Educational psychology Books

Book SynopsisThe Extended Mind by award-winning science writer, Annie Murphy Paul, is not an out-and-out education book. But it is entirely focused on how learning and thinking happen, illustrating how a multi-modal approach to cognition can widen points of access to intellectual activity.Using evidence from cognitive science, neuroscience, and psychology, The Extended Mind might broaden your understanding of human cognition. The findings of Annie Murphy Paul parallel those of cognitive load theorists: memory is at the core of cognition, and the body, the environment and other people enrich learning. In this book, Emma Turner, David Goodwin, and Oliver Caviglioli demonstrate how teachers can help their students augment their thinking with their bodies (embodied cognition), external tools (situated cognition) and the people around them (distributed cognition). To ease your concerns, you will read how the works of several eminent researchers validate claims put forward.Teachers and leaders of all education phases will find this book enlightening; using practical strategies and cases studies, the authors highlight opportunities to enrich students’ learning by widening points of access to intellectual activity.

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Book SynopsisThis book centers equity in the approach to trauma-informed practice and provides the first evidence-based guide to trauma-informed teaching and learning in higher education. The book is divided into four main parts. Part I grounds the collection in an equity approach to trauma-informed care and illustrates one or more trauma-informed principles in practice. Chapters in Part II describe trauma-informed approaches to teaching in specific disciplines. In Part III, chapters demonstrate trauma-informed approaches to teaching specific populations. Part IV focuses on instruments and strategies for assessment at the institutional, organizational, departmental, class, and employee levels. The book also includes a substantial appendix with more than a dozen evidence-based and field-tested tools to support college educators on their trauma-informed teaching journey. Table of ContentsIntroduction​Section I. INFUSING TRAUMA-INFORMED PRINCIPLES 1. Employing Trauma-Informed Principles through a Feminist Model of Practice 2. Leveraging the Neuroscience of Now to Cultivate a Pedagogy of Purpose and Empowerment3. Building Resiliency through the Trauma Informed Classroom4. Fostering a Spirit of Collaboration by Sharing Power with Students about Course DecisionsSection II. TRAUMA-INFORMED TEACHING ACROSS THE CURRICULUM5. Processing Critical Knowledge Through Trauma-Informed Musical Travel6. Stumbling My Way to Trauma-Informed Teaching and Learning7. Humanizing Social Work Education: Resetting for Healing Purposes8. Section III. APPROACHES TO WORKING WITH SPECIFIC POPULATIONS9. Trauma-Informed Approaches to Teaching Students with Marginalized Identities during Times of Crisis10. How Trauma-Informed Care Principles Can Contribute to Academic Success for Students in Hispanic-Serving Institutions11. Trauma Informed Educational Practices at Community College12. Not a Hero and not a Stranger: Serving Veterans in Higher Education13. The Benefits of Reflective Journaling during COVID-19: Contingent Faculty Exploring Teaching and Learning during a Crisis14. Developing Trauma-Informed Practice: Coordinating Indigenous Adult Education Programs as a Non-Indigenous EducatorSection IV. (RE)ASSESSMENT15. Measuring Trauma Resilience in Higher Education Settings16. An Educator's Scope of Practice: How Do I Know What Is Mine?17. What are We Centering?: Developing a Trauma-Informed Syllabus18. Utilizing an Ecological, Trauma-Informed, Equity Lens to Build an Understanding of the Context for and Experience of Self-Care in Higher Education Section V. TRAUMA-INFORMED TEACHING TOOLBOX 19. Higher Education Trauma Resilience Assessment20. Educator and Department Self-Assessment Tools21. Creation of Brave Space22. First Day of Class Introductions: Trans Inclusion in Teaching23. The Basket: Setting the Stage for Learning24. Moment of Action25. Trauma-Informing your Attendance (Policy)26. No Questions Asked Late Days27. The Revise & Resubmit 28. Content Warnings29. Panels and Pain: Teaching with Comics During Times of Trauma30. Partner Exams31. Best Practices for Online Content Design

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Book SynopsisThis book examines opportunities and obstacles in achieving the digital inclusion of individuals with autism spectrum disorder (ASD). It addresses basic requirements of the digital society and the concepts of digital inclusion (and exclusion), digital participation, and the disability digital divide as well as support for individuals with autism in co-creating digital devices. The book discusses the application of digital technologies across different contexts, including education, leisure activities, community life, daily living skills, and employment of individuals with autism.Featured areas of coverage include: Computer-based interventions for speech development, social communication, executive functions, and other skills in children with autism. Digital health intervention for persons with ASD. Risks for persons with ASD on the Internet (e.g., excessive use, addictive behavior, and cyberbullying). Digital technology use in simulating job interviews, and teaching work skills. Digital technology use in self-advocacy activities of individuals with autism. Digital Inclusion of Individuals with Autism Spectrum Disorder is an essential reference for researchers, professors, graduate students, clinicians and related therapists and professionals in clinical child and school psychology, social work, behavioral therapy/rehabilitation, pediatrics, physical therapy, occupational therapy, speech and language therapy, neurology, special education, child and adolescent psychiatry, and developmental psychology.Table of ContentsChapter 1. Digital Participation and Disability Digital Divide.- Chapter 2. Co-Creating Digital Devices with Individuals with Autism.- Chapter 3. Autism and Digital Learning Environment.- Chapter 4. Leisure Activities and Individuals with Autism.- Chapter 5. Community Living and Individuals with Autism.- Chapter 6. Daily Living Skills and Individuals with Autism.- Chapter 7. Employment and Individuals with Autism.- Chapter 8. Computer-Based Interventions and Individuals with Autism.- Chapter 9. Health and Well-Being and Individuals with Autism.- Chapter 10. Risks Related to the Use of Digital Technologies and Individuals with Autism.- Chapter 11. Digital Technology, Self-advocacy, and Individuals with Autism.

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Book Synopsis'Dr Bob was our pediatrician. If we could trust him with our kids, you can trust him with how to learn better. I discovered many surprising truths about learning in this book, so follow the scientific research and become a better learner.'Guy KawasakiBestselling book author, chief evangelist of Canva and creator of the 'Remarkable People' podcast Most 'how to learn' books focus only on study techniques. However, knowing these study techniques doesn't guarantee they will be successfully implemented. Based on Professor Kamei's popular undergraduate course at the National University of Singapore, the author shares his unique perspective as an educator and physician to provide a strategic approach to learning that will benefit all students looking to optimize their learning.His extensive experience with helping students with their studies has identified a wide variety of reasons why they were not learning properly. What throws many learners off is that they hold certain myths that result in poor study habits. Learners who understand the truth behind these myths can use this knowledge to better plan their study and have an advantage over others that don't.Furthermore, modifying your study methods won't make much difference if you are too sleepy to learn or lack the motivation and self-discipline to pick up a book. These foundational aspects of learning also need to be solidly in place. This book takes learners through the author's holistic method to help students learn better and meet whatever learning challenges they face.Learners of all ages who wish to optimize their learning will benefit from this book, as well as educators seeking an approach to help their students learn better.Related Link(s)

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Book SynopsisWhat Every Teacher Needs to Know is a must-have guide for both primary and secondary teachers that summarises key research papers, offers evidence-informed teaching and learning strategies, and explains how to disseminate this information across departments and schools. There is a growing thirst for evidence-informed teaching in the UK and beyond, in order to help ensure that schools have the biggest impact on student learning. In a concise, accessible manner, this book distils key educational research into clear, precise guidance that can be used immediately. It is ideal for any busy teacher or school leader looking to transform student outcomes through a research-informed approach. What Every Teacher Needs to Know is essential reading for research leads, heads of department, and teaching and learning leads. It offers: - summaries of 20 prominent research papers on effective teaching and learning - key takeaways for classroom practice - evidence-informed teaching and learning strategies - examples across a variety of phases and subjects - insightful case studies from practising teachers.Trade ReviewThis is a must-have book in every school's staff library collection and is a dream for anyone in charge of teaching and learning or whole-school CPD... Exceptional value for money. -- Bridget Hamlet * The School Librarian *

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Book SynopsisDeliberate practice exercises provide trainees and students opportunities to develop a more multicultural, intersectional approach to psychotherapy and hone their own personal therapeutic style. These exercises present role-playing scenarios in which two trainees actas a client and a clinician, switching back and forth under the guidance of a supervisor. The clinician improvises appropriate and authentic responsesto client statements organized into three difficulty levels—beginner, intermediate, and advanced—that reflect common client questions and concerns. Each of the first 12 exercises focuses on a single skill, such as developing cultural self-awareness and cultural humility, exploring cultural implications and explanations of clients’ concerns, responding to resistance, and repairing culturally based ruptures in the working alliance. A comprehensive mock therapy exercise follows in which these essential skills are brought together into a single multiculturaltherapy session. Step-by-step instructionsguide participants through the exercises, identify criteria for mastering each skill, andexplain how to monitorand adjust difficulty. Guidelines to helptrainers and trainees get the most out of training are also provided. Table of Contents Series PrefaceTony Rousmaniere and Alexandre Vaz AcknowledgmentsPart I. Overview and Instructions Chapter 1. Introduction and Overview of Deliberate Practice and Multicultural Therapy Chapter 2. Instructions for the Multicultural Therapy Deliberate Practice ExercisesPart II. Deliberate Practice Exercises for Multicultural Therapy SkillsExercises for Beginner Multicultural Therapy Skills Exercise 1. Therapist Self-Awareness: Cultural Humility I Exercise 2. Assessing Client Expectations Exercise 3. Reflecting Content Through a Cultural Lens Exercise 4. Inquiring About Identity: Cultural Opportunities IExercises for Intermediate Multicultural Therapy Skills Exercise 5. Working With Emotions in Context Exercise 6. Maintaining a Not-Knowing Stance: Cultural Humility II Exercise 7. Inquiring About Cultural Implications of the Problem: Cultural Opportunities II Exercise 8. Acknowledging Therapist LimitationsExercises for Advanced Multicultural Therapy Skills Exercise 9. Gathering Information About Safety Concerns Exercise 10. Talking About Sex and Success Exercise 11. Responding to Resistance and Ambivalence Exercise 12. Repairing Ruptures Due to MicroaggressionsComprehensive Exercise Exercise 13. Mock Multicultural Therapy SessionsPart III. Strategies for Enhancing the Deliberate Practice Exercises Chapter 3. How to Get the Most Out of Deliberate Practice: Additional Guidance for Trainers and Trainees Appendix A. Difficulty Assessments and Adjustments Appendix B. Deliberate Practice Diary Form Appendix C. Sample Multicultural Therapy Syllabus With Embedded Deliberate Practice Exercises References Index About the Authors

