Educational psychology Books

Book SynopsisThe Confident Teacher offers a practical, step-by-step guide to developing the habits, characteristics and pedagogy that will enable you to do the best job possible. It unveils the tacit knowledge of great teachers and combines it with respected research and popular psychology. Covering topics such as organisation, using your body language effectively, combatting stress, managing student behaviour, questioning and feedback, and developing confident students, it shows how you can build the confidence and skill to flourish in the classroom.This book will be an essential resource for all qualified and trainee teachers wanting to reach their full potential in this challenging but rewarding profession.Trade Review"[Quigley] has distilled the most pertinent cognitive and behavioural psychology research to provide a sound evidence base for his methods. The academic element is combined with recognisable scenarios, which show how the principles of confidence can be applied in realistic settings. […] Newly qualified teachers will gain much from the pragmatic, sensible approach; experienced teachers will gain a sense of relief that often, day in, day out, most of what they do is right, while at the same time learning ways of making marginal – but not burdensome – gains in pedagogy. […] Would I recommend this to classroom teachers? Happily." Gwen Nelson, Schools Week"Alex Quigley has a remarkable gift to bring together the latest research with real classroom experiences. This book is carefully researched and completely accessible. He not only provides helpful advice for teachers but also for school leaders. How can we create a new generation of successful and confident teachers? This book has some great answers." - David Weston, author"'The Confident Teacher' (2016) by Alex Quigley grapples with the darker moods that teaching can provoke and the toll it can take on the individual. Quigley is frank about the challenges of stress and burnout, as well as the frustrations of ‘political meddling’ and ‘unhelpful bureaucracy’. In response, he offers a hopeful and uplifting guide to remaining healthy, positive and productive in this challenging profession and to being the best you can be for your students. ‘Being a confident teacher’, he writes, ‘is not about being blind to the issues faced by our profession, nor the obstacles that inhibit our students, but it is about possessing a belief that we have the power to help our students to overcome those obstacles.’" - Matt Lloyd-Rose, social researcher, NGO leader and writer.Table of Contents1. IntroductionSection 1: The Confident Mind2. How Much Confidence is Enough?3. Developing Self-confidence4. The Pursuit of ExpertiseChapter 5: The Productive TeacherSection 2: Our Confident Body6. Our Confident Body – Introduction7. Combatting stress8. The Performance of Teaching9. Managing Student BehaviourSection 3: Confident Pedagogy10. Confident Pedagogy – Introduction11. Exemplary Explanations12. Confident Questioning and Feedback13. Successful Modelling and Metacognition14. Memory for LearningSection 4: Confident Learners15. Confident Learners

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Book SynopsisA summary of what experienced professionals have learned about schooling through 'The Trends in International Mathematics and Science Study' (TIMSS) and 'The Programme for International Student Assessment' (PISA). Aimed at academics, policy-makers and those interested in large scale assessments, it lists findings signifying why schooling matters.Trade Review'This book argues convincingly that the essential determination of learning mathematics and science in school is through curriculum, the selection and implemented instruction of content and the consequent opportunities to learn. We cannot change the social and economic backgrounds of our students, but we can improve the quality and the fair distribution of their opportunities.' Richard G. Wolfe, Emeritus Professor, University of Toronto'Compulsory reading for anyone engaged in improving education. Interest in TIMSS, PIRLS and PISA shows no sign of abating - but all too often it is the headline-grabbing 'league table of nations' which is the focus of attention. There is, of course, so much more to the surveys than this. If there's a definitive account which can improve understanding of how the surveys developed to where they are today, how they compare, and what the future holds, then this is it.' Tim Oates, CBE, Group Director of Assessment Research and Development, Cambridge Assessment'International testing is an important driver of the rhetoric of educational reform. Schooling across the Globe is a great read for understanding the origins, objectives, and limitations of such assessments for school improvement.' Martin Carnoy, Stanford University Graduate School of Education, California'I am mightily impressed with this book and am not surprised given the senior author. I learned a great deal and found the 'story' of the various math assessments fascinating. The authors have done a terrific job of explaining how these assessments came about and most especially what they mean. I am most grateful for the instruction the book provided.' Patricia Albjerg Graham, Charles Warren Professor of the History of American Education, Emerita, Harvard University, MassachusettsTable of ContentsPart I. The Historical Development of Modern International Comparative Assessments: 1. Beginning the modern investigation of the role of schooling across the globe; 2. The arrival of TIMSS and PISA; Part II. Conducting International Assessments in Mathematics and Science: 3. Who participates in international assessments?; 4. What students know: from items to total scaled scores; 5. Relating assessment to OTL: domain-sensitive testing; 6. The evolution of the concept of opportunity to learn; 7. The 1995 TIMSS curriculum analysis and beyond; 8. Characterizing student home and family background; Part III. The Lessons Learned from International Assessments of Mathematics and Science: 9. Pitfalls and challenges; 10. What has been learned about the role of schooling: the interplay of SES, OTL, and performance; 11. Where do we go from here?

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Book SynopsisPositive education has grown and evolved, first as a discipline and then a perspective. Since its first wave of development as an application of positive psychology within education, where the focus was primarily on students, the second wave brought with it recognition of the importance of wellbeing for all those involved in education too. Now entering the third wave, with this comes positive education not as a discipline but as a perspective. In particular, a perspective which embraces the challenges of culture and diversity alongside already positively oriented programs, structures and frameworks within education that, with continued refinements, can bring out the best of what could be (Kern & Wehmeyer, 2021). With this third wave still in its infancy, therefore, Positive Education at all Levels brings the reader to where we are today, showcasing positive education across all three levels of UK education: primary, secondary, and tertiary. With chapters for parents as well as for educators, this book will be of interest for all those involved in positive education, including those who may be learners of positive education too.Table of ContentsChapter 1. Introduction; Michelle Tytherleigh and Jerome Carson Chapter 2. Positive Education in Primary Schools; Claudine McFaul Chapter 3. Positive Education in Secondary Schools; Ian Platt Chapter 4: Positive Education in Higher Education; Rosie Allen and Chathurika Kannangara Chapter 5. How do we know educational interventions work?; Kevin D. Hochard Chapter 6. Parents' Role in Positive Education and Positive Psychology Parenting; Claudine McFaul, Ian Platt, and Michelle Tytherleigh Chapter 7. Positive Education for Positive Educators; Michelle Tytherleigh and Hannah Dunn Chapter 8. Conclusions and Next Steps Forward; Michelle Tytherleigh

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Book SynopsisTrade Review"Ainsley Arment has emerged as one of the most prominent voices in a grass-roots community that, long before social distancing, decided to reject mainstream schooling and rather educate within the family…. The Call of the Wild and Free, part memoir and part manifesto, encourages mothers who are considering home-schooling and those who are ready to give up… suggesting that parents are the most intuitive educators of their kids." — The New York Times "If you’re curious about homeschooling or wondering if it’s something you might be able to do, this is a low-pressure, easy read that’s also super inspiring." — Book Riot

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Book SynopsisNow with brand new illustrations, the second edition of these bestselling cards continues to provide a tool to consider and discuss a multitude of positive and negative emotions. The cards cover the entire range of emotions identified within Plutchik's Wheel of Emotions, and a Blob Plutchik wheel is provided to show how the emotions relate to each other. Blobs are a way to discuss issues in a deep, meaningful way and yet they can be understood by adults and children alike. The groups of Blobs on these cards are acting in many familiar ''human'' ways: celebrating, worrying, feeling left out and supporting each other. Looking at Blobs together enables you to explore a wide range of feelings and emotions to do with personal and social interaction. The accompanying activity cards suggest several different ways of using the cards with individuals or groups to initiate discussion and reflection around emotions. Intended for use in educational settings and/or therapy conTable of Contents48 colour flashcards, with guidance for use

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Book SynopsisJonathan Doherty was at Leeds Met when he first started work on the text, but is currently working for the National Strategies. Mal Hughes is also co-author of our Woolfolk adaptation and the adapting author of Arnett Adolescence'. He is currently at UWE.Table of ContentsPart 1 Introducing Child Development 1 Issues in Child Development 2 Theories of Child Development 3 Research Methods 4 Nature and Nurture Part 2 Early and Physical Development 5 Prenatal Development 6 Neonatal Behaviour and Learning 7 The Body and Physical Growth 8 Sensory and Perceptual Development Part 3: Cogintive and Social Development 9 Cognitive Development 10 Language Development 11 Emotions and Personality 12 The Social and Moral World of the Child

