Educational systems and structures Books

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Book SynopsisMaking Sense of School Choice explains why school choice fails to deliver on its promise to meet the needs of culturally diverse populations, even in one of the world's most marketized education systems. Windle offers fresh insights into the transnational processes involved in producing educational inequalities.Trade Review“This book received not one, but two of TASA’s book awards in 2016: the Raewyn Connell Prize for the best first book in Australian sociology and the Stephen Crook Memorial Prize for the best book in Australian sociology. The awards are well deserved. … for anyone with an interest in education, social inclusion and social justice, this book offers a profound and important critique of our current system.” (Christina Ho, Journal of Sociology, Vol. 53 (1), 2015)Table of Contents1. Choice, Equity, and Diversity 2. School Choice as Policy Regime and Cultural Ideal 3. Socially Restricted Choice in Multicultural Neighborhoods 4. Socially Exposed Schooling: The Majority Experience 5. The Meaning of Choice for Schools: Curriculum and Market Hierarchies 6. The Many Lives of School Choice: Common Sense, Coercion and Control 7. Towards Democratic Schooling

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Book SynopsisThe New Flagship University is an expansive vision for leading national universities and an alternative narrative to global rankings and World Class Universities. The Flagship model explores pathways for universities to re-shape their missions and operational features to expand their relevancy in the societies that gave them life and purpose.Trade Review“Douglass and the other involved authors offer a very rich and differentiated picture of the university and its many facets, a refreshing perspective in contrast to the often emphasized narrative of rankings and world class universities. … this book is a much needed alternative to the current paradigm of university excellence, interesting to read and well written, as well as a promising narrative both for future research and policymaking … .” (Philipp Friedrich, European Journal of Higher Education, March, 2017)Table of ContentsPART I: EXPLORING THE NEW FLAGSHIP UNIVERSITY MODEL; John Aubrey DouglassIntroduction: Seeking an Alternative Narrative1. How Rankings Came to Determine World Class2. The Origin of the Flagship Idea and Modern Adaptions3. Profiling the Flagship Model4. Considering National Contexts and other VariablesPART II: THE FLAGSHIP UNIVERSITY IN GLOBAL PERSPECTIVE5. The Predicament of the Quest for WCU Status and Seeking an Asian Flagship University; John N. Hawkins6. Latin America Flagship Universities: From Early Notions of State Building to Seeking a Larger Role in Society; Andrés Bernasconi and Daniela Véliz Calderón7. Scandinavian Flagship Universities: An Appraisal of Leading National Universities in the European Context; Bjørn Stensaker and Tatiana Fumasoli 8. The Soviet Flagship University Model and its Contemporary Transition; Isak Froumin and Oleg Leshukov9. Epilogue - Reflections on a New Flagship University; Manja Klemencic

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Book SynopsisIn order to learn, kids need to move! Grounded in best practices and current research, this hands-on resource connects the dots that link brain activity, movement, and early learning. The expert authors unveil the Kinetic Scale: a visual map of the active learning needs of infants, toddlers, preschoolers, and primary graders that fits each child s individual timetable. Teachers, parents, and caregivers will find a wealth of information, actionable tips, and games they can use to support children s healthy development all presented in a lively, full-color format with demonstrative diagrams and photos. A final section offers easy-to-implement activities geared to the Kinetic Scale.Downloadable digital content includes printable charts, games, and activities from the book plus a PowerPoint presentation for professional development, parent handouts, and bonus activities. An ideal tool for coaches, mentors, and trainers.Introducing the Kinetic Scale unique framework encompassing all the elements of movement: reflexes, sensory tools (sight, hearing, smell, taste, touch, balance, and intuition), motor tools (power, coordination, and control), and language based on six stages of movement development from birth to age 7: snugglers, squigglers, stompers, scampers, scooters, and skedaddlers designed to foster a balanced diet of physical activity that helps each child move, grow, and learn on the child s individual timetableTrade Review"This valuable research demonstrates that the way children learn best is through interaction and movement . . . [A Moving Child Is a Learning Child] helps adults understand why children don't sit still, run, jump, skip and fidget . . . and why it is so critically important to their brain development and learning!"--Deborah McNelis, acclaimed author of The Brain Development Series and founder of Brain Insights

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Book SynopsisThe purpose of this book is to provide new theoretical, methodological and empirical directions in research on teacher emotion. An attempt is made to encourage a missing conversation in the area of emotions in teaching, by invoking a discussion of ideas that explore how discursive, political and cultural aspects define the experience of teacher emotion. I begin to build an analysis upon which the role of emotion, emotional rules and emotional labor in curriculum and teaching might be investigated. This book includes both conceptual chapters and chapters based on empirical work - and, in particular, a three-year ethnographic study with an early childhood teacher in the context of science teaching - that together illustrate new approaches and perspectives in researching and theorizing about emotion in teaching Essentially, then, there are two overlapping aims in this book. First, to critically examine some of the contemporary ways in which emotions have been conceptualized and understood in teaching; and second, to explore the role of emotion in teaching through different methodologies and theorizations.Table of ContentsForeword - Megan Boler; Acknowledgments; Introduction; PART I: THEORETICAL ISSUES INVOLVED IN RESEARCH ON TEACHER EMOTION; Why Care About Teacher Emotion; Emotions and Teacher Identity; Theorizing the Emotional Rules and Emotional Labor in Teaching; PART II: A THREE-YEAR ETHNOGRAPHIC STUDY ON TEACHER EMOTIONS; Creating a Supportive Emotional Tone for Learning in the Classroom; Constructing Genealogies of a Teacher's Emotions; The Classroom Emotional Culture and the Teacher's Self-Esteem; The Place of Emotion Metaphors in Exploring Emotional Labor in Teaching; PART III: IMPLICATIONS AND FUTURE DIRECTIONS OF A POSTMODERN CULTURE OF EMOTIONS IN EDUCATION; Subverting the Myths about Emotional Literacy in the Postmodern Era; Emotion, Reason, and Information/Communication Technologies in Education: Some Issues in a Postemotional Society; Dimensions of a Postmodern Culture of Emotions in Education; References; Appendices; Index.

