Educational psychology Books

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Book SynopsisThis practical handbook begins with the philosophy and psychology underpinning the therapeutic value of story telling. It shows how to use story telling as a therapeutic tool with children and how to make an effective response when a child tells a story to you. It is an essential accompaniment to the Helping Children with Feelings series and covers issues such as: Why story telling is such a good way of helping children with their feelings? What resources you may need in a story-telling session? How to construct your own therapeutic story for a child? What to do when children tell stories to you? Things to do and say when working with a child's story.Trade Review"Clear, concise and free from jargon. This book contains many sensitively placed and moving examples of children's own stories...this is a book that champions a child's right to have all their feelings fully acknowledged." — Sian Jones, Storylines"This book is written be an author who has significant professional experience dealing with child mental health issues...a very practical book. There are many examples of stories in the book, all of which are carefully analysed by the author." — Special!"It is helpful and illuminating book for carers...The book contains some great pointers on how to respond...I especially liked the warning not to fall into being a psychoanalyst when a child is playing." — Bryony Pogson, Fundraiser, The Fostering Network, Foster Care"I very much liked this book. Its use with adopted children with anxieties and traumas (patent and hidden) is obvious...the book's success rests on the fact it gives good instructions of how to use story and play therapy as a layperson, with excellent use of case-studies to support the instructions. I think it is indeed successful." — Sheena Macrae, Adoption Today"It has an impressive bibliography, is clearly set out and easy to use for reference...many other useful ideas...these books could be very useful...general thumbs up. A lot of care and thought has gone into them" — Sue Castle, Facts & Fiction"A series of 'therapeutic' books for children with emotional worries...each of the five books takes a particular emotional problem and relates it to a comforting story...they will be useful in settings with children with particular problems." — Practical Pre-SchoolTable of ContentsThe therapeutic value of story; How to use storytelling as a therapeutic tool with children; How to make an effective response when a child tells a story to you

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Book SynopsisMindfulness-Based Teaching and Learning is the first comprehensive survey text exploring the history, research, theory, and best practices of secular-scientific mindfulness. With a focus on how mindfulness is taught and learned, this book is an invaluable resource for aspiring or expert mindfulness specialists. Integrating and defining the emerging field of MBTL within a common purpose, evidence-base, and set of transprofessionaland transformationalpractices, the book provides both a visionary agenda and highly practical techniques and tools. Chapters provide curriculum design and teaching tips, explore the expert-validated MBTL-TCF competency framework, and reveal insights into the ways self-awareness can evolve into ecological awareness through intensive retreats.Trade Review"Combining rigorous scholarship with an intuitive understanding of contemplative practice, this impressive book makes a compelling case for mindfulness as an embodied bridge linking the broad domains of education and self-growth. It is a wonderful resource for educators, mindfulness teachers, and professionals interested in fostering curiosity, sensory processing, and awareness as platforms for lifelong learning and well-being." Zindel Segal, PhD, Distinguished Professor, University of Toronto, Scarborough"Seonaigh MacPherson and Patricia Rockman have integrated material from a wealth of disciplines, distilling the teaching and learning of secular-scientific mindfulness to cultivate personal and societal wellbeing. In so doing, they bring divergent views of western mindfulness together, emphasizing a common and critical goal in a western world that is in dire need of working toward well-being on all levels." Ellen Katz, PhD, associate professor, Factor-Inwentash Faculty of Social Work, University of Toronto"This book is a deep dive into the mindfulness field, exploring many of its significant questions, themes, and controversies: its history, how mindfulness emerged in multiple sectors, and scientific and clinical issues. A standout is the useful rubric for evaluating and training mindfulness teachers. Thoroughly researched, meticulous, and comprehensive, this book will be a landmark text for the mindfulness field for years to come." Diana Winston, director of mindfulness education, UCLA Mindful Awareness Research Center, and author of The Little Book of BeingTable of ContentsSection 1. Histories - Why MBTL: From Mindfulness to Mindfulness-Based Teaching and Learning 1. How We Got Here: From Traditional to Secular-Scientific Mindfulness 2. Where We Are Now: Secular-Scientific Mindfulness and the Malaise of Modernity 3. What Happened: The Mainstreaming of Mindfulness Section 2. - Contexts - Where We Teach: MBTL in Institutional Contexts 4. Community and Continuing Education: Beyond Institutional Constraints 5. Healthcare: The Medicalization of Mindfulness 6. Higher Education: From Contemplative Studies to "Student Success" 7. PreK-12 Education: Where Social-Emotional and Inquiry-Based Learning Intersect 8. Workplace and Organizational Contexts Section 3. Theories - Why Mindfulness Works: Theories Informing MBTL 9. Biological Theories of Embodied Cognition and Mindfulness 10. Cognitive Processing Theories 11. Buddhist Theories of Mindfulness and Learning Section 4. Practices - What We Teach: The What, Why, and How of MBTL 12. Mindfulness as Body-Mind Communication 13. Mindfulness as Social-Emotional Learning 14. Mindfulness as Inquiry-Based Learning Section 5. Methods - What We Do: Competencies and Professional Practice in MBTL 15. Transprofessional Competencies for MBTL Specialists: The MBTL-TCF 16. Curriculum Design for MBTL Specialists 17. Trauma-Informed Practice in MBTL Section 6. Limits - What We Don't See: The Post-Modern Frontier of MBTL 18. The Limits of Professionalism: Navigating the Wilds of the (Post)Modern 19. From Self-Awareness to Ecological Awareness: Mindful Encounters with Wildlife During Intensive Silent Retreats

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Book SynopsisThe fourth edition of Theoretical Models of Counseling and Psychotherapy provides a comprehensive overview of a variety of major counseling theories and focuses on the integration of different theoretical models. With new information on multiculturalism and diversity, the book offers a detailed description of the philosophical basis for each theory as well as historical context and biographical information on each theoryâs founder. Chapters include new case excerpts and clinical examples, and each chapter follows a consistent structure in its exploration of each theoryâs features, including its approach to and ideas on personality development, human nature, the role of environment, the change process in therapy, and contributions to the mental health field. Theory-specific information on diagnosis, psychopharmacology, spirituality, and gender issues is also discussed, and there is an added emphasis on diversity and social justice issues. The book is accompanied by instructor Trade Review"This is a thorough and accessible text that addresses both the development of the major theories of counseling and psychotherapy and their contemporary formulations in theory and practice. A particularly valuable aspect of the book is the clear and thoughtful chapter on integral counseling, an approach often ignored in similar texts. I recommend this book highly."Richard E. Watts, PhD, LPC-S, Texas State University System Regents’ professor and distinguished professor of counseling at Sam Houston State University "The authors provide a text that makes theory accessible and practical by placing each theory into the Weltanschauung of its time, providing a concise yet comprehensive overview of each model’s understanding of personality and personality change and illustrating through case material each theory’s application. They could well have titled their book Theoretical and Applied Models of Counseling and Psychotherapy. This is a readable, useful, integrative approach."Jerome Wagner, PhD, professor, Loyola University, Chicago"Fall, Holden, and Marquis’s textbook offers students and professionals a thorough exploration of counseling theories. Theoretical orientation is the foundation of strong clinical practice, and the authors break down complex theories into easily understandable concepts, easing the transition from theory to practice. There is not another textbook that I would use to teach theories to my students."Stephanie Eberts, PhD, assistant professor of professional practice, Louisiana State UniversityTable of Contents1. Introduction 2. Psychoanalysis 3. Self Psychology 4. Adlerian Counseling–Individual Psychology 5.Existential Counseling 6. Client-Centered Counseling 7. Gestalt Counseling 8. Behavioral Counseling 9. Cognitive Counseling 10. Rational Emotive Behavior Therapy 11. Reality Therapy and Choice Theory 12. Constructivist Approaches 13. Systems Approaches 14. Integral Counseling: The Prepersonal, Personal, and Suprapersonal in Self, Culture, and Nature