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Book SynopsisDrawing on the latest neuroscientific research and rooted in good practice, Educating Everyone presents the concept of relational inclusion, encouraging schools to reconsider their traditional perspectives on mental health and behaviour.The authors pose thought-provoking questions about longstanding conventional approaches to behaviour management in schools that have remained largely unchanged since the inception of compulsory state education. They present a range of strategies that extend beyond the needs of individuals with complex requirements who are often isolated as a result of the misguided concept they they can be âtaughtâ to conform. Relational inclusion is advocated as an inclusive approach that can benefit all children and adults, fostering comprehension of the underlying causes behind behavioural challenges. This book will provide an essential framework for responding to studentâs behaviour that has been tried and tested in real classrooms. Schools p

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Book SynopsisMany histories of science have been written, but A New History of the Humanities offers the first overarching history of the humanities from Antiquity to the present. There are already historical studies of musicology, logic, art history, linguistics, and historiography, but this volume gathers these, and many other humanities disciplines, into a single coherent account. Its central theme is the way in which scholars throughout the ages and in virtually all civilizations have sought to identify patterns in texts, art, music, languages, literature, and the past. What rules can we apply if we wish to determine whether a tale about the past is trustworthy? By what criteria are we to distinguish consonant from dissonant musical intervals? What rules jointly describe all possible grammatical sentences in a language? How can modern digital methods enhance pattern-seeking in the humanities? Rens Bod contends that the hallowed opposition between the sciences (mathematical, experimental, dominated by universal laws) and the humanities (allegedly concerned with unique events and hermeneutic methods) is a mistake born of a myopic failure to appreciate the pattern-seeking that lies at the heart of this inquiry. A New History of the Humanities amounts to a persuasive plea to give Panini, Valla, Bopp, and countless other often overlooked intellectual giants their rightful place next to the likes of Galileo, Newton, and Einstein.Trade ReviewA New History of the Humanities amounts to a persuasive plea to give Panini, Valla, Bopp, and countless other often overlooked intellectual giants their rightful place next to the likes of Galileo, Newton, and Einstein. * Morteza Hajizadeh, New Books Network *an extraordinarily ambitious undertaking... What Bod has written is not just a "new" history. It is the first ever history of its kind. * Noel Malcolm, The Times Literary Supplement *The telos of his book is not just to write a story, but to make a case for the humanities as a discipline of progress * Seth Lehrer, Postmedieval: a journal of medieval cultural studies *Bod's work did create a big sensation not only in the academic scene but also in the public and major newspapers in the Netherlands, England, and more generally Western Europe. Not only did he accomplish something that has not been done before, namely, a written history of the humanities, but he also takes a perspective to this enterprise that redefines the role of the humanities especially in relation to the natural sciences. * Oliver Glanz, Seminary Studies *Bod's book is designed as an opening salvo in a grand project to develop the history of the humanities as a subfield on par with (and potentially in close alliance with) the history of science, with a view to building a history of knowledge-making more generally ... Bod's energetic initiatives are a fine example of the shifting categories of research * Ann Blair, American Historical Review *Too often humanities scholars believe that they are moving toward science when they use empirical methods, Bod reflected. They are wrong: humanities scholars using empirical methods are returning to their own historical roots in the studia humanitatis of the 15th century, when the empirical approach was first invented. * Michael Shermer, Scientific American *Bod convincingly shows that since antiquity there have existed lines of humanistic investigation that have pursued the search for general laws governing the functioning of language, of texts or of history, very similar to the natural sciences. * Andrea Bonaccorsi, Il Sole 24 Ore *Bod takes the humanities back to their rightful place in the family tree of sciences. * Frederik Stjernfelt, Weekendavisen, Copenhagen [translated] *Bod's effort has become a reason for debate and interdisciplinary encounters among different scholars who agree that the 'disunity' of the sciences, which is commonplace in the post-positivist epistemological era, does not necessarily mean disunity of culture. * Alesssandro Pagnini, Domenica24 [translated] *The current handwringing and doomsaying in academia concerning the study of humanities and its support, especially in the United States, makes Rens Bod's book not only an interesting read, but also timely and ambitious. * Dustin Mengelkoch, Renaissance Quarterly *In case anyone reading this review is not yet impressed, the author takes care, under each heading, to discuss developments not just in Europe but also (when appropriate) in India, China, and the civilization of Islam. The result is undeniably impressive -- and hugely informative. * John Henry, Isis *Table of ContentsPreface ; 1. Introduction: The Quest for Principles and Patterns ; 2. Antiquity: The Dawn of the 'Humanities' ; 3. Middle Ages: The Universal and the Particular ; 4. Early Modern Era: The Unity of the Humanities ; 5. Modern Era: The Humanities Renewed ; 6. Conclusions: Insights from the Humanities that Changed the World ; Appendix A. A Note about Method ; Appendix B. Most Important Chinese Dynasties

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Book SynopsisAs classrooms become more diverse, it is increasingly important that students learn how to empathize with others who may come from very different backgrounds. Teaching Empathy:

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Book SynopsisThis book is essential reading for any clinician or researcher working with teens with autism spectrum disorders. This parent-assisted intervention for teens is based on a comprehensive, evidence-based, 14-week program at UCLA's Semel Institute for Neuroscience and Human Behavior, the manualization of the popular UCLA PEERS Program, and the success of the Children's Friendship Training (Routledge, 2002) manual for children.After reviewing techniques designed to help parents and therapists tailor the manual to the needs of the teens with whom they are working, the text moves on to the individual treatment sessions and strategies for tackling issues such as developing conversational skills, choosing friends, using humor, get-togethers, teasing, bullying, gossiping, and handling disagreements. Each session chapter includes handouts, homework assignments, descriptions of what to expect (and how to handle challenges in delivering the intervention), and customized tips forTrade Review"This book provides a very comprehensive, down-to-earth manual for an innovative social skills intervention for teens with Autism Spectrum Disorders and their parents. With a strong theoretical perspective and a quickly developing empirical base, the book moves the potential provider from screening to goals to activities to measuring progress, providing detailed information at each step, and even case studies, that provide a sense of what such a program means to an individual teenager. The combination of teen- and parent-directed parallel programs is particularly unique in social skills programs and offers opportunities to involve the whole family in these very positive endeavors." - Catherine Lord, Director, University of Michigan Autism and Communication Disorders Center (UMACC) and Professor of Psychology, Pediatrics and Psychiatry, USA"Laugeson & Frankel have done the field a great service in developing the PEERS program for friendship and social-skills training for adolescents with autism spectrum disorders. The book has a clear and practical curriculum; many techniques and example exercises are described lucidly; it combines work with teens and their parents; and they have begun to develop an evidence-base through conducting a series of randomized controlled trials." - Tony Charman, Chair in Autism Education, Institute of Education, London, UK"Based on scientifically sound research and insightful clinical acumen, this book provides the how-to for successful social-skills groups. Laugeson and Frankel should be commended for writing a digestible book of immense interest to a wide readership." - Connie Kasari, Professor of Education and Psychiatry, UCLA, USATable of ContentsPreface. Part I: Introduction. Part II: Preparing for Treatment Screening. Part III: Treatment Sessions. Session 1: Introduction and Conversational Skills I – Trading Information. Session 2: Conversational Skills II – Two-way Conversations. Session 3: Conversational Skills III – Electronic Communication. Session 4: Choosing Appropriate Friends. Session 5: Appropriate Use of Humor. Session 6: Peer Entry I – Entering a Conversation. Session 7: Peer Entry II – Exiting a Conversation. Session 8: Get-togethers. Session 9: Good Sportsmanship. Session 10: Rejection I – Teasing and Embarrassing Feedback. Session 11: Rejection II – Bullying and Bad Reputations. Session 12: Handling Disagreements. Session 13: Rumors and Gossip. Session 14: Graduation and Termination. Case Examples. List of Key Terms. Appendix. Assessment Measures. Session Materials.

