Counselling and care of students Books

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

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Book SynopsisThis is an essential resource for educators working to support emotional wellbeing in children and young people. Written by the team behind the Emotional Literacy Support Assistant (ELSA) training programme, it provides practical suggestions that can be implemented straight away to make a positive difference in the life of the young person. The second edition of this bestselling guide has been fully updated and includes a new chapter on resilience as well as additional material on recognising and dealing with anxiety and anger. The chapters give a clear overview of each topic underpinned by the latest research in educational psychology, descriptions of vulnerabilities as well as case studies and suggestions for practical activities. Topics include: self-esteem; friendship skills; social skills; therapeutic stories; dealing with loss and bereavement. Designed forTable of Contents1. Introduction 2. Keys to good communication 3. Recognising and managing feelings 4. Self-esteem 5. Working with uncomfortable emotions 6. Friendship skills 7. Therapeutic stories 8. Social skills 9. Supporting children through loss and bereavement 10. Resilience

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Book SynopsisToday’s students bring with them to the classroom a wide variety of understandings and ways of knowing. Sharing this richness of understanding, as well as students’ unique ways of looking at challenges, solving problems, and interpreting the world adds an incredible depth and meaning to all types of classroom learning. This thoughtful guide offers authentic, meaningful and purposeful activities that will lead students to share their thinking, and to support and mentor each other emotionally, socially, and academically. It explores numerous ways to create opportunities for shared learning, mentoring partnerships, and expanding student horizons.Table of ContentsAcknowledgements Introduction 1. It Always Begins with a Question… 2. Sharing Our Voices 3. Realities of the Classroom 4. Leaders in Learning 5. Reimagining Learning for the 21st Century Conclusion References Index

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Book SynopsisAs young people are exposed to more and more pressure at school, exam stress comes hand in hand. This workbook, a fun and interactive resource aimed at children and teens aged 10 and over, offers teachers, other professionals and parents tried and tested techniques to support young people's wellbeing through revision and exams.Applying a cognitive behavioural framework, it will help pupils to consider academic stress in terms of thoughts, feeling, body sensations and behaviour. Strategies encompass managing a child's lifestyle, namely exercise and diet, tried and tested CBT techniques, relaxation, positive self-talk and thought challenging, and other psychological methods such as mindfulness. Chapters will look at the day of the exam itself, evaluate stress in children with special educational needs and provide practical advice for parents as to how they can most successfully support their child.With photocopiable resources to use with the young person and suitable for either individual use or group work, Supporting Kids and Teens with Exam Stress in Schools will guide parents, teachers, tutors, therapists and other supporting adults to conquer students' fears, improve exam performance and, perhaps most important of all, maintain a work-fun balance in young people's lives.Trade ReviewComforting without being condescending, this book provides clear guidance and structured support for anyone worried about exams. Working through the activities will enable young people to understand and take control of their thoughts, feelings and behaviours and to take practical steps to setting and reaching their goals. (Oh, and there's great guidance and ideas for supporting adults too!) -- Dr Pooky Knightsmith, Mental Health Advisor, Author, Speaker & EducatorA versatile, user friendly and highly practical resource that I can see will be of benefit for young people, their parents and a range of professionals. The book is easy to navigate thus making it perfect for individualising the support and development needed and wanted. I can see its applicability for individuals and groups alike. The chapter that focuses on the supporting adult themselves is a real bonus and an important starting point. I highly recommend and will start making use of immediately. -- Dr. Rebecca Williamson, Senior Educational Psychologist, Achieving for Children and Academic and Professional Tutor, University College London.This brilliant book is accessible for all ages from the Year 6 pupil dealing with their SATs to the Year 13 student preparing for their A-level examination and university life. I liked the information section for adults, the useful pointers to websites and information and the reflection for parents and adults so that they could appreciate what our young people are experiencing. It has a user-friendly layout that you can work through on a section-by-section basis, you can then dip in and out of the sections as needed to refresh, top up and reflect for last minute revision. The hands-on practical activities, the hints and guidance on a range of topics make this book a 'go to' guide for parents, kids and professionals. I loved the top tips, loved the illustrations, the language was accessible to all and the fact that all activities could be group or individual. It was real, thoughtful, empathetic and enabled the kids to develop resilience rather than reliance - I really loved it! -- Siobhán Lowe, Head Teacher, Tolworth Girls' School and Sixth FormTable of Contents1. Welcome. 2. Getting Started. 3. Looking After Yourself. 4. Doing Things Differently. 5. Thinking About Thinking. 6. Mindfulness. 7. The Big Day. 8. Special Educational Needs and Exams. 9. Family Support. 10. The Future and Beyond. Appendix