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Book SynopsisLearn how to infuse learning with deeper purpose, connectedness, and engagement, so students feel more empowered and less anxious about their futures. In Learning in the Age of Climate Disasters, author and award-winning teacher Maggie Favretti outlines the contexts and causes of futurephobia and then offers Regenerative Learning strategies rooted in nature's principles for repair and redesign. She explains how tending the soil and cultivating the roots of (re)generative power (Love, Personhood, People, Place, Purpose, Process, Positivity) help us disrupt degenerative hierarchical fragmentation. She also explores methods for co-empowering youth creativity, agency, and hope. Chapters include interviews with and contributions by children and young people, as well as key takeaways (Seeds for Planting), and tools to help you implement the ideas. With this book's thought-provoking concepts, you'll be able to help students overcome eco-anxiety and find healing connection and meaninTrade Review"So how does one teach hope and agency during our climate crisis? Gifted educator Maggie Favretti provides some powerful answers in this remarkable book. Read it, then teach it for the sake of our future on earth."Tony Wagner, Senior Research Fellow, Learning Policy Institute and best-selling author"Young people know that we’re in the fight for our lives—for our collective future. The climate crisis has contributed to the mental health crisis among teens because we’ve responded so inadequately. In this book Maggie Favretti outlines what school could be if focused on our collective and regenerative resilience: Personhood, People, Place, Purpose, Process, and Positivity. This is a must read for school communities searching for what’s next and what Favretti calls 'cultures of coherence, belonging and agency.'"Tom Vander Ark, CEO, Getting Smart, author of Difference Making at the Heart of Learning"Learning in the Age of Climate Disasters offers a fresh and empowering ecological view of design, infused with systems thinking, and most importantly, community wisdom. This book invites us to reimagine design-based solutions to societal and environmental problems with a decolonial mindset. It is a gift of change-making with an equity and justice lens."Yerko Sepúlveda, PhD, Educator, Diversity, Equity, Inclusion, & Justice leader, Project Zero’s Introduction to Maker-Centered Learning coach"'Process is not a linear or single pathway, but a tapestry of potential for transformation that emerges from relationships and collective knowledges...' Yes, yes, yes! It's what I found myself saying as I read Learning in the Age of Climate Disasters. Maggie Favretti offers profound intelligence and goodness in her book and I am so grateful she is pointing the way to engage learning and design mindsets to revitalize the Earth."Susie Wise, Author of Design for Belonging, Founder of d.school K12 Lab"In the face of the complex and overwhelming challenges we face, youth and the adults that support and stand with them, need a vision for how to cultivate hope and empower action. Favretti’s powerful and eloquent book provides just that. Favretti explores the power of place, purpose, and processes to offer a transformative vision for education in the age of the climate crises. With love, creativity, and a deep sense of justice and equity her narrative shines a light on an actionable pathway of hope and possibility."Robin Cox, PhD, Royal Roads University Professor & Program Head, Climate Action Leadership; Director, Resilience By Design (RbD) Lab"Learning in the Age of Climate Disasters tackles the specter of climate change with moral clarity and abundant hope. By centering the voices of children and educators, this inspiring book illuminates the great power that exists within each of us to save this precious planet we call home. This is a must read for anyone searching for actionable guidance on how to respond to crisis with courage."Lori Peek, Professor of Sociology and Director of the Natural Hazards Center, University of Colorado Boulder, co-author of Children of KatrinaTable of ContentsSupport Material Author and Youth Contributor Bios Dedication Preface 1. Futurephobia and Renewal Interview: Génesis Ramos Rosado 2. The Power of Love: Unity in the Universe 3. Cultivating (Re)generative Power 4. Personhood and the Power Within: Coming Home to Ourselves 5. The Power of "People": Kinship With the Whole of Life 6. The Power of Place: Belonging in Contexts Batey, Bomba, and the Regenerative Power of Place-Based Learning in Puerto Rico 7. The Power of Purpose: Motivation, Flow, Depth, and Meaning 8. Power-full Processes: Democratizing How We Change Interview: Jeltsin José Obregón 9. Power-full Positivity: Empowered Hope and the Positive Civic Action Cycle 10. An Invitation to Possibilities: Creating Power-full Regenerative Learning Communities and Networks Acknowledgments References

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Book SynopsisReimagining Research centers antiracist research practices and showcases real-world research in counseling practice. The book focuses on the research competencies that matter most to counselors, with each chapter co-authored by practicing counselors and counselor educators. Each chapter reflects diversity in authorship and opens with a potential for practice case study that illustrates a research-related challenge in the practice of counseling. Online resources-including a focus group interview, sample transcripts of qualitative interviews, video demonstrations of statistical techniques, and other documents used in research processes-present these potentials for practice in experiential ways. Chapters close with attention to resources that are readily available for counselors who want to implement these practices, such as evidence-based practice guidelines, open-access journals, and open-access statistical tools.Trade Review"This is a refreshing text that stares the diversity dearth and disparity in counseling research in the face. Our organization is pleased to see a research text that effectively addresses the rapidly advancing diversity of society in educating this current generation of upcoming counselors."Tamara F. N. Ferebee, MEd, LPC, ACS, co-founder, National Association of Black Counselors, Inc. "This book is one of a kind! Finally, a research textbook that centers social justice, is user-friendly, and ensures that every chapter is relevant to master's-level practicing counselors. The experiential nature of the book brings the material to life. I recommend it most highly!"Dr. Emmanuel Ahia, director, MA in clinical mental health counseling, Rider UniversityTable of Contents1. Introduction to Research 2. Diversity and Inclusion in Research 3. Ethics in Research 4. Reviewing Literature and Writing Reports 5. Becoming an Informed Consumer of Research: Deconstructing Research Articles and Integrating Evidence-Based Practice 6. Descriptive Statistics 7. Single Subject Design 8. Thematic Analysis 9. Survey Research and Needs Assessment 10. Program Evaluation 11. Action Research 12. Statistical Thinking 13. Giving Voice to Research in Your Practice: Clinical and Educational Implications

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Book SynopsisThis volume focuses on individual and collective practices of creativity, embodiment and movement as acts of self-care and wellbeing.Creative Expression and Wellbeing in Higher Education positions creative expression as an important act for professionals working in higher education, as a way to connect, communicate, practice activism or simply slow down. Through examples as diverse as movement through dance and exercise, expression through drawing, writing or singing and creating objects with one's hands, the authors share how individual and collective acts of creativity and movement enhance, support and embrace wellbeing, offering guidance to the reader on how such creative expression can be adopted as self-care practice. This book highlights how connection to hand, body, voice and mind has been imperative in this process for expression, fl ow and engagement with self and wellbeing practices.Self-care and wellbeing are complex at the best of times. In higher edTable of Contents1. Poetic inquiry: Transformational representations of wellbeing and self-care in higher education Section 1: Making and creating as a representation of self-care 2. The feeling of doingthinking and thinkingdoing of making processes 3. Journaling Right and Left 4. Meditative Math-Making Section 2: Collaborative expression, embodiment, and the power of relationships 5. Stepping off the Edge: Circles of Connection and Creativity for Wellbeing in the Academy 6. Running, Writing, Resilience: A Self-Study of Collaborative Self-Care Among Women Faculty 7. Making mindful moments: Made artefacts as a form of data visualisation to monitor and respond to self-care and wellbeing Section 3: Creative practice as interruption 8. Using arts-based and feminist methodologies to slow the wear and tear/s of academic work/life 9. Playing with pictures to make sense and interrupt the hurly-burly university game. 10. Self-Care in the Time of Crisis: An a/r/tographic conversation to explore self-care as academics, that took an unexpected turn Section 4: Mind, body, and movement as acts of self-care 11. Kia kōrero te tinana katoa (The whole body must speak): Māori early career academics and performing ones’ cultural self for hauora 12. Cycling as a form of self-care: Incorporating and sustaining purposeful movement practices to support wellbeing 13. Anatomy of a burnout: Walking, reading and journal writing as practices of self-care to support intellectual life

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Book SynopsisMental Health and Academic Learning in Schools: Approaches for Facilitating the Wellbeing of Children and Young People investigates the many areas impacting on young people's learning and mental health in a unified manner. Offering a new model for teaching, learning and connecting with young people, it provides compelling evidence about the intertwined nature of students' academic performance, mental health and behaviour. The book presents integrated models and strategies that serve to enhance student learning and promote wellbeing. Chapters explore issues relating to classroom management, school culture and leadership, staff wellbeing, pedagogy, inclusion and the curriculum. Placing students at the centre of decision making, the book showcases innovative models and strategies that schools might use for preventing problems, engaging students and identifying and addressing learning or mental health problems that some students might experience. This bTable of Contents1. Alice’s story. 2. The role of schools in promoting children’s mental health. 3. The relationship between mental illness, wellbeing and academic achievement. 4. Towards a school wide model for supporting students’ mental health and academic learning. 5. School culture and climate. 6. Reconceptualising student behaviour. 7. Teaching and learning. 8. Partnerships. 9. Inclusivity: celebrating diversity. 10. Staff wellbeing: school staff have feelings too. 11. Trauma informed schools. 12. Making a difference: Are we there yet?