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Book SynopsisThe authors of the chapters in this volume - past and present collaborators of Marty Maehr, and a few of his former graduate students along the years - are motivational researchers who conduct research using diverse methods and perspectives, and in different parts of the world. All, however, see their intellectual roots in Marty's theoretical and empirical work. The chapters in this book are divided into two sections: Motivation and Self, and Culture and Motivation. Clearly, the distinctions between these two sections are very blurry, as they are in Marty's work. And yet, when the authors were asked to contribute their chapters, the research questions they addressed seemed to have formed two foci, with personal motivation and socio-cultural processes alternating as the core versus the background in the two sections.Table of ContentsIntroduction: Culture, Self, and Motivation. The Contribution of Martin L. Maehr to the Fields of Achievement Motivation and Educational Psychology, Avi Kaplan, Stuart A. Karabenick, and Elisabeth De Groot. Martin L. Maehr: Brief Bio.; PART I: MOTIVATION AND SELF. Continuing Motivation Revisited, Eric M. Anderman and Jennifer A. Weber. Applying Personal Investment Theory to Better Understand Student Development, Larry A. Braskamp. Motivation in Sport and Physical Activity: An Achievement Goal Interpretation, Glyn C. Roberts, Frank Abrahamsen, and P. Nicolas Lemyre. Meaning-Making and Motivation: A Dynamic Model, Avi Kaplan, Hanoch Flum, and Keren Kemelman. Achievement Goals in the Context of the Hierarchical Model of Approach-Avoidance Achievement Motivation, Ron Friedman, Arlen C. Moller, James W. Fryer, Ista Zahn, Wilbert Law, Ryan D. Acuff, Daniela Niesta, Kou Murayama, Angelika M. Meier, Beate Jelstad, and Andrew J. Elliot. Marty Maehr's Contributions to Research in Pasteur's Quadrant: The Mathematics and Science Partnership - Motivation Assessment Program, Stuart A. Karabenick, Bridget V. Dever, Juliane Blazevski, AnneMarie M. Conley, Jeanne M. Friedel, Melissa C. Gilbert, and Lauren E. Musu.; PART II: CULTURE AND MOTIVATION. School Culture Matters for Teachers' and Students' Achievement Goals, Lennia Matos, Willy Lens, and Maarten Vansteenkiste. A Model of Culture and Achievement Behavior, Farideh Salili. Achievement Motivation in Cross-Cultural Context: Application of Personal Investment Theory in Educational Settings, Dennis M. McInerney and Gregory Arief D. Liem. The Cultural Situatedness of Motivation, Julianne C. Turner and Helen Patrick. The Contributions of Martin L. Maehr to the Study of Cultural Influences on Achievement Motivation, Tim Urdan. Vita: Martin L. Maehr. Author Index. Subject Index.

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Book SynopsisBrings together contributions from leading scholars in different fields of psychology - cognitive psychology, developmental psychology, cultural psychology, methodology of psychology - to discuss methodological issues that were more thoroughly understood more than half a century ago than they are now. Overall, the contributions support the idea that in important ways the psychology of 60 years ago was ahead of the most recent trends in mainstream psychology.

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Book SynopsisThis book explains the continuum of trauma in all its complexity in succinct and straightforward terms, drawing on the latest thinking and research in neuroscience. It shows how teachers, while not specialist mental health professionals, can provide skilled and effective help within school and the classroom to children and young people for them to recover from trauma. It recognises the pressure on teachers and schools to meet national educational objectives, which can all too easily ignore the particular history and personal needs of individual pupils. The knowledge and strategies within this book will equip the busiest teachers to both recognise and to effectively respond to these particular needs and reduce their stress.Trade Review"This excellent book explains the continuum of trauma clearly in all its complexity in succinct and straightforward terms, drawing on the latest thinking and research in neuroscience. It shows how teachers, while not specialist mental health professionals, can provide skilled and effective help within school and the classroom to children and young people for them to recover from trauma. It recognises the pressure on teachers and schools to meet national educational objectives, which can all too easily ignore the particular history and personal needs of individual pupils. The knowledge and skills within this book will enable the busiest teachers to both recognise and to effectively respond to these particular needs, and of equal importance to develop their own skills in reflection and shared learning." Bill McKitterick - Author, Social Worker and former Director of Social Services for Bristol

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Book SynopsisThis book focuses on the 'learning' in Accelerated Learning. It provides over 200 ideas and activities for putting theory into practice. ACCELERATED LEARNING: A User's Guide answers the following questions: In what ways are today's learners different from their predecessors? What is Accelerated Learning? Can Accelerated Learning be used in any learning situation? Will Accelerated Learning actively engage learners? Is there a smarter way to mark and set homework? How does Accelerated Learning link to thinking skills? How do I use the new technologies? ACCELERATED LEARNING: A User's Guide supplies the solid background to make learning happen. The authors have used their combined experience to write an accessible guide to the Accelerated Learning method based on their own successes. Their message is 'Take the ideas and turn them into your own success story.' Beautifully designed in an easy-to-read summary format, this book 'walks the talk'. ACCELERATED LEARNING: A User's Guide contains: A new and updated Accelerated Learning Cycle; Practical activities for each stage of the cycle; An outline of why Accelerated Learning should be used; How to work in groups; Worthwhile ways of integrating new technologies; Independent learning and problem solving; How to improve marking - so you do less and students learn more; Examples of staff development approaches; Guidelines on how to get startedTrade ReviewAccelerated Learning - A User's Guide should be required reading for all teachers at every level and a compulsory text in Initial Teacher Training. -- Mark Hewlett, Centre for the Study of Comprehensive SchoolsTable of ContentsPart One - the principles Part Two - the learning cycle Part Three - making it memorable Part Four - advice and guidance Part Five - resources.