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Book SynopsisImproving student learning with the tools of neuroscience and mindfulness.Trade Review"[E]ducators will find value in the many practical tips and suggestions that this book offers to support their important work and promote positive outcomes among their students." -- Mindfulness"[Kirke Olson] weaves an intricate pattern that is based on research and practical stories across eight chapters. There is an awareness of the hidden details of students’ lives and the web of interpersonal connections that reside in the human brain. Each of the chapters builds on his work in neuroscience, relationships, leadership, memory, nurturance, and mindfulness." -- CHOICE"In The Invisible Classroom, Kirke Olson does an incredible job of using neuroscience to explain student reactivity, and he provides best practices to work with students who exhibit antisocial behavior." -- wise minds. big hearts."As a veteran educator, I have emphasized the importance of first building relationships with students before trying to teach them anything. However, I did not have the science behind my advocacy. After reading your book, The Invisible Classroom: Relationships, Neuroscience and Mindfulness in School, I now have the knowledge and the evidence based practices to support this position as well as others. It has been some time since I have read such an inspiring book that speaks directly to the students we serve. " -- Cecilia Griffin Golden, PhD, Executive Director of Education for the Hillside Family of Agencies, Rochester, NY"Weaving together the discoveries of interpersonal neurobiology, positive psychology, and mindfulness with practical wisdom, Kirke Olson offers an abundance of strategies that educators at every grade level can implement to support their students’ development and make their own work more fulfilling. Drawing on his decades of experience, the author highlights the crucial importance of connection before curriculum as the optimal way to prime the brain for learning, sharing both theory and rich stories of teachers and students working together. What a gift!" -- Bonnie Badenoch, PhD, LMFT, author of Being a Brain-Wise Therapist: A Practical Guide to Interpersonal Neurobiology"It is a delight to find a book for teachers that discusses issues such as love, trust, emotional safety, attachment, and the importance of relationships in the classroom in such a clear, well-researched, and readable style. With characteristic integrity, Kirke Olson gently points out that we, as teachers and school staff, have first to model what we wish our students to learn. The author adds to his many years of practical classroom experience an impressive body of research from other disciplines, combining theory and practice with great gentleness and wisdom. The Invisible Classroom joins my short list of classic texts to recommend to both new and experienced teachers on the underlying emotional reality of the classroom. I plan on passing this book along to my daughter, who is currently training to be a teacher." -- Jenny Fox Eades, teacher and author of Celebrating Strengths: Building strengths-based schools and Classroom Tales"The Invisible Classroom is the approach needed in our education system. In a world where information lies at our fingertips through our tablets and smart phones and stress and anxiety are at high levels, mindfulness has become our best tool to slow down and allow students to process the information tossed at them daily. Awareness and accessibility to learning is as important as the academic curriculum being taught. Dr. Olson pragmatically writes about why and, more importantly, how mindfulness can work in your school. I have used some of the techniques and welcomed positive results in a short period of time. I plan on using the ideas in The Invisible Classroom at the start of the next school year." -- Michael Angwin, Director of Student Services, Chabad Jewish Academy, Myrtle Beach, South Carolina"The Invisible Classroom is a brilliant, accessible, and practical guide for every educator who wants to learn how to apply the cutting edge of science in the classroom to optimize learning for students of all ages. Kirke Olson has created a wonderful immersion for educators to understand how the social brain is shaped by relationships and the experiences provided within the learning environment. Not only will you be filled with useful information and transformative knowledge about how we learn, but also the practical tools to wisely create an effective and rewarding experience for both student and teacher alike!" -- Daniel J. Siegel, MD, author, The Mindful Brain and Pocket Guide to Interpersonal Neurobiology; Clinical Professor, UCLA School of Medicine"This book achieves a remarkable balance between research, theory, experience, and application in schools. Dr. Olson provides insight, relevance, and useful methods for school administrators, teachers, and parents. Busy educators typically do not have the time or experience to research brain development and cognition. This book filters through the extensive research and synthesizes what has been learned in meaningful ways. Any educator picking up this book will find ready-to-use strategies that can be utilized in the classroom the next day." -- Brian Balke, Superintendent of Schools, Goffstown, New Boston, and Dunbarton, New Hampshire

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Book SynopsisThis book opens up new theoretical perspectives and practical possibilities to analyze the learning opportunities emerging in the transitional zones between educational institutions and workplaces. International contributors draw on a range of ideas developed within constructivistic, socio-cultural and activity theory and focus in different ways on the processes of transition, transfer and boundary crossing as central to learning, especially in vocational and professional education contexts. The book begins with four chapters which locate the renewed interest in transfer and the emerging interest in boundary crossing in the context of knowledge society in terms of the following: the historical development of learning theories, the theoretical advances made in socio-cultural approaches as regards learning, transfer and boundary crossing, and sociological approaches to links between school and workplace learning. Part II contains seven chapters that present studies on learning and transfTable of ContentsBoundary Crossing as a Theoretical Basis for Research on Transfer. Learning and Transfer in Vocational Education. Learning in Workplaces.

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Book SynopsisTable of ContentsPart I - Understanding Diversity in Development and Psychopathology1. Variations in Pathways Into and Out of Antisocial Behavior From the Perspective of Developmental PsychopathologyERIC ACQUAVIVA, PIERRE ELLUL, XAVIER BENAROUS2. Developmental Considerations in Bipolar DisorderMICHAL GOETZ, MARKETA MOHAPLOVA, ANTONIN SEBELA, TOMAS NOVAK3. Heterogeneity in Tics and Gilles de la Tourette SyndromeVALSAMMA EAPEN, AMELIA WALTER, MARY M. ROBERTSON4. Risk and Protective Factors and Course of Functional Somatic Symptoms in Young PeopleCHARLOTTE ULRIKKA RASK, IRMA J. BONVANIE, ELENA M. GARRALDA5. Anxiety and Anxiety Disorders in Young People: A Cross-cultural PerspectiveSELDA KOYDEMIR, CECILIA A. ESSAU Part II - Uniqueness and Risk in Marginnalized Groups6. Child Developmental Trajectories in Adversity: Environmental Embedding and Developmental Cascades in Contexts of RiskXANTHE HUNT, MARK TOMLINSON7. Infant Mental Health in Africa: Embracing Cultural DiversityASTRID BERG, ANUSHA LACHMAN, JUANE´ VOGES8. Mental Health Service Provision for Child and Adolescent Refugees: European PerspectivesJOERG M. FEGERT, THORSTEN SUKALE, REBECCA C. BROWN9. Sexuality and Gender Identity in Child and Adolescent Mental Health: Some Reflections on Social, Psychiatric, and Mental Health Service ChangesGORDON HARPER, MARI DOMINGUEZ, ANGELS MAYORDOMO-ARANDA, MATTHEW HODES Part III - Supporting Uniqueness and Diversity Through Interventions and Services10. Pharmacogenomics in the Treatment of Child and Adolescent Psychiatric DisordersSALMA MALIK, SOPHIA A. WALKER, SASHA MALIK, LISA NAMEROW11. Telepsychiatry and Digital Mental Health Care in Child and Adolescent Psychiatry: Implications for Service Delivery in Low- and Middle-Income CountriesSAVITA MALHOTRA, RUCHITA SHAH Part IV - European Perspectives on Child and Adolescent Mental Health Services and Training12. Child and Adolescent Mental Health: Knowledge, Practice, and Services in Central EuropeHELMUT REMSCHMIDT, MICHAL GOETZ, PATRICK HAEMMERLE13. Child and Adolescent Psychiatry Training in EuropeBRIAN W. JACOBS, ELIZABETH BARRETT, HENRIKJE KLASEN, PAUL ROBERTSON, LUCIA VA

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Book SynopsisTrade Review"The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems is a timely addition to the existing body of works on assessment and treatment recommendations for such issues. Unlike many of the previously available books on learning and attention problems, this book appropriately offers specific guidance about conducting assessments and treatment interventions for both diagnoses. This integrated approach is so fitting as these problems are commonly co-occurring pediatric disorders. The editor, Martel, provides a critical analysis of the academic and clinical treatment interventions. Each academic and clinical intervention has a respective chapter that offers in-depth descriptions of that given method. More widely known interventions are contrasted with newer, relatively obscure techniques. Especially to be appreciated is coverage of more novel neurotherapeutic interventions including repetitive transcranial magnetic stimulation (rTMS) and transcranial direct current stimulation (tDCS)." --Lucia J. Stubbs, PhD, Licensed PsychologistTable of ContentsPart 1: Assessment Guidelines 1. Assessment and Diagnosis of Learning Disorders 2. Assessment and Diagnosis of ADHD 3. Assessment of Comorbid Learning and Attention Problems Part 2: Recommendations for Intervention and Treatment 4. Response to Intervention 5. Educational Therapy 6. Academic Accommodations and Modifications 7. Behavioral Parent Training 8. Executive Function Training 9. Tying It All Together

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Book SynopsisTable of ContentsIntroduction to Applied Behavior Analysis, Ethics, and Core Ethical Principles Contextual Factors that Influence Ethical Decision-Making Creating Behavioral Systems to Support Ethical Behavior in Autism Treatment Identifying Your Scope of Competence in Autism Treatment The Decision-Making Process of Evidence-Based Practice Interdisciplinary Collaboration Standardizing Decision-making Quality Measurement in Applied Behavior Analysis Common Errors and Mistakes Made During Ethical Analyses and Application

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Table of Contents1. Becoming an Expert The "Thinking" Triangle What Is An Expert Teacher? What Do We Know About Expert Learners? How Educational Psychology Helps Create Expert Teachers and Learners I. HUMAN DEVELOPMENT 2. Cognitive Development Cognitive Development: Concepts for Teaching Piaget's Stage Theory of Cognitive Development Vygotsky's Sociocultural Theory of Cognitive Development Information Processing Theories: Examining Learning and Memory Skills Three Major Approaches to Cognitive Development: A Comparison Theory of Mind Language Development Brain Development 3. Personal, Gender, Social, and Moral Development Why Understanding Personal, Gender, Social, and Moral Development Is Important to Teachers Personal Development: Becoming Unique Temperament Sexual and Gender Development: Acquiring Gender Roles Social Development: Learning to Interact with Others Moral Development: Acquiring a Sense of Right and Wrong Identifying, Understanding, and Managing Developmental Risks II. HUMAN DIVERSITY 4. Individual Differences: Intelligence, Cognitive and Learning Styles, and Creativity Why Understanding Individual Differences Is Important to Teachers Understanding Individual Differences in Intelligence Current Educational Controversies in Intelligence Cognitive Styles and Learning Styles Understanding Individual Differences in Creativity 5. Individual Differences: Exceptional Children Why Understanding Exceptional Children Is Important to Teachers Teaching Exceptional Children Extremes of Intellectual Functioning: Giftedness. Extremes of Intellectual Functioning: Mental Retardation Challenges to Learning 6. Group Differences: Socioeconomic Status, Ethnicity, Gender, and Language Why Understanding Group Differences Is Important to Teachers Socioeconomic Diversity Ethnic and Racial Diversity Gender Diversity Language Diversity Multicultural Education III. THINKING, LEARNING, AND MEMORY 7. Behavioral Approaches to Learning Why Understanding Behavioral Learning Is Important to Teachers Learning by Classical Conditioning Learning by Operant Conditioning Social Learning Cognitive-Behavioral Modification 8. Cognitive Approaches to Learning Why Understanding Cognitive Approaches to Learning Is Important to Teachers The Standard Memory Model Alternative Models of Memory Retrieving Information Constructivist Approaches. 9. Thinking: Concept Formation, Reasoning, and Problem Solving Why Understanding Thinking Is Important to Teachers Concept Formation Reasoning Problem Solving Transfer Decision Making Teaching for Thinking IV. MOTIVATION AND INSTRUCTION 10. Motivating Students Why Understanding Motivation Is Important to Teachers Intrinsic and Extrinsic Motivation Four Ways to Understand Motivation The Role of Arousal Level The Role of Student Goals The Role of Student Needs The Role of Student Attributions and Beliefs Motivating Challenging Students 11. Classroom Management Why Understanding Classroom Management Is Important to Teachers How Effective Teachers Manage Their Students Developing and Implementing Rules and Procedures Maintaining Control and Preventing Problems Special Approaches to Classroom Management 12. Classroom Teaching Why Understanding Classroom Teaching Is Important to Teachers. Principles of Teacher-Centered Teaching Principles of Student-Centered or Constructivist Teaching V. ASSESSMENT 13. Standardized Testing Why Understanding Standardized Testing Is Important to Teachers What Are Standardized Tests? Types of Standardized Tests Assessing Test Quality Interpreting Standardized Test Scores Issues and Concerns in Standardized Testing 14. Classroom Assessments Why Understanding Classroom Assessments Is Important to Teachers Traditional Assessments Authentic Assessment Grading and Reporting References Name Index Subject Index