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Book Synopsis[A] creative and original book on resilience through crises' DAVID MILIBAND [A] fascinating book is full of insights I highly recommend it' KATE RAWORTH, AUTHOR OF DOUGHNUT ECONOMICSFrom a leading international crisis management expert, a breakthrough book about performance under pressure that will change the way you think about stressWhen we experience too much stress, we often feel like shutting down and escaping the source: we downshift'. With too little stress, we become apathetic and disengaged. But what happens in the middle zone when we experience what psychologists call positive stress' and how can we use it to overcome extraordinary barriers and perform at our peak?From his role as a globally recognised change-maker at the likes of the United Nations, the International Red Cross and the World Bank, Ben Ramalingam has a unique vantage point from which to identify the key principles that can enable anyone to use stress as an opportunity for change. We learn how a switch in mentality helps musicians dazzle huge crowds against all odds; how astronauts focus on originality to overcome life-threatening incidents; and how discovering a sense of purpose allows emergency health workers and aid experts to deal with unprecedented crises.Through a sweep of fascinating interviews, in-depth research and inspiring human stories, Upshift provides us with an everyday toolkit that can help to improve our work, relationships and mindset, and places us on the road to success. Taking readers on an epic journey from early humans' survival of the Ice Age to how modern social movements emerge and propagate in the digital world, Upshift is a reminder that creative solutions to complex problems will always exist as long as we're ready to innovate.Trade Review Next Big Idea Club, Must Read 2023 Non-Obvious Books Top 100 Business Books 2023 ‘Ben Ramalingam has brought all of his considerable passion and experience to write this creative and original book on resilience through crises. I will be looking for Upshifters from now on!’ David Miliband ‘How can we experience stressful situations not as a threat to avoid, but as a challenge to rise to? This fascinating book is full of insights from Ben Ramalingam's rich personal and professional experience of responding to crisis. I highly recommend it’ Kate Raworth, author of Doughnut Economics ‘A fascinating and inspiring read for everyone who aspires to harness creativity in the face of extreme constraints – which in today’s runaway world is every single one of us’ Jaideep Prabhu, author of Frugal Innovation ‘Upshift is an inspired book about those moments when operating on the edge of your comfort zones, when you discover not only who you really are but who you have the potential to be. It's essential for you – and for those around you’ Mike Adamson, Chief Executive Officer, British Red Cross ‘A thoughtful and insightful journey through the reality of crises and the power and value of our mindsets.’ Dr Sabrina Cohen-Hatton, Chief Fire Officer ‘A reassuring guide to empowerment’ Kirkus

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Book SynopsisExecutive Function in Childhood: Development, Individual Differences, and Real-Life Importance examines executive function during infancy and early childhood through the lenses of developmental psychology, neuropsychology, and educational psychology. Co-authored by three experts in the field, this concise book is aimed at early undergraduate students and, as well as providing an up-to-date overview of executive function, illustrates a range of core concepts around psychological assessment of infants and children, including neuroimaging. The text is accessible for students with limited prior knowledge, and will enable them to acquire more in-depth understanding from literature in the field.Trade ReviewExecutive functions are critical for all aspects of development, success in school and in life, and good mental and physical health. Given how important executive functions skills are, this book which explains what executive functions are, how they develop, social and emotional influences on, and consequences of, executive functions, and how executive functions look in atypical populations could not be more timely. * Professor Adele Diamond, PhD, FRSC, FAPA, FAPS, FSEP, Canada Research Chair Professor of Developmental Cognitive Neuroscience, University of British Columbia *Executive Function in Childhood is a phenomenal, succinct, approachable overview of executive function and its development. Including up-to-date research and practical considerations, this book is a great resource for teaching and learning the basics of executive function and why we should care about it. * Andrew Ribner, University of Pittsburgh *Table of Contents1: What is Executive Function? 2: The emergence of Executive Function from infancy to preschool 3: Advances in Executive Function from primary school to adolescence 4: Understanding the origins of individual differences in Executive Function 5: Understanding social and academic consequences of individual differences in Executive Function 6: Executive Function and developmental disorders

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Book SynopsisClosing the Attainment Gap in Schools explores the experience and history of teachers who have a determined, no-nonsense approach to providing an excellent standard of education to all young people from differing backgrounds. Using professional conversations, voices are given to schools and teachers striving successfully to address this important issue through evidence-based practices. Linked with the Ad Astra Primary Partnership, what these teachers do with their schoolchildren will resonate with all schools in any location. From Superstar Assemblies to encourage their dreams and aspirations; to Munch ân Mingle sessions to encourage healthy eating; to Marvellous Me software to encourage the use of open-ended questions and parent-child conversations at home; and through to the use of skilled specialists to develop their handwriting skills, this book: explores the rich complexity of teacher learning; contains numerous case studies and examples of success; reflects upon and considers evidence-based pedagogy, practical wisdom, teacher-research, self-improving school systems and social justice; proposes a rich array of approaches and suggests ways forward. Offering first-hand, invaluable and practical advice this wide-ranging book will encourage and enable any teacher to develop their own practical wisdom and a âcan doâ approach whilst never shying away from the very real issues within education.Table of ContentsForewordAlison PeacockChapter 1 Forging Ahead in The East MidlandsChapter 2Caledonia Rising: The Scottish Attainment Challenge Chapter 3East Midlands and BeyondChapter 4Pilgrim’s Progress Through Evidence-Based PracticesChapter 5Audaces Fortuna Juvat: Fortune Favours the BoldChapter 6Op Weg Naar Emmaus: On the Way to Emmaus Chapter 7Deep Diving: Research SchoolingChapter 8A Journey of PraxisChapter 9Strategic Conversations: Backward and ForwardChapter 10Conversation in UnionChapter 11Collaboration for Collective Impact

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Book SynopsisThe Teacher and the Teenage Brain is essential reading for all teachers and students of education. This book offers a fascinating introduction to teenage brain development and shows how this knowledge has changed the way we understand young people. It provides a critical insight into strategies for improving relationships in the classroom and helping both adults and teenagers cope better with this stage of life.Dr John Coleman shows how teachers and students can contribute to healthy brain development. The book includes information about memory and learning, as well as guidance on motivation and the management of stress. Underpinned by his extensive work with schools, Dr Coleman offers advice on key topics including the importance of sleep, the social brain, moodiness, risk and risk-taking and the role of hormones. This book is extensively illustrated with examples from classrooms and interviews with teachers. It explicitly links research and practice to create a comTrade Review**Learning Ladders Best Books for Educators Summer 2021 Awards**We’re delighted that The Teacher and the Teenage Brain has made the shortlist at Learning Ladders. It was shortlisted alongside 40 other books from a longlist of over 100 entries for its dedication to enriching the lives of educators with writing. The awards panel featured teachers, school leaders, and EdTech entrepreneurs including Learning Ladders’ founder, Matt Koster-Marcon, who is also Chair of the EdTech Special Interest Group at BESA. We’re proud to be included in the list and congratulate the other shortlisted books for their work. ‘John Coleman’s book is beautifully written, thoughtful and creative, and could have a real and positive impact on teachers', parents' and students' lives. He describes the recent science on the teenage brain, from hormones and sleep to risk-taking and social interaction to mental health and mental illness, and how this evidence is relevant for the classroom. Not only does this book provide a succinct overview of the evidence, it also dispels myths, and provides novel and creative suggestions for teachers, students and parents, including lesson plans and workshop ideas. Coleman writes about scientific findings in a way that will engage anyone interested in teaching and nurturing young people.’Professor Sarah-Jayne Blakemore, University of Cambridge, UK‘This book should be a compulsory part of all teacher training. If you are looking for an essential primer on all matters relating to the adolescent brain, learning and development, read this book. In schools, we are still in the foothills of appreciating how understanding the teenage brain will transform education. The Teacher and the Teenage Brain brought together all my disparate thoughts together into one highly accessible read. Throughout, John Coleman’s compassion for, and understanding of, young people shine through, offering evidence-based research and practical strategies. As a Headteacher, I feel that, if this book was turned into an INSET day, my staff would come away feeling enlightened and enthused.’Rob Shadbolt, Headteacher, Wood Green School, Witney, UK‘For children who have had adverse childhood experiences in those famously vital early years, how empowering to know there are also important teenage years for the brain's development. It's not all fixed. We can yet make a difference and assist the restructuring going on. Let's get this information into the hands of educators, parents and carers, and create agency for our teens.’Sylvia Jennings, Assistant Head, and Matt Warren, Headteacher, Presdales School, Hertfordshire, UK‘What is the teenage brain trying to do? What does it feel like to have one? What can go wrong? In his book, The Teacher and the Teenage Brain, trained clinical psychologist John Coleman asks whether neuroscience can actually lead to more effective teaching and learning. His answer is a categorical YES – because it changes the way we understand young people. Direct translation from neuroscience to education is challenging, but Coleman is a perfect example of how it can be done well. Reviewing the latest (and sometimes surprising) findings across areas crucial to the development of the teenage brain – cognitive skills, decision-making around risk, sensitivity to rewards, social skills and peer influence, emotion regulation, and sleep – he shows how new neuroscience findings can help teachers understand their pupils, teenagers gain an insight into the changes they are going through, and parents understand and perhaps interact better with their children. This is delivered in the form of concrete lesson plans for each of these interested parties. This book is a great example of how education can be advanced by multiple contributions of the social and biological sciences.’Professor Michael S. C. Thomas, Director, University of London Centre for Educational Neuroscience, UK‘In this book John Coleman manages to combine an impressive knowledge and understanding of the brain with his outstanding skill in communicating complex ideas to a wide audience. The book reflects the author’s lifelong work with teenagers, a passionate commitment to education, to working with teachers, and a deep knowledge of the most recent advances in brain science. A ‘must-read’ for students of education and for teachers, The Teacher and the Teenage Brain provides compelling and easily accessible information and insight into one of psychology’s great challenges.’ Professor Ingrid Lunt, University of Oxford, UK‘John Coleman’s 'The Teacher and the Teenage Brain' provides an accurate and up-to-date primer on the essentials of how the brain functions, from its neurochemistry to the multiple brain areas that affect learning. As such, it is a highly useful source of professional knowledge for any teacher. It also draws on recent research to explore several contemporary issues, and it was wonderful to see accurate coverage of the neuroscience of social interaction, sleep, and risk taking, to name just a few. It’s rare to see a book focusing on the neuroscience of the teenage learner in particular, and as well as informing readers it will help to dispel a few myths.’ Jonathan Firth, University of Strathclyde, UK ‘Complex topics are explained brilliantly, using simple language, interesting facts and questions to stoke curiosity, and solid research to support findings…With each chapter, you are left with greater insight into how to better relate to, engage or teach teenagers through this challenging time... During this critical period of brain development, teachers and parents have opportunities to support young people and help them become more confident individuals and better learners despite their starting points.’ Yvette Reinfor, co-founder, More Curricular, UKTable of Contents1. Ten Things Every Teacher Needs to Know About the Teenage Brain 2. A Brief Introduction to Teenage Development 3. From "My Baby’s Brain" to "My Teen Brain" 4. Learning and Memory 5. Risk and Reward 6. The Social Brain 7. Stress and Mental Health 8. Teenagers and Sleep 9. The Teenage Brain for Teachers: Planning a Workshop 10. The Teenage Brain for Students: A Lesson Plan 11. The Teenage Brain for Parents: Engaging Families in New Knowledge