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Book Synopsis"The first in time I shall call Preparation , the stage during which the problem was 'investigated ...in all directions'; the second is the stage during which he was not consciously thinking about the problem, which I shall call Incubation; the third, consisting of the appearance of the 'happy idea' together with the psychological events which immediately preceded and accompanied that appearance, I shall call Illumination . And I shall add a fourth stage, of Verification ..." Solis Press are pleased to be able to republish Wallas' seminal book on creativity that had sadly been out of print for many years. This edition is based on the first edition of 1926 and has been completely reset in fresh type.Trade Review"Wallas plainly is courgageous, tolerant, keenly observant, and widely experienced in social matters." The Sewanee ReviewTable of ContentsPreface | Synopsis of Chapters | Chapter I Psychology and Thought | Chapter II Consciousness and Will | Chapter III Thought Before Art | Chapter IV Stages of Control | Chapter V Thought and Emotion | Chapter VI Thought and Habit | Chapter VII Effort and Energy | Chapter VIII Types of Thought | Chapter IX Dissociation of Consciousness | Chapter X The Thinker at School | Chapter XI Public Education | Chapter XII Teaching and Doing | Index

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Book SynopsisThis open access book discusses challenges in school improvement research and different methodological approaches that have the potential to foster school improvement research. Research on school improvement and accountability analysis places high demands on a study’s design and method. The potential of combining the depth of case studies with the breath of quantitative measures and analyses in a mixed-methods design seems very promising. Consequently, the focus of the book lies on innovative methodological approaches.The book chapters address design, measurement, and analysis developments as well as theoretical and conceptual developments. The relevance of the research presented in the chapters for educational accountability is discussed in the book’s discussion chapter.More specifically, authors present one specific innovative methodological approach and clarify that approach with a concrete example in the context of school improvement, based on empirical data when possible. In this way, this book helps researchers designing complex useful studies.Table of Contents1. Editorial, Introduction; A. Oude Groote Beverborg, K. Maag Merki, T. Feldhoff, & F. Radisch. 2. School Improvement Capacity – A Review and a Reconceptualisation from the Perspectives of Educational Effectiveness and Educational Policy; D. Reynolds & A. Neeleman. 3. Why must everything be so complicated? Demands and challenges on methods for analysing school improvement processes; T. Feldhoff & F. Radisch. 4. School improvement Capacity – theory and methodological challenges; K. Maag Merki. 5. Can lacking measurement invariance in school improvement research be interpreted?; M. Sauerwein & D. Theis. 6. The relationship between professional community practices and other school organizational and educational practices in 23 European countries; C. Lomos. 7. Reframing the nature of inquiry in educational leadership research; D. Ng F. S.. 8. Recurrence Quantification Analysis (RQA) as a methodological approach to assess school improvement processes; A. Oude Groote Beverborg, M. Wijnants, P.J.C. Sleegers, & T. Feldhoff. 9. Learning in collaboration: Exploring processes and outcomes through a mixed methods design; G. Devos & B. Vanblaere. 10. Group-actor-partnership-interdependence-model; K. Schudel. 11. The structure of leadership language: Rhetorical methods for studying instructional improvement; R. Lowenhaupt. 12. Designing and piloting a leadership daily practice log: Using logs to study the practice of leadership; J.P. Spillane & A. Zuberi. 13. Editorial, Discussion; A. Oude Groote Beverborg, K. Maag Merki, T. Feldhoff, & F. Radisch.

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Book SynopsisThis book examines some of the major higher education reforms and policy shifts globally, particularly in the light of recent shifts in quality and standards-driven education and policy research. It critiques the neo-liberal ideological imperatives of current higher education and policy reforms, and illustrates the way that changes in the relationship between the state and higher education policy affect current trends in higher education reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, the chapters focus on globalisation, ideology and higher education reforms and examine both the reasons and outcomes of higher education reforms and policy change. The book analyses and evaluates the policy shifts in methodological approaches to globalisation and higher education reforms, and their impact on education policy and pedagogy. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, comparative education research and higher education reforms.Table of Contents

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Book SynopsisThis book provides a thorough review of the research literature on the effect of school size in primary and secondary education on three types of outcomes: student achievement, non-cognitive outcomes and costs per student. Based on 84 scientific publications and several prior reviews, the book discusses four main areas: the impact of school size on cognitive learning outcomes and non-cognitive outcomes; the "state of the art" of empirical research on economies of size; the direct and indirect impact of school size, conditioned by other school context variables on student performance and the specific position of the Netherlands in an international perspective. The book presents summaries of the results and main conclusions found and discusses these with respect to their relevance for educational policy in general and for the Netherlands in particular. The book concludes with suggestions for future research on school size.Table of Contents​1. Introduction; Jaap Scheerens, Maria Hendriks, Hans Luyten.- 2. School Size Effects: Review and Conceptual Analysis; Jaap Scheerens, Maria Hendriks, Hans Luyten.- 3. Research Synthesis of Studies Published between 1990 and 2012; Maria Hendriks.- 4. Quantitative Summary of Research Findings; Hans Luyten.- 5. Summary and Discussion; Hans Luyten.- Annex to Chapter 3.

