self-Advocacy Skills in Student-Athletes With Disabilities, Morris R. Council III and Ralph Gardner III. Measuring Academic Success: How the Standardization of Evaluating Academic Achievement Leaves Students At-Risk Behind, Emily M. Newell and Morris R. Council III. Motivating Student-Athletes for Academic Success, Joy Gaston Gayles, Robert Lang, and Ezinne Ofoegbu. Response to Intervention (RtI) as a Framework for Innovation, Morris R. Council III and Mary R. Sawyer. Staying Engaged: Faculty Mentoring Student- Athletes, Darren D. Kelly and Robert A. Bennet. Contents. Epilogue. About the Authors
£42.46
Information Age Publishing The Collegiate Athlete at Risk: Strategies for
Book SynopsisThere are numerous books documenting the challenges of student athletes and presenting recommendations for academic success. They primarily focus on understanding the issues of student-athletes and recommendations are oftentimes overly simplistic, failing to explicitly provide interventions that can be executed by student-athlete support personnel. In addition, the topic of supporting student-athletes who are academically at risk and/or are diagnosed with high incidence disabilities has been overlooked by scholars resulting in few publications specifically focusing on providing strategies to the staff/personnel who serve these populations. The general target audience is college/university practitioners who interface with student-athletes who demonstrate academic and social risk in the realm of athletics.These stakeholders include but are not limited to: academic support staff, student athletes, parents, coaches, faculty/educators, counselors, psychologists, higher education administrators, student affairs professionals, disability services coordinators/personnel, as well as researchers who focus on education leadership, sports, and special education. All of these groups are likely to find this book attractive especially as they work with student-athletes who are at-risk for academic failure. Also, it is ventured that this book will become the staple text for the National Association of Academic Advisors (N4A), the official organization for all personnel who work in collegiate academic support and can be used by members of intercollegiate athletic associations to reform policies in place to support at-risk student-athletes.Table of Contents Introduction and Overview, Samuel R. Hodge, Robert A. Bennett III, and Morris R. Council III. Identifying and Transitioning Student-Athletes With Risk Labels and High Incidence Disabilities, Susie C. Bruhin and Lori S. Robinson. Current Models of Student-Athlete Academic Support Services, Robert A. Bennett III and Stephon Fuqua. Developing Effective Self-Advocacy Skills in Student-Athletes With Disabilities, Morris R. Council III and Ralph Gardner III. Measuring Academic Success: How the Standardization of Evaluating Academic Achievement Leaves Students At-Risk Behind, Emily M. Newell and Morris R. Council III. Motivating Student-Athletes for Academic Success, Joy Gaston Gayles, Robert Lang, and Ezinne Ofoegbu. Response to Intervention (RtI) as a Framework for Innovation, Morris R. Council III and Mary R. Sawyer. Staying Engaged: Faculty Mentoring Student- Athletes, Darren D. Kelly and Robert A. Bennet. Contents. Epilogue. About the Authors
£78.20
Information Age Publishing Adult Intentions, Student Perceptions: How
Book SynopsisRestorative justice (RJ) is an idea whose time may have finally arrived. Although the concept has ancient roots and the term has existed in Western societies since the 1970s, only recently has it gained general public recognition. In schools, RJ’s popularity is rising world-wide. In fact, education is the fastest growing area for the practice of RJ.Despite an increasing number of schools embracing the approach, it is not clear what educational RJ practitioners are trying to achieve. Adult Intentions, Student Perceptions: How Restorative Justice is Used in Schools to Control and to Engage focuses on the use of RJ in one school in Scotland and one in Canada. While important to understand the intentions of educators in using RJ in schools, those aims must be examined alongside the actual impact that such practices have on students. RJ can be understood and experienced in dramatically different ways by those implementing it. For some, RJ is about creating an environment of and for student engagement that challenges traditional systems of discipline and facilitates learning. For others, RJ is simply another tool for solidifying compliance and meting out punishment, albeit in a kinder, gentler way. Adult Intentions, Student Perceptions provides the opportunity to delve deeply into the stories of two schools and the adults and young people who inhabit them, and consider the broad impact that differing educator understandings of RJ have on students.Adult Intentions, Student Perceptions is a timely book for RJ advocates and critics alike. It challenges a common assumption of some RJ advocates that implementing RJ necessarily creates a classroom environment of social engagement (where students are empowered to engage with one another and think critically, and school relationships and hierarchies are transformed). The student experience relayed in this book shows that RJ can as readily be mobilized to create classroom environments of social control (where students are taught obedience and compliance, and authority and hierarchy are reinforced). Reimer argues that RJ, by itself, does not guarantee certain qualities of relationship, but RJ does allow us to examine relational qualities and ask questions of how school relationships are used to engage and/or control students.Table of Contents Series Editor’s Preface, Jeffrey S. Brooks Foreword, Joel Westheimer CHAPTER 1: Introduction: The Rise of Restorative Justice in Schools CHAPTER 2: The Tensions Within Restorative Justice: A Continuum of Understandings CHAPTER 3: Listening to the Voices in the Schools CHAPTER 4: Rocky Creek: The Canadian School Story CHAPTER 5: Rocky Creek Public School: Educator Intentions CHAPTER 6: Rocky Creek Public School: Student Perceptions CHAPTER 7: Royal Mills High School: The Scottish School Story CHAPTER 8: Royal Mills High School: Educator Intentions CHAPTER 9: Royal Mills High School: Pupil Perceptions CHAPTER 10: Holding the Studies Side by Side CHAPTER 11: Restorative Justice as a Window Into Relationships References
£44.96
Information Age Publishing Adult Intentions, Student Perceptions: How
Book SynopsisRestorative justice (RJ) is an idea whose time may have finally arrived. Although the concept has ancient roots and the term has existed in Western societies since the 1970s, only recently has it gained general public recognition. In schools, RJ’s popularity is rising world-wide. In fact, education is the fastest growing area for the practice of RJ.Despite an increasing number of schools embracing the approach, it is not clear what educational RJ practitioners are trying to achieve. Adult Intentions, Student Perceptions: How Restorative Justice is Used in Schools to Control and to Engage focuses on the use of RJ in one school in Scotland and one in Canada. While important to understand the intentions of educators in using RJ in schools, those aims must be examined alongside the actual impact that such practices have on students. RJ can be understood and experienced in dramatically different ways by those implementing it. For some, RJ is about creating an environment of and for student engagement that challenges traditional systems of discipline and facilitates learning. For others, RJ is simply another tool for solidifying compliance and meting out punishment, albeit in a kinder, gentler way. Adult Intentions, Student Perceptions provides the opportunity to delve deeply into the stories of two schools and the adults and young people who inhabit them, and consider the broad impact that differing educator understandings of RJ have on students.Adult Intentions, Student Perceptions is a timely book for RJ advocates and critics alike. It challenges a common assumption of some RJ advocates that implementing RJ necessarily creates a classroom environment of social engagement (where students are empowered to engage with one another and think critically, and school relationships and hierarchies are transformed). The student experience relayed in this book shows that RJ can as readily be mobilized to create classroom environments of social control (where students are taught obedience and compliance, and authority and hierarchy are reinforced). Reimer argues that RJ, by itself, does not guarantee certain qualities of relationship, but RJ does allow us to examine relational qualities and ask questions of how school relationships are used to engage and/or control students.Table of Contents Series Editor’s Preface, Jeffrey S. Brooks Foreword, Joel Westheimer CHAPTER 1: Introduction: The Rise of Restorative Justice in Schools CHAPTER 2: The Tensions Within Restorative Justice: A Continuum of Understandings CHAPTER 3: Listening to the Voices in the Schools CHAPTER 4: Rocky Creek: The Canadian School Story CHAPTER 5: Rocky Creek Public School: Educator Intentions CHAPTER 6: Rocky Creek Public School: Student Perceptions CHAPTER 7: Royal Mills High School: The Scottish School Story CHAPTER 8: Royal Mills High School: Educator Intentions CHAPTER 9: Royal Mills High School: Pupil Perceptions CHAPTER 10: Holding the Studies Side by Side CHAPTER 11: Restorative Justice as a Window Into Relationships References