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Book SynopsisThis book offers a unique and critical explication of teachers' understanding and experience of care during a period of regulatory scrutiny and 'notice to improve'. Written following research in a primary school in the north of England, it draws on the findings of an institutional ethnography to reveal the institutional mediation of the teachers' everyday work. Written from a critical interpretivist standpoint, the focus moves away from care as essentialist practice by foregrounding the teachers' talk, through 'I' poems, to explicate the political mediation of care. Care is understood, experienced and operates in a social milieu. It is not fixed and, importantly, is not understood as a practice or an emotional exchange between one person and another. In this book, Joan Tronto's (1993) argument for a 'political ethic of care' is utilised as a conceptual framework for understanding teachers' experiences. It is an alternative to approaches that individualise a teacher's caring practices as only belonging in the intimate, proximal domains of care giving and care receiving.Trade ReviewThe author uses the example of a primary school in England during an inspection to understand teachers' experiences of the inspection process and the "notice to improve," how inspectors' reports of a specific school reflect wider national and global policy, and the dilemmas teachers identify when working within a performative framework. He explores how care involves relationships and political aspects and how teachers practices of care are coordinated and mediated through institutional relations that involve policies, guidance, and wider regulatory texts used within a performative agenda for schools. He focuses on teachers' experiences and understanding of care during this period of requiring improvement and discusses the concept of care and how it is understood within a political ethic, the ideological and political abstractions within wider children and families' policy that mediates and directs teachers' work through regulatory texts, the role of personal and professional moral boundaries in terms of teaching as a caring practice that focuses on educating the whole child and caring for the requirements of government and its regulatory agents, conflicts arising in teachers' talk and the organization of practices of care through inspectors’ reports, and teachers’ experience and understanding of care. -- Annotation ©2018 * (protoview.com) *Table of ContentsChapter 1: Developing Understanding of Teachers' Everyday Work During a Period of Inspection Chapter 2: The Story Being Told Chapter 3: Care is Political: Situating the 'Ethic of Care' in a Conceptual Framework Chapter 4: Politics First: Ideological Abstraction, Assessing Pupils' Progress and Blame Chapter 5: Personal and Professional Moral Boundaries, Asymmetry and Categorisation Chapter 6: Silencing Care: Achieving Fidelity to Regulatory Demands Chapter 7: Teachers' Experience and Understanding of Care

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Book SynopsisAfrican American Young Girls and Women in PreK12 Schools and Beyond presents a comprehensive viewpoint on preK-12 schooling for African American females. Including theoretical, conceptual, and research based chapters, this volume offers readers compelling evidence of the educational challenges and successes for this student population. The expert authors in this collection provide rich perspectives on the experiences of African American females throughout their elementary and secondary education. Each chapter includes strong implications for education research, practice, and policy, as well as concrete recommendations to important stakeholders, such as educators, school counsellors, and parents. Collectively, the contributors communicate throughout that educational change is needed and that educational success is attainable for all African American females. It is intended that this work will help inform education research, practice, and policy as they relate to African American females. Equally important, it is envisioned that the readers will develop a greater interest in the education of African American females. Table of ContentsIntroduction to Book; Renae D. Mayes, Marjorie C. Shavers, and James L. Moore III Chapter 1. Making the Unique Experiences of Young Black Girls Visible; Iheoma U. Iruka and Celeste Hawkins Chapter 2. “I Feel Like This School is Changing the Best Parts of Who She is”: Reflections from Black Educators on their Experiences Developing Growth-Promoting Environments for Black Girls During Early Childhood; Lauren C. Mims, Cierra Kaler-Jones, Abigail A. Amoako Kayser, and David J. Johns Chapter 3. Sisterhood as a Supportive Network in the Black Girl Experience; Antoinette Halsell Miranda, Halima Alhassan, and Maureen Joyce Myrtil Chapter 4. Seeing Through Her Eyes: Learning from the School Experiences of Black-White Biracial Girls; Ashley N. Patterson Chapter 5. Moving from Underprepared to Prepared: Educators’ Facilitating Conversations about Race with Black Girl Student-Athletes; Tomika Ferguson and Mahauganee Shaw Bonds Chapter 6. Postsecondary Planning for Black Girls with Disabilities: The Role of School Counselors and School Psychologists; Renae D. Mayes and Desireé Vega Chapter 7. Considering Race, Culture, and Gender in P-16 Education: A Film-Based Inquiry of Black African Immigrant Girls’ and Women’s Experiences; Meseret F. Hailu and Maima Chea Simmons Chapter 8. Black Undergraduate Women: Intersectionality and Engagement with High Impact Practices; Tiffany Y. Halsell and Dorinda J. Gallant Chapter 9. Hair, Identity, and Community: Black Women’s Experiences Going Natural in College; Robin Phelps-Ward and Jimmy L. Howard Chapter 10. The Radical Possibility in Becoming Black Women Leaders; Cynthia M. Sims and Angela D. Carter