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Book SynopsisTypically, we make sense of our experiences and interactions in a way that is guided by emotion and that takes the form of a narrative or a story. Using narratives, we can tell others about our experience, share common meanings, imagine possibilities, and co-construct new meanings. It is thus a momentous development when, at around age three, a child acquires the capacity to construct narratives. The book reports the work of a 20-year collaboration between 36 psychologists who have created and investigated a new tool to elicit and analyze children''s narratives. This tool is the MacArthur Story Stem Battery, a systematic collection of story beginnings that are referred to as ''stems.'' These stems are designed to elicit information from children about their representational worlds. This method is particularly exciting because using it allows developmental psychologists to gain information directly from children about their emotional states and what they are able to understand, and in tTrade Review"The Battery is a systematic group of story beginnings enacted in play that a consortium of researchers in psychology from Israel, the US, Britain, Switzerland, and Canada has developed as a new tool for eliciting a narrative that can reveal vivid aspects of a young child's inner world. They describe the approach, present case studiesand suggest how clinicians can use and adopt it." -SciTech.Table of Contents1. Early Narratives: A Window to the Child's Inner World ; 2. Making Meaning From Emotional Experience in Early Narratives ; 3. The MacArthur Story Stem Battery: Development, Administration, Reliability, Validity and Reflections about Meaning ; 4. The MacArthur Narrative Coding System: One Approach to Highlighting Affective Meaning Making in the MacArthur Story Stem Battery ; 5. Narrative Emotion Coding System (NEC) ; 6. The Structure of 5-Year-Old Children's Play Narratives within the MacArthur Story Stem Methodology ; 7. Temperament and Guilt Representations in Children's Narratives ; 8. Children's Emotional Resolution of MSSB Narratives: Relations with Child Behaviour Problems and Parental Psychological Distress ; 9. An Attachement Perspective on Children's Emotion Narratives: Links across Generations ; 10. Emotional Apprenticeships: The Development of Affect Regulation During the Pre-School Years ; 11. Portrayals in Maltreated Children's Play Narratives: Representations or Emotion Regulation? ; 12. Narratives in Risk and Clinical Populations ; 13. Mental Representations and Defences in Severely Maltreated Children: A Story Stem Battery and Rating System for Clinical Assessment and Research Applications ; 14. The Mother-Child Co-Construction of an Event Lived by the Pre-school Child: The Role of the Mother's Knowledge of "What Happened" ; 15. Patterns of Maternal Affect Regulation During the Co-construction of Preschoolers' Autobiographical Narratives ; 16. Relationships and Interactions of Mothers and Metaplot with 3-Year Old Kibbutz Children in Two Functional Contexts ; 17. Dialogues of 7-Year-Olds with their Mothers about Emotional Events: Development of a Typology ; 18. Affective Meaning Making among Young Peers in Narrative Co-Constructions

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Book SynopsisHow self-directed democratic schooling builds fulfilling lives and can lead the way back to a civilized society Education is ripe for democratic disruption. Students in most schools are denied fundamental social ideals such as personal freedom, public government, rule of law, and free enterprise. In our increasingly authoritarian post-truth world, self-directed democratic schooling offers a timely alternative: educating children in civilized society and showing that self-motivation outperforms coercion in its power to educate and fulfill. When Kids Rule the School is the first comprehensive guide to democratic schooling, where kids practice life in a self-governed societyempowered as voters, bound by laws, challenged by choice, supported by community, and driven by nature. Through heartwarming stories and hard-headed details, this book covers: Democratic schooling philosophy, theory, and practice School governance by Table of ContentsStoriesPrologue: Taming the WildIntroduction Part One: Self-directed Democratic Schools1. What's a Democratic School? Small-scale Democracy Sudbury Schools Summerhill School Integral Education Free Schools 2. The Circle School Scaled-down World Foundation Principles Part Two: A Case for Democratic Schooling 3. Integral Education: An Emerging Era Traditional to Modern to Integral Fill a Bucket, Light a Fire, Fan a Flame The Radical Difference 4. Democratic Schools: A Better Fit Aligning School with Society's Ideals Alignments Within the School Aligning School with Children's Lives Bliss It Isn't Human Development and Democratic Schooling And Finally There's This 5. Seven Ideas Democratic Schooling in a Nutshell Community: Less Obvious, More Important? Intrinsic Motivation and Autonomy Optimal Challenge: Children Reaching Higher Embodied Cognition and Deep Learning Coercive Curriculum Harms Children Practicing Life Part Three: Thinking about Thinking 6. How and What Do They Learn? Worldviews, Culture Wars, Concerts, and Railroads Expanding the Scope of Education in School Old Ways Integral Learning Patterns Enabled by Democratic Schooling 7. Critical Thinking Capable Cognition Provocations Culture of Critical Thinking Deep Play and Critical Thinking Critical Thinking in Perspective Part Four: In Practice 8. Jargon School Meeting Ends We Seek School Meeting Committees School Meeting Officials Corporations Certification Lawbook Judicial Committee Board of Trustees 9. A Typical Day? Walking Tour Bulletin Board Room Reservations Daily Schedule What You See and What You Don't 10. School Government Elections School Meeting Corporations Staff Management Manual Laws Enforcement and Empowerment Judicial Committee Formal Governance Legal Structure 11. The Chore System 12. Safety, Safety, Safety Standards Laws Safety Practices 13. Moving On: College and the World High School Diplomas College Admissions Not Going College and Degrees Part Five: Frequently Asked Questions Basics Curriculum Assessment and Reporting to Parents Getting into a Democratic School Epilogue: Seeking InfinityAcknowledgmentsAppendix A: Management Manual Table of Contents Appendix B: The Circle School Corporation BylawsAppendix C: Colleges Attended by Circle School GraduatesIndexAbout the AuthorA Note about the Publisher