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Book SynopsisTrade ReviewThese pocket-sized guides are ideal gifts for anyone whose thirst for knowledge knows no bounds * How it Works *

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Book SynopsisTable of ContentsFrom Fuller to Fawcett: A Human Rights History of Research Ethics in Behavior Analysis Ethical Principles and Values Guiding Modern Scientific Research Equity, Diversity, Inclusion, and Accessibility in Research On Staying Open: Thoughts on the Ethics of Seeking Funding for Basic Behavioral Research Obtaining Resources to Support Research in Applied Clinical Settings Subject Recruitment, Consent, and Assent Ethical Considerations with Balancing Clinical Effectiveness with Research Design Conducting Research in Applied Settings: Aligning Research and Applied Goals Data Handling: Ethical Principles, Guidelines, and Recommended Practices Ethically Communicating Research Findings Supporting the Replication of Your Research

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Book SynopsisTable of ContentsPreface Matthew Hodes and Petrus J. de Vries Introduction Matthew Hodes and Petrus J. de Vries I. Children and adolescents in the digital age 1. Looking beyond the adverse effects of digital technologies on adolescents: the case for resilience and mindfulness François Hugo Theron 2. Cyberbullying in young people Dasha Nicholls II. Innovations to improve our understanding of CAMH 3. Clinical applications of big data to child and adolescent mental health care Alice Wickersham and Johnny Downs 4. Machine Learning and Child and Adolescent Mental Health Services: Challenges and Opportunities Paul Alexander Tiffin and Lewis William Paton III. Innovative Approaches to Helping Young people in Adversity/ vulnerable groups 5. The Covid-19 Pandemic and Child and Adolescent Mental Health - What has Been Learnt and Lessons for the Future Tamsin Jane Ford and Tamsin Newlove-Delgado 6. Trauma-related psychopathology (including discussion of complex trauma and PTSD) Stephanie Jane Lewis IV. Treatments for the future 7. The inflamed brain: implications of autoimmune encephalitis for child- and adolescent neuropsychiatry": a multidisciplinary approach Jan Schieveld, Husam Salamah, Nathalie Janssen, Kim Tijssen and Jacqueline Strik 8. Precision Therapeutics - Personalising Psychological Therapy for Depression in Adolescents Ian Michael Goodyer V. Innovations in Treatment Delivery and Training 9. Delivering computerised CBT for child and adolescent depression and anxiety Paul Stallard 10. Innovations in scaling up mental health interventions in Low and Middle Income Countries: interventions in the perinatal period and promotion of child development Atif Rahman and Ahmed Waqas 11. Technology Enhanced Learning and Training For Child and Adolescent Mental Health Professionals Anthea Stylianakis, David J. Hawes and Valsamma Eapen VI. Shaping the future of CAMH in the Eastern Mediterranean Region 12. CAP research in the Eastern Mediterranean Region – now and in the future Fadi Maalouf, Riwa Haidar and Fatima Mansour 13. Child & Adolescent Psychiatry Training in the Arab Gulf Region Ammar AlBanna

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Book SynopsisThe first self-care book designed specifically for the early childhood field, Culturally Responsive Self-Care Practices for Early Childhood Educators is filled with helpful strategies and tools that you can implement immediately.Recognizing that self-care is not one size fits all, the authors present culturally responsive strategies drawn from diverse early childhood staff working in a range of roles across communities and contexts. By tying the importance of educator self-care to goals of social justice and equity, this book advocates for increased awareness of the importance of self-care on both an individual and institutional level.Through key research findings, effective strategies and personal anecdotes, this accessible guide helps readers understand and engage with the critical role self-care and wellness-oriented practices play in creating strong foundations for high quality early learning programs.Trade Review"Rooted in a clear understanding of how systemic racism and oppression impacts one’s ability to prioritize and implement self-care, this book is a tremendous resource for early childhood professionals, and for anyone who wants to learn about self-care from a culturally responsive perspective. The accessible writing helps the reader understand and make personal and professional connections to very complex topics, and highlights culturally diverse self-care practices that the reader can explore to find what works for them. This book should be required reading for all early childhood professionals, because as the authors remind us, self-care is truly the foundation of equity in early childhood education."Takiema Bunche Smith, MPA, MS Ed, Executive Director at the Center on Culture, Race and Equity at Bank Street College"Caring for the self is the core requirement for caring for young children with love and grace. The authors of Culturally Responsive Self-Care Practices for Early Childhood Educators remind us what effective self-care and community wellness look like when grounded in a broader palette of cultural practices, traditions, and expressions. This guide is a must for making space for the care and feeding of the adults watching over our youngest minds. It honors authentic cultural expressions of wellness and self-care without othering, marginalizing, or stereotyping the different ways we take care of mind, body, and spirit." Zaretta Hammond, Author of Culturally Responsive Teaching and the BrainTable of ContentsIntroduction 1. The Impact of Stress and Trauma in the Lives of Early Educators 2. Foundations of Culturally Responsive Self-Care 3. Building a Culturally Responsive Self-Care Toolbox 4. Case Studies: Applying Ideas Throughout the Book to Your Practice 5. Conclusion Resources References

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Book SynopsisInstead of simply following the current neoliberal mantra of proclaiming economic growth as the single most important factor for maintaining well-being, Education and Schmidâs Art of Living revisits the idea of an education focused on personal development and the well-being of human beings. Drawing on philosophical ideas concerning the good life and recent research in positive psychology, Teschers argues in favour of shifting the focus in education and schooling towards a beautiful life and an art of living for today's students. Containing a thorough discussion of the ideas of contemporary German philosopher Wilhelm Schmid, this book considers the possible implications of developing a more humanistic and life-centred approach to educational policy, research and practice, showing that Schmidâs concept of Lebenskunst provides a firm philosophical basis for this endeavour. Among others, this book draws on analytical and continental traditions to challenge current views and assumptions in regard to education and the role of schooling for contemporary societies. As a result, Teschersâ work is sure to spark a debate about the direction of educational policy and practice in the 21st century. Education and Schmidâs Art of Living is essential reading for academics and students with an interest in education. Given the importance of such topics as the relationship between education and society, teacher education and how best to structure schools and learning environments, Teschersâ work will appeal to academics and students in a diverse range of fields, including education, philosophy, sociology and psychology.Trade Review‘Teschers introduces the reader to the work of Wilhelm Schmid, a German theorist who urges us to develop our own art of living in order to live a beautiful life. With this pedagogical aspiration in mind, Teschers takes seriously the idea that we are individuals living in a social context and that learning is something we do throughout our lives, and not solely in the classroom. Using a clear and accessible writing style, Teschers offers practical and theoretical suggestions as to what a contemporary education should look like, and invites us to reflect upon individual and societal values as we aim at developing practical wisdom. This book will be of interest to a wide audience, particularly those interested in philosophy, education, psychology and well-being.’ – Laura D’Olimpio, Senior Lecturer in Philosophy, The University of Notre Dame, Australia. ‘Teschers’ Education and Schmid’s Art of Living is a welcomed perspective to education at a time that tends to be dominated by narrow economic interests. Teschers’ book reinvigorates the ancient but perennial quest to seek a happy and good life – or in today’s terms, a sense of well-being. This rich and holistic notion of the good life involves engaging philosophically with emotions, feelings, attitudes, cognition, meaning-making, purposefulness, wisdom and spirituality, both for individuals and for society more generally. He explores these mainly through a dialogue between positive psychology and Schmid’s approach to a beautiful life. The result is a formulation of an art of living for education which is able to empower individual persons and all of society. Not only does an art of living require students to take a responsible role, but Teschers also explains how teachers might be able to offer a pedagogy that is able to educate for such an artful enterprise. I thoroughly recommend this book for those who are seeking how to make human life more meaningful and how education may once again serve this quest.’ – Scott Webster, Senior Lecturer in Curriculum and Pedagogy, Deakin University, Australia‘In this scholarly and readable work, Christoph Teschers brings the thoughts and ideas of contemporary German philosopher Wilhelm Schmid to an English–speaking audience. Drawing on rich philosophical traditions, which include the classical thinkers, Kant, and Foucault, Teschers argues that an education for the art of life is valuable, as it challenges the instrumentalist and economistic discourses dominating education, particularly at school level. Teschers builds a convincing case for showing that suffering and despair are part of human life, and can indeed be educative. The context of twenty-first century life that challenges traditional approaches to knowledge, opens the way to thinking differently about how to live life. How one may wish to live, rather than what it is one will do in life, is a central concern for Christoph Teschers, and this book makes a commendable contribution to addressing that concern.’ – Leon W. Benade, Senior Lecturer and Coordinator of Research, School of Education, AUT University, New ZealandTable of ContentsList of Figures Acknowledgements Preface 1. Introduction 2. Philosophical Concepts of the Art of Living 3. Emotions and the Good Life 4. Positive Psychology and the Art of Living 5. “Lebenskunst” - Schmid’s Concept of the Art of Living 6. Lebenskunst and Positive Psychology in Dialogue 7. An Educational Approach to the Art of Living 8. Beyond Schooling 9. Life-Pedagogy - An Education for Life Concept 10. Conclusion Bibliography