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Book SynopsisHelping Skills for Counselors and Health Professionals provides a model of foundational helping skills that is grounded in a multicultural framework. Chapters explicitly examine implicit bias and the role of culture and systems of oppression and marginalization within the lives of both individuals and communities. The text also uses ecological systems theory to assist readers in conceptualizing the ways in which culture influences communication styles, perceptions of professional helpers, and individual needs. Readers will be introduced to concepts that increase awareness of micro and macro-level influences on helping skills, communication, and the patient's life. Within the book's multicultural framework, readers will also find tools for increasing self-awareness for improving the communication skills and cultural humility. Trade Review"In a world in which we often assume people skills cannot be taught, this text provides an evidence-based overview of how to build, maintain, and optimize relationships in health professions education and practice." Aimee K. Gardner, PhD, professor and associate dean, Baylor College of Medicine"This book should be added to every graduate course seeking to grow culturally competent and self-reflective mental health practitioners. Guided by Bronfenbrenner’s ecological systems theory, this text delivers a culturally accountable framework that enhances self-awareness and supports practitioners’ efforts to integrate cultural considerations as they develop their helping style and counseling skills."Layla Kurt, PhD, associate professor, University of Dayton"In a decade ushered in by a pandemic and honed in an active crucible that exposed the impact of systemic racism, trauma, and disregard for science, this textbook is a timely antidote and a classic primer for helping skills instruction. This collection of eleven chapters is written clearly and authentically, with expert integration of trauma informed care, cultural humility, and ethical practice into the presentation of evidence-based empathic helping skills. Sophisticated enough for graduate classes and clinical settings, this book is also a valuable gem to reach undergraduates seeking skills in how to build relationships. It offers a rare and buffet of theories and applications, from Rogers to Prochaska to Bronfenbrenner. This is a truly comprehensive and accessible text, perfect for use in college, in clinics, and by anyone wishing to learn how to better connect with people across settings, populations, and histories."Anne Sullivan-Soydan, ScD, clinical associate professor, Boston University, Sargent College of Health and Rehabilitation SciencesTable of ContentsSection 1: Helping in a Complex World 1. Introduction to Helping 2. Ethical Helping Relationships 3. Helping in a Pluralistic Society 4. Human Development and the Helping Process Section 2: Techniques for Helping 5. Helping Behaviors: Nonverbal and Paraverbal Skills 6. Helping Behaviors: Verbal Skills to Encourage 7. Helping Behaviors: Verbal Skills to Understand and Connect 8. Helping Behaviors: Verbal Skills to Invite Exploration Section 3: Putting Helping Skills to Work 9. Basic Mental Health Assessment 10. Evidence-Based Practice 11. Helping Skill Integration

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Book SynopsisAround the world, students in higher education suffer from and deal with psychosocial problems. This phenomenon is universal and seems to be increasing. A vast number of students enter higher education with problems like stress, anxiety or depression, or develop them during their student lives, due to, for example, loneliness, family crisis, mental health or study environment issues.Battling, belonging and recognition are the focal points of this bookâs analyses, showing how students faced with psychosocial problems experience high degrees of stigma and exclusion in the academic communities and society as such. The book is based on research situated in a welfare society, Denmark, where students have relatively easy access to higher education and to public support for education as well as special support for students with psychosocial problems. Taking a student perspective, the book provides in-depth, qualitative analyses of what characterizes student life, which specific psychosocial and other problems students experience, how problems are constructed, represented and become significant in relation to studying, and, not least, how students deal with them.It will be of great interest to researchers, academics and postgraduate students in the fields of educational psychology, sociology of education and higher education. It will also be of interest to supervisors and administrators in higher education.

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Book SynopsisRedefining School Safety and Policing identifies and works to eliminate systemic issues in school policing that negatively impact students of color, LGBTQIA+ students, and other marginalized populations. Focusing on the fundamental goal of creating safe learning environments, Yarbrough lays out the unintended consequences of involving police in the administrative disciplinary process, as agents of school administrators and enforcers of zero-tolerance policies. Behavioral health support is important to students going through social, emotional, and mental health crises. True equity work brings everyone to a safe space in the middle, encouraging open discussion and courageous dialogue and aiming to create positive change. Yarbrough argues that behavioral health and racial equity are vital to transforming school policing and providing beneficial alternative solutions to school policing that do not lead students to the juvenile or criminal justice system. This bookTable of ContentsPreface1 Public Education and the Emergence of Modern Policing in the United States2 Intrinsic Issues in Policing3 Zero-tolerance Policies and the Culture-to-prison Pipeline4 Advent of School Policing5 The Art of School Policing6 Examination and Contributing Factors to School Violence7 Alternatives to School Policing8 Four Pillars of School Safety and Policing9 Safety and Security10 Threat Assessment11 Student Safety through an Equity Lens12 Behavioral Health13 Student Advocacy14 Mindset Shift for Full ImplementationResponse to Specific ExamplesIndex

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Book SynopsisAdvances in Contemplative Psychotherapy offers mental health professionals of all disciplines and orientations the most comprehensive and rigorous introduction to the art of integrating contemplative psychology, ethics, and practices, including mindfulness, compassion, and embodiment techniques. It brings together clinicians, scholars, and thought leaders of unprecedented caliber, featuring some of the most eminent pioneers in the rapidly growing field of contemplative psychotherapy.The new edition offers an expanded array of effective contemplative interventions, contemplative psychotherapies, and contemplative approaches to clinical practice. New chapters discuss how contemplative work can effect positive psychosocial change at the personal, interpersonal, and collective levels to address racial, gender, and other forms of systemic oppression. The new edition also explores the cross-cultural nuances in the integration of Buddhist psychology and healing practTrade Review"In this important volume, the authors have succeeded in deepening the current mutual embrace between psychotherapy and meditative practice. Written with clarity and featuring leading minds in both domains, this book signals the emergence of a new, theory-linked contemplative psychotherapy that crosses schools and boundaries in its pursuit of real clinical deliverables."Zindel Segal, PhD, distinguished professor of psychology in mood disorders, University of Toronto Scarborough"Advances in Contemplative Psychotherapy offers the most comprehensive and authoritative overview of one of the hottest cutting edges in psychotherapy today—its merger with contemplative practice. A must have for anyone in this field."Daniel Goleman, author of Emotional Intelligence: Why It Can Matter More Than IQ and coauthor of Altered Traits: Science Reveals How Meditation Transforms Mind, Brain, and Body"While the goals of psychotherapy and contemplative practise share some important commonalities—the relief of suffering—until this volume, there was no compendium bringing these modalities together. Joe Loizzo and his colleagues have done a remarkable job in surveying this vast landscape. A must read for any clinician or provider wishing to incorporate contemplative practice into therapy."Richard Davidson, author of The Emotional Life of Your Brain, founder, Center for Healthy Minds, University of Wisconsin-Madison"With business leaders, healthcare providers, educators, and celebrity influencers all touting the benefits of mindfulness and other forms of contemplative practice, it is becoming increasingly difficult to sift through the data and the hype, the science and the sales pitch. This updated edition of Advances in Contemplative Psychotherapy provides an illuminating tour of this burgeoning field, guided by an impressive and diverse roster of researchers, clinicians, and spiritual teachers. This insightful book examines the promise and the practical challenges of applying contemplative practices to the personal, clinical, and social problems we all face today."Doris F. Chang, PhD, clinical psychologist and associate professor, NYU Silver School of Social Work, and co-editor of Transformative Careers in Mental Health for Black, Indigenous, and People of Color: Strategies to Promote Healing and Social Change in Academia, Clinical Settings, and BeyondTable of ContentsPart 1: Mindfulness and Personal Healing 1. Contemplative Practices for Assessing and Eliminating Racism in Psychotherapy: Towards Dynamic Inclusive Excellence 2. Buddhist Origins of Mindfulness Meditation 3. The Buddha, MLK, and the Ethics of Healing Community 4. The Four Foundations of Mindfulness: Practicing Presence and Resilience 5. Positive Neuroplasticity: The Neuroscience of Mindfulness 6. Mindfulness Practice as Advanced Training for the Clinician 7. Meditation, Wisdom, and Compassion in Psychoanalytic Psychotherapy 8. Toward an LGBTQ+ Affirmative Approach to Contemplative Psychotherapy Part 2: Compassion and Social Healing 9.Traditional Buddhist Perspectives on Modern Compassion Trainings and a Proposal for an Integrated Relational Emotional-Analytical Framework 10. Compassion Practice, Social Justice, and Collective Liberation 11. The Supreme Medicine of Exchanging Self-Enclosure for Altruism 12. Interpersonal Connection, Compassion, and Well-Being: The Science and Art of Healing Relationships 13. Compassion in Psychotherapy 14. The RAIN of Self-Compassion: A Simple Practice for Clients and Clinicians 15. Compassion-Based Resilience Training (CBRT): A Contemplative Therapeutic Intervention For Self-Regulation and Cultivating Loving Intimate Relationships Part 3: Embodiment and Natural Healing 16. Tantra, Imagery, and Integral Dynamic Therapy 17. Skill, Stamina, (Noticing Avoidance) & Embodied Connectedness: Realizing Our Vows to Be of Service 18. The Essence of Tantric Medicine: Embodied Healing in the Yuthog Nyingthig Tradition 19. Imagery and Trauma: The Psyche's Push for Healing 20. Embodied Practice, the Smart Vagus, and Mind-Brain-Body-World Integration 21. How to Be a Transformational Therapist: AEDP Harnesses Innate Healing Affects to Rewire Experience and Accelerate Transformation 22. From Trauma to Transformation: Accelerating Resilience, Recovery, and Integration Through Embodied Transformational Therapy