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Book SynopsisEvery school day, more than 10 million children attend after-school programs in the United States. This book provides a research-based blueprint for offering students in grades 1-5 innovative programming that combines intensive physical activity and socialâemotional skills development with academic enrichment in reading, mathematics, and social studies. Presented is an integrative approach that has been developed and tested to meet the needs of all students, including those in high-poverty schools. The volume includes explicit guidance for setting up a program, implementing cognitively engaging physical games and learning activities, working effectively with mixed-age groups, and monitoring outcomes. Reproducible forms and lesson plans can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This spectacular book presents an evidence-based after-school program model founded on holistic child development and configured to achieve multiple outcomes. Among other elements, it gives physical education a much-needed 21st-century makeover. The authors' approach could be scaled up to benefit millions of children, as well as their teachers, parents, and surrounding communities."--Hal A. Lawson, PhD, Professor of Educational Leadership and Policy Studies and Professor of Social Welfare, University at Albany, State University of New York "A great help and inspiration to anyone looking to launch a new after-school program or maximize the benefits of an existing program. The book provides a clear picture of how to structure a program to support students' physical, emotional, and academic development. Throughout, the methods are grounded in research and specific examples documenting how after-school programs can go beyond childcare to become an undeniable factor in student success."--Molly Goldman, Site Director, Wingspan Arts, New York City "The authors' approach bridges disciplines to give us a unique perspective on children’s learning and development. Instructors will want to share this book with their students who are preparing to become teachers, participating in community service learning courses and internships, or interested in intervention design and program evaluation. For practitioners, teachers, and after-school personnel, there is a wealth of hands-on guidance for implementing holistic activities that promote academic learning and social and physical growth. For researchers and teacher educators, the book provides a model for the design, implementation, and evaluation of translational intervention programs that can truly make a difference in the lives of children and families."--Claire E. Hamilton, PhD, Department of Teacher Education and Curriculum Studies, University of Massachusetts Amherst "The potential value of after-school programs for young people’s healthy development and learning is well understood, and there is a growing awareness of the vital importance of weaving positive physical activity experiences into young lives. This important book brings these two exciting areas of research together, providing numerous lessons learned from what emerges as a richly multifaceted project that can be adapted and adopted in the real world of students and schools. It has been a long time since I have read a scholarly book that offers such a great deal of inspiration for practical application and innovation."--Richard Bailey, PhD, Head of Research, International Council of Sport Science and Physical Education "This valuable book offers rarely-seen insight into the theoretical underpinnings, instructional strategies, and deep-think planning that support the development of a model approach to enhancing children’s health and academic performance during out-of-school time. Each chapter is an education, carefully crafted to provide sufficient overview, details, and rationale. Covering issues from evaluation to physical movement to mathematics and literacy learning challenges, the volume makes a meaningful contribution to our understanding of interventions that work to safeguard children’s well-being."--Georgia Hall, PhD, Senior Research Scientist, National Institute on Out-of-School Time; Associate Director, Wellesley Centers for Women -Table of Contents1. The Physical Activity and Learning Program and the 21st Century Community Learning Centers Initiative, Bryan A. McCullick and Phillip D. Tomporowski 2. Understanding After-School Programming for Elementary School Children, Paula J. Schwanenflugel 3. The Importance of Process Evaluation for After-School Programs, Katherine Wargo and Jennifer L. Gay 4. The Development of Physical Activity Games: Theory and Research Overview, Phillip D. Tomporowski and Bryan A. McCullick 5. The PAL Physical Activity Games Program in an Experimental After-School Setting, E. Nicole McCluney 6. The Challenges Struggling Learners Face in Mathematics, Martha M. Carr 7. The PAL Mathematics Enrichment Program and Challenges in the After-School Setting, Yi-Jung Lee 8. Reading Fluency Practice as Reading Enrichment in After-School Literacy Programming, Paula J. Schwanenflugel 9. Improving Informational Text Literacy: Using Social Studies Education Theory to Promote Social Studies Literacy After School, Justin T. Dooly 10. The PAL Reading Enrichment Program in an Experimental After-School Setting, Megan P. Brock and Paula J. Schwanenflugel Index

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Book SynopsisEvery school day, more than 10 million children attend after-school programs in the United States. This book provides a research-based blueprint for offering students in grades 1-5 innovative programming that combines intensive physical activity and socialâemotional skills development with academic enrichment in reading, mathematics, and social studies. Presented is an integrative approach that has been developed and tested to meet the needs of all students, including those in high-poverty schools. The volume includes explicit guidance for setting up a program, implementing cognitively engaging physical games and learning activities, working effectively with mixed-age groups, and monitoring outcomes. Reproducible forms and lesson plans can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This spectacular book presents an evidence-based after-school program model founded on holistic child development and configured to achieve multiple outcomes. Among other elements, it gives physical education a much-needed 21st-century makeover. The authors' approach could be scaled up to benefit millions of children, as well as their teachers, parents, and surrounding communities."--Hal A. Lawson, PhD, Professor of Educational Leadership and Policy Studies and Professor of Social Welfare, University at Albany, State University of New York "A great help and inspiration to anyone looking to launch a new after-school program or maximize the benefits of an existing program. The book provides a clear picture of how to structure a program to support students' physical, emotional, and academic development. Throughout, the methods are grounded in research and specific examples documenting how after-school programs can go beyond childcare to become an undeniable factor in student success."--Molly Goldman, Site Director, Wingspan Arts, New York City "The authors' approach bridges disciplines to give us a unique perspective on children’s learning and development. Instructors will want to share this book with their students who are preparing to become teachers, participating in community service learning courses and internships, or interested in intervention design and program evaluation. For practitioners, teachers, and after-school personnel, there is a wealth of hands-on guidance for implementing holistic activities that promote academic learning and social and physical growth. For researchers and teacher educators, the book provides a model for the design, implementation, and evaluation of translational intervention programs that can truly make a difference in the lives of children and families."--Claire E. Hamilton, PhD, Department of Teacher Education and Curriculum Studies, University of Massachusetts Amherst "The potential value of after-school programs for young people’s healthy development and learning is well understood, and there is a growing awareness of the vital importance of weaving positive physical activity experiences into young lives. This important book brings these two exciting areas of research together, providing numerous lessons learned from what emerges as a richly multifaceted project that can be adapted and adopted in the real world of students and schools. It has been a long time since I have read a scholarly book that offers such a great deal of inspiration for practical application and innovation."--Richard Bailey, PhD, Head of Research, International Council of Sport Science and Physical Education "This valuable book offers rarely-seen insight into the theoretical underpinnings, instructional strategies, and deep-think planning that support the development of a model approach to enhancing children’s health and academic performance during out-of-school time. Each chapter is an education, carefully crafted to provide sufficient overview, details, and rationale. Covering issues from evaluation to physical movement to mathematics and literacy learning challenges, the volume makes a meaningful contribution to our understanding of interventions that work to safeguard children’s well-being."--Georgia Hall, PhD, Senior Research Scientist, National Institute on Out-of-School Time; Associate Director, Wellesley Centers for Women -Table of Contents1. The Physical Activity and Learning Program and the 21st Century Community Learning Centers Initiative, Bryan A. McCullick and Phillip D. Tomporowski 2. Understanding After-School Programming for Elementary School Children, Paula J. Schwanenflugel 3. The Importance of Process Evaluation for After-School Programs, Katherine Wargo and Jennifer L. Gay 4. The Development of Physical Activity Games: Theory and Research Overview, Phillip D. Tomporowski and Bryan A. McCullick 5. The PAL Physical Activity Games Program in an Experimental After-School Setting, E. Nicole McCluney 6. The Challenges Struggling Learners Face in Mathematics, Martha M. Carr 7. The PAL Mathematics Enrichment Program and Challenges in the After-School Setting, Yi-Jung Lee 8. Reading Fluency Practice as Reading Enrichment in After-School Literacy Programming, Paula J. Schwanenflugel 9. Improving Informational Text Literacy: Using Social Studies Education Theory to Promote Social Studies Literacy After School, Justin T. Dooly 10. The PAL Reading Enrichment Program in an Experimental After-School Setting, Megan P. Brock and Paula J. Schwanenflugel Index