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Book SynopsisTeaching Diversity Relationally: Engaging Emotions and Embracing Possibilities offers process-oriented guidance for negotiating the psychological and relational challenges inherent in teaching about race, privilege, and oppression. Grounded in the philosophy of Transformative Education and incorporating psychological theories, the authors present concrete strategies for effectively teaching diversity and social justice courses. The authors develop an intersectional social justice framework for Transformative Education that emphasizes five emotional-relational pillars of successful teaching for diversity: cultivating reflexivity and exploration of positionality; engaging emotions; fostering perspective taking and empathy; promoting community and relational learning; and encouraging agency and responsibility. They provide guidance on how to prepare for social justice education that fosters the growth of learners and educators by addressing intersecting leTrade ReviewBy centering emotional and relational dynamics in the classroom from a social justice perspective, Kim, Donovan, and Suyemoto engage the reader in a conversation about teaching diversity and transformational learning. More specifically, the authors personally invite those who have been hesitant to participate in this work, as well as those who have been doing this work for years, to join the conversation. The ongoing dialogue between the authors and their readers makes these discussions especially approachable, interactive, and humanizing. All faculty who read this book are certain to find new ways of thinking about their teaching and learning, their students, and themselves. Tara L. Parker, Chair, Leadership in Education and Professor, Higher Education, University of Massachusetts BostonAn excellent thought-provoking publication that challenges educators to transform themselves to transform their pedagogy! This work is timely and essential given the shift in the sociopolitical climate, as state legislators approve bills that prohibit the study of critical race theory in education settings. With a social justice lens, this book inspires pedagogical strategies to be informed by relational, developmental, and emotion-focus processes and are critical in education reform.Tiffany R. Williams, Assistant Professor, Department of Psychology, Tennessee State University Teaching Diversity Relationally intersects the fields of clinical psychology and critical studies to advance an anti-racist education with a focus on social justice and grounded in the pedagogy of being human, in relationship and vulnerable. The text is an invitation to a collegial conversation of care and connection framed around the developmental arc of the academic semester and the educator learning "how" to do this work well and with heart. It is a text that partners with the reader, educators and leaders, to lean into their vulnerability toward their liberation in justice-centered teaching and learning practices to cultivate a parallel liberatory process for our students and ultimately our society. Wendi S. Williams, Dean, School of Education, Mills CollegeTable of Contents1: Purpose, Postulations, and PositionalitiesSection One: Foundations2: Transformative Education: Purpose, Process, and Psychology3: Psychological Pillars of Transformative Education: Emotional and Relational ProcessesSection Two: Transformative Education Across the Arc of a Semester4. Before You Begin: Proactive Planning for Effective Transformative Education5. The First Week(s): Establishing a Relational Learning Community6. The Beginning Arc: Establishing Foundations7. The Middle Arc I: Holding Emotional Intensity and Struggle8. The Middle Arc II: Facilitating Brave Conversations (aka Difficult Dialogues)9. The Middle Arc III: Promoting Empathy and Hope10. Endings and New Beginnings: Encouraging Agency and Sustaining the JourneySection Three: Considering Contexts and Conclusion11. Considering Contexts: Geography, Institutional Nature, Student Diversity, Faculty Rank12: Final Thoughts: Our Hopes for Your Future

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Book SynopsisThis highly accessible guide to the varied aspects of Vygotsky's psychology emphasises his abiding interest in education. Vygotsky was a teacher, a researcher and educational psychologist who worked in special needs education, and his interest in pedagogy was fundamental to all his work. Vygotsky the Teacher analyses and discusses the full range of his ideas and their far-reaching educational implications.Drawing on new work, research and fresh translations, this unique text foregrounds key Vygotskian perspectives on play, imagination and creativity, poetry, literature and drama, the emotions, and the role of language in the development of thought. It explains the textual issues surrounding Vygotsky's publications that have, until recently, obscured some of the theoretical links between his ideas. It underlines Vygotsky's determination to create a psychology that is capable of explaining all aspects of the development of mind. Vygotsky the TeachTrade Review"This book shows Vygotsky in a new light - not only as an outstanding scientist, the creator of the revolutionary theory of the development of human consciousness but also as a magnificent practitioner, educator, and a teacher. I am glad that this brilliantly written book continues the discovery of Vygotsky’s theory and practice for the 21st century. The book shows that Vygotsky's ideas are not outdated and even now can serve as a fundamental basis for transforming existing educational practices for the sustainable development of humans and society." - Nikolai Veresov, Associate Professor of Early Childhood Education, Monash University. Author of Undiscovered Vygotsky"With elegance and meticulous attention to detail, Myra Barrs takes us on a careful path through the writings of Vygotsky that have come to light at various points over the last 80 years. She gives us a rich and nuanced understanding of the complex interplay of emotion, cognition and art in Vygotsky’s work, revealing, as she does so, how limited and one-dimensional are many earlier accounts." - Henrietta Dombey, Professor Emerita of Primary Literacy at the University of Brighton. Author of Teaching Writing: What the Evidence Says"Vygotsky is usually considered one of the most original psychologists of the last century, but often his theoretical perspective is highlighted rather than the concrete application of his ideas. Instead Myra Barrs, through a systematic analysis of the original Vygotskyan texts and the most up-to-date literature on the Russian psychologist, definitively shows the close circular relationship between theory and practice in his thought: Vygotsky is a "teacher" not only for his personal experience in schools and universities, but also for his promotion of the psychological and social growth of new generations, a perspective of increasing relevance for contemporary psychology." - Luciano Mecacci, Former Professor of General Psychology, University of Florence, Italy. Author of Lev Vygotskij: sviluppo, educazione e patologia della mente "Myra Barrs's book sails right into areas that have been at the centre of controversy in recent times, and she puts everything in the context of the whole of Vygotsky's work. It would seem that she has produced a definitive textbook on Vygotsky's ideas for his principal readership, teachers." - Andy Blunden, author of Hegel for Social Movements"It is a book [that] cannot be recommended too highly. Barrs’ account combines biography with just the right amount of historical analysis. She writes from critical awareness of the corpus of Vygotsky’s writings, including an understanding of the issues of editing and different versions...The core of her approach is an engagement with key texts and a chapter-by-chapter exposition of Vygotsky’s concepts and developing thought. The outcome is an intellectual biography that is gripping, scholarly, and accessible. It is a brilliant synthesis, crisp, lucidly written, ‘a companion’, in the publisher's words, to one of the key influences in any serious work in language, learning, and literacy." - Tony Burgess, Changing EnglishTable of Contents1. Beginnings 2. The Psychology of Art 3. Vygotsky and Defectology 4. The Crisis in Psychology 5. Tool and Symbol 6. The Development of Higher Psychological Functions 7. Vygotsky and Pedology 8. Play, Imagination and Creativity 9. The Zone of Proximal/Proximate Development 10. Thinking and Speech 1: Word Meaning Develops 11. Thinking and Speech 2: The Final ‘Why’ 12. After Vygotsky

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Book SynopsisReligious Education (RE) holds a unique place within the state education system. Yet, the teaching of RE has often been criticised for its tendency to present simplified and stereotypical representations of religions. Bringing together the theory of metacognition with RE curriculum content, this book offers a coherent and theoretically supported approach to RE and beyond that is applicable to a range of subjects and students of various age groups.Metacognition, Worldviews and Religious Education seeks to support teachers in creating a new and exciting classroom approach. With a focus on putting children and teachers' worldviews back on the RE agenda and developing awareness of these through metacognitive processes, it includes Tables, frameworks and checklists to make it easy for teachers to adapt the approach to their own context Concrete examples of how the approach can work in the classroom, including case studies from teachers Call-out boxes foTable of ContentsList of tables About the authors Acknowledgements Introduction 1 Creating a metacognitive environment 2 Meta-thinking zone Teacher voice 1: Creating a meta-thinking zone in my RE classroom (Helen) 3 The worldview zone Teacher voice 2: Promoting children’s views of the world (Jeanette) 4 Resources zone and lesson planning 5 A practitioner’s approach Teacher voice 3: A teacher’s view of using the lessons (Cari) 6 The project and assessment Teacher voice 4: Teachers’ views of being involved in the RE-flect project 7 Pupils and teachers developing metacognition 8 Conclusion Bibliography Index

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Book SynopsisSchool-Based Behavioral Intervention Case Studies translates principles of behavior into best practices for school psychologists, teachers, and other educational professionals, both in training and in practice. Using detailed case studies illustrating evidence-based interventions, each chapter describes all the necessary elements of effective behavior intervention plans including rich descriptions of target behaviors, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. Addressing a wide array of common behavior problems, this unique and invaluable resource offers real-world examples of intervention and assessment strategies. Table of Contents1. Introduction 2. Differential Reinforcement 3. Token Economy 4. Time-Out 5. Premack's Principle and Visual Schedules 6. Video Modeling 7. Behavioral Skills Training and Positive Practice 8. Behavioral Momentum 9. Response Effort and Overcorrection 10. Response Cost Raffle and Mystery Motivator 11. Self-Monitoring 12. Cognitive Behavioral Therapy 13. Exposure Therapy 14. Behavioral Activation 15. Good Behavior Game 16. Timely Transitions Game 17. Positive Peer Reporting 18. Color Wheel 19. Check-In Check-Out/Behavior Report Card 20. Social StoriesTM 21. Functional Analysis