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Book SynopsisWinner of the 1988 Clark Vincent Award for an outstanding contribution to the profession through a literary work and translated into four languages, the original edition of Therapeutic Metaphors for Children and the Child Within was considered a groundbreaking addition to the field of child and adolescent psychotherapy. The 1986 edition was the firstand to this day the onlybook that solely intertwines the extraordinary foundational teachings and philosophies of Milton H. Erickson and creative healing approaches for children and adolescents. With resiliency at its core, this revision now brings forward important topics related to neurobiology and cultural value of metaphor and play, along with fresh case examples and creative activities to a new generation of mental health, education, and coaching professionals. Trade Review"If you work with kids, read this book: it will expand your therapeutic skills. Joyce Mills and Richard Crowley add contemporary neuroscience to their accumulated wisdom to tell an enlightening and captivating story. This book will magnify your healing power and remind you what you like best about doing the work you do."—Carl A. Hammerschlag, MD, author of The Dancing Healers and The Theft of the Spirit"Milton Erickson was a master at using experiential techniques to elicit strengths that were previously dormant. Mills and Crowley have masterfully captured essential elements of Erickson’s work and applied it to therapy with children. Easy to read, meticulously referenced, and filled with inspiring case studies, Therapeutic Metaphors for Children and the Child Within has now been updated with important new findings, and it’s essential reading for clinicians who work with children as well as for those who want to improve their use of therapeutic metaphor."—Jeffrey K. Zeig, PhD, director of the Milton Erickson Foundation"This is a wonderfully refreshing revision of a genuine classic in the field of child and play therapy. Therapeutic Metaphors for Children and the Child Within offers readers detailed insight and direction into the healing power that metaphors offers in clinical work. The authors seamlessly weave together theory, step-by-step technique, detailed case examples and helpful ways to blend expressive arts dimensions into a therapeutic metaphor. Both the inexperienced and experienced clinician will find this book useful for its uplifting and positive approach to fostering resilience in clients. This is a delightful book that should be on every child and play therapist’s book shelf."—Athena A. Drewes, PsyD, director of clinical training and APA Internship at Astor Services for Children & FamiliesTable of ContentsPart I: Prisms of Metaphor. Chapter 1: The Nature of Metaphor. Chapter 2: Metaphor in Child Therapy. Chapter 3: Ingredients of Storywriting. Part II: Creating Therapeutic Metaphors. Chapter 4: Gathering Information. Chapter 5: Learning the Language of the Child. Chapter 6: Three-Level Communication: Bringing It All Together. Part III: Multidimensioal Applications. Chapter 7: The Artistic Metaphor. Chapter 8: Cartoon Therapy. Part IV: Evolutions. Chapter 9: Expanding Individual Therapy to Community Healing. Chapter 10: StoryPlay Therapy®. Epilogue: Peace and Beauty.

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Book SynopsisIn common with Therapeutic Practice in Schools: Working with the Child Within (Routledge 2012), this second volume serves as a practical handbook for school-based counsellors, psychotherapists, arts therapists and play therapists working with young people. Written in accessible language, it is eminently applicable to the practice of both qualified and trainee therapists.Therapeutic Practice in Schools: The Contemporary Adolescent begins with an overview of key psychoanalytic ideas informing our understanding of adolescence before moving on to focus on life circumstances and issues which commonly bring young people to the therapistâs consulting room in the school. Dedicated chapters on key themes including identity, relationships, sex and sexuality, anger issues, self-harm, bereavement and bullying aim to deepen our understanding of the adolescent experience while also providing the therapist with invaluable insights into what one might say in the âhere and nowâ of the session. Chapter authors, all with considerable experience in the field, discuss approaches to sustaining the therapeutic relationship in the face of ambivalence or defiant resistance as well as thinking about the impact of social media on all aspects of adolescent development. The advantages and limitations of working with adolescents in the educational setting where school staff will have their own reasons for referring students for therapy, while the young people themselves might come with a very different agenda, are also covered. It is widely acknowledged that engaging troubled or troublesome adolescents in therapy can make an enormous difference to their lives. This book ensures that both trainee and qualified therapists are supported in the often daunting yet ever stimulating and enlivening task of working with young people in the school setting. Trade Review"The authors convey so clearly the essential ingredients of psychoanalytically influenced therapy – being open- minded without preconceptions, listening both to the adolescent’s feelings and those brought up in themselves, providing opportunity for expression and understanding and opening up the possibilities of different ways of looking at things. Intended primarily as clinical workbook for counsellors, psychotherapists and arts therapists, there is more than enough in this book to engage anybody interested in young people." – Peter Wilson, Founder of Young Minds and Clinical Advisor for The Place 2 Be, from the Foreword. "The authors convey so clearly the essential ingredients of psychoanalytically influenced therapy – being open-minded without preconceptions, listening both to the adolescent’s feelings and those brought up in themselves, providing opportunity for expression and understanding and opening up the possibilities of different ways of looking at things. Intended primarily as clinical workbook for counsellors, psychotherapists and arts therapists, there is more than enough in this book to engage anybody interested in young people." – Peter Wilson, Founder of Young Minds and Clinical Advisor for The Place 2 Be, from the Foreword. Table of ContentsWilson, Foreword. French, Klein, Introduction. Part I: The Context. Kegerreis, Working with Adolescents. Dover, The Impact of Early Attachment Patterns on Adolescent Development. Gould, Keeping the School in Mind: An Example of a Therapy Service Contributing to the Wellbeing of the Whole School. Klein, The Impact of Social Media on Young People. French, Lund, Engaging Adolescents in the School Setting. Doran, French, Beginning and Ending Sessions in School-Based Therapy: Reflecting on Assessment and Evaluation Processes. Part 2: Common Themes. Putzu-Williams, Understanding Anger. French, Working with Clients Drawn to Self-Harm. Evans, The Bereaved Adolescent. Ojumu, The Pupil at Risk of Exclusion. Berg, The Impact of Internal and External Authority Figures in Adolescence. French, Relationships, Sex and Sexuality. Klein, The Nuances of Difference in the Therapeutic Relationship. Craig, Bullying: The Real and the Virtual Encounter. Trevatt, Understanding Peer Relations in Adolescence - Group or Gang? Cottis, Working in Schools with Teenagers on the Autistic Spectrum. Jones, Working with Year 7 Pupils.Part 3: Using Creative Approaches and Applied Therapies. Richards, Applied Drama Therapy Techniques. French, Art Therapy Informed Practices. Waldburg, Adopting a Systemic Framework.

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Book SynopsisThe long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale, ECERS-3, focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including: Cognitive Social-Emotional Physical Health and safety ECERS-3 also includes additional Items assessing developmentally appropriate literacy and math activities.Designed for preschool, kindergarten, and child care classrooms serving children 3 through 5 years of age, ECERS-3: Provides a smooth transition for those already using ECERS-R. Emphasizes the role of the teacher in creating an environment conducive to developmental gains. Is designed to predict child outcomes more accurately and with greater precision. Provides a stronger method of distinguishing between good and truly excellent programs. Offers a complete training program with ongoing support available at the Environment Rating Scales Institute (ERSI) website (www.ersi.info). ECERS-3 is appropriate for state and district-wide QRIS and continuous improvement; program evaluation by directors and supervisors; teacher self-evaluation; monitoring by agency staff; and teacher education. The established reliability and long term evidence of validity of the ERS family of instruments make this new version of ECERS particularly useful for RTTT-ELC accountability and research.Suitable for use in inclusive and culturally diverse programs, ECERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Literacy Learning Activities Interaction Program Structure Trade ReviewWhen EC assessment dollars are tight, a comprehensive tool that identifies a broad range of program strengths and captures critical interactions is the perfect solution. Thanks to the authors for ECERS-3!" - Janice Carter, Arkansas State University, Childhood Services"The ECERS-3 builds upon the solid foundation of best practice established in the ECERS-R, incorporating the importance of providing a high quality environment with new items and indicators that emphasize the importance of teacher/child interactions within the environment. The ECERS-3 provides a reliable instrument for teachers, technical assistants, and quality monitors to use to assure that children have experiences and relationships that support total child development." - Michele Bossers, retired associate director and ERS project manager of PA KeyEndorsement of the ERS Scales:"The Environment Rating Scales have proven to be an invaluable resource for assessing the quality of child care classrooms. These comprehensive tools truly allow providers to see classrooms through the eyes of the children they care for and the results obtained offer clear feedback that helps teachers improve and grow." - Angela Keyes, Assistant Professor of Psychiatry, Tulane University Director, Quality Start Assessment Team of Louisiana"ECERS-3 encouraged thoughtful steps towards consistent meaningful interactions. We were empowered to prioritise children's use of the space and, as is often the case in EYFS, we found that it was the interactions that mattered the most." -Polly Crowther, English lead in Kent and co-founder of Early Insights.