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Book SynopsisLike Stephen Krashen's important work in The Power of Reading, Story Proof collects and analyzes the research that validates the importance of story, story reading, and storytelling to the brain development and education of children and adults. Accomplished researcher and storyteller Kendall Haven, establishes the need for understanding the research findings in neural psychology and brain development and the value of a common definition of story if one is to fully grasp the importance and necessity of story to the development of the human mind. To support his case, he reviews a wealth of research from storytellers, teachers, and others who have experienced the power of story firsthand. The author has collected anecdotal experiences from over 100 performing storytellers and from 1,800 story practitioners (mostly teachers) who have made extensive use of stories. He has read more than 150 qualitative and quantitative research studies that discuss the effectiveness of stories and/or storytelling for one or more specific applications (education, organizational management, knowledge management, medical and narrative therapy, etc.). Forty of these studies were literature reviews and comparative studies including analysis of over 1,000 studies and descriptive articles. He has also gathered research evidence from his own story performances for total audiences of over 4 million and from conducting story writing workshops with 200,000 students and 40,000 teachers.Trade ReviewWe have been hearing recently about the trend away from narrative fiction as the choice of a new generation….Haven comes at us with the most articulate defense of story as an essential element in education….He looks at the tradition and examines the research behind story to make his major point that we cannot ignore this genre and that we do so at the peril of effective teaching and powerful teaching strategies….In the face of drill-and-kill reading programs, Haven reminds us that story can be and is as powerful as ever. Bottom line: This is a good read. A powerful reminder. Thanks, Kendall. * Teacher Librarian *

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Book SynopsisTeach social-emotional competence - the foundation of school and social success - with the NEW editions of the Strong Teens™ - Grades 9 - 12 curriculum! Strong Teens is the fun and easy way to help your students develop the social-emotional skills they need to manage their challenges and succeed in school and life. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is Low cost and low tech Proven to help increase students' knowledge of social and emotional concepts and decrease their emotional and behavioral problems Easy to implement with no mental health training required Brief enough to use with any program Through engaging, thought-provoking classroom activities, students learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more. This scientifically-based curriculum runs for 12 weeks, and lessons are easy to fit into your existing schedule (especially with the new options for breaking them into smaller chunks). Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so teachers have everything they need to implement the program with little added cost or preparation.

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Book SynopsisWelcome to the world of teaching: polyester suits, well-polished shoes, endless marking and a stream of embarrassing moments at the coalface of the classroom.Follow Nick Smith as he charts his journey from trainee teacher to inspiring head. Now, thirty years on, Nick has seen – and heard – it all, and in this book, he shares extraordinary stories from his time in the education system. Follow Nick from his early trainee years, as he faces a daily battle to make it home without having his classroom set on fire (yes, really) and watch as he climbs the greasy pole to headship, navigating everything from Ofsted visits to mission statements, parents’ evenings and much more. At turns heart-breaking and hilarious, Head Trauma is a rousing call to arms for parents, teachers and pupils alike. Above all else, this is the story of the students that kept Nick returning to the school gates every morning: the brave, the bolshie and the downright determined kids who helped shape him into the headteacher he went on to become.‘As I began my teacher training, little did I know of what awaited me. Almost three decades and seven schools later, I am head of a state secondary school. On the wall in my office is a children’s toy, a plastic monster’s head which, if pressed, emits a pre-recorded message: ‘It beggars belief!’. I press the monster whenever I, pupils, parents, staff, or the Department for Education do something that is notable, ludicrous, odd, bewildering or unreasonable. It is pressed so often that I am forever having to replace the batteries.’