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Book SynopsisUnderstanding Decision-Making in Educational Contexts presents 'problem cases' confronting school leaders in real settings, and illustrates the multiple approaches that school leaders draw upon to navigate complex and challenging decision-making contexts. Although school leaders draw upon knowledge and instruments that are available to them, the approach used for this volume is decidedly Popperian in nature. In this collection, each chapter presents a case study problem, a discussion of the salient concepts and principles of the case, an exploration of problem formulation, and concludes with a decision analysis using a Popperian approach to problem solving. Each chapter concludes with lessons learned and the expected decision-making skills acquired from the critical analysis of each educational challenge using the Objective Knowledge Growth Framework, a Popperian decision-making approach. This book is essential reading for anyone who aspires to take on a leadership role in a school setting, or is curious to develop their understanding of leadership problems.Trade Review'From close-up accounts of individual classrooms to entire national policy frameworks, this important and clearly written book reveals that decision-making in leadership is not just about rational problem-solving. It is also an ethical, emotional, and politically aware process of struggling to be oneself and do the right thing in complex and dangerous times. If you want to dig deeper in your leadership, this is the book for you.' -- Andrew Hargreaves, Boston College'Anyone seeking practical help with school level decision making will appreciate this well-crafted and researched book. Using relevant examples, Chitpin describes how aspiring and current school leaders can analyze and evaluate common leadership problems and she offers proactive guidance to ensure that things go right. This theory rich volume is infused with practical applications of key decision-making theories that are, in turn, essential to transforming feelings of hopelessness into constructive leadership action. In a time when we all need school leaders to engage in creating more effective and creative systems of decision making, this book proves to be both practical and important.' -- Sharon Kruse, Washington State UniversityTable of ContentsPART I Chapter 1. Introduction Chapter 2. What is Decision-Making? Chapter 3. Educational Leadership in Performative Times: High Stakes Testing in England Chapter 4. Opportunities and Challenges in Leadership Chapter 5. Great Expectations: The Achievement Gap in English Schools PART II Chapter 6. Inside an Ivy League High School: The Problem of Promise, Passion and Pain Chapter 7. License Revocation of Teachers Chapter 8. Attendance Policy in Action Chapter 9. A Tale of Two Learning Theories Chapter 10. Rights and Freedoms Educational Standardization in the UK Chapter 11. The Nature of Decision-Making in School Leadership: An Epilogue

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Book SynopsisSelling Our Youth explores how the class origins of recent graduates continue to shape their labour market careers and thus reproduce class privilege and class disadvantage. It shows how class and gender combine to influence these young adults’ opportunities and choices, in an era when this generation has been characterized as the first likely to end up worse off economically than their parents. The authors draw upon the landmark Paired Peers research project – an empirical longitudinal study of recent graduates in England – to explore their experiences of the contemporary globalized labour market. It demonstrates how many of these young, well qualified adults struggle to achieve stable and rewarding employment in the context of the overstocked graduate supply, precarious work and exploitative working conditions. Government policies of austerity, which were in place when these young people graduated in 2013, meant this generation faced the challenges of a lower wage economy and a housing crisis. The subsequent arrival of Covid-19 and its disastrous impacts on the local and global economy are making these challenges even tougher. The authors further explore the way differences of class and gender impact upon graduate trajectories.Table of ContentsIntroduction Chapter 1. Young Graduates’ Employment Trajectories in Context Chapter 2. The Paired Peers Project and its Findings Chapter 3. Reaching for the Top: Middle-Class Men’s Work Stories Chapter 4. Slow Train to the Top? Middle-class Women’s Narratives of Building a Career Chapter 5. Making their Way: Working-Class Men’s Work Stories Chapter 6. Confronting Double Disadvantage: Working-class Women Chapter 7. Conclusions