£82.80
Information Age Publishing Let’s Stop Calling it an Achievement Gap: How
Book SynopsisBetween 1980 and 2005, 45 states were involved in lawsuits around equity of funding and adequacy of education provided to all students in the state. Indeed, this investigation could have included any cities in America, and the themes likely would have been the same: Lower funding and resources, disproportionate numbers of teachers and school leaders who do not look like the students they serve, debates over the public’s responsibility to provide fair and equitable education for all students in the jurisdiction, implicit biases from the top to the bottom and a resegregation of schools in America.Integration for Black families was never about an idea that Black students were better off if they could be around White students, it was about the idea that Black students would be better off if they could have access to the same education that White students had — but residential segregation still enables de facto school segregation, when it isn’t coded into policy.For the overwhelming majority of Black students, they’re stuck in segregated, underperforming schools. Schools where the teachers are dedicated to the mission, but where the cities and districts and states have failed to uphold their basic responsibility to maintain the upkeep of the schools and provide enough desks for each child and current textbooks.Table of Contents Acknowledgments Introduction CHAPTER 1: Atlanta: “A City Full of College” Its Students Can’t Access CHAPTER 2: Baltimore: “Turning Trauma into Power to Change the World” CHAPTER 3: Birmingham: “Segregation Forever” and the Impact of Suburban Flight CHAPTER 4: Charlotte: “The Fleecing of the Urban School District” CHAPTER 5: Chicago: Extreme Decentralization and an Investment in Principals CHAPTER 6: Dallas: All Hands on Deck to Ensure Smoother Hand-Offs Between Schools and the Workforce CHAPTER 7: Houston: Lost Economic Opportunities a Wake-Up Call to City Leaders CHAPTER 8: Milwaukee: “We Don’t Have Failed Schools. We Have Failed Communities” CHAPTER 9: New Orleans: A Total Eclipse of Local Control- and How Reform Efforts Have Failed Our Students CHAPTER 10: Philadelphia: Social Justice as Racial Justice and Educators’ Fight to Take Back to Take Back Their City Conclusion About the Authors
£42.46
Information Age Publishing Let’s Stop Calling it an Achievement Gap: How
Book SynopsisBetween 1980 and 2005, 45 states were involved in lawsuits around equity of funding and adequacy of education provided to all students in the state. Indeed, this investigation could have included any cities in America, and the themes likely would have been the same: Lower funding and resources, disproportionate numbers of teachers and school leaders who do not look like the students they serve, debates over the public’s responsibility to provide fair and equitable education for all students in the jurisdiction, implicit biases from the top to the bottom and a resegregation of schools in America.Integration for Black families was never about an idea that Black students were better off if they could be around White students, it was about the idea that Black students would be better off if they could have access to the same education that White students had — but residential segregation still enables de facto school segregation, when it isn’t coded into policy.For the overwhelming majority of Black students, they’re stuck in segregated, underperforming schools. Schools where the teachers are dedicated to the mission, but where the cities and districts and states have failed to uphold their basic responsibility to maintain the upkeep of the schools and provide enough desks for each child and current textbooks.Table of Contents Acknowledgments Introduction CHAPTER 1: Atlanta: “A City Full of College” Its Students Can’t Access CHAPTER 2: Baltimore: “Turning Trauma into Power to Change the World” CHAPTER 3: Birmingham: “Segregation Forever” and the Impact of Suburban Flight CHAPTER 4: Charlotte: “The Fleecing of the Urban School District” CHAPTER 5: Chicago: Extreme Decentralization and an Investment in Principals CHAPTER 6: Dallas: All Hands on Deck to Ensure Smoother Hand-Offs Between Schools and the Workforce CHAPTER 7: Houston: Lost Economic Opportunities a Wake-Up Call to City Leaders CHAPTER 8: Milwaukee: “We Don’t Have Failed Schools. We Have Failed Communities” CHAPTER 9: New Orleans: A Total Eclipse of Local Control- and How Reform Efforts Have Failed Our Students CHAPTER 10: Philadelphia: Social Justice as Racial Justice and Educators’ Fight to Take Back to Take Back Their City Conclusion About the Authors
£78.20
Information Age Publishing Trauma in Adult and Higher Education:
Book SynopsisTrauma in Adult and Higher Education: Conversations and Critical Reflections invites readers to think deeply about the experiences of trauma they witness in and outside of the classroom, because trauma alters adult learners' experience by disrupting identity, and interfering with memory, relationships and creativity. Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual's sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma.Trauma in Adult and Higher Education: Conversations and Critical Reflections reveals the lived experiences of educators struggling to integrate those who have experienced trauma into their classrooms - whether this is in prison, a yoga class, or higher education. As discourses and programming to support diversity intensifies, it is central that educators acknowledge and respond to the realities of the students before them. Advocates of traumasensitive curriculum acknowledge that trauma shows up as a result of the disproportionate amount of violence and persistent insecurity that specific groups face. Race, gender, sexual orientation, ability, and immigration are all factors that expose individuals to higher levels of potential trauma.Trauma has changed the conversations about what education is, and how it should happen. These conversations are resulting in new approaches to teaching and learning that address the lived experiences of pain and trauma that our adult learners bring into the classroom, and the workforce. This collection includes a discussion of salient implications and practices for adult and higher education administrators and faculty who desire to create an environment that includes individuals who have experienced trauma, and perhaps prevents the cycle of violence.
£60.35
Information Age Publishing Trauma in Adult and Higher Education:
Book SynopsisTrauma in Adult and Higher Education: Conversations and Critical Reflections invites readers to think deeply about the experiences of trauma they witness in and outside of the classroom, because trauma alters adult learners' experience by disrupting identity, and interfering with memory, relationships and creativity. Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual's sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma.Trauma in Adult and Higher Education: Conversations and Critical Reflections reveals the lived experiences of educators struggling to integrate those who have experienced trauma into their classrooms - whether this is in prison, a yoga class, or higher education. As discourses and programming to support diversity intensifies, it is central that educators acknowledge and respond to the realities of the students before them. Advocates of traumasensitive curriculum acknowledge that trauma shows up as a result of the disproportionate amount of violence and persistent insecurity that specific groups face. Race, gender, sexual orientation, ability, and immigration are all factors that expose individuals to higher levels of potential trauma.Trauma has changed the conversations about what education is, and how it should happen. These conversations are resulting in new approaches to teaching and learning that address the lived experiences of pain and trauma that our adult learners bring into the classroom, and the workforce. This collection includes a discussion of salient implications and practices for adult and higher education administrators and faculty who desire to create an environment that includes individuals who have experienced trauma, and perhaps prevents the cycle of violence.