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Book SynopsisThis is a book about teachers' classroom motivating styles. Motivating style is the interpersonal tone and face-to-face behavior the teacher relies on when trying to motivate students to engage in classroom activities and procedures. The over-arching goal of the book is to help teachers work through the professional developmental process to learn how to provide instruction in ways that students will find to be motivationally-enriching, satisfying, and engagement-generating.To realize this goal, the book features six parts: Part 1: Introduction, introduces what teachers are to supportnamely, student motivation; Part 2: Motivating Style, explains what a supportive motivating style is; Part 3: How to, overviews the recommended motivationally-supportive instructional strategies one-by-one and step-by-step; Part 4: Workshop, walks the reader through the skill-building workshop experience; Part 5: Benefits, details all the student, teacher, and classroom benefits that come from an Trade Review"Finally a motivation book not based on pushing or pulling the student into the class activity, but based on the premise that students are already motivated and it is more about students answering ‘Why do this or that?’ Motivation is about direction and striving, about developing deeper levels of autonomy and competence, and the teachers role is to stand in the students shoes to understand their motivations, to be inviting, to show patience, and to create classroom learning activity that provide students with an opportunity to become motivated to learn. Based on the best theory of psychological being, grounded in 20 years of workshops to show how to engage students to thrive and strive, and with a perfect blend of practical and theoretical excellence."- John Hattie, Emeritus Laureate Professor, Director of the Melbourne Education Research Institute, University of Melbourne, Australia"In this engaging and very accessible book, the authors provide convincing evidence why teachers do well to invest in autonomy-supportive teaching. Importantly, they also go to great lengths to provide specific recommendations how teachers can apply this motivating approach in their daily teaching, to the benefit of their students and themselves."- Maarten Vansteenkiste, Professor, Department of Developmental Psychology, Personality, and Social Psychology, Ghent University, Belgium"This is an important and interesting book that should be on the shelf of every teacher who would like to apply recent insights from rigorous research to their everyday practice. We really need such books, and we do not have enough of them."- Avi Assor, Professor Emeritus, Department of Education, Ben-Gurion University, IsraelTable of ContentsPart 1: Introduction 1. Origins 2. Student Motivation Part 2: Supporting Motivation 3. Motivating and Demotivating Teachers 4. Motivating Style 5. Measuring Motivating Style Part 3: "How to" 6. Take the Students' Perspective 7. Invite Students to Pursue Their Personal Interests 8. Present Learning Activities in Need-Satisfying Ways 9. Provide Explanatory Rationales 10. Acknowledge and Accept Negative Feelings 11. Rely on Invitational Language 12. Display Patience 13. Discipline, Structure, and Behavior Change Part 4: Workshop 14. The Workshop 15. Does the Workshop Work? 16. Why the Workshop Works Part 5: Benefits 17. Student Benefits 18. Classroom Benefits 19. Teacher Benefits Part 6: Getting Started 20. Can All Teachers Become Autonomy Supportive? 21. Must Teachers Do All The Work? 22. Teachers' Professional Development 23. Conclusion

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Book SynopsisAgainst the backdrop of research that tells us emotions are playing an increasingly prevalent role in organizations' performance, this text draws on empirical studies to powerfully argue that it is incumbent upon school principals to display emotional leadership within the education system. A Model of Emotional Leadership in Schools sets out the importance of affective wellness in teachers and addresses questions on emotive school management. Bringing together a range of studies, the book elucidates emotion as a managerial tool in the school environment, and considers the interpersonal emotional support of teachers by principals. Ultimately, the text puts forward a new model of emotional leadership in schools to provide practical insights into the ways in which principals can influence, transform, and manage teachers' emotions.This insightful text will be of interest to researchers, academics, and postgraduate students in the fields of school leadership andTable of ContentsIntroduction Part I Mapping the theoretical landscape 1. Overview of affect and emotions in supervisory relations and in principal-teacher relations Part II Emotions as principals' managerial tool 2. Principals’ transformational leadership behaviors and teachers’ emotional wellness at work 3. Transformational school leadership, emotional reframing, and teachers' motivation and commitment Part III Interpersonal emotional support of teachers by principals 4. Principals' emotional support of teachers and teachers' occupational identity 5. Principals’ communication practices and teachers' emotional distress 6. Psychological distance from principals and teachers' help-seeking intentions Part IV Synthesis of findings and future research 7. Toward a new model of emotional leadership in schools Conclusions

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Book SynopsisNow in its seventh edition, Creativity in the Classroom helps teachers link creativity research and theory to the everyday activities of classroom teaching. Ideal reading for any course dealing wholly or partially with creativity and teaching, this foundational textbook covers definitions, research, and theory in the first half, and reflects on classroom practices in the second. Thoroughly revised and updated, the seventh edition features new research on neuroscience and creativity in specific disciplines; new sections on social-emotional learning, teaching engineering, and leadership; and an entire new chapter on building creativity at the school or district level.Table of ContentsPart I: Understanding Creativity 1. Creativity in Classrooms 2. Models and Early Thoughts 3. Theories Today: Context, Systems, and Cognition 4. Creative People and Their Lives Part II: Creativity and Classroom Life 5. Building Creative Classrooms 6. Creativity in the Content Areas: Language Arts and Social Studies 7. Curriculum for Creativity in the Content Areas: Science, Math, and Engineering 8. Teaching Creative Thinking Skills and Habits 9. Assessment and Creativity 10. Building Creative Schools Appendix: Problem-Finding Lessons

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Book SynopsisWritten by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently. Their practical advice on how to improve children''s performance by the application of the findings of the CASE research project will radically alter the approach of many professional teachers and student teachers as to the education of children in schools. An important contribution to the application of psychological theory in education.Trade Review`... recommend this book ... strongly to anyone who has specific interests in cognitive intervention programmes and indeed, to all those who are interested in reading an account of a research project aimed at raising standards in schools today.' - British Education Research Jrnl'This book is a challenging account of an interesting experiment and should be read widely. It underlines the importance of long term research programmes based on a consistent theoretical perspective.' - European Journal for High AbilityTable of ContentsPreface 1. Learning, development and intervention 2. Describing and measuring cognitive development 3. A review of intervention programmes 4. Features of successful intervention 5. The development and delivery of a programme 6. Evaluating the programme 7. Implications for the models of the mind 8. Other domains, other ages 9. Changing practice 10. Really raising standards Appendix: Added value

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Book SynopsisA selection of Bruner's most important writings about education from 1957 to 1978.Table of ContentsIntroduction 1. Going Beyond the Information Given (1957) 2. Learning and Thinking (1959) 3. The Functions of Teaching (1960) 4. The Importance of Structure (1960) 5. Readiness for Learning (1960) 6. The Act of Discovery (1961) 7. The Course of Cognitive Growth (1964) 8. Man: A Course of Study (1965) 9. The Perectibility of Intellect (1966) 10. The Will to Learn (1966) 11. The Growth of Mind (1971) 12. The Nature and Uses of Immaturity (1972) 13. Child's Play (1974) 14. Patterns of Growth (1974) 15. Poverty and Childhood (1974) 16. The Role of Tutoring in Problem Solving (1976) 17. Learning How to Do Things with Words (1977) 18. Symbols and Texts as Tools of Intellect (1978)

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

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

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Book SynopsisOn publication in 2009 John Hattie's Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children's learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education's holy grail'. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it's underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond.Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes,Trade Review"The book is full of useful insights and ideas and is both readable and accessible. I recommend it to teacher trainees as well as trained teachers for continuing professional development and reflective practice." - Helen Williams, Teacher Training Co-ordinator at West Herts College and an Institute for Learning Fellow"This book should be on the compulsory reading list for all students undertaking teacher education courses in Australia and elsewhere. In addition, it will be of great value to teachers who are already serving―because they can now access essential information about learning and teaching that was almost certainly neglected in the methodology courses they undertook in their pre-service years. A third group of educators who would benefit greatly from exposure to the book are the teacher-educators who currently deliver such methodology courses." - Peter Westwood, freelance writer and editor, Australian Journal of Learning Difficulties"There is so much of interest here that you will find it difficult to put this book down. The questions are timely and relevant, and the answers, while often surprising, occassionally irritating, and sometimes amazing, are always worth knowing." - Graeme Whyte, Rudolf Steiner Schools, Special Children Magazine"…this book is an accessible collection of engaging examples drawn from a broad body of cognitive, social and even biological (see the section on mirror neurons) psychology research with important implications for teaching and learning. ‘The strength of this book lies in its fascinating cast of research characters; chameleons, gorillas, and monkeys all have their parts to play in helping the reader understand and apply principles of learning. ‘The book has helpful pedagogical strategies embedded throughout and is most appropriate for readers new to this area of research. Experts who are familiar with the basic tenets of cognitive psychology or who closely follow current developments in the scholarship of teaching and learning may find many of the examples familiar, however with such a broad array of research presented, even seasoned researchers will likely find something new to explore." - Melissa Birkett, Department of Psychology, Nortern Arizona University, Psychology Leaning and Teaching"This is a worthwhile and useful volume. It covers the field of what makes teachers effective in the classroom. Its strength is in (1) making often complex concepts accessible in both writing and the format of the book; (2) providing balanced, research-informed coverage of concepts related to the complex acts of teaching and learning, and (3) helping teachers and instructors make the shift from over-focusing on the teaching act to appreciation and understanding of the process of learning as experienced by students." - Reflective Teaching"I will never forget the moment that I discovered John Hattie's work. It completely blew my mind, the fact that all of this research was out there and could inform my teaching. This fantastic updated edition brings in a whole raft of key ideas from cognitive science. This book makes a fantastic summer read - fill yourself with excitement about new possibilities for unlocking new learning next year." - David Weston, author"Chunky and unashamedly academic in appearance 'Visible Learning and the Science of How We Learn' (2014) doesn’t scream ‘holiday reading’. Nevertheless this book by John Hattie and Gregory Yates is surprisingly hard to put down. Combining the lessons of Hattie’s extraordinary Visible Learning project with insights from cognitive science, there are particularly powerful sections on relationships, feedback, memory, confidence and self-control. As in all of Hattie’s work, the style combines rigour with readability, passion with precision." - Matt Lloyd-Rose, social researcher, NGO leader and writer. Table of Contents1. Why don’t students like learning at school? The Willingham thesis; 2. Is knowledge an obstacle to teaching?; 3. The teacher-student relationship; 4. Your personality as teacher: Can your students trust you?; 5. Time as a global indicator of classroom learning; 6. The recitation and the nature of classroom learning; 7. Teaching for automaticity in basic academic skill; 8. The role of feedback; 9. Acquiring complex skills though social modelling and explicit teaching; 10. Just what does expertise look like?; 11. Just how does expertise develop?; 12. Expertise in the domain of classroom teaching; 13: How knowledge is acquired; 14. How knowledge is stored in the mind;l 15. Does learning need to be conscious? What is the hidden role of gesture?; 16. The impact of cognitive loa; 17. Your memory and how it develops; 18. Mnemonics as sport, art, and instructional tools; 19. Analysing your students’ style of learning; 20. Multitasking: A widely held fallacy; 21. Your students are digital natives. Or are they?; 22. Is the Internet turning us into shallow thinkers?; 23. How does music affect learning?; 24. Confidence and its three hidden levels; 25. Self-enhancement and the dumb-and-dumber effect; 26. Achieving self-control; 27. Neuroscience of the smile: A fundamental tool in teaching; 28. The surprising advantages of being a social chameleon; 29. Invisible gorillas, inattentional blindness, and paying attention; 30. Thinking fast and thinking slow - your debt to the inner robot; 31. IKEA, effort, and valuing