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Book SynopsisThe best leaders lead by example, not by mandate. However, so much leadership has become conscripted by neoliberal values. Educators and politicians, who are increasingly making policy for educators, have come to believe that standardized test scores are the same as knowledge acquired, as if test scores actually measure knowledge as opposed to information. Simply put, educational policy is no longer being developed for educational purposes but education is increasingly being manipulated as an experiment in social engineering. Educational leaders are caught on the horns of a dilemma – to follow and inscribe policies they do not agree with or to “go rogue” and do what they know is needed. Leading under Pressure is aptly titled, as there is significant pressure being placed on school leaders at any stage in their careers. However, in an otherwise increasingly hostile political, commercial and natural environment, there are some rays of hope. For example, teachers still know what it is that their students need and strive to provide that, despite mandates that try to create consumers of us all. This volume is divided into three sections, the first of which seeks to explore social contexts of educational leadership. The second section explores the experiences of a variety of educational leaders in various contexts, while the third section of this volume looks at some of the consequences, unintended and otherwise, of the neoliberal commodification of education.Table of ContentsThe Future is Now: Educational Leadership in Crisis; S. Chitpin and R. E. White Part I: Social Contexts Chapter 1. Workplace Conditions that Contribute to Principals’ Emotional Labour; C. Hauseman Chapter 2. Equity, Diversity, and Inclusion Considerations for Leadership in Medical Education; A. Larocque, D. Lewis, P. Rezaiefar, M. J. Venables, and D. Archibald Chapter 3. Race, Ethnicity and Leadership Pressures in Neoliberal Times; C. Vieler-Porter Part II: Leading under Pressure Chapter 4. Leading under Speculation: Small Schools, Context and the Principalship; S. Eacott, F. Munoz Rivera, and A. Raad Chapter 5. EQAO Standardized Examinations: An Inequitable Measure of Academic Success for Food Insecure Students; O. Karoui Chapter 6. School Improvement does not Take Place in a Vacuum; E. Anderson Chapter 7. School Leadership to Prevent Collateral Damage: A Case Study of a Thai Principal during the COVID-19 Pandemic; T. Luanrit, E. Saito, and V. Saejea PART III: FutureScapes Chapter 8. Between a Rock and a Hard Place: Principals in the Middle; D. Fink, J. Hannay, S. Lazenby, and W. Marks Chapter 9. Applying an Adult Development Lens to Explore School Leadership Patterns in Equity and Social Justice; N. Sirois Chapter 10. What’s Research got to do with It? Middle Leadership in the Modern University; T. Heffernan, L. Macaulay, and L. Bosetti Epilogue The World Crisis and the Key to Its Resolution; N. Maxwell

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Book SynopsisMany of the problem’s children face in relation to their personal lives, educational experiences and attainment are caused by factors that exist outside schools. Yet despite this, all educational establishments and all school staff now have a clear ‘duty’ and ‘responsibility’ to respond to safeguarding and vulnerability concerns. All school staff are expected to be particularly alert to specific risks and the needs of children in particular groups or sets of circumstances children face in their daily living experiences. In policy documents and academic texts on safeguarding and vulnerability it is relatively easy to identify and define individuals, groups and sub-groups who are deemed to be more at risk. A key gap in the existing literature is that no consideration is given to explain and understand why children and young people find themselves in these positions of risk or vulnerability in the first place. This book fills this gap in the literature, building on current government publications, and collectively supports and compliments the endeavours of schools, universities, trainee teachers/ECTs and school support staff in relation to understanding and meeting the needs of pupils who may be at risk. This is achieved by bringing together subject area experts and academics (teaching and non-teaching) from a range of subject areas to explore three main areas: understanding the concepts of vulnerability, enhancing pupil engagement and teaching practices, and social problems, risk and resilience. This timely and accessible work will be vital reading for academic and professional teaching staff, trainee teachers and ECTsTable of ContentsSection One. Safeguarding, Vulnerability, Family Functioning Chapter 1. Why Schools, Why Now and Why Safeguarding; Aidan Gillespie, Helen Woodley, and William McGovern Chapter 2. Schools and Safeguarding: Thinking through Spaces and Contexts of Vulnerability and Harm; Jenny Lloyd and Tom Disney Chapter 3. Vulnerability or Vulnerabilities: Contestation of Applied Markers of Identity; Aidan Gillespie Chapter 4. Vulnerability - Labels and labelling; Ralph Leighton Chapter 5. Understanding Need and Challenging Perceptions of Family Functioning in relation to Parental Substance Use and Misuse; Ruth McGovern and William McGovern Section Two. Enhancing Pupil Engagement and Teaching Practice Chapter 6. Complex and Hidden Lives; Helen Woodley Chapter 7. Nobody ‘Special’, the Application of a Community of Practice to Arrive at being ‘Ordinary’ within the Classroom: A Model of Diversity; Charmaine Agius Ferrante Chapter 8. Teacher Agency and Negative Labelling; Lucy Currie Chapter 9. A Manifesto for Attuned Teaching; Cathy Gunning and Rachel Lofthouse Chapter 10. Not So Textbook: Understanding the School Experiences of Young Carers; Deborah Smart Section Three. Understanding the Nature of Concerns and Risks Chapter 11. Understanding how Perceptions of Children Shape Perceptions of Risk and Needs in Relation to Safeguarding Concerns in Schools; William McGovern and David Nichol Chapter 12. Just a bottle in the Park; Alcohol use in Vulnerable Children; Hayley Alderson and Raghu Lingam Chapter 13. Illicit Substance Use, Poly Use, Game Playing and Increased Vulnerability; Alison McInnes and Neil Ventress Chapter 14. County Lines; Alison Ní Charraighe Chapter 15. Food Insecurity in School-Aged Children; Pamela L Graham and Catherine Fenwick