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Book SynopsisEducational technology is controversial some see it as essential to providing free global learning, others view it as a dangerous distraction that undermines good education. In both instances, most theories that have previously been applied to educational technology do not account for the distinctive nature and vast potential of technology. This book addresses this issue, exploring how education has been bound up with technology from the beginning, and recognising that educational aims have already been shaped by technologies. Offering a dialogic' theory of educational technology, Rupert Wegerif and Louis Major respond to contemporary challenges to education within this book, including, but not limited to, climate change, misinformation on the internet and the impact of Artificial Intelligence.Chapters introduce, discuss, and contextualise key theories and illustrate through case studies their uses within a diverse range of educational contexts, spanning from pTrade ReviewThe book is an ambitious development of a theory of educational technology from historical, philosophical, psychological, and pedagogical perspectives. It is important for the EdTech community to have this challenge to our thinking, as the concept itself grows ever more complex. The authors argue from a strong foundational base of thinking through and enriching the idea of ‘dialogic education’. It will inform a deeper debate around the newly perceived roles and impact of AI.Diana Laurillard, Professor of Learning with Digital Technology, UCL.It’s sometimes said that pioneers in educational technology have no time for history and no use for theory. Setting cynicism aside, it remains true that connecting theory and practice in educational technology is difficult work, just as it is in education. Here’s the heart of this book’s argument: it is necessary to reframe the relations between technology and education, in theory and practice. Technology is not an adjunct to education. It precedes and gives purpose to education. It always has. Wegerif and Major succeed in opening a dialogic space within which we can collectively reshape relations between tools and goals, ideas and actions. This is a timely and important contribution.Peter Goodyear, Emeritus Professor of Education, The University of Sydney, AustraliaIn this volume, Wegerif and Major provide an inspired and innovative vision for understanding the role of technology in education. Written in an accessible way for wide readership, the authors harness “a new dialogic theory of educational technology” that both informs and benefits from the examples of pedagogical practice they provide. The result is a powerful set of insights into how new technologies affect both the individual and social dimensions of pedagogical practice. Their dialogic approach is perhaps the best way we have to date to generate these insights, and there are probably no other authors who could outline the practical applications so well. This volume promises to have major implications for several disciplines.James Wertsch, Department of Anthropology, Washington University in St. Louis.This inspiring book puts dialogue at the heart of a new technology-enhanced education. Combining the rich history of educational technology with illuminating case studies and philosophical depth, it makes a compelling case for a science of educational design that connects learners in creating meaning across cultures, spaces and times. The Theory of Educational Technology is deeply researched, lucid and optimistic. It offers educators, technologists, researchers and policy makers a shared foundation to build education for a digital future.Mike Sharples, Emeritus Professor of Educational Technology, Institute of Educational TechnologyIn a world of pandemics, social media, Internet information access and ChatGPT, schools hastily adopt online technologies. However, prevailing thinking about educational technology is steeped in outmoded perspectives. Sophisticated recent theories of dialogic learning and technology adaptation open new opportunities for educational approaches that avoid the perils of inappropriate technological tools. These new theories are based on sophisticated philosophical developments of the past hundred years, many of which are difficult to comprehend. Fortunately, this book reviews and considers deeply the most important innovative theories, pedagogies and technologies – and their philosophical bases – in an eminently readable, insightful, critical and coherent presentation.Gerry Stahl, Professor Emeritus of Information and Computer Science, Drexel University, USA, and Founding Editor, International Journal of Computer-Supported Collaborative LearningEducational science can be considered a design science, concerned with two questions: What should people learn and teach? And how can we assist people in pursuing such educational goals? This insightful book addresses these key questions with a focus on the design of educational technology. The dialogue between the concrete cases and theoretical framing shows how technology can be put to work in our endeavours to engage, support and connect students, and expand their horizons. The book is unique in combining philosophical depth with convincing examples.Arthur Bakker, Professor of STEM Education and Curriculum at the University of Amsterdam, the NetherlandsTable of Contents1. Introduction; 2. An alternative history of educational technology; 3. Affordance theory; 4. The 'grammar' of educational technology; 5. Steps towards a dialogic 'grammar'; 6. Heidegger's hammer; 7. The 'meaning' of technology; 8. Technology and expanding dialogic space; 9. Technology and expanding dialogic time; 10. Researching educational technology; 11. A dialogic foundation for the design and practice of educational technology

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Book SynopsisThis delightful visual book provides an accessible introduction to how play affects the holistic development and brain growth of children from birth to five years. Written by a leading expert, it brings current theory to life by inviting the reader to celebrate the developing brain that loves to play and is hungry for sensitive human interaction and rich play opportunities.Packed full of images and links to film clips of children playing in a variety of contexts on the companion website, chapters focus on different ages and stages of development, providing snapshots of real play scenarios to explore their play preferences and the theory that underpins their play behaviour. With clear explanations of what is happening in the body and brain at each stage, this book reveals the richness of the play opportunities on offer and the adult's role in facilitating it. Each chapter follows an easy-to-navigate format which includes: Best practice boxes showing how play in differeTable of ContentsForewordAcknowledgementsIntroduction Chapter 1: Understanding the developing child Chapter 2: Brain growth Chapter 3: Understanding play pedagogy Chapter 4: Play from birth to around one month: Chapter 5: Play from around one month to 4 months Chapter 6: Play from around 4 months to 6 months Chapter 7: Play from around 6 months to 9 months Chapter 8: Play from around 9 months to one year Chapter 9: Play from around one year to around 18 months Chapter 10: Play from around 18 months to 2 years Chapter 11: Play from around 2 years to 2 and a half years Chapter 12. Play from around 2 and a half years to 3 years Chapter 13: Play from around 3 years to 4 years Chapter 14: Play from around 4 years to 5 years plus Chapter 15: "Hola" – let’s Play! A case study Chapter 16: What’s so urgent about play for children? And how does play benefit adults? Chapter 17: Helpful websites Glossary of TermsReferencesIndex

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Book SynopsisThis valuable book identifies common obstacles in any endeavor that can impact on success and offers highly accessible exercises to help readers overcome them. Featuring expertise from dozens of high-level performers regarding their journey to the top of their domain, it offers practical advice on how to separate yourself from your competition and stand out from the crowd.All performers, whether beginners or world class, in sports, business, the arts, and beyond, have encountered obstacles in their careers. Acknowledging that every successful person must work hard, this book offers a blueprint for those wanting to map out their own success based on over twenty years of research into performance, and the authorsâ experiences of guiding career development among their mentees and teaching courses on the topic. Each chapter includes a case study that exemplifies one of the most common obstacles individuals face in their efforts to be successful, including topics like impostor syn

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

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

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Book SynopsisThis book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com.Digital personalization is an emerging interdisciplinary research field, with application to a variety of areas including design, education and publication industry. This book focuses on children's education and literacy resources, which have undergone important changes with the personalization revolution' in the early 21st century. The author develops original insights from educational research and her own studies concerned with digital and non-digital personalization, to discuss in a clear and critical way the thinking, research issues and practical implications of this new field. She scrutinises the character of technology-based personalized education to substantiate the claim that the current models of personalized education tend to be technology- and business-driven, with little pedagogical understanding of the social value of personalizatioTrade ReviewDr Kucirkova addresses important questions in relation to the significant tensions in current education, between promoting creativity and critical thinking, or promoting basic skills for everyday living and employment. She brings together her own research and experiences, together with the use of significant theoretical perspectives to suggest that personalised pluralism can be a solution. The way this innovative idea is developed is crucial reading for students, researchers and anyone interested in education and child development. * David Messer, Emeritus Professor of Education, The Open University, UK *Table of Contents1. Understanding Digital Personalization 2. The Origin and Rise of Personalized Education 3. Technology-Enabled and Technology-Driven Personalized Education in the 21st Century 4. Overview of Personalized Books: Self-Made and Commercially Produced Personalized Books 5. Theoretical Frameworks Relevant for Digital Personalization in Early Education 6. The Five As of Personalization 7. Extant Research with Personalized Books 8. Personalization and Creativity 9. Personalization and Identity 10. Touchscreens and Personalized Education 11. Personalized Education: Pedagogical Possibilities 12. Personalized Pluralization References Index

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Book SynopsisThis is an essential textbook for teachers and those training to teach on applying research from psychology to education.It offers practical advice on what works' in the classroom. Not only will you understand how to teach effectively but also why, with explanations deeply rooted in theory and practice.Brimming with references to popular culture and packed with a range of tips, tasks, case studies and critical points, this book will keep you informed and intrigued in equal measure.This fourth edition includes: Significant updates to content on cognitive psychology and educational neuroscience; neurodivergence and special educational needs; and supporting mental wellbeing. Condensed and reworked chapters with a stronger focus on practical application in the classroom. Classroom examples described in universal terms to support teachers anywhere in the world.