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Book SynopsisBeing kind in education is about much more than being nice. This unique book shows how transformational kindness needs to be an explicit, essential part of classroom and school culture in order to improve student success. Author Hope E. Wilson offers practical steps for creating a culture of transformational kindness through your approach to classroom management, relationships, assessment, and the content areas. She also demonstrates how to build kindness toward colleagues, parents, and families, and what to do in situations where supervisors are not so supportive. Finally, she describes how you can show more kindness toward yourself, including by giving grace.Throughout this book, you'll find vignettes about the educators who have influenced their own communities through transformational kindness. You'll come away feeling inspired and encouraged to imagine a world in which schools are places where kindness and humanity are felt by all.Table of Contents1: What Is a Community of Kindness?; 2: Kindness Towards Colleagues; 3: Kindness Through Leadership; 4: Kindness Towards Students; 5: Kindness in Teaching; 6: Kindness Towards Your Community; 7: Kindness Towards Self

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Book SynopsisLeadership for Mental Wellbeing in the Secondary School is an introduction to a set of simple shifts you can enact to make your work more rewarding, and your school a flagship of excellence. Full of practical tools and proven strategies this book draws on a combination of research and experience to empower you to make confident changes on your own terms that are suitable for you and the unique circumstances of your school.No matter what stage of your career, this book will help you: influence disenchanted and overloaded teaching staff to feel motivated and valued again (and improve the budgetary bottom line in the process) increase pupil confidence and resilience, preventing deeper mental health problems down the line practise bold leadership and deliver on what you really came into teaching for preparing rounded, confident, individuals for life Emphasising whole-person and whole-school approaches,Table of Contents1. The way it is: a cauldron for chronic stress 2. Time for change 3. Doing your best? 4. Winning Strategies

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Book SynopsisExploring how practitioners make use of play's developmental benefits and therapeutic healing properties to aid the child's healthcare journey, this reflective book expands and enhances the knowledge base underlying the practice of play in hospitals.The work of health play specialists and child life specialists in hospitals in the UK and around the world requires a deep level of clinical knowledge, so that preparing children for procedures can be done with skill and precision. It builds on an understanding of both child development and the impact of traumatic experiences so that children's deepest fears and biggest emotions can be faced without flinching. It also relies on an acceptance that play is the foundation of everything the child's safest, most natural space and from this trust, strength and resilience can grow and be nurtured. This new edited text explores the breadth, depth and skills of these trained healthcare practitioners providing play for babies, children, yTable of Contents0.Introduction. Part I: Theoretical underpinning. 1.The Development of the Role of Hospital Playworker. 2.Still a Deprived Environment for Children? Revisiting the Case for Hospital Play. 3.It Pays to Play! How I discovered cost effective play and the start of the MRI Awake List Project. 4.Support for Siblings during the Medical Journey. 5.The Elephant in the Room- Mental Health Illness in children and young people; can health play specialists make a difference? 6.The Hospital Playroom: A key part of children and young people’s care and recovery. Part II: Personal Reflections on the Role of the Hospital Play Specialist. 7.My Journey. 8.The ‘Magic of Play’- Exploring the importance of play and distraction during medical procedures. 9.A Day in the Life of a HPS. 10.Teenagers in hospital- are they the forgotten age? 11.Specialised Play in the Hospital Setting. 12.The Angry Health Play Specialist. Part III: Specific Case Studies. 13.Support for children and young people undergoing radiotherapy treatment. 14.Working with children and young people with autism in the Health Care Setting. 15.Virtual Reality: The new distraction therapy? 16.The role of the health play specialist in the care of children and young people with cancer. 17.Teenagers in Hospital. 18.Ship-shape and Bristol Standard fashion: The ‘why’, the ‘what’ and the ‘how’ of implementing the Bristol Standard within the practice of a hospital play team. 19.Managing a Play Team through the Covid Crisis. Part IV: Reflections from around the world. 20.Oh! The Places You’ll Go! – A play specialist’s journey. 21.Play in two different ways- A Reflection on Play Practice in the United Arab Emirates. 22."G’Day!" A history of hospital play in an Australian Children’s Hospital. 23.Integrating Play in North American Hospitals- Historical and Current Approaches. 24.The Hospital Play Specialist Education Course in Japan: what we have achieved and what we need to overcome. 25.Let’s start with play- why play in the emergency department can be our best tool for interventions. Part V: Playing in other ways and other settings. 26.Play in a children’s hospice- what’s the point? 27.The therapeutic power of playing with chronically abused children. 28.Play and the paradigm shift. 29.Playing Beyond the Boundaries- How the role of the health play specialist can benefit adults in healthcare. 30.Play with purpose: the therapeutic value of play for siblings of pediatrtic patients. 31.Taking hospital play into the home. 32.Concluding Thoughts. x.Appendix- Useful Links

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Book SynopsisUsing a wealth of infographics and classroom examples, Dogs in Schools sets out the pedagogical principles that schools can employ to work with school dogs in a way that promotes the well-being of all participants and creates a safe environment for all.This is the first book to combine theory and research with the views of experienced teachers and professionals working around the world, from the United Kingdom to India, from Australia to mainland Europe. Their perspectives illustrate the wide-ranging interest in school dogs but also highlight common concerns. For policymakers, this is a book not to ignore because it shows how dogs have the potential to make a significant contribution to children''s well-being at a time of growing concern in this area. Simultaneously, the authors endorse the views of contributors who call for the introduction of humane regulations and fulsome guidance so that school dogs are viewed as sentient companions and not relegated to the latesTrade Review"Dogs in Schools fills a huge gap in the literature about involving dogs responsibly and humanely in school settings, a practice that has become much more popular in recent years. This well-written, interesting, and timely volume considers the well-being of both students and dogs and gives voice to the dogs as sentient beings. Lewis and Grigg offer a comprehensive look at the complexities of human-canine relationships in general and in educational settings specifically. Potential benefits such as enhancing students' motivation, empathy, and learning are balanced with potential risks and challenges, offering vital, research-based information on the topic. Highly recommended."Risë VanFleet, PhD, CDBC, president and founder of the International Institute for Animal Assisted Play Therapy®, Pennsylvania, USA, and co-author of Animal Assisted Play Therapy "In these pages there is a deep understanding and compassion for dogs in the school environment, which if considered properly, as this book does, can be extremely beneficial to all parties involved. The authors touch on the most essential aspects of canine-assisted education in a comprehensive yet intelligible manner."Debby Lucken, Dip., Canin. Prac., International School of Canine Psychology, dog behaviorist and trainer and founder of Kids Around Dogs (KAD)"Dogs in Schools shares insights into school-based dog interventions from around the world before imparting critically important information to help ensure these programs are created, managed, and evaluated in ways that ensure the welfare of all those involved. Anyone interested in implementing a dog intervention program will find value in this unique blend of foundational information and practical tips for success."Lori Kogan, professor of clinical sciences at Colorado State University, editor-in-chief for the Human-Animal Interaction Journal, and chair of the American Psychological Association's Human Animal Interaction SectionTable of ContentsIntroduction Part One: Background and Rationale 1. The Human-Dog Bond in Historical Context 2. School Dogs: What Does the Research Tell Us? 3. Towards a Pedagogy for Effective Practice Part Two: Challenges and Achievements Around the World 4. The UK and Mainland Europe 5. Africa 6. The United States of America 7. Asia and Australia Part Three: Making the Most of Relationships 8. Planning and Preparing for a School Dog 9. Implementation 10. Researching and Evaluating Impact

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The Handbook of Classroom Management, Third Edition, is an authoritative treatment of the latest science and development in the study of classroom management in schools. Evidence-based classroom management practices and programs are essential to enhancing students' academic, behavioral, social-emotional, and motivational outcomes across grade levels. This comprehensive volume collects scholarship and cutting-edge research for graduate students and faculty of psychology, teacher education, curriculum and instruction, special education, and beyond. The book has been thoroughly revised and expanded with updated coverage of foundational topics such as effective instruction, preventative strategies, positive behavior intervention and supports, familyschool relationships, legal issues, and other related topics, while also giving new attention to social justice, students on the autism spectrum, and adaptations across urban, rural, and virtual contexts.