£92.70
Information Age Publishing Working While Black: The Untold Stories of
Book SynopsisWorking While Black: The Untold Stories of Student Affairs Practitioners will examine the narratives of student affairs professionals and how they navigate their professional experiences. While student affairs can be a high pressure and high stress environment for all professionals, Black professionals are often overworked, underheard, and made to feel devalued. Therefore, it is important to consider how student affairs professionals are managing the profession, colleagues, and students while Black.I approach this book from an asset-based approach where chapter authors are approaching both the challenges and opportunities they have experienced due to being a Black while working as a student affairs practitioner. Chapter authors also provide poignant advice on how current and potential student affairs professionals can successfully navigate the field. One especially important contribution of this book is that our authors are from a variety of student affairs areas including: residence life, student engagement, career services, counseling, student conduct, athletics, student activities, diversity, equity, and inclusion, and academic advising. Additionally, chapter authors are student affairs professionals at predominantly White institutions, historically Black colleges and universities, and online universities. Given the breadth of experiences each chapter will provide poignant suggestions for student affairs practitioners across the nation as well as for institutions who are looking to better understand these experiences to better support their own employees.Popular education press and scholarly conversations have focused on the experiences of student affairs professionals (Renn & Hodges, 2007). There has also been scholarship around the Black student affairs professional experience (West, 2015; Husband. 2016). This book will add to the current press and scholarly conversations by allowing Black student affairs professionals to tell their own stories, providing additional insight into what it is like to work while Black. Institutions of higher education can learn much from the stories shared in this book that can inform the recruitment and retention of Black professionals. Thus, Working While Black: The Untold Stories of Student Affairs Practitioners is positioned to be a must read for all higher education professionals and institutions who are looking for strategies to support Black student affairs professionals.
£44.96
Information Age Publishing Working While Black: The Untold Stories of
Book SynopsisWorking While Black: The Untold Stories of Student Affairs Practitioners will examine the narratives of student affairs professionals and how they navigate their professional experiences. While student affairs can be a high pressure and high stress environment for all professionals, Black professionals are often overworked, underheard, and made to feel devalued. Therefore, it is important to consider how student affairs professionals are managing the profession, colleagues, and students while Black.I approach this book from an asset-based approach where chapter authors are approaching both the challenges and opportunities they have experienced due to being a Black while working as a student affairs practitioner. Chapter authors also provide poignant advice on how current and potential student affairs professionals can successfully navigate the field. One especially important contribution of this book is that our authors are from a variety of student affairs areas including: residence life, student engagement, career services, counseling, student conduct, athletics, student activities, diversity, equity, and inclusion, and academic advising. Additionally, chapter authors are student affairs professionals at predominantly White institutions, historically Black colleges and universities, and online universities. Given the breadth of experiences each chapter will provide poignant suggestions for student affairs practitioners across the nation as well as for institutions who are looking to better understand these experiences to better support their own employees.Popular education press and scholarly conversations have focused on the experiences of student affairs professionals (Renn & Hodges, 2007). There has also been scholarship around the Black student affairs professional experience (West, 2015; Husband. 2016). This book will add to the current press and scholarly conversations by allowing Black student affairs professionals to tell their own stories, providing additional insight into what it is like to work while Black. Institutions of higher education can learn much from the stories shared in this book that can inform the recruitment and retention of Black professionals. Thus, Working While Black: The Untold Stories of Student Affairs Practitioners is positioned to be a must read for all higher education professionals and institutions who are looking for strategies to support Black student affairs professionals.
£82.80
Information Age Publishing Teacher Candidate Problem-Solving Engagement
Book SynopsisStudents continue to be bombarded with technology, social media and demands on their attention, this book represents fifteen years of data collection presented within two case studies. Demonstrated is the value of identifying student patterns of attentiveness integrated within the theoretical frameworks of initial and sustained attention to identify theme patterns of attentiveness. Introduced is the LIBRE Model, a strengthbased problem-solving approach with the ability to assess patterns in attention and manage attention.This book addresses strategic thinking and engagement style attentiveness within a problem-solving exchange. The importance of examining the cues, self-reported identities, context, and cultural content that are observable in the language problem-solvers share is established. Attention is also revisited to explore what it looks like when examined within a problem-solving context. Building upon theoretical concepts in application to problem solving to provide insight to student attention to self and others. Providing opportunity for educators and professional insight to better connect with students.
£42.46
Information Age Publishing Teacher Candidate Problem-Solving Engagement
Book SynopsisStudents continue to be bombarded with technology, social media and demands on their attention, this book represents fifteen years of data collection presented within two case studies. Demonstrated is the value of identifying student patterns of attentiveness integrated within the theoretical frameworks of initial and sustained attention to identify theme patterns of attentiveness. Introduced is the LIBRE Model, a strengthbased problem-solving approach with the ability to assess patterns in attention and manage attention.This book addresses strategic thinking and engagement style attentiveness within a problem-solving exchange. The importance of examining the cues, self-reported identities, context, and cultural content that are observable in the language problem-solvers share is established. Attention is also revisited to explore what it looks like when examined within a problem-solving context. Building upon theoretical concepts in application to problem solving to provide insight to student attention to self and others. Providing opportunity for educators and professional insight to better connect with students.
£78.20
Information Age Publishing Hope for the Embattled Language Classroom:
Book SynopsisLearning, as it is being increasingly recognized, is centrally predicated upon students' well-being. Research findings indicate that in the instances of wounding and trauma, students' capacity and ability to learn can be severely compromised. This understanding applies particularly to the immigrant students in the language classroom, many of whom are refugees bringing with them past experiences of privation, violence, wounding and trauma. Since teachers often find themselves wearing multiple hats, not only as instructors, but also as friends, philosophers, guides, confidantes, and counsellors to their refugee and immigrant learners, addressing those students' trauma with compassion, and employing appropriate pedagogical practices to mitigate their suffering should be of great relevance and inform the teachers' praxis in the classroom. This book takes an interdisciplinary look at trauma from the vantage points of critical language theories, neuroscience, psychotherapy, and Buddhist psychology, and suggests pedagogies for well-being and trauma healing that utilize contemplative ways of education. The practical aim of this book is to support teachers in addressing trauma in their classrooms.