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Book SynopsisIntensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS, such as Responsiveness to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS), are comprised of universal assessment, progress monitoring, and databased decision-making as intervention is implemented with increasing intensity and individualization based on the needs of the learner. The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation. The authors of the chapters are recognized as international experts on these topics and provide specific recommendations that are based on research evidence as well as discuss considerations for future enhancement of multi-tiered systems of supports and intensive interventions. This is a contemporary resource for teachers, administrators, and teacher-educators who are charged with delivering special education and/or supporting those who do.Table of ContentsChapter 1. Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities: Introduction to the Volume; Melody Tankersley, Bryan G. Cook, and Timothy J. Landrum Chapter 2. Identifying Students with Intensive Academic and Behavioral Needs; Shanna E. Hirsch, Melissa K. Driver, Michelle Hinzman-Ferris, and Allison Bruhn Chapter 3. When Standard Approaches Fail: Advances in the Conceptualization and Delivery of Intensive Interventions; Nathan A. Stevenson Chapter 4. Essential Features of Intensive, Individualized (Tier 3) Interventions; Kathleen Lynne Lane, Eric Allen Common, Mark Matthew Buckman, and Grant Allen Chapter 5. The Role of Function in Behavioral Intervention; John Umbreit and Jolenea B. Ferro Chapter 6. Treatment Integrity and Intensity: Critical Considerations for Delivering Individualized Interventions; Robin S. Codding, Melissa Collier-Meek, and Emily DeFouw Chapter 7. Conducting Systematic Reviews of the Literature: Guidance for Quality Appraisal; Kathleen Lynne Lane, Eric Alan Common, David James Royer, and Wendy Peia Oakes Chapter 8. An Examination of the Text Characteristics of an Early Reading Book Series: Implications for Providing Intensive Practice with Connected Text; Jill Allor, Devin Kearns, Miriam Ortiz, and Carlin Conner Chapter 9. Intensive Reading Interventions for Adolescents and the Challenges of Comorbid Reading and Behavioral Difficulties; Michael Solis and John W. McKenna Chapter 10. Intensive Intervention for Students with Mathematics Learning Difficulties; Minyi Shih Dennis Chapter 11. Developing Preservice Teacher Knowledge and Confidence of Functional Assessment-Based Interventions; Wendy Peia Oakes

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Book SynopsisThe CRAFT approach of assessment for learning is a strategy that can be applied at a subject level and at a whole school level to assess student learning from across the Key Stages. This accessible and innovative book provides a practical guide for teachers and schools on how the CRAFT approach can be applied by looking at each of the different elements of condensing, reflecting, assessing, feed-forward and target-driven improvement.

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Book Synopsis

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

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Book SynopsisSpecifically written for teachers trying to give up the old system of boss managing - effective for less than half of all students - this work provides practical techniques based on Glasser's choice theory and on the work of W. Edwards Deming. The techniques emphasize co-operation and creativity.

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Book SynopsisArgues that schools, and children, can only be saved by radically retooling teaching methods. Based on his work on choice theory, this work offers teaching techniques which emphasize co-operation and creativity. It provides ideas for improving the success of teachers and the enthusiasm of students.