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Book SynopsisLearn all the essentials for making your first year of teaching a success! In this bestselling book, renowned educators Todd Whitaker, Madeline Whitaker Good, and Katherine Whitaker offer step-by-step guidance to thriving in your new role, developing classroom management skills, and overcoming the challenges that many beginning teachers face.In a practical, reader-friendly style, the Whitakers help you learn how to establish procedures and rules, build relationships, maintain high expectations and consistency, and manage your own emotions in the classroom. They also show how to plan effective lessons and how to work with peers, administrators, and parents to foster collaboration. Each chapter offers specific examples and vignettes from different grade levels. This updated edition contains additional guidance on classroom management and dealing with challenging student behavior, two areas that can affect job satisfaction. Importantly, youâll learn how to make tweaks or Table of ContentsSection I Before the Students Arrive: Structure, Structure, Structure 1. Setting Up and Organizing Your Classroom Furniture Materials 2. Developing Your Procedures 3. Developing Your Rules 4. Lesson Planning and Instruction Lesson Planning: Down to the Minute Instruction: Focus on Engagement But What About Curriculum? Section II The Students Are Here… Now What? 5. Classroom Management: Prepare Your Mindset Relationships High and Clear Expectations Consistency Can We Maintain Consistency, But Still Change?6 Revisiting Expectations 7. Managing Your Students Managing Yourself When Students Follow the Rules When Students Don’t Follow the Rules8 Creating Your Management System Planned Consequence System Implementing Consequences Individual Case Study The "What If" Situations A Final Note 9. Mid-Flight Corrections Tweaking: Be Your Own Control Group The Reset Button Section III Working with Adults 10. Working with Administrators Administrative Support 11. Working with Peers Peer Support 12. Don’t Be Afraid to Repair: Students, Co-Workers, Principal 13. Parents: Friend Not Foe The Best They Can Build Relationships Before You Need Relationships What Do I Say When I Call a Parent? 14. The Empowerers The Empowerers and Navigating the Waters Finding Your Empowerer What About Everyone Else? 15. Be a Sponge Soaking It Up Observing Others Attending Meetings Getting Observed Yourself Don’t Be Afraid to Say No Section IV Reflect, Refine, and Grow 16. It Always Starts with You Trust Your Gut 17. What’s Next? You’ll Start Year Two Undefeated Reflection Guide

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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 SynopsisApplied Behavior Analysis in Early Childhood Education provides a basic introduction to applied behavior analysis and overviews the highly beneficial role that it can play in early childhood education for both typically developing children and those with special needs.This updated text equips future and current early childhood professionals with the tools they need to positively impact the lives of young children, including how to implement effective techniques for changing behavior, strategies for everyday challenges both in the classroom and at home, and suggestions for how to consult and correspond with parents and caretakers.The book is ideal for professionals preparing foror those already incareers in child development, behavior analysis, early childhood education, developmental therapy, counseling, and special education. A companion website provides further information and resources for students and instructors.Table of Contents1. Introduction to Applied Behavior Analysis: Understanding the Role of the Environment 2. Creating Supportive Environments 3. Supporting Communication in the Early Years 4. Understanding Behavior at the Individual Level 5. Supporting Pre-academic Skills for all Children 6. Multi-tiered Systems of Support 7. Successful Toileting Strategies 8. Working through Common and Uncommon Feeding Issues 9. Teaching Social Skills and Addressing Antisocial Behavior 10. Working with Anxieties and Phobias 11. Creating an ABA Classroom: Working with Assistants 12. Putting It All Together: An Overview of Earlier Chapters with an Emphasis on How to Connect with Parents Across Each Topical Area References

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Book SynopsisNavigating co-teacher power balances can be tricky. This refreshing book provides a new way to experience meaningful co-teaching collaborations by illuminating the value of working independently and then reconnecting in order to strengthen relationships and outcomes. Author Elizabeth Stein introduces the Co-Teaching Power Zone Framework, which includes a process of valuable disconnected co-teaching opportunities as well as the use of cogenerative dialogues, to help you cultivate a relationship that flows into the classroom environment and into daily instructional decisions. Each chapter includes example scenarios and reflection questions to help you apply the ideas to your own setting. With this book's realistic and helpful framework, you'll be able to transform your co-teaching practices while co-creating a culture of belonging with one another and with every learner in the room.

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Book SynopsisChildren with high learning potential or giftedness have remarkable potential. Despite this, these children can struggle to participate in everyday life because of a range of needs that are sometimes misunderstood, overlooked or not adequately addressed, leading to underachievement and, in turn, low self-esteem. Needs that, in many cases, paediatric occupational therapists are best suited to address.The practical resource offered in the book, the DME-C approach, is a tried-and-tested approach to help children who have challenges relating to their high learning potential, as well as sensory processing differences, unhelpful thought patterns and self-regulation. It draws on the heart of occupational therapy that considers the whole profile of the child, actively caters to the unique profiles of children with dual or multiple exceptionality (DME) or twice exceptionality (2e), and guides therapists towards therapy provision that is strengths-based and achieves favourable outcomesTrade Review"Mariza Ferreira and Rebecca Howell have provided a masterclass in inclusive practice for occupational therapists. Their holistic DME-C approach is endorsed by families for its life-changing impact, particularly for children with ‘spiky profiles’ where it can be difficult to determine the most effective therapeutic interventions. Radiating the spirit of occupational therapy, this book moves beyond labels to focus on practical solutions, such as the Ten Golden Nuggets, helping therapists to identify and support children with DME as a routine part of their professional practice. This book is a must-read for every occupational therapist." - Professor Adam Boddison OBE, Co-author of The School Handbook for DME"An essential handbook for occupational therapists working with or interested in working with children who demonstrate characteristics of DME/2e! Written collaboratively by expert DME/2e practitioners, this comprehensive book guides the therapist through clearly structured chapters with detailed information on the identification of DME/2e with easy to use checklists, and tried and tested intervention techniques. Utilising the 10 Golden Nuggets with the 4 Essential Components of the DME-C therapy approach provides the therapist with skills to deliver holistic therapy that embraces the child as an equal partner in the process. I wish this book had been published before I retired!" - Sue Davis, Retired Independent Paediatric Occupational Therapist"This is a breakthrough book which offers a practical framework and simple steps to both identify Dual and Multiple Exceptionality and to supplement current professional OT practice to address appropriately the specific issues these children and young people face. Not only that, but I believe that every professional across the practice spectrum, parent/carer and teacher should be aware of the approach outlined in this book. Used in the right way, it could have a major impact on issues ranging from school phobia to behavioural issues at home or in the classroom; mental health challenges to issues related to underachievement and beyond." - Denise Yates, Author of Parenting Dual Exceptional Children and co author of The School Handbook for Dual and Multiple ExceptionalityTable of ContentsForeword1. Introduction2. High Learning Potential / Giftedness3. Dual or Multiple Exceptionality (DME) / Twice Exceptionality (2e)4. DME / Twice Exceptionality and Occupational Therapy5. DME / Twice Exceptionality and Sensory Processing Differences6. The DME-C Approach Foundation: The 10 Golden Nuggets7. The DME-C Approach Four Walls: The 4 Essential Components8. Making DME/2e Part of Everyday Occupational Therapy Work9. Case Studies10. Resources for Further HelpGlossaryIndex

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Book SynopsisThe third edition of Group Work in Schools is designed to prepare counselors in school settings to successfully implement task, psycho-educational, and counseling groups in public and private educational settings. The chapters of this book are written by experts in the counseling profession and cover foundational, systemic, and applied topics essential to training top-caliber school counselors. Providing state of practice information and case examples that help readers see how theory translates to practice in the field, additions to this newly updated third edition include discussion topics, activities, case examples, practitioner perspectives, and integrated CACREP (2024) standards and learning outcomes, as well as an overall update to reflect the most recent research and knowledge, including pandemic coverage and advances in technology. Updated comprehensively and thoughtfully and featuring a wide range of contributor perspectives, the much-anticipated third eTrade Review"This text provides school mental health professionals with the essential concepts and skills to run effective groups with a wide range of students. Written in a clear, concise manner, it is a great resource for those looking to implement and expand evidence-based group counseling in schools." Gerta Bardhoshi, Ph.D, NCC, LMHC, ACS, professor of Counselor Education, University of Iowa; Director of Research and Training, Scanlan Center for School Mental Health "This 3rd edition text is perfect for school counselors-in-training developing skills in leading counseling, psycho-educational, and task groups. Group Work in the Schools is essential reading for leadership in the academic, career, and social-emotional components of a comprehensive school counseling program!"Kelly Duncan, Ph.D., LPC, longtime school counselor and counselor educatorTable of ContentsPART 1:Foundations of Group Work 1. The Value of Group Work: Functional Group Models and Historical Perspectives 2. Ethical and Legal Foundations of Group Work in Schools 3. Multicultural Issues in Group Work 4. Distinguishing Group Member Roles 5. Leading Groups in Schools PART 2: Systemic Group Work: Planning and Process 6. Planning for Group Work in Schools 7. Forming and Orienting Groups 8. The Transition Stage in Group Work 9. The Working Stage 10. Termination in the School Setting PART 3: Group Work in Action: Models and Special Issues 11. Leading Task Groups in Schools 12. Psychoeducational Groups in Schools 13. Theoretically Based Group Models Used in Counseling and Psychotherapy Groups 14. Special Issues in Group Work in Schools 15. Using Activities and Expressive Arts in Group Work 16. Accountability in Group Work and School Counseling 17. Outcome Research in Group Work