£82.80
Information Age Publishing Un-Silencing YouthTrauma:
Book SynopsisUrban violence, poverty, and racial injustice are ongoing sources of traumatic stress that affect the physical, emotional and cognitive development and well-being of millions of children each year. Growing attention is therefore directed toward the study of child trauma and incorporation of trauma-sensitive practices within schools. Currently such practices focus on social and emotional learning for all children, with some in-school therapeutic approaches, and outside referrals for serious trauma. There is inadequate attention to racial injustice as an adverse childhood experience (ACE) confronting Black males among other youth of color. Although there are guidelines for trauma-sensitive approaches, few are culturally responsive. And it is now critical that educators consider the traumatic impacts of a dual pandemic (covid-19 and racism) on children and their education. This timely book thus serves to inform and inspire transformative healing and empowerment among traumatized children and youth in pandemic/post-pandemic school and after-school settings. The reader will learn about trauma through actual experiences. Researchers and practitioners present approaches to healing that can be adapted to local situations and settings. The book consists of four parts: Youth Voices on Traumatic Experience; Trauma-focused Research; Culturally Responsive and Trauma Sensitive Practices; and Where do we go from Here? Suggestions for Next Steps. Each part contains a set of themed chapters and closes with a youth authored poetic expression. The book is especially designed for those working in urban education. However, anyone whose work is related to traumatized children and youth will find the book informative, especially in a post-pandemic educational environment.Table of ContentsForeword, Cirecie West-Olatunji.Preface: On Trauma and Resilience: An Autoethnographic Reflection, Laurie Garo. PART I: YOUTH VOICES ON URBAN TRAUMA. The Urban Youth Voice: A Letter to My Teachers, Sydney Williams. From the Victim of Abuse: Breaking Our Trust vs. Breaking Our Silence, Sydney Williams. From the Voice of the Rape Victim: The Lost Child vs. the Lost Cause, Sydney Williams. Poetic Expression: Mask, Elizabeth Rainey. PART II: TRAUMA-FOCUSED RESEARCH. The Trauma Informed Classroom: What Every Educator Should Know, Paula Barbel. Expressive Arts as a Response to Adverse Childhood Experiences in Urban Communities, Sejal Parikh Foxx and Kristie Opiola. Stress, Resilience, and Empowerment: A Trauma-Informed Peer Mentoring Model for Youth of Color, Maryse Richards, Catherine Rice Dusing, Kevin M. Miller, Ogechi Onyeka, Amzie Moore, Jenny Phan, Dakari Quimby, and Katherine Tyson-McCrea. The Trauma-Sensitive Urban Educator Model: An Interdisciplinary Framework for Preservice Urban Educators, Jasmine Graham, Eric Kyere, and Tambra O. Jackson. Poetic Expression: Protest, Elizabeth Rainey. PART III: CULTURALLY RESPONSIVE AND TRAUMA SENSITIVE PRACTICES. Not the Brady Bunch: Three School-Based Strategies to Facilitate Post Traumatic Growth among Urban Families, LaTonya M. Summers. We Wear the Mask: Unmasking Racial Trauma through use of Spoken Word Poetry as a Therapeutic Tool, Tiffany Hollis. Mercy Me: Recognizing and Responding to Student Trauma Using Culturally Responsive Trauma-Informed Pedagogy, Bettie Ray Butler and Shanique Lee. Poetic Expression: God Colored on Me, Minea (Nea) Driver. PART IV: WHERE DO WE GO FROM HERE? SUGGESTIONS FOR NEXT STEPS. Rethinking Youth Trauma in Preparation for a Post-Pandemic Learning Environment: The Afterword, Bettie Ray Butler and Laurie Garo. Poetic Expression: Free, Prophet Tucker. About the Authors.
£44.96
Information Age Publishing Un-Silencing YouthTrauma:
Book SynopsisUrban violence, poverty, and racial injustice are ongoing sources of traumatic stress that affect the physical, emotional and cognitive development and well-being of millions of children each year. Growing attention is therefore directed toward the study of child trauma and incorporation of trauma-sensitive practices within schools. Currently such practices focus on social and emotional learning for all children, with some in-school therapeutic approaches, and outside referrals for serious trauma. There is inadequate attention to racial injustice as an adverse childhood experience (ACE) confronting Black males among other youth of color. Although there are guidelines for trauma-sensitive approaches, few are culturally responsive. And it is now critical that educators consider the traumatic impacts of a dual pandemic (covid-19 and racism) on children and their education. This timely book thus serves to inform and inspire transformative healing and empowerment among traumatized children and youth in pandemic/post-pandemic school and after-school settings. The reader will learn about trauma through actual experiences. Researchers and practitioners present approaches to healing that can be adapted to local situations and settings. The book consists of four parts: Youth Voices on Traumatic Experience; Trauma-focused Research; Culturally Responsive and Trauma Sensitive Practices; and Where do we go from Here? Suggestions for Next Steps. Each part contains a set of themed chapters and closes with a youth authored poetic expression. The book is especially designed for those working in urban education. However, anyone whose work is related to traumatized children and youth will find the book informative, especially in a post-pandemic educational environment.Table of ContentsForeword, Cirecie West-Olatunji.Preface: On Trauma and Resilience: An Autoethnographic Reflection, Laurie Garo. PART I: YOUTH VOICES ON URBAN TRAUMA. The Urban Youth Voice: A Letter to My Teachers, Sydney Williams. From the Victim of Abuse: Breaking Our Trust vs. Breaking Our Silence, Sydney Williams. From the Voice of the Rape Victim: The Lost Child vs. the Lost Cause, Sydney Williams. Poetic Expression: Mask, Elizabeth Rainey. PART II: TRAUMA-FOCUSED RESEARCH. The Trauma Informed Classroom: What Every Educator Should Know, Paula Barbel. Expressive Arts as a Response to Adverse Childhood Experiences in Urban Communities, Sejal Parikh Foxx and Kristie Opiola. Stress, Resilience, and Empowerment: A Trauma-Informed Peer Mentoring Model for Youth of Color, Maryse Richards, Catherine Rice Dusing, Kevin M. Miller, Ogechi Onyeka, Amzie Moore, Jenny Phan, Dakari Quimby, and Katherine Tyson-McCrea. The Trauma-Sensitive Urban Educator Model: An Interdisciplinary Framework for Preservice Urban Educators, Jasmine Graham, Eric Kyere, and Tambra O. Jackson. Poetic Expression: Protest, Elizabeth Rainey. PART III: CULTURALLY RESPONSIVE AND TRAUMA SENSITIVE PRACTICES. Not the Brady Bunch: Three School-Based Strategies to Facilitate Post Traumatic Growth among Urban Families, LaTonya M. Summers. We Wear the Mask: Unmasking Racial Trauma through use of Spoken Word Poetry as a Therapeutic Tool, Tiffany Hollis. Mercy Me: Recognizing and Responding to Student Trauma Using Culturally Responsive Trauma-Informed Pedagogy, Bettie Ray Butler and Shanique Lee. Poetic Expression: God Colored on Me, Minea (Nea) Driver. PART IV: WHERE DO WE GO FROM HERE? SUGGESTIONS FOR NEXT STEPS. Rethinking Youth Trauma in Preparation for a Post-Pandemic Learning Environment: The Afterword, Bettie Ray Butler and Laurie Garo. Poetic Expression: Free, Prophet Tucker. About the Authors.
£82.80
Information Age Publishing Leadership Reflections: How to Create and Sustain
Book SynopsisIt is more important than ever to share best practices with emerging leaders in the social services and education fields, as leaders and students need to understand the practical application of policies and theories. This book will address the recurring theme of leadership development, collaboration with communities and the importance of diverse teams to bring about systemic change and large scale reforms.Leadership Reflections can be used as a guide to provide important insights and tools that can be used by a diverse group of leaders and students in the social services and education fields. Recent events in this country are exposing more people to the disparities and inequities that exist for black and brown people. These disparities have to be addressed with a variety of different strategies. This book addresses one such area; the urgent need to reduce these disparities and dismantle the systemic obstacles that continue to stand in the way of families, children and communities thriving.
£51.30
Information Age Publishing Leadership Reflections: How to Create and Sustain
Book SynopsisIt is more important than ever to share best practices with emerging leaders in the social services and education fields, as leaders and students need to understand the practical application of policies and theories. This book will address the recurring theme of leadership development, collaboration with communities and the importance of diverse teams to bring about systemic change and large scale reforms.Leadership Reflections can be used as a guide to provide important insights and tools that can be used by a diverse group of leaders and students in the social services and education fields. Recent events in this country are exposing more people to the disparities and inequities that exist for black and brown people. These disparities have to be addressed with a variety of different strategies. This book addresses one such area; the urgent need to reduce these disparities and dismantle the systemic obstacles that continue to stand in the way of families, children and communities thriving.