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

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Book SynopsisTraumatic or adverse experiences are pervasive among school-aged children and youth. Trauma undermines students'' ability to learn, form relationships, and manage their feelings and behavior. School-based professionals working with traumatized students are often unaware of their complex needs or how to meet them within the hours of the typical school day.The second edition of Supporting and Educating Traumatized Students is a comprehensive guide for understanding and assisting students with a history of trauma. Designed specifically for professionals in mental health and education settings, this volume combines content and expertise from practitioners, researchers, and other experts with backgrounds in education, school psychology, school social work, school administration, resilience, school policy, and trauma. The book provides a thorough background on current research in trauma and its impact on school functioning; administrative and policy considerations; and a broad set of practical and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students and staff. New chapters address topics such as post-traumatic growth, interpersonal violence, and trauma screening and assessment among others. Educators can continue to use this updated edition as a reference and ongoing resource, with the ability to quickly and easily access a variety of school-based strategies to help improve educational and social outcomes for traumatized students.Trade ReviewFinally, a resource for traumatized children in educational settings!!! These children have so often had their reactions and behaviors misunderstood as conduct and learning difficultiesthis book gives teachers, administrators and parents information and strategies to offer these children effective assistance * Christine A. Courtois, PhD, ABPP, , Licensed Psychologist, Private Practice, Washington, DC (now retired), Consultant/Trainer, Trauma Psychology and Trauma Treatment, Bethany Beach, DE, CoAuthor, Treating Complex Trauma: A Sequenced, Relationshipbased Approach, Author, Healing the Incest Wound: Adult Survivors in Therapy *As a supervisor of schoolbased mental health practitioners, I highly recommend the second edition of Supporting and Educating Traumatized Students. The chapters incorporate reallife examples and practical solutions that can be used in any educational setting. The second edition provides additional supports for systemwide change in section three. This is an additional bonus for any school administrator who wants to support trauma informed practices in their schools. * Christina Conolly, PsyD, NCSP, , Director, Division of Psychological Services, Montgomery County Public Schools *For educators hoping to increase their knowledge and deepen their practice, this book has a wealth of information, strategies and traumainformed considerations to support students. It includes ways to increase safety, compassionate relationships, and empowerment. Practical strategies for classrooms and schoolwide policies allow multiple entry points for educators. * Joyce Dorado, PhD, Director, University of California, San Francisco, HEARTS (Healthy Environments and Response to Trauma in Schools) *Table of ContentsSECTION 1: Introduction to Trauma and Its Impact on School Functioning Chapter 1: The Evolution of Trauma Informed Schools Kathryn Simon, Sidonia Compton, and Stacy Overstreet Chapter 2: How the Traumatic Experiences of Students Manifest in School Settings Ron Hertel and Mona M. Johnson Chapter 3: A Trauma-Informed Culturally-Responsive (TICR) Approach in the Classroom Isaiah Pickens Chapter 4: Instructional Strategies for a Trauma Informed Classroom Hannah M. Grossman Chapter 5: Understanding Posttraumatic Adjustment Trajectories in School-Age Youth: Supporting Stress Resistance, Resilient Recovery, and Growth Christopher M. Layne and Stevan Hobfoll SECTION 2: Potential Sources of Trauma and Implications for Classroom Instruction and School-Based Interventions Chapter 6: Immigrant Students Lyn Morland and Dina Birman Chapter 7: Students Experiencing Homelessness Diana Bowman and Patricia A. Popp Chapter 8: Students Exposed to Community Violence Dorothy Rohde-Collins Chapter 9: Research and Best Practices to Support Students with Incarcerated Parents Megan Sullivan Chapter 10: Students with Parents Involved in Substance Abuse or Dependence Celeste M. Malone, Tierra T. Ellis, and DeLon Isom Chapter 11: Students Exposed to Domestic Violence Lisa Weed Phifer Chapter 12: Supporting Grieving Students David Schonfeld and Thomas Demaria Chapter 13: Students from Military Families Mark C. Pisano Chapter 14: Students Affected by Child Maltreatment Delphine Collin-Vézina Chapter 15: Students affected by interpersonal violence Viann N. Nguyen-Feng, Tim Carroll, and Lindsey King Chapter 16: Supporting Students Following Crises and Natural Disasters Benjamin S. Fernandez SECTION 3: Administrative and Policy Considerations Chapter 17: Addressing Secondary Traumatic Stress in Trauma Informed Schools Brenda Sweeney and James Caringi Chapter 18: Trauma screening and assessment Katie Eklund, Taylor Koriakin, Sandy Chafouleas, and Sophia Dodge Chapter 19: Design as the Missing Variable in Trauma-Informed Schools Dak Kopec and J. Davis Harte Chapter 20: Developing School Staff Buy-In for Trauma-Informed Schools Courtney N. Baker, Julia M. Augenstern, Stephanie A. Moberg, Nyx Robey, and Megan C. Saybe Chapter 21: Effective Implementation and Evaluation of Trauma-Informed Schools Elizabeth Cook and Pamela Black