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Book SynopsisThis book provides an opportunity for researchers, professionals, and practitioners working directly with gifted individuals to engage with and examine the concept of underachievement of highly capable and talented individuals from different perspectives.Chapters written by experts in gifted education from diverse backgrounds explore underachievement in principle, illuminate underachievement as a response to written and unwritten policy and practice, showcase ranges of intellectual capability outside of traditional academic subjects, shift deficit views of not meeting rigid expectations to honoring interests and cultural values of the individual, and provide suggested and proven practices and services as solutions to bridge the gaps in achievement and performance for gifted and talented students.Expertly blending theory with practice, Underachievement in Gifted Education is a must read for all practitioners, educators of gifted individuals, and researchers seeTable of ContentsAbout the EditorsAbout the ContributorsForewordColin SealeIntroductionKristina Henry Collins, Javetta Jones Roberson, and Fernanda Hellen Ribeiro PiskeSection 1: Perspective 1. Underachieving Gifted Children and Adolescents: What Teachers, Parents, and Researchers Must KnowDenise L. Winsor and Christian E. Mueller2. Underachievement of Gifted Learners in SchoolKeri M. Guilbault and Kimberly M. McCormick3. Underachievement in the Online Environment: Using Research-based Interventions for Underachieving Gifted StudentsKenneth J. Wright and Sally M. Reis4. The Phenomenon of Unsuccessful Gifted in Gifted Psychology ResearchLjiljana Krneta Section 2: Practice5. The Challenge and Promise of Creative UnderachieversJennifer L. Groman6. The Impactful Reality Of Underachievement Of Gifted Students: Scars For Their Entire LivesFernanda Hellen Ribeiro Piske and Kristina Henry Collins7. Addressing Underachievement Connected to Home-School Cultural Discontinuity: Extending Practices of Parent Engagement that Fosters STEM Talent Development Among Gifted Black StudentsKristina Henry Collins and Cheryl Fields-Smith8. Reversing Gifted Underachievement in Kazakhstan: Teachers’ Perception, Experiences, and Practices Zauresh Manabayeva and Daniel Hernández-Torrano9. Understanding and Utilizing Learner Profiles to Combat Apathy and Incurious Behaviors in The ClassroomVanessa Velasquez and Kristina Henry CollinsSection 3: Possibilities10. Breaking the Glass Ceiling: Equitable Leadership Practices to Help Alleviate Gifted UnderachievementJavetta Jones Roberson 11. Program Evaluation as a Capacity Building Tool in Gifted Education: A Call to Action to Maximize University-School PartnershipsAraceli Martinez Ortiz, Andrea Dennison, and Kristina Henry Collins 12. Identifying and Serving Culturally and Linguistically Diverse Gifted UnderachieversRachel U. Mun, Grizelle Larriviel, Robin Johnson, and Andrea Stewart 13. Translating Athletic Talent for Gifted Identification and Academic Talent Development: Expanding Frasier's New Window for Looking at Gifted ChildrenTony D. D. Collins II and Kristina Henry Collins14. Transitioning from Highly Talent Student to Highly Capable Adult: The Intersection of Life-wide LearningJoslyn Johnson

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Book SynopsisResearch has shown that although teachersâ knowledge about the subject or pedagogy is important, a teacherâs professional vision (including their perceptions and pedagogical decisions) can also have a significant impact on the efficacy of their practice.Firmly grounded in the long-standing field of teacher professional vision research, this two-volume edited book explores new theoretical models, emerging methods, and empirical findings, highlighting areas to explore within future research and insights into the design of teacher education and teacher professional development.Volume 2 of this book, Teacher Professional Vision: Empirical Perspectives, provides insights into research on teacher professional vision across different domains, including aspects of equity, classroom management, and subject teaching. Perspectives of different subject areas and school levels (from elementary school to higher education) are explored throughout.Written by a

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Weaving the Paths of Buddhism and Psychotherapy is an empathic guide to integrating Eastern and Western wisdom traditions that share the common goal of easing distress. Following the so-called mindfulness revolution' there has been a surge in interest as to how Buddhism's overarching view on suffering may enhance therapeutic practice. This book is not just a clinical text; it is a first-person account of one Buddhist therapist educator's lived experience of bringing Buddhism into the very personal and relational experience of psychotherapy. Western-trained therapists will recognize key concepts: the existential underpinnings of distress, driver behaviour and scripts, modifications to contact such as projection and introjection, relational conditions for healing, ethical considerations, and working with complex presentations and trauma, among others. Through autobiographical vignettes and case-study material, the book offers an invitation to all therapists to consider their

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Book SynopsisNow in its 7th edition, Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning provides a framework organized around motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance that makes it easy for students to recognize what they need to do to become successful learners. Full of rich pedagogical features and exercises, students will find Follow-Up Activities, Opportunities for Reflection, Chapter-End Reviews, Key Points, and a Glossary. Seli focuses on the most relevant information and features to help students identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and to complete self-regulation studies that teach a process for improving their academic behavior. Combining theory, research, and application, this popular text guides college students on how to improve their study skills Table of ContentsPreface Part 1: Foundations of Learning and Motivation 1. Academic Self-Regulation 2 Understanding Motivation 3. Understanding Learning and Memory Part 2: Motivational Strategies 4. Goal Setting 5. Self-Regulation of Emotions Part 3: Behavioral Strategies 6. Time Management 7. Self-Regulation of the Physical and Social Environment Part 4: Learning and Study Strategies 8. Learning from Course Materials 9. Learning from Class 10. Preparing for Exams 11. Taking Exams Afterword Appendices Glossary

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Book SynopsisThis book introduces the fundamentals of the technology satisfaction model (TSM), supporting readers in applying the Rasch model and structural equation modeling (SEM) a multivariate technique to higher education (HE) research. User satisfaction is traditionally measured along a single dimension. However, the TSM includes digital technologies for teaching, learning and research across three dimensions: computer efficacy, perceived ease of use and perceived usefulness. Establishing relationships among these factors is a challenge. Although commonly used in psychology to trace relationships, Rasch and SEM approaches are rarely used in educational technology or library and information science. This book, therefore, shows that combining these two analytical tools offers researchers better options for measurement and generalisation in HE research. This title presents theoretical and methodological insights of use to researchers in HE.Table of Contents1. Assessment of ICT in Higher Education Applying the TSM. 2. Testing Online Learning Satisfaction in Higher Education. 3. Assessing Online Research Databases in Higher Education Using the TSM. 4. Measurement of Wireless Internet in Higher Education Using the TSM.

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Book SynopsisBringing together the research of leading international scholars in the field of digital learning, Designing Effective Digital Learning Environments discusses cutting-edge advancements in digital technology and presents an evidence-informed summary of best practices for effective design principles and implementation within educational settings.Readers will benefit from a synthesis of research evidence from previous meta-analyses on how to design digital environments that support learning, motivation, and collaboration. Divided into eight thematic parts, chapters unpack: An introduction to the design of digital learning environments Learning with multimedia, with particular emphasis on digital reading comprehension environments and GeoGebra software Digital videos for learning, including dynamic visualizations, instructional videos, and eye movement modeling examples Simulated realities, including learning with pedagogical agents a

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Book SynopsisKids today can learn more from a five-minute YouTube video or AI chatbot than they can from a full day of lectures. So what then is our role as classroom teachers? In this groundbreaking book, seasoned educator Kyle Wagner explains the new role of the teacher in the 4th industrial revolution. You will learn how to shift from being a deliverer of content, to a thoughtful designer and facilitator of student-centered learning experiences who gently guides from behind the scenes. Kyle, a veteran co-learning experience designer, former classroom teacher, and school leader, unpacks each of the 12 shifts required to build these student-centered environments. Chapters cover how to shift from a content-based to inquiry-based approach; develop relevant, interdisciplinary skills; cultivate meaningful student reflection; curate beautiful, real-world work; facilitate student-led discussion; and more. Through stories from real student-centered classrooms around each s

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Book SynopsisDo you remember a time when you used the right words at the right moment, and they made all the difference? With the aim of helping you repeat that experience every day, this book provides hundreds of examples of what we call Great Teacher Language, a technique designed to help all teachers use words to transform student behavior and parent relationships. In their years of working at the K-12 levels, educators Hal Holloman and Peggy H. Yates have identified the exact phrases and key words you can use in your classroom to address inappropriate outbursts, a lack of respect and cooperation, student conflict, and more. Great Teacher Language will enable you to transform student behavior, parent relationships, and your classroom culture.This book features 11 Great Teacher Language Word Categories, which you''ll learn how to use in terms of self-talk, student talk, and parent talk: Words of Accountability, Words of Encouragement, Words of Grace, Words of Guidance, Words of High ExpTable of ContentsIntroduction. 1. Great Teacher Language: The Right Words at the Right Time. 2. The 11 Great Teacher Language Word Categories and Frameworks for Transforming Student Behavior and Parent Relationships in the Classroom and Beyond. 3. What Do Great Teachers Say on the First Day of School and the Days that Follow? 4. What Do Great Teachers Say when a Student is Passively Disengaged? 5. What Do Great Teachers Say when a Student is an Attention Seeker? 6. What Do Great Teachers Say when a Student Outburst Happens? 7. What Do Great Teachers Say when a Student Does Not Show Respect for Themselves or Others. 8. What Do Great Students Say when a Student Refuses to Cooperate or Challenges Them? 9. What Do Great Teachers Say when a Student Conflict Occurs? 10. Transforming your Classroom Culture into a Great Classroom Culture. Index of GTL Student Behavior Scenarios.