£91.80
Information Age Publishing Developing Trauma Informed Teachers: Creating
Book SynopsisTrauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students' psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien & Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students' lived experiences (Caringi et al., 2015; Motta, 2012). These experiences capture many facets of students' lives, including traumatic events; however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet & Chafouleas, 2016). This text addresses the gap in the literature in embedding trauma-informed practices into pre-service teacher education. This text provides examples of the various ways educator preparation faculty are developing and implementing trauma-informed practices across their programs, instituting broader curricular shifts to incorporate trauma-informed practices, shifting pedagogical practices to include trauma-informed practices and collaborating across disciplines in order to ensure that teacher candidates are thoughtfully prepared to address students' needs and create classroom environments that are equitable, safe and sustainable for students and teachers.Table of Contents Foreword, Joyce Dorado and Martha Merchant. Introduction. Our Stories Belong Here, Ellie Haberl Foster. Embedding Trauma-Informed Practices in Early Childhood and Elementary Teacher Education Courses, Ingrid Carter and Dorothy Shapland. Putting the Pieces Together: Developing a Trauma-Informed Care Classroom, Tamarine Foreman and Perianne Bates. Trauma-Informed Teacher Education: Blending Restorative Practices, Classroom Community, and Standards for Social and Emotional Learning, Romena M. Garrett Holbert and Amber Boddie. Preparing Preservice Teachers to Develop Elementary Students' Resiliency Through Empathy, Writing, and Diverse Picture Books, Tracey S. Hodges and Holly Hilboldt Swain. The TIP of the Iceberg: Trauma-Informed Practices in Education, Shirley Huisman, Amanda Stefanski, Jenny Johansson, and Jennifer Dollar. Improving the Use of Social Emotional Learning and Trauma-Informed Practices in Teacher Education, Megan N. Lyons, Nigel P. Pierce, and Freda Hicks. Authentic Collaboration in Special Education Teacher Preparation Programs Creates Trauma-Informed Teaching Professionals, Tara Mason. Preparing Preservice Teachers for Complex Emergencies: Learning From Traumatic Events in New Zealand, Carol Mutch, Sophie Peung, and Rori Baird. How a Small, Liberal Arts University Seeks to Create Socially Conscious, Resilient Teachers, Michele M. Nobel. Trauma-Informed Practices in Early Childhood Education: Preparing Those Who Care for Our Youngest Learners, Megan L. Purcell and Karen Ruprecht. Interdisciplinary Personnel Preparation and Positive Change in Trauma-Informed Policy and Practice, Mary Schuh, David Hagner, JoAnne Malloy, Stacy Champey, Theresa Georges, and Stacey Cooper-Jennings. An Excellent TIP for Everyone: Broadening Trauma-Informed Practice With Life-Worlds Pedagogy, Brenda Seals and Greg Seals. Integrating Trauma-Informed Teaching Practices Throughout an Early Childhood Education Program to Support Teacher Education Students, Dorothy Shapland, Rosemarie Allen, Stacy Cook- LaPointe, and Elmer Harris. Introducing a Trauma-Informed Course to Teacher Education in England: Opportunities and Dilemmas, Lynne Truelove and Mark Boylan. Incorporating Trauma-Informed Practices Into One Teacher Education Program: Convenience, Intentionality, and Institutionalization, Kathryn Young, Ofelia Castro Schepers, and Anna Joseph. About the Editors. About the Contributors.
£51.30
Information Age Publishing Developing Trauma Informed Teachers: Creating
Book SynopsisTrauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students' psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien & Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students' lived experiences (Caringi et al., 2015; Motta, 2012). These experiences capture many facets of students' lives, including traumatic events; however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet & Chafouleas, 2016). This text addresses the gap in the literature in embedding trauma-informed practices into pre-service teacher education. This text provides examples of the various ways educator preparation faculty are developing and implementing trauma-informed practices across their programs, instituting broader curricular shifts to incorporate trauma-informed practices, shifting pedagogical practices to include trauma-informed practices and collaborating across disciplines in order to ensure that teacher candidates are thoughtfully prepared to address students' needs and create classroom environments that are equitable, safe and sustainable for students and teachers.Table of Contents Foreword, Joyce Dorado and Martha Merchant. Introduction. Our Stories Belong Here, Ellie Haberl Foster. Embedding Trauma-Informed Practices in Early Childhood and Elementary Teacher Education Courses, Ingrid Carter and Dorothy Shapland. Putting the Pieces Together: Developing a Trauma-Informed Care Classroom, Tamarine Foreman and Perianne Bates. Trauma-Informed Teacher Education: Blending Restorative Practices, Classroom Community, and Standards for Social and Emotional Learning, Romena M. Garrett Holbert and Amber Boddie. Preparing Preservice Teachers to Develop Elementary Students' Resiliency Through Empathy, Writing, and Diverse Picture Books, Tracey S. Hodges and Holly Hilboldt Swain. The TIP of the Iceberg: Trauma-Informed Practices in Education, Shirley Huisman, Amanda Stefanski, Jenny Johansson, and Jennifer Dollar. Improving the Use of Social Emotional Learning and Trauma-Informed Practices in Teacher Education, Megan N. Lyons, Nigel P. Pierce, and Freda Hicks. Authentic Collaboration in Special Education Teacher Preparation Programs Creates Trauma-Informed Teaching Professionals, Tara Mason. Preparing Preservice Teachers for Complex Emergencies: Learning From Traumatic Events in New Zealand, Carol Mutch, Sophie Peung, and Rori Baird. How a Small, Liberal Arts University Seeks to Create Socially Conscious, Resilient Teachers, Michele M. Nobel. Trauma-Informed Practices in Early Childhood Education: Preparing Those Who Care for Our Youngest Learners, Megan L. Purcell and Karen Ruprecht. Interdisciplinary Personnel Preparation and Positive Change in Trauma-Informed Policy and Practice, Mary Schuh, David Hagner, JoAnne Malloy, Stacy Champey, Theresa Georges, and Stacey Cooper-Jennings. An Excellent TIP for Everyone: Broadening Trauma-Informed Practice With Life-Worlds Pedagogy, Brenda Seals and Greg Seals. Integrating Trauma-Informed Teaching Practices Throughout an Early Childhood Education Program to Support Teacher Education Students, Dorothy Shapland, Rosemarie Allen, Stacy Cook- LaPointe, and Elmer Harris. Introducing a Trauma-Informed Course to Teacher Education in England: Opportunities and Dilemmas, Lynne Truelove and Mark Boylan. Incorporating Trauma-Informed Practices Into One Teacher Education Program: Convenience, Intentionality, and Institutionalization, Kathryn Young, Ofelia Castro Schepers, and Anna Joseph. About the Editors. About the Contributors.