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Book SynopsisCritical Service Learning Toolkit offers a strengths-based, interdisciplinary approach to promoting social competence while enhancing emotional and academic skill development. Designed as a user-friendly guide to carrying out successful CSL projects, this Toolkit provides practitioners with step-by-step assistance in planning, implementing, and evaluating Critical Service Learning (CSL) projects in elementary and high schools. CSL trains youth to become active and conscientious citizens through engagement and leadership experiences that meet real needs in the community. This approach is unique in that it places the youth/student at the center of the process. Prioritizing social and emotional learning (SEL) and school engagement, CSL changes the role of the school-based, counseling professional into that of a facilitator who encourages skill-building, reflection, and civic engagement. Cultivating self-awareness, social-consciousness, and critical-thinking skills, brainstorming and commuTrade Review"The Critical Service Learning Toolkit is much, much more than an outstanding, practical, hands-on guide to engaging young people in critical service learning projects. By synthesizing cutting-edge knowledge and research the authors have provided both a theoretical framework and a road-map for advancing the fields of service learning, education, and social work in incredibly important, timely, and relevant ways. Their approach combines the best of what we know about participatory practices that put youth voice at the center of their own development and that engage ALL young people as meaningful partners and agents of change in their own families, schools, and communities. This text represents both a call to action AND a toolkit for action during these turbulent times. As such, it gives not only hope for, but also a practical way into creating a better, more equitable, and more just future." -Stacey S. Horn, University of Illinois at Chicago This Toolkit offers an innovative, strength-based vision and set of effective educational strategies for at-promise youth. The authors clearly and compellingly share approaches that will guide all practitioners to implement learning opportunities that empower students to be leaders, problem solvers, collaborators, and engaged citizens. Roger P. Weissberg, PhD, UIC/LAS Distinguished Professor of Psychology and Education/NoVo Foundation Endowed Chair in Social and Emotional Learning, University of Illinois at ChicagoTable of ContentsIntroduction Chapter 1-Transforming Service Learning to Critical Service Learning Chapter 2-The Nuts and Bolts of Critical Service Learning: Theoretical Foundations Chapter 3-Essential Elements of Creating Student Voice: An Expanded Framework of Critical Service Learning Chapter 4-The Role of the Practitioner Chapter 5-Gaining Administrative School and Community Buy-In Chapter 6-Critical Service Learning and Group Work Chapter 7-Logic Model Development to Aid Project Planning Chapter 8-Steps to Developing Critical Service Learning Projects Chapter 9-Launching Critical Service Learning Chapter 10- Self-Care and Preventing Burnout Chapter 11-Future Implications Appendices A. Logic Model (Samples) B. Community and School Web-Map Activity C. Evaluation Resources D. Ice Breakers and Activities E. Example of Evaluation Resources-Pre/Posttest F. Resource List Index

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Book SynopsisEthical Decision-Making in School Mental Health provides ethical guidelines from four different professions and addresses mental health issues in schools. It offers an easy-to-follow seven-step model for mental health professionals to use when working through thorny ethical dilemmas.Trade ReviewEthical Decision-Making in School Mental Health is a great book for anyone teaching an ethics course or for those making decisions for individuals with less standing/status. * Mary Ann Thrush, International Journal of Social Work Values and Ethics *Ethical Decision-Making in School Mental Health has multiple strong elements; however, perhaps the most important is the way the authors deconstruct ethical decision-making. The book is a thorough discussion of the factors that go into ethical decision-making and the fiduciary responsibility of school mental health practitioners. This book is not limited to school practitioners but can serve as a good foundation for anyone who makes decisions regarding individuals with less standing, such as persons served by our criminal justice system, persons hospitalized, and elders, to name a few. Finally, in addition to making ethical decisions for others, Ethical Decision-Making in School Mental Health serves as a guide for making personal decisions concerning ethical dilemmas. * MaryAnn Thrush, PhD, MSW, International Journal of Social Work Values and Ethics *Table of ContentsIntroduction Chapter 1: Know Yourself and Your Responsibilities Chapter 2: Analyze the Predicament Chapter 3: Seek Consultation Chapter 4: Identify Courses of Action Chapter 5: Manage Clinical Concerns Chapter 6: Implement the Decision Chapter 7: Review and Document the Process Chapter 8: Ethical Recordkeeping Conclusion Appendix Glossary References Index

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Book SynopsisDesigned to help in day-to-day, on-the-scene crisis intervention, ELEMENTS OF CRISIS INTERVENTION: CRISES AND HOW TO RESPOND TO THEM, 3e offers a nuts-and-bolts presentation of the information, strategies, and guidelines needed to be an effective crisis worker. A concise handbook for helping professionals who work on the front lines of crisis intervention, it is an ideal reference for crisis interveners, first responders, counselors, nurses, disaster responders, EMTs, law enforcement, human service workers, psychologists, social workers, teachers, agency directors, military, and any other professionals who encounter crisis situations.Table of Contents1. Approach to Crisis Intervention. 2. Procedure for Effective Crisis Intervention. 3. Words Matter: Effective Crisis Communication. 4. Team Intervention. 5. Special Issues. 6. Intervener Survival. 7. Children���s Reactions to Crisis. 8. Hot-Line Workers. 9. Family Crisis. 10. The Grief Factor. 11. Disaster Intervention. 11. Legal Implications of Crisis Intervention. Appendix. Bibliography.