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Book SynopsisThe Social Stories(TM) approach is widely acknowledged as a key technique for teaching social and life skills to children with autistic spectrum disorders. This text, endorsed by the originator of Social Stories(TM), Carol Gray, offers clear and comprehensive guidance for professionals, parents and carers on how to write successful and targeted Social Stories(TM) that will help develop the autistic spectrum child's understanding of social interaction.The book outlines the kinds of social challenges that people with ASD may experience and highlights the importance of learning social skills in meaningful contexts. An extended review of the guidelines for writing Social Stories(TM) will help writers to structure and develop their stories. The authors explain the key elements and highlight the potential difficulties that a writer may encounter, while providing encouragement and guidance through the various stages of what is often a challenging process. They include examples from their own professional experience, and suggest ways in which the Social Stories(TM) approach may enhance other strategies. Helpful advice on presentation and implementation is provided.Revealing the Hidden Social Code is essential reading for any professional, parent, carer or teacher wanting to employ Social Stories(TM) to develop social understanding in people with ASDs.Trade ReviewRevealing the Hidden Social Code is a book about the social stories approach for people with autism spectrum disorders (ASDs), which was originated by Carol Gray. The book describes how social stories may be used, in conjunction with other approaches, to help individuals with ASD to identify the underlying message that underpin social interaction. Excellent case examples are given, throughout the book, to illustrate the development of social stories. It also covers presenting, implementing and monitoring the individual's response and the different types of social stories, which can be used. The book is encouraging to the reader throughout and there is a helpful chapter on what to do when social stories do not work. The appendix contains useful checklists for each stage of preparing the stories, including drafting the social stories, monitoring individual's progress and a checklist for problem solving. -- Occupational Therapy JournalThis is a text which aims to identify why social stories work as a strategy to support the social learning of individuals with autistic spectrum disorders (ASD). In its Forward, the original creator of social stories, Carol Gray, strongly endorses this publication. -- British Journal of Special EducationAs a practical guide for those who want to learn more about the use of social stories and how to write them, this book could be a valuable resource. With practical suggestions and examples Howley and Arnold explore the strategy's potential for a range of ages, needs and abilities as well as for use in the other learning contexts. -- British Journal of Special EducationThe writing style is just right - very clear and detailed without being long-winded or laborious. It is a very practical guide and the kind of book that a professional would want to keep within easy reach whenever a social story is needed. Everything you ever need to know about writing a social story seems to have been addressed here and the examples of social stories are very enlightening too. What I really liked about the examples was that a lot of thought and understanding had gone into choosing very different individuals.The writers have obviously had plenty of hands-on experience which enables them to write about the differing needs of individuals with ASDs. This is an excellent and practical guide for anyone attempting to write or simply understand the concept of social stories, how they work and their essential place in the social education of individuals with ASDs. -- Good Autism PracticeThis work provides clear and succinct instructions for writing one's own Social Stories, including helpful examples that convey increasingly complicated messages and yet are still effective for children with ASD. -- Library JournalThis is a clearly presented, comprehensive and interesting book for professionals and parents or carers of people with Autistic Spectrum Disorder. It explains the key elements of Social StoriesTM, which are increasingly being used to develop social skills and social understanding. I highly recommend this book to teachers, speech and language therapists and parents or carers who wish to structure and deliver Social StoriesTM to help people with ASD address everyday social challenges. -- NAPLIC NewsletterHowley (Univ. Coll. Northampton, U.K.) and Arnold (Northamptonshire Soc. for Autism, U.K.) have written an excellent supplement to Gray's The New Social Story Book and My Social Stories Book (with Abbie Leigh White and Sean McAndrew); parents, caregivers, and professionals will find clear and succinct instructions for writing their own Social Stories, including helpful examples that convey increasingly complicated messages and yet are still effective for children with ASD. Strongly recommended for all public and academic libraries with autism or education collections. -- Library JournalTable of Contents1. Introduction and Rationale for Social Stories. 2. Preparing to Write: Gathering Information. 3. Sentences and Structure: Descriptive, Perspective and Directive Sentences. 4. Advanced Social Stories: Additional Sentence Types: Control, Affirmative, Cooperative and Partial Sentences. 5. Presenting, Implementing and Monitoring. 6. Introductory Social Stories and Complementary Strategies. 7. Problem Solving and What to Do when Social Stories Do Not Work! Final Thoughts. Appendices.

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Book SynopsisStories and storytelling help children to develop emotional literacy, make sense of their world and appreciate different points of view. Fox Eades shows how storytelling is a crucial element of children's education that can enrich the school curriculum and encourage social and thinking skills.The author discusses the different kinds of story that are useful in the classroom context, including traditional stories, fairy tales and sacred stories, and explores the impact of individual and group dynamics on the telling and reception of these stories. She also considers recognised therapeutic uses of storytelling. She provides a series of sample stories and gives practical tips on adapting these to suit different situations and meet different needs. She also advises on a range of techniques such as using props, allowing `reflection' time and prompting interaction. Sections on collective stories and the child as storyteller explain how children can be inspired to compose their own tales that offer opportunities to practise self-expression and negotiation.This practical and engaging book provides all the tools and techniques needed to use storytelling effectively, and will be an essential resource for primary school teachers and others working with children in educational contexts, social workers and parents.Trade ReviewClassroom Tales, by Jennifer M Fox Eades, is a practical, well-researched and scholarly work, engagingly written and providing a thorough background to the history of storytelling and its range of cultural, religious, geographical, social and therapeutic uses. Eades, a teacher and educational advisor with an MA in Psychoanalytic Observation, writes with clear psychological understanding and often from a personal perspective, casting light on some of the deep and complex levels on which storytelling can work. -- Lapidus QuarterlyThe book covers a multitude of topics from the importance of story telling, to how to tell stories, creating your own stories and encouraging children to tell their own. I enjoyed reading about Fox Eade's personal experiences of using storytelling in the classroom and have found plenty in this book to inspire me. -- Education OtherwiseStorytelling is an intrinsic part of the human make-up and the tradition of oral storytelling is probably as old as spoken language itself. In this book the author, Eades, makes the point that we all tell stories in our everyday lives. For children, the opportunity to listen to and to be apart of oral stories as well as stories in books is a vital part of their learning. Of particular interest are the sections on how powerful storytelling is as an outlet for emotions, especially anxiety, anger and fear. I think this book would be an invaluable resource in all early years settings. -- Early TalkJennifer Fox Eades effectively encourages practitioners in the art of storytelling and shows how valuable this is. Storytelling is very different although no less valuable than reading stories. It is enjoyable to all ages and abilities, it is creative and encourages active learning and is inclusive as stories work on many levels and children can take from it what they need. One of its biggest advantages is its flexibility - the only limit being your own imagination. This is a valuable resource for people working with children at many levels. I thoroughly recommend it. -- The National Child Minding AssociationThe book is a recommended buy for teaching/learning assistants/mentors, SENCO's and teachers in primary schools who are undertaking training in therapeutic play. -- Play for Life JournalThe first point to make about this guide to the delights of storytelling is that non-teachers should not be put off from reading it.As a parent with (only) two young boys to worry about - and not a classroom full of youngsters - I have no hesitation in recommending it to other mums and dads not in the teaching profession. -- www.adoption-net.co.ukStories are good for you. So says Jennifer Eades, whose own damascan revelation occurred while working with highly troubled teenager girls who sat entranced for hours listening to stories that they had missed out on as children. Not just listening, either: using the stories to unpick and understand their own problems. Just as Hindu medicine once used stories as a "cure", Eades uses them to help autistic children change their behaviour.Story telling is an "ancient human skill" and "has elements to it that are not present when a book is read aloud". How you tell a story will in part depend on how your listeners respond - it is a shared, living experience. Eades uses a rain stick, or lighting a candle, or donning a silk scarf, to signal a story is about to begin. A silent start and the pauses in a story build up enjoyment and anticipation and the tale "itself sinks into our hearts and minds".Teachers and children can and should learn storytelling. I once complained when a teacher would not let my son tell her about something exciting he had done at the weekend. She had to start their literacy hour. But Eades reminds us that children telling stories about themselves are an essential part of the lesson - "if you cannot give a coherent spoken account of what happened over the weekend, you will not be able to write one down either".As a teacher, when I tell a story it makes me feel a more direct connection with the children than any other activity. In an age when we complain that children are hard-wired to their computer game modules, let us not forget that a good tale well told will stay with them longer than the latest game.Like a good story, Classroom Tales is both simple and profound and should be made compulsory reading on all initial teacher training courses. Highly recommended. -- TES Extra for Special NeedsJennifer M Fox Eades' informative and easily readable book is a very welcome reminder that story telling and creating is not only pleasurable but will enrich children's learning and personal development. Through her varied work and research in Psychoanalytic Observation of Children and Families, Ms Fox Eades had achieved amazing results with children of all ages from challenging teenagers to the very young. -- Facts and FictionsTable of ContentsPreface. 1. The Importance of Stories and Storytelling. 2. How to Tell Stories. 3. Traditional Tales. 4. Creating Unique Stories. 5. Children as Storytellers. 6. Stories and Thinking Skills. 7. Stories and the Environment. 8. Sacred Stories. 9. Storytelling across the Curriculum. 10. Stories and Emotional Literacy. 11. Storytelling and Reflection. Appendix 1: Sources. Appendix 2: Useful Addresses. References. Index.