£91.80
Information Age Publishing The Changing Landscape of Youth Work: Theory and
Book SynopsisThe purpose of this book is to compile and publicize the best current thinking about training and professional development for youth workers. School age youth spend far more of their time outside of school than inside of school. The United States boasts a rich and vibrant ecosystem of Out?of?School Time programs and funders, ranging from grassroots neighborhood centers to national Boys and Girls Clubs. The research community, too, has produced some scientific consensus about defining features of high quality youth development settings and the importance of after?school and informal programs for youth. But we know far less about the people who provide support, guidance, and mentoring to youth in these settings. What do youth workers do? What kinds of training, certification, and job security do they have?Unlike K?12 classroom teaching, a profession with longstanding – if contested – legitimacy and recognition, “youth work” does not call forth familiar imagery or cultural narratives. Ask someone what a youth worker does and they are just as likely to think you are talking about a young person working at her first job as they are to think you mean a young adult who works with youth. This absence of shared archetypes or mental models is matched by a shortage of policies or professional associations that clearly define youth work and assume responsibility for training and preparation. This is a problem because the functions performed by youth workers outside of school are critical for positive youth development, especially in ourcurrent context governed by widening income inequality. The US has seen a decline in social mobility and an increase in income inequality and racial segregation. This places a greater premium on the role of OST programs in supporting access and equity to learning opportunities for children, particularly for those growing up in neighborhoods of concentrated poverty.Fortunately, in the past decade there has been an emergence of research and policy arguments about the importance of naming, defining, and attending to the profession of youth work. A report released in 2013 by the DC Children and Youth Investment Corporation suggests employment opportunities for youth workers are growing faster than the national average; and as the workforce increases, so will efforts to professionalize it through specialized training and credentials. Our purpose in this volume is to build on that momentum by bringing together the best scholarship and policy ideas – coming from in and outside of higher education – about conceptions of youth work and optimal types of preparation and professional development.
£47.45
Information Age Publishing The Changing Landscape of Youth Work: Theory and
Book SynopsisThe purpose of this book is to compile and publicize the best current thinking about training and professional development for youth workers. School age youth spend far more of their time outside of school than inside of school. The United States boasts a rich and vibrant ecosystem of Out?of?School Time programs and funders, ranging from grassroots neighborhood centers to national Boys and Girls Clubs. The research community, too, has produced some scientific consensus about defining features of high quality youth development settings and the importance of after?school and informal programs for youth. But we know far less about the people who provide support, guidance, and mentoring to youth in these settings. What do youth workers do? What kinds of training, certification, and job security do they have?Unlike K?12 classroom teaching, a profession with longstanding – if contested – legitimacy and recognition, “youth work” does not call forth familiar imagery or cultural narratives. Ask someone what a youth worker does and they are just as likely to think you are talking about a young person working at her first job as they are to think you mean a young adult who works with youth. This absence of shared archetypes or mental models is matched by a shortage of policies or professional associations that clearly define youth work and assume responsibility for training and preparation. This is a problem because the functions performed by youth workers outside of school are critical for positive youth development, especially in ourcurrent context governed by widening income inequality. The US has seen a decline in social mobility and an increase in income inequality and racial segregation. This places a greater premium on the role of OST programs in supporting access and equity to learning opportunities for children, particularly for those growing up in neighborhoods of concentrated poverty.Fortunately, in the past decade there has been an emergence of research and policy arguments about the importance of naming, defining, and attending to the profession of youth work. A report released in 2013 by the DC Children and Youth Investment Corporation suggests employment opportunities for youth workers are growing faster than the national average; and as the workforce increases, so will efforts to professionalize it through specialized training and credentials. Our purpose in this volume is to build on that momentum by bringing together the best scholarship and policy ideas – coming from in and outside of higher education – about conceptions of youth work and optimal types of preparation and professional development.
£87.40
Brookes Publishing Co Building Trauma-Sensitive Schools: Your Guide to
Book SynopsisGive hope and help to students who experience trauma with this reader-friendly how-to guide, your springboard for building responsive, trauma-sensitive preK–12 schools. Drawing on her extensive experience as a school counselor, trainer, and mother, trauma expert Jen Alexander delivers a comprehensive framework for building a safe, supportive school environment that helps all students learn and thrive. You’ll start with an evidence-based introduction to the profound impact of trauma on a child’s development, attachment, and behavior. Then you’ll get an effective multi-tier system of support (MTSS) for developing a trauma-sensitive learning environment, including both universal strategies (Tier 1) and more intensive interventions (Tier 2 and Tier 3) for students who need more support. Discover how to •make five key shifts in the way you view and approach students so that you’re better equipped to support them •work together to prioritize resilience by actively putting relationships first in your school •implement universal instructional strategies that foster safety, connection, regulation, and learning for all students•use special supports, supplemental instruction, and coaching when universal strategies aren’t enough•incorporate restorative discipline practices that focus on restitution, not retribution•create a personalized self-care plan to reduce the effects of job-related stress With this engaging, practical guide to what works and why, your school team will gain insights and develop action plans that make a real difference in the lives of all kids, including our most vulnerable youth.Includes practical materials: •Creative activities for teachers•Powerful case stories•Sample dialogues and scripts for educators and counselors•Reflection and brainstorming worksheets•Templates and handouts for use with students
£25.46
Brookes Publishing Co Celebrating 50 Years of Child Development
Book SynopsisFor more than fifty years, the Frank Porter Graham Child Development Institute has conducted groundbreaking research that revolutionized the field of early childhood care and education. Based on presentations made at FPG’s 50th anniversary symposium, this essential reference looks back on the Institute’s trailblazing history, analyzes contemporary issues in child development, and recommends critical new research directions.More than a dozen high-profile contributors thoroughly examine the three themes of the anniversary symposium: early care and education, diversity, and children with disabilities and their families. Readers will learn from in-depth chapters on: •understanding the social, cultural, educational, and political forces that affect children’s outcomes•meeting the challenge of serving diverse populations as U.S. demographics shift•preparing practitioners to work with young dual language learners•improving connections between the knowledge base and professional practice•strengthening the early childhood workforce through effective professional development •analyzing decades of research and policy and examining ways to support continuous improvementA celebration of progress and a compelling call to action for the next generation of professionals, this important volume is a must for researchers, policy makers, and faculty. Whether used as a textbook or a reference, this book will help shape the future of the early childhood field—and improve outcomes for tomorrow’s young children and families. Table of Contents About the Editors About the Contributors Foreword Hon. James B. Hunt, Jr. Preface Dedication SECTION I. HISTORICAL OVERVIEW AND CONTEMPORARY ISSUES Chapter 1: Children and Their Families: Early Roots Barbara Hanna Wasik and Donna Bryant Chapter 2: Early Childhood Research in a Globalized Society: Accounting for Demographic Shifts and Changes Iheoma U. Iruka SECTION II. THEME A: RACE, ETHNICITY, LINGUISTIC, CULTURAL, AND