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Book SynopsisDo you remember a time when you used the right words at the right moment, and they made all the difference? With the aim of helping you repeat that experience every day, this book provides hundreds of examples of what we call Great Teacher Language, a technique designed to help all teachers use words to transform student behavior and parent relationships. In their years of working at the K-12 levels, educators Hal Holloman and Peggy H. Yates have identified the exact phrases and key words you can use in your classroom to address inappropriate outbursts, a lack of respect and cooperation, student conflict, and more. Great Teacher Language will enable you to transform student behavior, parent relationships, and your classroom culture.The book features 11 Great Teacher Language Word Categories, which you''ll learn how to use in terms of self-talk, student talk, and parent talk: Words of Accountability, Words of Encouragement, Words of Grace, Words of Guidance, Words of High Expe

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Book SynopsisThis truly accessible resource shows primary school practitioners how to help every student feel valued and included in school so that they develop confidence, resilience, love of learning, a positive sense of self and healthy relationships.Sue Roffey presents a visionary and unique approach to education underpinned by clear principles that can be practically applied in all settings. It is aligned with healthy child development, and addresses what all children need if they are to learn and thrive, including those who experience difficulties and disadvantages. She envisages an education system fit for purpose where all pupils can thrive and make progress in learning, where wellbeing for everyone is at the heart of every school. She uses ASPIRE as an acronym for Agency, Safety, Positivity, Inclusion, Respect and Equity. These principles, when threaded through everything that happens in a school, can genuinely enhance both wellbeing and learning. This resource features a chapter

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Book SynopsisThis truly accessible resource shows secondary school practitioners how to help make every child and young person feel like they really matter when they are in school, so they can develop confidence, resilience, love of learning, a positive sense of self and healthy relationships. Sue Roffey shows how to create a learning environment where all pupils can thrive and make progress in learning, and where wellbeing for everyone is at the heart of every school. By using the unique evidence-based ASPIRE principles of Agency, Safety, Positivity, Inclusion, Respect and Equity in practice, this insightful book shows teachers how to redress the balance in ways that maximise a love for learning, build a positive sense of self, construct healthy relationships, foster resilience and help young people make good choices. This resource features a chapter for each principle which exploreswhatthis means,whyit matters andhowit can be applied across secondary schools.

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Book SynopsisBeing cooperative, empathetic, and accommodating are great qualities for teachers but can also lead to higher rates of frustration and eventually burnout. In this empowering new book from Brad Johnson and Jeremy Johnson, find out how becoming more assertive can help highly agreeable teachers thrive. First, take personality quizzes to find out how agreeable or assertive you are! Then the authors delve into why that matters. You'll find out how assertiveness differs from aggression and passivity and why it is a valuable tool for teachers, so you can stand up for your own needs and rights while respecting the needs and rights of others. Chapters cover establishing healthy boundaries, learning when to say no, dealing with conflicts, becoming more self-aware, leveraging your strengths, finding your voice, and more! Each chapter is filled with practical strategies and examples and ends with a toolbox feature to help you build your skills. As you learn to become more assertivTrade Review"This book is an absolute game changer for teachers. Harnessing the power of self-reflection provides teachers with a roadmap to foster an environment where students thrive. Johnson and Johnson's expert guidance empowers educators to confidently navigate the challenges of the modern teacher, making this a must-read for anyone looking to enhance their teaching skills and make a lasting impact on students' lives."—Jennifer Black, Elementary School Principal, Nevada"For teachers who want to enhance their careers, Becoming a More Assertive Teacher is a highly beneficial resource. This book offers practical guidance, tactics, and perspectives that can assist teachers in setting limits, optimizing their abilities, and increasing their influence. I strongly suggest this book to all teachers, regardless of their professional advancement."—Donna Wright, Bach.Ed, Grad.Dip Student Welfare, M. Ed, Llb,Grad.DipPLT, DFIFIP, Australian Principal of the Year 2020 "Dr. Brad Johnson and Jeremy Johnson guide teachers on a journey of how to be more assertive teachers through the power of speaking and listening. As with all great journeys, this book motivates teachers to focus on their strengths, voice, and purpose. Most importantly, it inspires teachers to believe in who they are and what they do, so they can create the most positive and successful learning spaces for students."—Colleen Duggan, Assistant Superintendent for Curriculum & Instruction, NY"Culture starts with communication. Communication builds trust. Conflict in a district with a healthy culture of respect is not only natural, but essential for growth. So how do teachers do that? This book is THAT communication toolkit! It supports our collective mission as educators and the challenges we face daily in our respective roles. Becoming a More Assertive Teacher is all about leaning into tough conversations, who we are, how we do it, and how we can be better. This book is a true blend of insights, stories, and actionable strategies. In an era where communication is central to fostering harmonious relationships with students, players, parents, administration, and colleagues, Johnson and Johnson masterfully present a roadmap that any professional, regardless of their vocation, can benefit from. Confidence in your capabilities to be assertive with your gifts is one short read away. If you are a teacher, you are a leader. Lead Strong! As a superintendent, this book will be in my teachers' hands because I believe in empowering them to live and lead their best life."—Jeni Neatherlin, Superintendent, Granger ISD “In a time when educators and the education profession is in crisis and in some cases under attack, it is imperative that educators engage in reflection and self-talk to assist them in finding the strength to help their students, help each other, and above all, help themselves excel in providing an exceptional education for our students. In Johnson and Johnson's Becoming a More Assertive Teacher, educators receive valuable insight on how to identify their internal response to situations and how to analyze and coach themselves to become firm in their actions with more evident self-confidence.”—Dr. Marta Carmona. Educator with an over 30-year career serving in varying roles as a Teacher, Assistant Principal, Principal, Curriculum and Instruction Auditor, Interim Superintendent, and Deputy Superintendent in small rural, mid-size, and large urban school districts in the beautiful city of El Paso, Texas."The willingness to take on our education system and its fundamental players is complex and requires courage to identify truths rarely spoken of publicly. Johnson and Johnson finally say what every teacher and administrator has known for decades. Teachers need the power and willingness to assert control over personal and classroom conditions to provide the world class education they know students need and deserve."—Paul A. Froese, B.Ed, Bsc Eng, ASET, District Rep Alberta Teachers AssociationTable of ContentsIntroduction; Personality Reflection Quizzes; Chapter 1 Understanding the Benefits and Pitfalls of High Agreeableness; Chapter 2: From Passive to Powerful: Unleashing the Potential of Assertive Teaching; Chapter 3: Finding the Strength Within: Empowering Teachers through Self-Awareness and Confidence; Chapter 4: Navigating Conflict with Confidence: Building Relationships and Resolving Issues with Assertiveness; Chapter 5: Sharing Your Voice: The Power of Assertive Communication in Education; Chapter 6: Establishing Boundaries: It’s Okay to Say No!; Chapter 7: Fostering Positively Assertive Relationships with Colleagues and Administrators; Chapter 8: Nurturing Assertiveness and Leveraging Strengths: Strategies for Working with Low Agreeableness Students; Chapter 9: Prioritizing Self Care for Lasting Success; Epilogue: Unleashing Your Greatness to Be Unstoppable

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Book SynopsisTold through a series of real-life stories and hard-learned lessons, Amanda Ly and Lori Boll share the challenges in special education relationships experienced through the lens of a special educator, a parent of a son with profound disabilities, and a child psychologist.Ideally, teachers, therapists, and parents working with students with special needs should form a cohesive team. However, these three parties often function as separate entities with different goals and objectives. Over the past 25 years, the authors have observed a consistent pattern of miscommunication and overlooking the importance of the mental and physical well-being of each team member, which contributed to poor collaboration. This book takes readers on a journey through the process of discovering whether you have, or are working with, a student with special needs; navigating how to best work with the student and other members of the team; and lastly, discussing ways to empower the reader and all member

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Book SynopsisA Therapist's Guide to Child Development gives therapists and counselors the basics they need to understand their clients in the context of development and to explain development to parents.The chapters take the reader through the various physical, social, and identity developments occurring at each age, explaining how each stage of development is closely linked to mental health and how that is revealed in therapy. This ideal guide for students, as well as early and experienced professionals, will also give readers the tools to communicate successfully with the childâs guardians or teachers, including easy-to-read handouts that detail what kind of behaviors are not cause for concern and which behaviors mean itâs time to seek help. In the new edition, each chapter also includes new sections on brain development and cultural identity development, as well as updates on child development in the age of technology.As an aid to practitioners, this book matches developmental ages with appropriate, evidence-based mental health interventions.