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Book SynopsisAsk any moderately interested Briton to name a black intellectual and chances are the response will be an American name: Malcolm X or Barack Obama, Toni Morrison or Cornel West. Yet Britain has its own robust black intellectual traditions and its own master teachers, among them C.L.R. James, Claudia Jones, Ambalavaner Sivanandan, Stuart Hall and Paul Gilroy. However, while in the USA black public intellectuals are an embedded, if often embattled, feature of national life, black British thinkers remain routinely marginalized. Black British Intellectuals and Education counters this neglect by exploring histories of race, education and social justice through the work of black British public intellectuals: academics, educators and campaigners. The book provides a critical history of diverse currents in black British intellectual production, from the eighteenth century, through post-war migration and into the âpost-multiculturalâ present, focusing on the sometimes hidden impacts oTrade Review‘This informative monograph surveys the work of black intellectuals in Britain during a period of enormous cultural transformation. Warmington (Univ. of Birmingham, UK) records how issues of race intersected with Marxism, feminism, postmodernism, and post colonialism ... Warmington’s book reveals an often-hidden history of minority intellectuals ... Summing Up: Recommended. Graduate students/faculty.' - D. L. LeMahieu, Lake Forest College, in CHOICE, December 2014‘The nature and function of intellectuals has been a central theme in progressive education and remains one of the defining features in writings on social movements. In this book, Paul Warmington joins the luminaries of Gramsci, Fanon, Foucault, and Said in documenting the role of intellectuals, this time within the particular history of Great Britain. The specificity of black British intellectual life captured here provides a powerful portrait of social suffering, generative interpretations of lived conditions, and freedom as both a practical and theoretical endeavor. Warmington is one of only few scholars who could have pulled off such an accomplishment. A book like this has the ability henceforth to set and define a field of study.’ - Professor Zeus Leonardo, University of California at Berkeley, USA‘Warmington provides a much-needed addition to our collective understanding of the politics of race – reminding us that race has been an arena of struggle and a focal point for organising against injustice, not just an occasion to profess identity or proclaim culture. This work will enable new generations to benefit from the important contributions of black radical intellectuals and, I wish and hope, reinvigorate that tradition for our own challenging times.’ - Professor Gargi Bhattacharyya, School of Law and Social Sciences, University of East London, UK‘This landmark study reveals the key role that black intellectuals have played, and continue to play, in shaping the British education system and wider cultural debates. Warmington’s extensive research documents the individuals and movements that have exerted a powerful, but often unrecognised, influence from the Eighteenth Century through to the present, and challenges conventional narratives by demonstrating that black British intellectuals have been a vital and compelling presence at the centre of some of the most important developments in educational theory and practice.’ - Professor David Gillborn, Centre for Research in Race and Education, University of Birmingham, UKTable of Contents1. Black British Intellectuals: Race, Education and Social Justice 2. Early Black British Thinkers 3. Post-War Black Education Movements 4. The Schooling of the Black Working-Class 5. Multicultural and Anti-Racist Education 6. Black British Cultural Studies 7. Black Feminism and Education 8. New Critical Theories of Race and Education 9. ‘Post-Multicultural’ Education?

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Book SynopsisDyslexia is a disability that exists in all countries that have high expectations for literacy. The inability to read in spite of normal intellectual potential represents one of the most puzzling educational challenges for literate societies, regardless of the culture or language. This book examines medical, psychological, educational, and sociological data from comprehensive case studies of preteen dyslexic children, in order to profile the disability as it occurs in seventeen different nations. Interviews with the children and their parents reveal how children with dyslexia are identified and treated around the world, and provide a look at various perceptions of dyslexia and its challenges. Researchers and practitioners in education, psychology, and health-related professions will find this case book to be an excellent reference. Parents of children with dyslexia will find the advocacy recommendations helpful. Table of Contents1. Introduction to the Study Peggy L. Anderson and Regine Meier-Hedde 2. Felix, a Case Study of Dyslexia in France Gilles Leloup and Liliane Sprenger-Charolles 3. Hassan, a Case Study of Dyslexia in Egypt Soad A. Shahin 4. Ka-ho, a Case Study of Dyslexia in China Steven S. W. Chu, Kevin K. H. Chung and Fuk-chuen Ho 5. Percy, a Case Study of Dyslexia in India Sunil Karande and Rukhshana F. Sholapurwala 6. Johan, a Case Study of Dyslexia in Sweden Gunnel Ingesson 7. Alon, a Case Study of Dyslexia in Israel Talya Gur and David Share 8. Jacob, a Case Study of Dyslexia in Canada Ronald W. Stringer, Barbara Bobrow and Brenda Linn 9. Christian, a Case Study of Dyslexia in Germany Regine Meier-Hedde 10. Jankó, a Case Study of Dyslexia in Hungary Éva Gyarmathy 11. Xavi, a Case Study of Dyslexia in Spain Rosa Maria González Seijas 12. João, a Case Study of Dyslexia in Brazil Simone Aparecida Capellini, Giseli Donadon Germano, Fabio Henrique Pinheiro, Maria Dalva Lourencetti, Lara Cristina Antunes dos Santos and Niura Aparecida de Moura Ribeiro Padula 13. Yiannis, a Case Study of Dyslexia in Greece Christos Skaloumbakas 14. Taku, a Case Study of Dyslexia in Japan Akira Uno and Jun Yamada 15. Vicente, a Case Study of Dyslexia in Chile Arturo Pinto Guevara 16. Gwyn, a Case Study of Dyslexia in Australia Christina E. van Kraayenoord 17. Valeriy, a Case Study of Dyslexia in Russia Olga Borisovna Inshakova and Maria Arkhipova 18. Jim, a Case Study of Dyslexia in the United States Peggy L. Anderson 19. Cross-Case Analysis and Reflection Peggy L. Anderson and Regine Meier-Hedde. Appendix: Interview Protocol

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Book Synopsis

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Book Synopsis

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Book SynopsisInstructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980âs and 1990âs, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education. Trade ReviewWinner of the 2011 AECT Foundation James W. Brown Publication Award"A major strength of these volumes lies in the organization and presentation of the ideas they contain...A source book, these volumes could continue to provide novice and experienced teachers valuable, theoretical supports as they design instruction to address specific student-defined instructional needs."--Education Review, September 2009"…one of the most thought-provoking academic works on the leading instructional-design paradigm in educational technology (ET) and beyond…This book is well structured and almost seamless."--British Journal of Educational Technology, 2009"Reigeluth...brings together an impressive collection of theorists and practitioners...to update earlier perspectives on the design of instruction by sharing the results of their research and theory building."--Educational Technology & Society, 13 (2), 219-221, 2010"This is a valuable book that will especially appeal to those interested in what is one of the most fundamental questions in education, namely, how can teachers and instructors help people to learn better?"--Teaching Theology and ReligionTable of ContentsUNIT 1: FRAMEWORKS FOR UNDERSTANDING INSTRUCTIONAL THEORY1. Understanding Instructional Theory, Charles M. Reigeluth & Alison Carr-Chellman2. Understanding Instruction, Charles M. Reigeluth & John B. Keller3. First Principles of Instruction, M. David Merrill4. Situational Principles of Instruction, Charles M. Reigeluth & Alison Carr-ChellmanUNIT 2: THEORIES FOR DIFFERENT APPROACHES TO INSTRUCTION5. Direct Approach to Instruction, William G. Huitt, David M. Monetti, & John H. Hummel 6. Discussion Approach to Instruction, Joyce Taylor Gibson7. Experiential Approach to Instruction, Lee Lindsey & Nancy Berger8. Problem-Based Approach to Instruction, John R. Savery9. Simulation Approach to Instruction, Andrew S. Gibbons, Mark McConkie, Kay Kyeongju Seo, & David WileyUNIT 3: Theories for Different Outcomes of Instruction10. Fostering Skill Development Outcomes, Alexander Romiszowski11. Fostering Understanding Outcomes, Martha Stone Wiske & Brian J. Beatty12. Fostering Affective Development Outcomes: Emotional Intelligence, Barbara Bichelmeyer, James Marken, Tamara Harris, Melanie Misanchuk, & Emily Hixon 13. Fostering Integrated Learning Outcomes across Domains, Brian J. BeattyUNIT 4: TOOLS FOR BUILDING A COMMON KNOWLEDGE BASE14. The Architecture of Instructional Theory, Andrew S. Gibbons & P. Clint Rogers15. Domain Theory for Instruction: Mapping Attainments to Enable Learner-Centered Education, C. Victor Bunderson, David A. Wiley, & Reo McBride16. Learning Objects and Instructional Theory, David A. Wiley17. Theory Building, Charles M. Reigeluth & Yun-Jo An18. Instructional Theory for Education in the Information Age, Charles M. ReigeluthAuthor IndexSubject Index