SOCIOECONOMIC DIVERSITY Chapter 3: African American Boys in Early Childhood: Facing the Challenge of Diversity Oscar Barbarin Chapter 4: Linguistic and Cultural Diversity: Knowledge Utilization in ECE Linda M. Espinosa and Marlene Zepeda Chapter 5: Programs, Practices, and Policies Affecting Diverse Children and Families Barbara BowmanChapter 6: Reflections on Race, Ethnicity, Linguistic, Cultural, and Socioeconomic Diversity Natasha Cabrera, Nicole Gardner-Neblett and Iheoma Iruka SECTION III. THEME B: EARLY CARE AND EDUCATION Chapter 7: The Abecedarian Approach to Full Development in Early Childhood Craig T. Ramey Chapter 8: A Long and Winding Road: Using Knowledge to Inform and Improve Early Care and Education Marilou Hyson Chapter 9: Stuck in Place: A Brief History of Early Childhood Education: Policy and Prospects for Expansion Ron Haskins Chapter 10: From Research to Effective Policy and Practice in Early Care and Education: Lessons from Frank Porter Graham’s 50 Years of Research W.S. Barnett SECTION IV. THEME C: Children with Disabilities and Their Families Chapter 11: Fifty Years of Research on Children with Disabilities and their Families: From Changing Behaviors to Transforming Lives Judith J. Carta and Patricia Snyder Chapter 12: The Early Intervention/Early Childhood Special Education Workforce: Professional Development Issues and Future Directions Pam Winton Chapter 13: Disability Law and Policy: Core Concepts and the Ethical Principles of Family, Dignity and Community Rud Turnbull Chapter 14: Looking Forward: Research and Practice in Programs for Children and Youth with Disabilities and Their Families Samuel L Odom SECTION V. Fifty Years of Progress and Future Directions Chapter 15: Fifty Years of Progress and Future Directions Barbara Hanna Wasik and Mary Ruth Coleman Index
£64.00
Brookes Publishing Co The Grieving Student: A Guide for Schools
Book SynopsisEducators and other school professionals can be a critical lifeline for grieving children. With the second edition of this bestselling book, school staff will have the practical guidance they need to provide sensitive support to students of all ages and their families.Author David Schonfeld—a renowned expert on childhood bereavement and school crisis—partners with family therapist Marcia Quackenbush to guide school teams through a child’s experience of grief and illuminate the most powerful ways to make a positive difference. Drawing on both empirical research and extensive professional experience, the authors have enhanced this edition with up-to-date information on grief in the context of school crisis and trauma, suicide loss, social media, and other timely topics. School staff will get real-world tips, strategies, vignettes, and activities to help them skillfully support students as they cope with grief and work their way back to full participation in academic and social life.DISCOVER HOW TO: respond constructively to children’s common feelings and behaviors after a death address the classroom issues that grief may cause learn what to say and what not to say when a child is grieving offer effective guidance to families who are coping with grief provide support to the student body after a death that affects the whole school community address children’s responses to different causes of death, including suicide, illness, and violence use simple commemorative activities at school to help students cope with their feelings manage personal feelings that may arise as you work with grieving students WHAT’S NEW: Expanded online study guide with discussion questions, action steps, and more * Expanded focus on all school personnel, from administrators to support staff * New chapters on suicide loss and providing support in settings outside of K–12 schools * New and expanded information on social media, ambiguous losses, school crisis and trauma, supporting children with disabilities, school policies, line of duty deaths, memorialization, and more * Reflection prompts throughout the book * Insights related to the COVID-19 pandemic * New foreword by Superintendent Robert Runcie of Broward County Public Schools regarding the impact of the shootings at Marjory Stoneman Douglas High School
£31.41
Brookes Publishing Co Creating a Regulating Classroom Environment: A
Book SynopsisThe physical environment of a classroom has a powerful impact on learning and well-being—especially for students who have experienced trauma. Part of an essential new series of laminated quick guides for educators, this is your concise, practical introduction to creating a safe and supportive physical environment using a trauma-informed lens.Authors Jen Alexander and Anna Paravano, experienced educators, and experts on trauma-sensitive schools, guide you through this critical topic in a friendly, warm, and personal style. Together, they’ll show you how to create a physical classroom environment that strengthens felt safety and security for everyone, decreases behavior problems, diminishes the load on the body’s stress response systems, and focuses attention—improving readiness for both teaching and learning. You’ll learn how to develop a trauma-sensitive environment by: Setting up classroom spaces that are inviting, predictable yet flexible, and encourage choice and developmentally appropriate agency Establishing safe places that each student (and staff member) can call their own Using color as a tool to foster regulation and readiness for learning Defining focal points that engage students without overwhelming them Incorporating touchstones that help everyone feel anchored and be connected PRACTICAL DOWNLOADS INCLUDED! 8 downloads expand on the tips in this quick guide and help you take action. With these interactive printables, you’ll answer guided questions about setup in your school space, outline a solid plan for improving your learning environment, record specific ideas about your furniture and lighting, and more!About the Series: Quick Guides for Building Trauma-Sensitive SchoolsPractical, friendly, and immediately useful, this series of laminated quick guides addresses the essentials of building trauma-sensitive schools—safety, connection, regulation, and learning. Jen Alexander has collaborated with experts around the globe to bring educators tips, strategies, and activities they can apply right away in their classroom and school. Each guide in the series also includes downloadable lesson plans and exercises that educators can use to take action. Equally useful for experienced trauma-sensitive educators or those just getting started, these quick guides will help school staff create environments that support every person’s well-being and learning.
£16.10
Harvard Educational Publishing Group Teaching for Purpose: Preparing Students for
Book SynopsisIn Teaching for Purpose, Heather Malin explores the idea of purpose as the purpose of education and shows how educators can prepare youth to live intentional, fulfilling lives. The book highlights the important role that purpose—defined as “a future-directed goal that is personally meaningful and aimed at contributing to something larger than the self”—plays in optimal youth development and in motivating students to promote the cognitive and noncognitive skills that teachers want to instill.Based on a decade of research conducted at the Stanford University Center on Adolescence, the book explores how educators and schools can promote purpose through attention to school culture, curriculum, project learning, service learning, and other opportunities. Malin argues for expansive thinking on the direction schools should take, especially in terms of educating students to be creative, innovative, and self-directed critical thinkers. The book includes profiles of six organizations working in schools across the US that have made purpose development a priority.Infused with the engaging voices of purposeful youth, Teaching for Purpose offers a fresh, inspirational guide for educators who are looking for new ways to support students to succeed not only in school, but in life.
£51.20
Harvard Educational Publishing Group Fulfilling the Promise: Reimagining School
Book SynopsisIn Fulfilling the Promise, Mandy Savitz-Romer shows what is possible when schools and districts draw upon the talents of their counselors and put them at the center of students' school experience.Savitz-Romer offers a strategic approach to school counseling that enables educational leaders to draw on existing staff to create supportive contexts and programs for students. In this model of the “academic home,” counselors serve as the first point of contact for student support, connecting and coordinatingservices much like primary care physicians coordinate patient care in medical settings. They serve as the hub of a network of supports to prevent students from falling between the cracks.By highlighting promising practices in schools, districts, and states, and the efforts of individual school counselors and leaders, Fulfilling the Promise presents a conceptualization of school counseling that is relevant for all educators, as well as policy makers and funders. In order to create the conditions for school counselors to be most effective, however, systemic barriers must be addressed. This book brings together research, practical experience, and policy recommendations to envision a focused and practical role for school counselors in the twentyfirst century.