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Book SynopsisDesigning research is about making decisions to transform an idea into a plan that can provide answers to a research problem or question. Thinking about, and then making these decisions results in the research design – the plan that will be followed to conduct the research and answer the question. This text engages in a dialogue with the reader, providing a serious but accessible introduction to research design, for use as a guide when designing your own research or when reading the research of others. Julianne Cheek and Elise Øby show that designing research is an iterative and reflexive process in which there is constant thinking through, and re-visiting of, decisions about that design as it develops. They use a variety of pedagogical devices throughout the book including Tip; Activity; and Putting it into Practice boxes to emphasize specific points and encourage readers to think about the practical implications of what they have learned.Trade ReviewThis is one of the clearest and most accessible research methods books I have read as a scholar. I highly recommend for both students and teachers alike. It is an excellent survey of both qualitative and quantitative research methods. -- Natalie Danielle BakerStudents writing a thesis or dissertation will benefit from this text′s approach to the development of and design of research. It provides a strong theoretical understanding of the process of moving from an idea to a research proposal to the final research project. A good addition to the library of someone who is doing research. -- Hugh ClarkThis book provides a detailed outline of research methods. The authors break the concepts and content into a manner in which it is easily understood by the reader. They also provide activities for the reader to use to apply the content. -- Jaimee L. HartensteinThe authors describe the complexities of research and clearly describe the many details that go into a well-designed and executed study. They have done an amazing job describing the process of research design. Any student learning about research will benefit from this book. -- Lauren HaysThis is an excellent text for those instructors who recognize the importance of giving research design more comprehensive treatment than is typical of most textbooks. -- Scott LiebertzI will add this book as required reading for my course and personally add this to my collection of research material to aid in my writing and evaluation projects. -- Sherill Morris-FrancisThis text is a very approachable conversation-based introduction to research design for social science students. It provides an inviting approach to the research process that draws the reader in as a participant instead of a spectator. It’s focus on research as an iterative and reflexive process rather than a linear set of steps is refreshing. It engages the reader in the process and introduces questions to assist in understanding the complexity and interconnectivity of each part of the process. -- Isla A. Schuchs CarrTable of ContentsChapter 1 – Research Design: What You Need to Think About and Why Chapter 2 – Ethical Issues in Research Design Chapter 3 – Developing Your Research Questions Chapter 4 – Why Methodology Matters When Designing Research Chapter 5 – Qualitative and Quantitative Approaches to Designing Research Chapter 6 – Obtaining Data Using Qualitative Approaches Chapter 7 – Analyzing and Interpreting Qualitative Data Chapter 8 – Foundational Design Issues When Using Quantitative Methods Chapter 9 – Collecting Data Using Quantiative Methods Chapter 10 – Designing Research Using Mixed Methods Chapter 11 – Why Knowing and Declaring Your Research Design Hand Matters

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Book SynopsisWhy would a child refuse to talk about anything but wasp wings-or the color of subway train doors? What does it mean when a nine-year-old asks questions about death hundreds of times a day? And how can parents build a close relationship with a little girl who hates to be touched? In this compassionate book, leading autism authority Dr. Peter Szatmari shows that children with autism spectrum disorders act the way they do because they think in vastly different ways than other people. Dr. Szatmari shares the compelling stories of children he has treated who hear everyday conversation like a foreign language or experience hugs like the clamp of a vise. Understanding this unusual inner world-and appreciating the unique strengths that thinking differently can bestow-will help parents relate to their children more meaningfully, and make the outer world a less scary place.Trade ReviewWe are far from having a complete understanding of autism and Asperger syndrome, but Dr. Peter Szatmari has done an unsurpassed job of shedding light on how children with these disorders feel and act. The cases he recounts in this book touch on many different aspects of autism, including both the numerous problems that children and their families face and the successes they can achieve. The book also bears witness to the courage and perseverance of parents who, all too frequently, must struggle to find appropriate support from clinicians and educators. An enlightening and welcome resource for many, many families, and one that should also be read by all professionals in the field.--Patricia Howlin, PhD, Department of Psychology, St. George's Hospital Medical School, University of London, UK; coauthor of Teaching Children with Autism to Mind-ReadA landmark book in terms of style and content. Dr. Szatmari explores and describes the world as perceived by people with autism to explain their unusual behaviour and abilities, and discusses scientific theories and current therapies as well as causes and prognosis. The book is written objectively and engagingly, with literary skill and a sense of optimism that will be particularly appealing to parents. Dr. Szatmari clearly appreciates and admires the minds of children with autism, and is able to explain those minds to parents while providing realistic advice on remedial strategies.--Tony Attwood, PhD, author of Asperger Syndrome: A Guide for Parents and ProfessionalsDr. Szatmari's book embodies the best of that singular tradition in which science is matched against disability, one child at a time. A clinician, scientist, and keen observer of human nature, Dr. Szatmari weaves a deeply empathic and comprehensive account of autism and related disabilities. The stories he recounts illuminate the daily challenges and triumphs that children experience, while revealing his passion for discovery and healing. The result is extraordinarily rewarding reading for families affected by autism and for the professionals who serve them.--Ami Klin, PhD, Yale Child Study CenterThis unique and beautiful book takes you on a voyage to the unusual world of children and young adults with autism and AS. In close and personal detail, Dr. Szatmari describes the struggles of families to understand their children and to understand how they themselves are changed by their children. At the same time, the book brings to life key principles in our scientific understanding of these disorders. This brilliant work should be read by all parents and all clinicians involved in helping children with autism and AS.--Bryna Siegel, PhD, author of Helping Children with Autism Learn - This is a must read for anyone involved in the life of a child with autism spectrum disorders. Its unique presentation offers unparalleled insight into the origin of the atypical behaviors of children with this affliction by entering their world, or 'foreign country,' as the author describes it....Weighted Numerical Score: 96 - 4 Stars! --Doody's Electronic Journal, 4/9/2004Table of Contents1. Stephen: The Eccentric Entomologist2. Heather: A World That Revolves around a Different Axis3. Justin: Listening to the Architecture of the World4. Zachary: An Obsession with Death5. Sharon: Seeing Other Minds Darkly6. William: A World without Metaphor7. Teddy: Asynchronous Time, Asynchronous Development8. Sally, Ann, and Danny: Accepting the Enigma, Moving Beyond the Cause9. Trevor: Mobiles and Miracles10. Ernest: The View from the Bridge11. Frankie: Learning and Forgetting at School12. Sophie: Acceptance without ResignationBibliography or Resources

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Book SynopsisYoung people with autism can be particularly susceptible to setbacks, often leading to depression and a sense of hopelessness. Using Social Stories™, this book introduces a different way of looking at common life setbacks, and offer tools to overcome these obstacles, build resilience and develop coping strategies for the future.Based on Carol Gray's highly effective Social Stories™ model, this new guide shows how to help individuals with autism deal with challenges specific to them, and how to bounce back from the negative experiences that they encounter. This book is an invaluable guide for learning to create personalised Social Stories™ that can be used to develop resilience in people with autism and help them to cope better with adversity.Trade ReviewWhat an absolute gem of a book, brimful of practical strategies for supporting children's resilience and mental health that can be immediately put into practice by both parents and teachers. -- Davida Hartman, Senior Educational Psychologist, Director at The Children's Clinic, Dublin, and author of Beating Anxiety: What Young People on the Autism Spectrum Need To KnowIt is important to build up resilience in young people with autism but Siobhan Timmins goes that one step further and explains clearly and simply exactly how this can be done. -- Kathy Hoopmann, author of All Cats Have Asperger’s Syndrome and All Birds Have AnxietyWithout resilience, there will be a fragmented sense of self and the risk of developing signs of depression. In this easy-to-follow and insightful book, Siobhan Timmins illustrates how versatile Social Stories can be, and contribute to a positive sense of self and the ability to cope with many aspects of autism. -- Tony Attwood, author of The Complete Guide to Asperger’s Syndrome and Exploring Depression, and Beating the BluesDr Timmins' ideas, approaches and strategies combined with actions have inspired change for her son and others. Mental health services, social care, educational settings and families will find this book a stimulating and informative read which could further improve their skills and practice. -- Lisa Parker, NHS Neuro-Developmental Mental Health Practitioner, Child and Adolescent Services and ASD & ID IAPT TherapistTable of ContentsAcknowledgements. Dedication. Understanding the perspective of young people on the autism spectrum. How does a Social Story help? What is Resilience? What is resilience? (Social Story). 1. Positive thinking. 2. Plan B, building flexibility. 3. Past successes and proven strategies - learning self-reflection. 4. Personal best. 5. Positive self-talk. References.

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Book SynopsisArmed with the wealth of understanding and strategies in this guide, students will discover how they can learn best, to make studying and revision more effective (and less stressful).Packed with simple, tried and tested strategies and workarounds, this study guide for supporting kids and teens who learn differently (such as those with ADHD, dyslexia, dyspraxia or ASD) explains what memory and processing issues are, and how to work around them. Written by a tutor and specialist with years of experience of working with students with learning differences, this book enables the student to understand the best ways they learn and the reasons behind this. Unpacking processing speed, sensory processing, metacognition, and executive functioning, including working memory, this uniquely relatable and empowering study guide will provide students with the self-understanding they need to manage exams and academic tasks at school with confidence and peace of mind.Trade ReviewAlison Patrick has drawn upon her years of experience as a support tutor to write this definitive guide to techniques and strategies for helping individuals with specific learning difficulties achieve their educational potential. Particularly welcome is her chapter on support strategies for enhancing mental well-being, an often overlooked issue. -- David Grant, PhD. Educational PsychologistAll readers, whatever their current views on the impact of memory and processing skills, will find plenty to stimulate their thinking in this book. Alison Patrick writes from personal experience and her range of reference is extensive. The accessible layout ensures teachers will find this a go-to resource for research, key strategies and useful tips. -- Margaret Glasgow, Addressing Dyslexia Toolkit Working Group (former head of Glasgow Dyslexia Support Service)