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Book SynopsisThe âGet to Know Meâ resources aim to support children, with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Dr Louise Lightfoot, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically.This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of Sammy Sloth â a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with anxiety.The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a childâs needs to promote empathy and acceptance.Picture book and draw along versions of Sammy Sloth are available separately, and as part of the Get to Know Me: Anxiety set.Table of ContentsContentsIntroduction to the Resource PackConsultation SheetsSections Blow Up Your Worries Ball of Worries Feelings Sorter Using Puppets and Play to Explore Emotions Colour Your Feelings Compliment Cards 1 Compliment Cards 2 Bridge to Success Always Never Miracle Question The Wrong is Right Game Sammy Sloth Activity Book Board Game Acknowledgements

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Book SynopsisThe âGet to Know Meâ series is aimed at children with additional needs and those who support them in the classroom. Developed by child psychologist Dr Louise Lightfoot and illustrated by Catherine Hicks, the resources in this series include activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). This book, Sammy Sloth, has been designed to support the individual child but also to be used in whole class teaching, to encourage an empathetic and inclusive environment.In this book, we meet Sammy, a sloth who lives in a beautiful tree by the sea. The story follows Sammy as he wakes up one day to find he feels funny and strange. He canât sit still and does not feel like his usual happy and relaxed self. After pacing up and down he meets Anna the Armadillo who tells Sammy that he is silly and has no right to be sad when his life is good. Sammy hears this and feels embarrassed and ashamed of how he has been feeling. Sammy hides away until he meets a kind lizard who shows him kindness and empathy.This book was written with children with anxiety in mind, providing an opportunity to relate to Sammyâs thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story. The book is written in a narrative style, so it does not use diagnostic labels and is not intended for this purpose. Instead the focus is on creating a common language which children can understand and use to make sense of how they are feeling.A practitioner guidebook (ISBN 9780815349419) and draw along version (ISBN 9780815349426) are also available.Table of ContentsSammy Sloth – full picture book storySammy Sloth – short text only version

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

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Book SynopsisThis comprehensive review highlights the importance of school adjustment in child development, focusing on the roles of teachers, parents, and peers. It also covers preventive interventions to support students' adjustment, making it essential for researchers, educators, parents, and professionals working with children.

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Book SynopsisEngaging in Educational Research-Practice Partnerships guides academic researchers into forming mutually respectful, collaborative, and scalable partnerships with school practitioners. Despite robust theoretical and conceptual planning, research on learning is often removed from real settings and generates findings with limited practical relevance, yielding frustration for K-12 stakeholders. This book provides invaluable resources to researchers seeking to work with practitioners as they solve problems and improve outcomes while answering fundamental questions about who gets to generate knowledge, from where, to whom, and in what contexts. A range of illustrative case studies and strategies explores how to apply appropriate theories and methodologies, negotiate agendas that ensure mutually beneficial goals, determine the role of pracademics, establish institutional supports, policies, and procedures that amplify impact and sustainability, and much more.Table of Contents1. Introduction 2. What are Research-Practice Partnerships? 3. Participatory Methodologies 4. Long-term Partnerships 5. A Partnership to Support Mathematics for Teaching 6. A Partnership to Support New Teachers to Become Learning Designers 7. A Partnership Focused on Improving Teachers’ Assessment Literacy 8. Research Supports for Collaborative Projects 9. Developing Partner Projects 10. Looking Ahead

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Book SynopsisSupervision in School Psychology: The Developmental, Ecological, Problem-solving Model examines specific factors that contribute to successful supervision in school psychology, including the integration of a developmental process of training, the ecological contexts that impact practice, and evidence-based problem-solving strategies. Supervision is a core professional competency requiring specific training for the benefit of supervisees, clients, and the profession. Written for graduate students, researchers, and professionals in the field of school psychology, this book provides thorough, specific, and immediately applicable methods and principles for supervisory practice. Featuring a diverse set of pedagogical tools, Supervision in School Psychology is an important resource for navigating the distinct challenges specific to the demanding and diverse competencies associated with supervision in school-based settings.This second edition is significantly expanded Trade Review"There are few areas of professional responsibility as important to the future of school psychology as professional supervision. The second edition of Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model by Dennis J. Simon and Mark E. Swerdlik makes a significant contribution to our supervision knowledge base. It covers a diverse range of important topics, including foundations of effective supervisory relationships, the developmental, ecological, and problem-solving model, professional development for supervisors, and preparation of future supervisors, and includes many new chapters devoted to contemporary supervision issues. I highly recommend this book to all current and prospective school psychology supervisors."Joseph Prus, Ph.D., Professor Emeritus at Winthrop University, USA"The DEP Model of supervision is a superb resource for any current and future school psychology supervisor. The framework includes practical applications that applies to all areas of school psychology with an important focus on essential skills such as self-care and social justice. The second edition builds upon the first with updated best practices, including case examples, reflection activities, and practice-ready tools."Laura Swanlund, Ph.D., NCSP, LCP, Director of Comprehensive Mental Health and Related Service with Community Consolidated School District 15, Palatine, IL"As a trainer of the Illinois School Psychologists Association’s Supervisor Credential Training Program, I can attest that the content covered in the first edition of Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model upon which the training is based, has been eagerly received by supervisors from a broad range of experience ranging from early career to seasoned practitioners. The second edition has been enhanced by extended coverage of the ecological component which includes timely topics related to recent events that have affected school communities. These include defining practice from a social justice perspective, demonstrating multicultural responsiveness, advocating for systems change activities, and others. I have no doubt that such enhancements and others like chapters on self-care, telesupervision, and addressing problems in professional competence will fuel continued interest and enthusiasm."Rosario C. Pesce, PhD., NCSP, J. S. Morton HS District, Cicero, IL (Retired), School Psychology Coordinator of Clinical Training, Loyola University Chicago, USA"Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model provides a comprehensive model for supervision in the field, connecting current research with practical application strategies and tools to support the professional growth of school psychologists and school psychology supervisors at all stages of career development. The inclusion of chapters focused on diversity, cultural responsiveness, and social justice advocacy as critical components of school psychology practice and supervision further enhance the value and utility of this already invaluable resource. Practical content related to tele-supervision and self-care is both timely and necessary to the development and retention of highly qualified practitioners and supervisors at the practicum, intern, and credentialed psychologist levels. The included case studies, reflection activities, and tools can immediately be integrated into practice, enhancing, and improving supervision outcomes. This resource will continue to serve as the foundation for our district’s school psychology supervision model."Donna M. Desaulniers, MS, Program Manager, School Psychology Services, Fairfax County Public Schools, VA"The developmental nature of the DEP model makes it an invaluable framework for supervision of school psychology graduate students, early career school psychologists, and even seasoned practitioners! Many field supervisors lack formal training in the provision of supervision, and this book provides the structure, real world case studies and reflection activities to help fill that void. The second edition does a fantastic job expanding coverage on issues that have increased in focus in recent years, such as social justice advocacy, self-care, and telesupervision."Karen Monahan, Ph.D., NCSP, Coordinator of Psychological Services, Fort Mill Schools, SC"With this updated edition, Drs. Simon and Swerdlik provide a must-read for supervisors working with school psychologists from novice to expert. Their book is packed with checklists and other practical tools specifically designed for our field. Updates include current topics such as social justice advocacy and system change. You won’t find another resource like this!"Susan Gallagher, Ph.D., BCBA, School Psychology Coordinator, La Grange Area Department of Special Education, IL"Drs. Simon and Swerdlik have developed a text that is equally helpful for supervisors and supervisees as they design, monitor, and evaluate the many facets of the supervisory experience. The numerous case examples and tools included in the appendices provide helpful, practical resources to improve and enhance supervision and the attention to social justice and telesupervision are provided at a critical time for the field of school psychology. This text is a must-read for new and experienced supervisors and is an invaluable addition to the reading list for those who provide training and support for field supervisors."Shawna Rader Kelly, School Psychologist, Bozeman Public Schools, MTTable of Contents1. The Status of School Psychology Supervision: Current Perspectives and Core Principles Part 1: Foundations of Effective Supervisory Relationships 2. Clinical Supervision: Roles and Responsibilities 3. Characteristics of Effective Supervisory Relationships 4. Processing Supervisory Relationships 5. Ethical and Legal Issues in Supervision Part 2: The Developmental, Ecological, Problem-solving Model (DEP) 6. Introduction to the Developmental, Ecological, Problem-solving (DEP) Model 7. The Developmental Component: Structuring and Supporting the Development of Professional Competencies 8. The Ecological Component: Incorporating Contextual Factors 9. The Problem-solving Component: Core Activity of Psychological Practice Part 3: Essential Skills within DEP Supervision 10. Self-care 11. Social Justice Advocacy 12. Addressing Problems in Professional Competence 13. Telesupervision Part 4: Professional Development for Supervisors and Credentialed School Psychologists 14. Professional Development and Collegial Support Networks 15. DEP Applied to Supervision of Credentialed Psychologists and Psychological Services Part 5: Preparing for the Future of Supervision within School Psychology 16. Touching the Future: Teaching Supervision to Future Supervisors 17. Future Development: Research to Refine School Psychology Supervision

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Book SynopsisInvestigating School Psychology provides a fascinating exploration of the field of school psychology through the lens of pseudoscience and fringe science. Contributions from leaders in the fields of school psychology, clinical psychology, and education honor the role of science in the field while also exploring and guarding against the harms that pseudoscience can cause.School psychology and, more broadly, the field of education are particularly susceptible to pseudoscience, fads, and maintaining the status quo by resisting the adoption of new ideas. Using an exhaustive review of the current literature, this book discusses various concepts in school psychology that have been largely discredited and many practices that continue to exist with little to no scientific support. Each chapter helps differentiate between dubious and evidence-based approaches while providing a useful resource for practicing school psychologists and educators to distinguish between science and pseudoscience in their everyday work with children. The bookâs discussion of the harmful nature of pseudoscience in school psychology is inclusive of all students, such as students with disabilities, those diagnosed with neurodevelopmental disorders, those with academic problems, and all other children in schools.Investigating School Psychology is valuable supplemental reading in undergraduate and graduate courses in education and school psychology and is also a beneficial reference for practicing school psychologists to distinguish between science and pseudoscience in their practice.

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