£28.01
Canadian Scholars The Compassionate Educator: Understanding Social
Book SynopsisIn this edited collection, respected professor and scholar Allyson Jule brings together leading academics to discuss the evolution of student diversity in contemporary Canadian classrooms. This book explores a wide range of student complexities, including matters such as mental health, Indigenous education, queer education, youth radicalization and extremism, disability, religious practice, ESL, and refugee student support. This book equips teachers with the foundation needed to build a classroom that unpacks the social fabric of individual student and classroom populations from a place of deep understanding and compassion.Using a student-centered methodology, readers learn how to navigate difficult situations in the classroom with empathy and consider the distinct lived experiences that inform students’ actions in school. Encouraging critical reflection and a deeper understanding of diversity, this insightful and applicable resource is ideal for students in teacher education programs and for practicing educators across Canada.FEATURES: situates international topics in education, including race, gender, and culture, in a Canadian context includes learning objectives, glossaries, and critical thinking questions within each chapter utilizes both theoretical and research-based approaches to offer a balanced examination of the modern challenges teachers face Trade Review“This book offers important insights into the field of social justice education, reminding us how crucial good educators are to creating classrooms in which all students feel affirmed, and a society that is founded on principles of inclusion and justice.”- Denise Handlarski, School of Education, Trent UniversityTable of Contents Introduction Chapter 1: The Compassionate Educator: Uncovering and Addressing Layers of Complex and Urgent Sociocultural Realities Chapter 2: Teaching in Difficult Times: The Promise of Care Ethics Chapter 3: Educators’ Journeys of Studying Contemporary Indigenous History and Culture: Along the Road of Compassion to Reconciliation Chapter 4: Straight Teacher Allies: Lessons from Compassionate Educators Chapter 5: Closing the Gaps: A Compassionate View of Mental Health Beyond the Medical Model Chapter 6: The Compassionate Language Educator: Understanding Social Issues in Canadian Schools Chapter 7: “I Just Want My Teachers to Care about Me”: Compassion Through Care with Refugee Students in High School Classrooms Chapter 8: Treating English-Language Students with Respect: Critical Praxis Chapter 9: Help, I’m Being Yelled at By a Parent! Overcoming Interpersonal Challenges with Compassionate Assertiveness Chapter 10: Compassionate Communication: A Key Aspect of Partnering with Parents of Students with Disabilities Chapter 11: Viewing with Compassion: Religious Responsiveness in Canadian Schools Chapter 12: The Radicalization of Youth in the West: How Can Canadian Teachers Effectively Approach this Issue in Their Classrooms? Chapter 13: Compassion in High-Poverty Schools: Socially Just Educational Leadership in Action Chapter 14: Racism in Schools and Classrooms: Towards an Anti-Racist Pedagogy of Power and Systemic Privilege Author Biographies Index
£54.00
Cognella, Inc Counseling Veterans: A Practical Guide
Book SynopsisCounseling Veterans: A Practical Guide equips readers with foundational knowledge of military culture and common issues experienced by service men and women. This crucial text helps future and practicing counselors compassionately and competently treat individuals who serve or have served in the United States armed forces.The book opens with chapters that discuss military culture and building a therapeutic alliance, providing readers with rich context for treating service men and women and guidance for relationship-building with this specific population. Additional chapters cover common issues veterans face, including war trauma and PTSD, suicidal ideation, traumatic brain injury, depression, and substance use disorder. Female veteran issues, family issues during deployment, and moral injury are addressed. The final chapter provides guidance for counselors with regard to personal wellness, secondary traumatic stress, and imperative self-care measures. Each chapter features learning objectives, definitions, research-based literature on the topic, treatment options and programs, a clinical vignette, perspectives from veterans, and discussion questions. Designed to help readers build critical competencies, Counseling Veterans is an ideal text for advanced courses in counseling. It can also serve as an essential guide for practicing counselors.Trade ReviewBased on a foundation of knowledge of military culture, Counseling Veterans fulfills the need for a concise, practical guide to assist counselors working with service members coping with a continuum of concerns ranging from fragmentation of the family during deployment to the aftermath of post-traumatic injuries of war. Beginning with a brief description of the ethos and values of each branch of the military, the depth and breadth of coverage features an impressive collection of topics. Constructed in a way that will appeal to behavioral scientists and counseling professors alike, the overview of evidence-based approaches to treatment includes a focused inspection of 'how to' tactics that can be implemented on an individual basis. The authors illustrate their points with case examples and clinical vignettes that reflect careful attention to details such as learning objectives and dozens of references at the end of each chapter. It is an innovative textbook for graduate students as well as a valuable resource for the continuing professional development of experienced clinicians." —William F. Doverspike, Ph.D. ABPP, Licensed Psychologist, Atlanta Counseling Center
£56.00
Cognella, Inc Opportunity Gap: Poverty, Trauma, and Learning in American Public Education
Book SynopsisOpportunity Gap: Poverty, Trauma, and Learning in American Public Education examines the ways in which economic, social, and environmental risk factors can impact students' opportunities to access equitable education practices.Part I provides readers with a framework for understanding achievement and how a student's access to opportunities impacts their academic success. It also explores American education policy from a historical perspective and identifies current policies that inform the education process within the context of poverty. Part II paints a picture of poverty in U.S. schools, identifying the compounding effects of factors associated with poverty and their impact on learning. Readers learn how policy, research, and practice work together to provide a framework for reform. In Part III, readers explore the highly predictive relationship between poverty and trauma. The neurobiological effects of poverty on early development, the role of poverty in adverse childhood experiences, and the intersection of nature and nurture are discussed. The final part presents a theoretical framework for closing the opportunity gap that leverages resilience and student-level strengths as well as systems-level policy changes that can lead to greater access to opportunity for students affected by poverty and trauma.Opportunity Gap is an ideal resource for students of education and mental health policy, pre-service and current educators, as well as school administrators, mental health practitioners, school counselors, and others who work within the school system.
£57.80
Cognella, Inc Counseling Children & Adolescents
Book SynopsisThe sixth edition of the best-selling Counseling Children and Adolescents offers readers a comprehensive exploration of the practice of counselling young clients. The book introduces several theories that have proven effective with young clients, then couples that information with developmentally and culturally appropriate interventions and counselling techniques.Additional chapters explore working with children who are historically disenfranchised and placed at-risk, children with exceptionalities, and youth affected by challenging circumstances. Other topics addressed in the text include working with parents and families in school and mental health settings, creative counselling techniques, basic counselling skills, and ethical considerations specific to children and adolescents.This edition retains the features of previous editions prized by instructors and students alike but incorporates important updates. A new chapter on trauma has been added and references, examples, and case studies have been updated as appropriate to reflect the current times. The accompanying Cognella Active Learning for students includes 16 brand-new videos that help make concepts come alive.This book features highly informative chapters and information based on rich experience of the authors. With an emphasis on practical applications and empirically based approaches, it is ideal for graduate-level courses in counselling, psychology, marriage and family, or social work, as well as for practitioners working with young clients.
£107.20
Unisa Press Violence in Schools: South Africa in an
Book SynopsisInternationally, violence occurs in schools on a regular basis; and in some contexts is particularly serious and widespread. One such context is South Africa, where, on an almost daily basis, newspapers carry reports of one or other aspect of school violence.While a number of academic studies have delineated the extent and nature of such violence, and made recommendations on possible solutions to the problem, there has ? until now ? been no single book bringing together theory and research on the causes of violence, and on its reduction and prevention. Finding suitable solutions requires a clear understanding of how and where violence is generated. Uniquely, Violence in schools: South Africa in an international context covers both the social bases of school violence and the role many schools themselves play in generating violent behaviour. It goes on to argue that school-generated violence is potentially much more amenable to positive intervention: solutions can be developed at the local level, by schools themselves, and in response to the specific circumstances generated in individual schools.This study also asks why males specifically play such a large part in violence in South African society. Examining the theories and empirical evidence regarding the nature and causes of violence in schools globally, it explores them as they relate to South African schools specifically.Overtly based on the value of democratic values in seeking solutions, the book provides very useful resources for a whole range of educational endeavours. It will be of considerable interest to government educational departments, NGOs, teacher-education institutions, and staff and governing bodies in schools.
£22.75