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Book SynopsisHow can the desk in front of you reveal a whole new perspective on your life?What's so important about refusing to board the catastrophe train?Why does the anti-rotting agent given off by plants make you feel great? Through 18 short chapters, Aidan Harvey-Craig scours every corner of psychology - from neuroscience to psychodynamics - to uncover the unexpected secrets of hacking your wellbeing. Based on the latest research, each chapter takes you on a journey of surprises, guiding you through an abundance of deceptively simple ideas which will help you to see your world in a new light and improve your wellbeing.Organised into three sections - 'Notice', 'Energise' and 'Connect' - each hack addresses issues that affect us all, including our sleep, relationships, stress, identity, and our dependence on smartphones. Intertwining the latest insights in psychology with practical and easy-to-use advice, this book offers new ways to empower yourself and tackle the challenges of growing up and studying in the 21st Century.Trade ReviewThis book simply explains what the hack is, how to put it into day-to-day life and the psychology that explains why it works. -- Isaac, Student, University of ManchesterA must read for anyone who wants to learn to be accountable for their own success and wellbeing. -- Gilda Scarfe, CEO and founder of Positive Ed Ltd, International SpeakerAidan Harvey-Craig has brought his experience of working in psychology and education to produce this highly informative and thought provoking book. It is packed with evidenced-based life hacks, provided in a refreshing format. I may not be a student, but I've taken away many life hacks from the book that I'm now using. Highly recommended! -- Kirsty R. Lowe, Consultant Clinical and Forensic Psychologist. UKThis is my kind of book! It's evidence-based, easy to read and so practical. This book will prove so useful to students. A book that will help them understand themselves and the people around them better, as well as equipping them with the tools they need to thrive. -- Adrian Bethune, award-winning author and wellbeing advisor

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Book SynopsisWhy do some children experience literacy difficulties?How can I identify if my child finds reading and spelling challenging?What is the best way to support them at home?As a parent, it can be difficult to identify how your child''s literacy difficulties may present in a home setting and supporting the child with literacy difficulties doesn''t end at the school gates!Child psychologist, Valerie Muter, goes beyond the classroom to offer a wealth of resources for parents to use at home to help engage their child in reading and writing. From giving you a guidance on how to communicate with teachers about your concerns and requesting screenings and assessments to giving you lots of tips and tricks that you can implement at home to support your child''s growth, this is the ultimate guide to answer all of the questions you might have about literacy difficulties and more.

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Book SynopsisDr Furedi's ideas on how to stop disabling today's youth and instead bring out their full potential is invaluable advice to all parents, carers and teachers."Paranoid Parenting" is an important book that shows how parental fears have been stoked and families harmed as a consequence. It ought to be read by every sensible individual interested in regaining a sane viewpoint that advances children's well-being. It seems that every day there is a warning about your children: everything from cots, babysitters, schools, supermarkets and public parks pose a danger. We are told that children's health, safety and welfare and constantly at risk. Based on sociological research as well as dozens of interviews, this book will bolster your confidence in your own judgements and enable you to bring up self-assured, imaginative, capable children. If you want to understand why adults act like children and children act like adults - in short, if you want to understand why raising children today is harder than ever before - read this book.Trade ReviewTitle mention in an article written by the author in the Daily Express, October 2008Title mention in The Daily Telegraph, October 2009Mention in Sunday Express, 20th June 2010Author Frank Furedi offers advice in the Q&A Parenting section of Woman's Way.Table of ContentsIntroduction; 1. Making Sense of Parental Paranoia; 2. The Myth of the Vulnerable Child; 3. Parents as Gods; 4. Parenting on Demand: a New Concept in Child Rearing; 5. Parenting Turned into an Ordeal; 6. The Problem of Holding the Line; 7. Unclear Rules; 8. Professional Power and the Erosion of Parental Authority 9. The Politicisation of Parenting.

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Book SynopsisAs attitudes to mental health shift, primary schools in England will teach compulsory lessons on health (including mental health) from 2020. Yet mental health is far more than the absence of illness - it also means having self-belief and the resilience to cope with stress and change. In order to teach such skills, teachers and other staff must equip themselves and their workplaces with the procedures, understanding and confidence required to monitor mental health, share concepts effectively, identify warning signs and act appropriately if issues arise. Mental Health and Wellbeing in Primary Education puts all the information they need at their fingertips - with detailed guidance on creating a culture of wellbeing, overviews of how a wide variety of common mental health problems are diagnosed and managed, warning signs to look out for, and a range of ready-made forms, exercises and lesson plansTable of ContentsTable of Contents Introduction Part 1: Putting mental health and wellbeing first 1. Identification, responses and interventions 2. Ready to learn 3. A whole school approach Part 2: Wellbeing 4. Wellbeing for all 5. Building Emotional Intelligence 6. Managing and mastering screens Part 3: Mental health presentations and conditions 7. Anxiety, Panic and OCD 8. Low mood 9. Behaviours that challenge, anger and defiance 10. Attachment difficulties and Trauma 11. Autism Spectrum Condition 12. Difficulties with attention, hyperactivity, impulsivity and tics 13. Onset of puberty and gender identity 14. Feeding and eating disorders Part 4: Transitions 15. Introduction to transitions 16. Transition into Early Years settings 17. Daily transitions 18. Year-to-year transitions 19. Transition to Secondary school Part 5: Resources 20. Lesson plans and resources 21. Glossary 22. Further reading and guidance

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Book SynopsisDo I Have Your Attention? explores memory processing, how students learn, and offers practical guidance to help teachers tailor their instruction to be the most efficient and effective for learning.Drawing on evidence from cognitive science, Part I offers an easy-to-understand explanation of the process of memory and highlights certain barriers that hinder studentsâ ability to learn. Part II introduces over a century of research into two widely applicable learning strategies and, drawing on the authorâs extensive teaching experience, demonstrates a plethora of classroom applications that maximize learning while working within the known constraints of human memory.Part of The InnerDrive Teacher CPD Academy series that offers a deep dive into the key areas that matter to teachers, this is essential reading for all teachers and school leaders who want evidence-based strategies which focus on impact in the classroom in sustainable and meaningful ways.