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Book SynopsisREACHING YOUR POTENTIAL takes a holistic approach to helping students take control of their lives and improve their self-belief. The text is organized around the four areas of emotional, intellectual, physical and social potential. Through a process of learning and self-examination, students discover their values, increase their commitment to personal goals, and challenge themselves to grow and learn. While gaining practical knowledge and skills, students will discover their emotional, intellectual, physical, and social resources. This model, which is thematically integrated throughout the text, allows readers to emerge from their learning experience understanding the importance of developing each of these areas in order to reach their fullest potential. The text involves readers in active learning with self-assessments, activities that apply concepts to their own lives, questions that test comprehension, and case studies to foster critical-thinking skills.Table of ContentsINTRODUCTION To the Lifelong Learner. Before You Begin: Self-Assessment. Part I: DEVELOPING YOUR EMOTIONAL POTENTIAL. 1. The Power of Self-Belief. 2. Setting Goals and Managing Time. Part II: DEVELOPING YOUR INTELLECTUAL POTENTIAL. 3. Improving Your Thinking Skills. 4. Improving Your Study Skills. Part III: DEVELOPING YOUR PHYSICAL POTENTIAL 5. Eating Well. 6. Staying Healthy. Part IV: DEVELOPING YOUR SOCIAL POTENTIAL. 7. Communicating Effectively. 8. Improving Your Listening Skills. 9. Improving Your Speaking Skills. 10. Getting Along with Others. 11. Functioning in Groups. Part V: DEVELOPING YOUR ACTION PLAN. 12. Handling Change and Stress. 13. Managing Money. 14. Preparing for Your Career. After You���re Done: Self-Assessment. Glossary. References. Index.

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Book SynopsisThis collection of creative lessons offers ideas for integrating design thinking, literacy and STEAM to drive SEL skills including self-awareness, self-management, mindfulness, responsible decision-making and social awareness.Research shows that creativity can be beneficial for mental health and can help build critical skills such as empathy and introspection, while social-emotional learning (SEL) is an integral part of education and human development.This book bridges these two ideas with a series of creative projects that foster SEL learning by promoting growth mindset, supporting mindfulness, offering ways to cope with anxiety and stress, and encouraging and guiding positive social activism.Opening with an overview of research behind the integration of SEL and creativity, the book then features a variety of lessons based on the above themes, illustrating how to deepen SEL by integrating the arts and STEAM learning in creative and authentic ways. The activities are drawn from the work of the authors and a diverse group of educator contributors to provide engaging, insightful and culturally responsive learning opportunities appropriate for traditional or online/blended learning environments.The book:Highlights a diverse array of educators, innovators and design-thinkers who share their insights on SEL, STEAM and creativity.Offers an accessible and fun approach to teaching SEL, which is critical to education and human development.Guides teachers in implementing the following ISTE Standards for Students: Creative Communicator, Innovative Designer and Knowledge Constructor.This book invites teachers to consider a variety of formats — print and digital, audio, video games and more — and shows how helping students become creators and design-thinkers can foster SEL.Audience: K-12 educators

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Book SynopsisAcademic advisors help students learn to make the most of their college years, not merely by completing requirements toward a degree but also by growing intellectually and developing all aspects of their identity. Yet, many professional and faculty advisors are new to academic advising and may feel ill-equipped to do more than help students register for classes. This new edited collection provides an overview of the theory and best practice undergirding advising today while exploring the transition challenges of a wide-range of first-year college students, including those attending two-year colleges, coming from underrepresented backgrounds, entering underprepared for college-level work, and/or experiencing academic failure.

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Book SynopsisToday's children, especially teenagers, live in a world that is much different than the one that existed just twenty years ago. A drastically changed family dynamic and the advent of social media have forced young people to grow up in a more fragile environment, one without the stability they need and with the constant pressure of scrutiny from peers and others they don't even know. The effects of these factors have led to suicide becoming the second leading cause of death in teenagers in America! Circumstance has deprived these kids of the stability and perspective that they so desperately need. This is a crossroads moment. C oach the Soul is the first book that addresses these issues with real answers. It was born in Ken LaVigne's classroom and on the football field during over thirty years as a high school teacher and coach. Its epiphany is just as unexpected as the dire circumstances in the lives of so many students. Coach the Soul sheds light on what today's young people really need.

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Book SynopsisAdvice from an Experienced Parent Educator and Child Development Professor Tips to save parents and teens a lot of pain. Tools to feel competent as a parent of a teenager. Engaging stories with simple lessons for parenting your teen. Simple messages that all teens need to hear to grow up emotionally healthy. Knowledge of what all teens are experiencing developmentally. Advice on how to navigate important and difficult conversations with your teens. Information that the average educated person does not know about teenagers. Examples of how to shift from conflict with your teen into responsiveness and enduring connection. Ways to foster your teen's success in life and build a asting parent-child bond. When teens hear these messages, they always say, "I wish my parents knew this."

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

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Book SynopsisA groundbreaking book based on research carried out in Australia by the author on the needs of children whose parents experience periods of mental illness. Other profesional contributors encompass areas such as the effects of mental illness on children; service provision for children and their parents; foster care and child protection.

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