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Book SynopsisThis comprehensive guide offers simple and effective strategies for supporting and improving the classroom behavior of all your students, including those with intensive behavior support needs. Applicable across all K-5 contexts, with recommendations for whole classes as well as individual supports, each practical strategy builds on a foundation of research-supported behavioral approaches. The authors emphasize how each strategy can help build and maintain positive relationships between students and educators, which has been shown to be a key predictor of individual student success. With a myriad of helpful visuals, ready-to-use planning templates, and easy-to-try ideas, this book is key reading for all general or special education teachers, school support staff, and instructional coaches.

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Book SynopsisThis beloved, easy-to-use book provides 101 simple, practical solutions to common challenges faced by all new teachers. These include establishing classroom management, motivating students, managing behavior, planning relevant activities that involve all students, and more.Now in its fourth edition, new features include Remind Yourself summaries for each tip which provide key takeaways, as well as a new section specifically designed to help mentors increase their effectiveness in using and discussing the bookâs content with their mentees.Whether youâre a beginning teacher, mentor, teacher induction coordinator, or veteran educator, this book provides a treasure trove of helpful advice and simple ideas that will help you improve your own skills and assist new teachers with becoming the effective teachers their students need and deserve.

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Book SynopsisThis practical book shares key lessons learned from highly effective, award-winning National Blue Ribbon Schools. Teacher Leadership Practice in High-Performing Schools explores the important role teachers have in leading schools, the balance administrators must strike between providing teachers with support and trusting them as professionals, and the ways that educators in these schools frequently collaborate across roles and do not operate in isolation. Following vignettes inspired by real schools, each chapter explains and unpacks key lessons learned, situates these lessons within the literature, offers readers robust tools to apply these lessons in their own schools, and includes questions designed to encourage reflection on school practices. This exciting new book helps schools, leadership teams, and individual educators reflect on teacher leadership practice in their schools and determine concrete next steps to increase and improve the impact of teacher leadership.

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Book SynopsisThis practical resource offers a classroom-tested framework for secondary math teachers to support students who struggle. Teachers will explore an often-overlooked piece of the math achievement puzzle: the gatekeeping cycles of mathematics and the importance of teachers' own expectations of students. The immediately applicable strategies in this book, developed through the authorâs work as a math intervention teacher, intervention specialist, and instructional coach, will give teachers the tools to help students overcome math anxiety, retention struggles, and even apathy. Beginning with a deep dive into the gatekeeping cycles to help teachers better understand their students who struggle, the book then walks teachers through the five-part B.R.E.A.K. itâ Math Intervention Framework: Build Community, Routines to Boost Confidence, Engage Every Student, Advance Your Expectations, Know Studentsâ Level of Understanding. Educational research, personal anecdotes from the authorâs own classr

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Book SynopsisThe A-to-Z Teaching Toolkit for Early Childhood and Elementary Educators is your one-stop shop for the contemporary early childhood and early elementary classroom, offering an A-to-Z collection of invaluable resources, strategies, and systems to use in your teaching. If youâre looking forâa) Research-backed ideas and strategies to recalibrate your classroom practicesb) Creative anchor charts, sentence starters, and examples of classroom visualsc) Step-by-step, comprehensive action plans and listsd) Tried-and-true tools and materials to add to your classroome) Niche picture book suggestions that support the A through Z conceptsf) Approaches for consistency and open communication between home and school environmentsâthen youâve found the right book! The A-to-Z Teaching Toolkit for Early Childhood and Elementary Educators is key reading for educators, caregivers, future teachers, and families. Join author Alicia Meyers as she opens the door to her classroom to journey through the ABCs of teaching.

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Book SynopsisOver recent years, it has become clear that group-based approaches cannot directly be used to understand individual adolescent development. For that reason, interest in dynamic systems theory, or DST, has increased rapidly. Psychosocial Development in Adolescence: Insights from the Dynamic Systems Approach covers state-of-the-art insights into adolescent development that have resulted from adopting a dynamic systems approach.The first chapter of the book provides a basic introduction into dynamic systems principles and explains their consequences for the study of psychosocial development in adolescence. Subsequently, different experts discuss why and how we should apply a dynamic systems approach to the study of the adolescent transition period and psychological interventions. Various examples of the application of a dynamic systems approach are showcased, ranging from basic to more advanced techniques, as well as the insights they have generated. These applications cover a variety of fundamental topics in adolescent development, ranging from the development of identity, morality, sexuality, and peer networks, to more applied topics such as psychological interventions, educational dropout, and talent development.This book will be invaluable to both beginner and expert-level students and researchers interested in a dynamic systems approach and in the insights that it has yielded for adolescent development.Trade ReviewResearchers studying adolescent development have often identified that one size does not fit all. For a long time we have lacked the proper tools to explore these individual processes in adolescent development. Psychosocial Development in Adolescence: Insights from the Dynamic Systems Approach is a roadmap for encouraging wonder and discovery of these individual processes. Now it is time to make a difference and take seriously the individual processes when studying adolescent development. Dynamic Systems Approach (DSA) is the fundamental approach behind the roadmap. Like any forefront scientific investigation, DSA gives us new tools and methods to examine individual processes. It seems possible that widespread use of these techniques could spur a return to the kind of new approach that is now needed in adolescent research globally. Psychosocial Development in Adolescence: Insights from the Dynamic Systems Approach is a much needed call to join an important new approach. It encourages us all to ask new questions. It inspires us to share the questions we ask every day. It motivates us to keep asking until we find routes to the answers. In a world where understanding diverse and individual pathways is essential, the DSA approach offers a richer way to solve these problems as a worldwide community of curious people who wonder about the fundamental new insights of the adolescent development.Professor Katariina Salmela-Aro, Educational Sciences, University of Helsinki, FinlandTable of ContentsContentsChapter 1. Introduction to a dynamic systems approach to psychosocial development in adolsenceNaomi M.P. de Ruiter, Mandy A.E. van der Gaag, Bertus F. Jeronimus, and E. Saskia KunnenChapter 2. Systems in transition: the adolescent phase transition Tom Hollenstein and Tiffany TsuiChapter 3. Matching methods to theory: using dynamic systems models to understand nested systems of adolescent development Nancy Darling and Ian BurnsChapter 4. A nonlinear dynamic systems approach to psychological interventions Günter Schiepek, Helmut Schöller, Roswitha Carl, Wolfgang Aichhorn, and Anna Lichtwarck-AschoffChapter 5. Conflict dynamics and the transformation of the parent-adolescent relationship Jessica P. LougheedChapter 6. The nature of adolescents’ real-time self-esteem from a dynamic systems perspective: the socially embedded self-esteem model Naomi M.P. de RuiterChapter 7. Dynamic system perspectives on anxiety and depression Bertus F. JeronimusChapter 8. Trajectories preceding student dropout: an intra-individual process approach Mandy A.E. van der Gaag, E. Saskia Kunnen, and Paul L.C. van GeertChapter 9. Identity development from a dynamic dystems perspective E. Saskia KunnenChapter 10. Youth’s sexual relationships and development: improving our understanding through a dynamic systems approach Daphne van de BongardtChapter 11. Dynamic developmental complexity of moral motivation for adolescents and young adultsUlas KaplanChapter 12. Social development and group processes: a social network application to bullying and network interventionsGijs Huitsing, Jan K. Dijkstra, and René VeenstraChapter 13. Visualizing individual dynamics: the case of a talented adolescent Joske K. van der Sluis, Steffie van der Steen, Gert Stulp, and Ruud J.R. den HartighChapter 14. conclusion and Discussion: what we can gain from a dynamic systems approach to psychosocial development in adolescenceMandy A.E. van der Gaag, Naomi M.P. de Ruiter, Bertus F. Jeronimus, and E. Saskia Kunnen

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