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Book SynopsisIt's time for the educational slugfest to stop. Traditional' and progressive' education are both caricatures, and bashing cartoon images of each other is unprofitable and unedifying. The search for a new model of education one that is genuinely empowering for all young people is serious and necessary. Some good progress has already been made, but teachers and school leaders are being held back by specious beliefs, false oppositions and the limited thinking of orthodoxy. Drawing on recent experience in England, North America and Australasia, but applicable round the world, The Future of Teaching clears away this logjam of bad science and slack thinking and frees up the stream of much-needed innovation. This timely book aims to banish arguments based on false claims about the brain and poor understanding of cognitive science, reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and character', and lay the foundations for a 21st-century edTrade Review‘So much simplistic nonsense is being touted about "direct instruction" and the "knowledge rich curriculum", it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton in perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force.’John Hattie, Laureate Professor, Melbourne Graduate School of Education‘I love this book. Guy cuts through the ongoing tangle of arguments about traditional vs. progressive teaching as smoothly as a knife through butter. With a potent mixture of hard science and compelling stories, he exposes the flaws in both extremes and points the way to a compelling synthesis. This book is a must read for educators everywhere.’Jo Boaler, Stanford University Professor of Education, and author of Limitless Mind‘The experience of the Covid pandemic not only can, but must, lead to a new conversation about how to develop schooling to equip children for the challenges and opportunities of the 21st century. Guy Claxton’s passionate and cogent book is the best possible starting point for that conversation.’Matthew Taylor, Chief Executive, The Royal Society of Arts, Manufactures and Commerce (the RSA)‘Guy Claxton’s terrific new book makes a much-needed contribution to educational debate at a time when ideology and "the complacency of certainty" are threatening to sound the death knell of a vibrant teaching community. Curiosity, disciplined enquiry and an appreciation of evidence fuel our professional learning and inform our ambition to tackle education disadvantage – and this book champions them all. I might not agree with every word Guy writes but I encourage everyone who is curious about the possibilities of teaching, and restless for change, to read it.’Sir Kevan Collins, former Chief Executive of the Education Endowment Foundation‘This is a refreshingly thoughtful overview of education's recent debates and of where teaching is headed, focusing in particular on the place of knowledge and its relation to skills. Its measured and balanced approach stands in contrast to the extraordinarily ideological positions taken by so many commentators in this field. As the book shows, far too many start with instincts (whether conservative or progressive) and then search around for supportive evidence, ignoring any which doesn't fit. As a result our educational debates - and policy - too often embody a spirit opposite to what we should want young people to learn: the ability to think critically, to grasp complexity and cultivate wisdom. Good teaching always combines the transfer of knowledge and cultivation of skills, and the best teachers have a feel for the many subtle ways in which knowledge connects to thought and action. Hopefully this book can help us break free from the crude, and overly binary, thinking that dominates so much commentary on teaching.’Sir Geoff Mulgan, ex-CEO of NESTA and Professor of Collective Intelligence at UCL‘This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy’s expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths. Whether it’s his analysis of the different types of knowledge, a more nuanced application of neuroscience, or a wider concept of learning than the filling up of long-term memory, Guy points the way to a more expansive vision of education - one that is more balanced, that learns from the progressives’ mistakes of the past, and moves powerfully beyond the overly narrow traditionalist vision of the present. The phrase that a book is a ‘must read’ is often overused. In this case it is no exaggeration. For me it has provided the intellectual underpinning and deep evidence base for a lot of what we have tried to do at School 21. I know it will resonate with all educationalists looking for a bigger and bolder purpose for education.’Peter Hyman, co-founder of School 21 and Big Education‘In The Future of Teaching, Guy Claxton dissects the harmful misconception that education is binary—either traditional or progressive—and that one must champion either content knowledge or thinking skills. He provides instead a powerful vision of content-rich learning that is challenging and purposeful, and which fosters critical thinking and craftsmanship at the same time as building a foundation of knowledge and understanding.’Ron Berger, Senior Advisor for Teaching and Learning, EL Education and author of An Ethic of Excellence‘What Guy Claxton calls the divisive "Punch and Judy" battle between progressive vs traditional camps in education should have been consigned to the last century – but unfortunately it is still rumbling on. The Future of Teaching provides abundant evidence to challenge simplistic thinking on both sides of the argument, and raise the quality of debate. Highly recommended.’ Fiona Millar, Journalist, Campaigner and Author of The Best for My Child‘This is the book I’ve been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I’ll read it again and again.’Dr Debra Kidd, Author of A Curriculum of Hope‘The urgent need for schools that truly equip young people to flourish in the 21st century is too often hamstrung by a vocal and disproportionately influential lobby in education. This incisive book interrogates relevant evidence and confronts claims that 'direct instruction' has a mandate from cognitive science. It should help to release the suppressed innovation that is bursting to happen in our system.’Douglas Archibald, Executive Director, Whole Education‘What a sensational book - hugely entertaining, informative and readable. A blistering critique of the neo-traditionalist view of teaching and learning: it should come with a box of popcorn, or fireworks or something. Timely, urgent and compelling, The Future of Teaching is a truly epic achievement.’Dr James Mannion, Co-author of Fear is the Mind Killer.‘Guy Claxton is the current go-to guy for deep, positive thinking about education. I urge you to buy this book, drink deeply from it, and be emboldened with your own innovations.’Charlotte Church, Singer, Educator, Activist‘So much simplistic nonsense is being touted about "direct instruction" and the "knowledge rich curriculum", it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton is perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force.’John Hattie, Laureate Professor, Melbourne Graduate School of Education‘I love this book. Guy cuts through the ongoing tangle of arguments about traditional vs. progressive teaching as smoothly as a knife through butter. With a potent mixture of hard science and compelling stories, he exposes the flaws in both extremes and points the way to a compelling synthesis. This book is a must read for educators everywhere.’Jo Boaler, Stanford University Professor of Education, and author of Limitless Mind‘The experience of the Covid pandemic not only can, but must, lead to a new conversation about how to develop schooling to equip children for the challenges and opportunities of the 21st century. Guy Claxton’s passionate and cogent book is the best possible starting point for that conversation.’Matthew Taylor, Chief Executive, The Royal Society of Arts, Manufactures and Commerce (the RSA)‘Guy Claxton’s terrific new book makes a much-needed contribution to educational debate at a time when ideology and "the complacency of certainty" are threatening to sound the death knell of a vibrant teaching community. Curiosity, disciplined enquiry and an appreciation of evidence fuel our professional learning and inform our ambition to tackle education disadvantage – and this book champions them all. I might not agree with every word Guy writes but I encourage everyone who is curious about the possibilities of teaching, and restless for change, to read it.’Sir Kevan Collins, UK government Education Recovery Commissioner‘This is a refreshingly thoughtful overview of education's recent debates and of where teaching is headed, focusing in particular on the place of knowledge and its relation to skills. Its measured and balanced approach stands in contrast to the extraordinarily ideological positions taken by so many commentators in this field. As the book shows, far too many start with instincts (whether conservative or progressive) and then search around for supportive evidence, ignoring any which doesn't fit. As a result our educational debates - and policy - too often embody a spirit opposite to what we should want young people to learn: the ability to think critically, to grasp complexity and cultivate wisdom. Good teaching always combines the transfer of knowledge and cultivation of skills, and the best teachers have a feel for the many subtle ways in which knowledge connects to thought and action. Hopefully this book can help us break free from the crude, and overly binary, thinking that dominates so much commentary on teaching.’Sir Geoff Mulgan, ex-CEO of NESTA and Professor of Collective Intelligence at UCL‘This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy’s expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths. Whether it’s his analysis of the different types of knowledge, a more nuanced application of neuroscience, or a wider concept of learning than the filling up of long-term memory, Guy points the way to a more expansive vision of education - one that is more balanced, that learns from the progressives’ mistakes of the past, and moves powerfully beyond the overly narrow traditionalist vision of the present. The phrase that a book is a ‘must read’ is often overused. In this case it is no exaggeration. For me it has provided the intellectual underpinning and deep evidence base for a lot of what we have tried to do at School 21. I know it will resonate with all educationalists looking for a bigger and bolder purpose for education.’Peter Hyman, co-founder of School 21 and Big Education‘In The Future of Teaching, Guy Claxton dissects the harmful misconception that education is binary—either traditional or progressive—and that one must champion either content knowledge or thinking skills. He provides instead a powerful vision of content-rich learning that is challenging and purposeful, and which fosters critical thinking and craftsmanship at the same time as building a foundation of knowledge and understanding.’Ron Berger, Senior Advisor for Teaching and Learning, EL Education and author of An Ethic of Excellence‘What Guy Claxton calls the divisive "Punch and Judy" battle between progressive vs traditional camps in education should have been consigned to the last century – but unfortunately it is still rumbling on. The Future of Teaching provides abundant evidence to challenge simplistic thinking on both sides of the argument, and raise the quality of debate. Highly recommended.’ Fiona Millar, Journalist, Campaigner and Author of The Best for My Child‘This is the book I’ve been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I’ll read it again and again.’Dr Debra Kidd, Author of A Curriculum of Hope‘The urgent need for schools that truly equip young people to flourish in the 21st century is too often hamstrung by a vocal and disproportionately influential lobby in education. This incisive book interrogates relevant evidence and confronts claims that 'direct instruction' has a mandate from cognitive science. It should help to release the suppressed innovation that is bursting to happen in our system.’Douglas Archibald, Executive Director, Whole Education‘What a sensational book - hugely entertaining, informative and readable. A blistering critique of the neo-traditionalist view of teaching and learning: it should come with a box of popcorn, or fireworks or something. Timely, urgent and compelling, The Future of Teaching is a truly epic achievement.’Dr James Mannion, Co-author of Fear is the Mind Killer.‘Guy Claxton is the current go-to guy for deep, positive thinking about education. I urge you to buy this book, drink deeply from it, and be emboldened with your own innovations.’Charlotte Church, Singer, Educator, Activist'This is a timely, pertinent, and much needed work, which looks at re-examining the nature and future of education and how to equip pupils of today with the skills and character to face the world of the future. Anyone interested and willing to engage in this debate around the possibilities of teaching and education would find this a highly fruitful and thought-provoking read. It draws on up-to-date research and debunks much of the outdated thinking which supports exclusive knowledge-rich curriculums, effectively demonstrating the importance of one size doesn’t and will never fit all.'Meg Barclay, The School LibrarianTable of ContentsForewordDylan WiliamPrologueChapter 1. Punch and JudyChapter 2. ValuesChapter 3. KnowledgeChapter 4. Thinking Chapter 5. Learning (and learning to learn)Chapter 6. Memory: the architecture of the mindChapter 7. TeachingChapter 8. Reality: getting out moreChapter 9. Research – but what kind?Chapter 10. The future of teachingReading and references

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Book SynopsisWhy do some children experience literacy difficulties?How can I identify a child with reading and writing challenges?What is the best way to support them in a classroom context?1 in 8 children will experience some kind of reading difficulty, and while you as a class teacher are not expected to formally assess children or deliver specialist interventions, a good understanding of literacy challenges is crucial for providing optimum educational support.This guide demystifies and disentangles different types of literacy difficulty and explains how they can impact the child''s day-to-day classroom functioning and general school life. Chapters include: how to identify children that are struggling; how to work with SpLD teachers and parents so they can be maximally supported; the co-occurrence of literacy difficulties with other learning difficulties such as with maths and attention problems,; alongside practical tips to support each child''s learning.Strong

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Book SynopsisAs part of the discovery of cognitive science, teachers are waking up to the powers of dual coding - combining words with visuals in your teaching. But cognitive scientists aren't graphic designers, and so their books don't show teachers how to be competent in producing effective visuals. There is a huge gap between what we know about dual coding and the skills needed to practice it effectively in the classroom. Until now.Dual Coding With Teachers is a breakthrough educational book. No other book has been designed with both cognitive science and graphic principles in mind. Every page contains diagrams, infographics, illustrations and graphic organisers. The book is designed to cater for both the busy teacher in a rush, as well as the research-hungry colleague. Over 35 teachers, teacher developers, psychologists and information designers are profiled, each with a double-page spread, highlighting their dual coding practice.The author, Oliver Caviglioli, is uniquely placed to bridge the gap between education and graphic design. A former special school head teacher, Oliver learned design principles from an early age from his architect and typographer father. Four decades of reading educational research has found its visual expression in this spectacular, image-rich book.Trade ReviewOliver has delivered a monumental work on a subject - the dual coding theory - that he's eminently capable of delivering. He is driven by the desire to spread his knowledge to all of us in the learning business so that we can all do our work better. --Paul A. Kirschner, Distinguished University Professor at the Open University of the Netherlands and Visiting Professor of Education at the University of Oulu, Finland

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Book SynopsisEven older students can benefit from play in the classroomâand it doesnât mean sacrificing rigor. Seasoned educator Amy Heusterberg-Richards shows teachers how embracing play in secondary classrooms can build content, refine skills, and assess understanding, all while inviting joy back into the classrooms of teens who often feel anxious and disfranchised about education.This book describes approaches and rationale for embedding play within secondary classrooms across all disciplines. Each of the 20 lessons includes research-based rationales, step-by-step instructions, samples, student-facing directions, and applications across subject areas. AI-incorporated ideas are also provided. In a world with apathy and AI, education â even at the secondary level â needs to embrace the ever-natural, always-cathartic experience of playing.By thoughtfully integrating play-based learning, we can enhance classroom management, maintain academic standards, cover the curriculum effective

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Book SynopsisAn orientation to affective neuroscience as it relates to educators.Trade Review"...richly documented book... written with passion, it is a good example of emotionally driven intellectual functioning." -- The International Journal of Psychotherapy

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Book SynopsisNavigating the "neurotypical" world with Asperger syndrome or high-functioning autism (AS/HFA) can be extremely stressful. But by understanding the specific ways your brain works differently--and how to tap into your personal strengths--you can greatly enhance your well-being. In this wise and practical book, experienced therapist Valerie L. Gaus helps you identify goals that will make your life better and take concrete steps to achieve them. Grounded in psychological science, the techniques in this book help you: *Learn the unspoken rules of social situations. *Improve your communication skills. *Get organized at home and at work. *Manage anxiety and depression. *Strengthen your relationships with family and friends. *Live more successfully on your own or with others. A wealth of stories, questionnaires, worksheets, and concrete examples help you find personalized solutions to problems you are likely to encounter. You can download and print additional copies of the worksheets for repeated use. Of special note, the Introduction was updated in 2017 with the latest information on how autism spectrum disorder is defined in DSM-5. Finally, a compassionate, knowledgeable, positive guide to living well on the spectrum. Mental health professionals, see also the author's Cognitive-Behavioral Therapy for Adults with Autism Spectrum Disorder, Second Edition.Trade ReviewAs an Aspie, I found this an excellent and readable guide. The book gives readers a better understanding of their social, intellectual, and physical strengths and weaknesses, and provides strategies for improving communication and social skills. It includes helpful techniques for choosing goals and setting course toward them. Kudos to Dr. Gaus for creating this manual--I hope it will be much read.--Eric Schissel, Ithaca, New York Dr. Gaus presents her ideas clearly and effectively and makes terrific use of practical examples. She offers great ideas to help those on the spectrum decrease stress and maximize their progress toward life goals by understanding, fully utilizing, and celebrating their special qualities.--Gary B. Mesibov, PhD, coauthor of Understanding Asperger Syndrome and High-Functioning AutismA marvelous book with extremely helpful and practical advice. This book will be of tremendous help to individuals with AS/HFA.--Fred R. Volkmar, MD, coauthor of A Practical Guide to Autism; Child Study Center, Yale UniversityValerie Gaus offers readers on the autism spectrum a positive, powerful plan for living life to the fullest. Presenting autism as a different rather than a disordered way of being, Dr. Gaus personally guides readers toward self-discovery and then shows practical ways to address challenges. As a person on the spectrum, I find Dr. Gaus’s examples, ideas, and approaches ring true with my own life experiences....More than just a 'must read'; this book is a 'must experience' for everyone on the autism spectrum, as well as those who support them.—from the Foreword by Stephen Shore, author of Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome- On a daily basis, adults on the spectrum face stressful, frustrating, and sometimes debilitating roadblocks that most neurotypical individuals don't appreciate or understand. Author Valerie Gaus, a psychologist who has been immersed in working with spectrum adults for more than 15 years, 'gets it.' Her newest book...is a straight-talking roadmap that will provide both wind and rudder to help adults navigate daily life and meet long-term goals. Filled with practical strategies to minimize stress and maximize progress toward individual goals, this book exudes an unwavering strength-based, can-do attitude. Dr. Gaus reinterprets what could be considered deficits and weaknesses of AS/HFA into distinctive strengths that can be used to one's advantage throughout life. She infuses this attitude with candor and sensitivity...She combines an uncanny understanding of the challenges ASD presents with an array of practical, problem-solving tactics. What's different about this book is the methodical, concrete way she helps the spectrum adult assess his or her current way of thinking and functioning, recognize the patterns that are interfering with personal and professional success, and then create a customized step-by-step personal solution plan. Living Well is a powerful guide for achieving well-being in all areas of life. --Autism Asperger's Digest, 03/17/2011ƒƒ Dr. Gaus presents her ideas clearly and effectively and makes terrific use of practical examples. She offers great ideas to help those on the spectrum decrease stress and maximize their progress toward life goals by understanding, fully utilizing, and celebrating their special qualities. -Gary B. Mesibov, PhD, coauthor of Understanding Asperger Syndrome and High --Functioning Autism, 03/17/2011ƒƒ Gaus directly targets what adults and young adults with AS/HFA struggle with daily. Worksheets written in plain language will assist readers in discovering problem areas, strengths, goals, and more; recommended for ASD patients and their families. --Library Journal, 03/03/2011ƒƒDr. Valerie L. Gaus delivers on her intent to make a user-friendly guidebook to assist with the challenges common to individuals on the autism spectrum. She directs the reader to turn such challenges into accompanying strengths in order to cope with activities of daily living....This book can be described as practical. While it is best used with high-functioning older adolescent and young adult populations, it is very easy to read and can be assigned as homework for the client to work through on his or her own. Accompanying graphics, parallel language structure, and organization reinforce concepts throughout the book....A valuable resource. If used as a reference, especially the first section can be extremely helpful in better understanding, operationalizing, and reframing the deficit areas often associated with individuals on the spectrum.--School Social Work Journal, 10/16/2013ƒƒ“If I was asked to define Living Well on the Spectrum in one word, the first one that comes to mind is: Pragmatic….Unlike some other books and material available, this book specifically address and opens up a dialogue on the issue of quality of life and the difference between being alive and living….The pragmatic approach within this book is commendable and most certainly one that is off the beaten path.”--Journal of Autism and Developmental Disorders, 01/16/2014Table of ContentsForeword, Stephen Shore Introduction. How to Get the Most Out of This Book I. Life on the Spectrum 1. A Typical Day in Your Life: Problems and Solutions 2. A Unique Brain: How Thinking Differences Can Affect Your Daily Life 3. How Social Differences Can Be Vulnerabilities and Strengths 4. The Role of Your Emotional Differences 5. How Sensory and Movement Differences Can Affect Your Interactions with Your Environment II. Positive Solutions for a Quality Life 6. Positive Solutions: Your Bag of Tricks 7. At Home 8. At Work 9. At School 10. In the Community 11. Building Friendships 12. Dating, Sex, and Marriage 13. Health 14. Putting Yourself in Charge of Your Life and Finding Help When You Need It Appendix: Problem-Solving Worksheet Resources

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Book SynopsisWhen we learn, we change what we believe and how we interact with the world. This changes who we are as people and what we can achieve.Many people grow up being told they are not a maths person' or perhaps not smart'. They come to believe their potential is limited.Now, however, the latest science has revealed that our identities are constantly in flux; when we learn new things, we can change our identities, increase our potential and broaden our capacity to receive new information.Drawing from the latest research, Professor Boaler followed thousands of school students, studied their learning practices and examined the most effective ways to transform pupils from low to high achievers. Throughout her study, Boaler has collaborated with Stanford University neuroscience experts, harnessing their expertise to reinforce her advanced understanding of learning and educational development.In Limitless Mind, Boaler presents original groundbreaking research that proves that limiting beliefs rea

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Book SynopsisPerforming Music Research is a comprehensive guide to planning, conducting, analyzing, and communicating research in music performance. The book examines the approaches and strategies that underpin research in music education, psychology, and performance science.Trade ReviewThe book is particularly interesting from an educational perspective because of its applied focus and its structural features ... The book's structural features help to provide clarity of information and encourage independent learning, reflecting a model for good textbook writing practice. * Yanyi Lu, Educational Review *Performing Music Research provides a comprehensive, accessible, and brilliantly written explanation of research technique, and an unparalleled teaching and learning resource that researchers in music education, music psychology, and performance science internationally and well into the future will all want to include in their library. * Gary E. McPherson, Ormond Chair of Music, Melbourne Conservatorium of Music, The University of Melbourne, Australia *Performing Music Research takes students on a journey toward becoming a knowledgeable and productive scholar. Beginning with formulation of the research question, the text lays out a path through data collection processes and analysis techniques that embraces a diversity of methodological approaches. Guidance on scholarly presentations and publications completes the picture of the student as an emerging researcher. Drawing perspectives from across the music discipline, the authors provide relevant examples and address timely topics to effectively connect the doing of music with its systematic examination as a distinctive human phenomenon. This is an excellent guide for any student interested in the study of musical behaviors, attitudes, and practices. * Steven Morrison, Professor of Music, Music Education, Henry and Leigh Bienen School of Music, Northwestern University *The authors have provided a start-to-finish manual of how to conceive, execute, analyse, and report empirical research on musical behaviour. Drawing on their extensive experience as researchers and teachers in music higher education, they have provided a resource which will be a useful refresher to experienced researchers as well as a systematic guide for novices. The authors illustrate fundamental principles of empirical research by well-chosen examples of contemporary music research, engagingly illustrating how, by following the general requirements of best research practice, musicians can gain better answers to the questions that concern them in their practice and pedagogy. It should be widely welcomed in conservatoires and university music departments as a valuable resource for researchers and teachers alike. * John Sloboda, Research Professor, Guildhall School of Music & Drama *Performing Music Research is an essential read for anyone interested in interdisciplinary enquiry at the crossroads of music performance and music education, psychology, and performance science. In addition to providing a solid foundation for sound research, it provides a wealth of practical guidance, presented both with breadth and in depth, to guide the reader through the essential steps and common pitfalls of conducting research in music, informed by perspectives from multiple fields and supported by helpful learning resources. This book will no doubt become a central tool for training the next generation of music researchers, allowing them to navigate from one field to another and contribute to the advancement of musical knowledge and understanding. * Isabelle Cossette, Associate Professor Schulich School of Music, McGill University / Centre for Interdisciplinary Research in Music Media and Technology *Table of ContentsPreface Introduction Planning Research 1: Research questions 2: Methodological approaches 3: Research ethics Conducting Research 4: Observations 5: Documentation 6: Interviews 7: Surveys 8: Experiments Analyzing Research 9: Qualitative Analysis 10: Descriptive Statistics 11: Inferential Statistics: Foundations 12: Inferential statistics: Differences 13: Inferential statistics: Relationships Communicating Research 14: Communication and dissemination Resources Glossary Abbreviations and Symbols

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