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Book SynopsisChildren who live and go to school apart from people with disabilities suffer from several distinct disadvantages, including the fact that exposure to stories about disability, however well-intentioned, may make them believe all those with disabilities have the same emotions, needs and attitudes as characters in the story. This set of eight stories has enough accompanying activities and lessons to counter this problem somewhat; Leicester (education emerita, U. of Nottingham) works from experiences she has had with her own daughter, who contributes an autobiography. Topics include common ground, the advantages of having a good caregiver, correct behaviour around those with disabilities, bullying, cultural attitudes toward disability, and the benefits of focusing on abilities rather than disabilities. This book is intended for children aged four to 11 who are not in mainstreamed classrooms, so caregivers should be extremely careful in using this if children with disabilities are part of the regular classroom.'- www.booknews.com'Designed to support key stages 1 and 2 of the National Curriculum (England and Wales); this 155 page book is a superb resource or anyone wishing to raise disability awareness among children. Using the medium of storytelling the lives and adventures of eight children with disabilities are individually told. Care has been taken to cover various types of disability, for example sensory impairment, learning difficulties/difference, mobility and emotional and behavioural difficulties. Cultural diversity is also strongly supported with some of the children coming from ethnic minority groups.Refreshingly unlike many children's stories the heroes of these stories are based on children who have a disability, with a core aim of promoting a positive approach to disability and breaking away from the potential stereotyping that can so easily develop within the everyday lives of children.Supported by walk through instructions on how the book should be used it highlights the key aims and objectives to each story. The building of vocabulary through activity sessions is particularly useful given the complexity of the subject.Clearly illustrated the book is very much a flexible learning resource and can be used independently or within other subjects.In conclusion this book is a must have for anyone tasked with teaching or supporting a child's education.'-The Encephalitis Society'What I like most about this book is they way it gives so much information and so easily. Even if you don't feel confident about the topic, there is so much included that you will have all the help you need. All the stories are positive and how fabulous to have a book which the main characters are disabled!'- National Child-Minding Association'If you only buy one book about disability - make it this one!'- National Child-Minding Association'An imaginative approach to promoting disability awareness among 4 to 11 year olds. Designed to be used by parents and care professionals as well as teachers. Covers a wide range of topics, positive and negative, including fear, feelings, success, bullying, joy and exclusion, with disabled children as the heroes and heroines.'- Current Awareness ServiceStories both educate and entertain. We learn from them and the learning is fun. They also stimulate our imagination and creativity. In this collection of short stories, the heroes and heroines are disabled children who defy the stereotypes associated with being disabled: being pitiable, a victim, freakish or a burden.Special Stories for Disability Awareness provides stories that fire the imagination and promote disability awareness and discussion among children aged 4-11 about universal issues such as fear, loss, feeling 'different', bullying, exclusion, joy, success, friendship and emotional growth. The stories provide a safe environment for young children to discuss painful emotions as well as a tool for teachers, parents and professionals to understand the experiences of disabled children.Each chapter features an engaging story, linked discussion and learning materials as well as suggestions for activities and photocopiable handouts. All those who work in early education or support young children will find this an invaluable resource.Trade ReviewThe stories and resources can be accesssed at many different levels making them suitable for a wide range of age and ability. It is a resource that can be revisited many times as the children develop. The book is easy to use and to find your way around. Links to extra information are also provided. It would be a very useful addition to any school's PHSCE resources. -- British Association of Teachers of the DeafTable of ContentsAcknowledgements. Introduction: Understanding Disability. 1. Tom's Famous Bridge. 2. The Magic Shoe Box. 3. A Kind Revenge. 4. One and One Make Trouble. 5. Signs of Change. 6. Gifts for Divali. 7. Across the Pond. 8. The Careless Boy. Appendix 1: My Experiences. Appendix 2: Pictures to Colour.

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Book SynopsisSocial play is about relating to others, playing and making friends - all of which are key elements for social inclusion, adjustment and well-being. The Social Play Record is a practical resource for assessing and developing social play in children with autistic spectrum disorders (ASDs) or difficulties with social interaction.This toolkit is designed to be used collaboratively with children, parents, carers and practitioners. It is suitable for assessing children of all learning abilities and stages of development, from early infancy to adolescence, and includes photocopiable assessment and intervention materials. The toolkit is divided into user-friendly sections, including:* a guidance section, which also gives information on what constitutes social play, its significance, development and how to address social interaction difficulties* an assessment section for recording stages of social play and key abilities, such as independent and peer play, friendship and advanced group skills* an intervention section, which gives step-by-step directions for developing key social play skills.Parents, teachers and professionals working with or caring for a child with social interaction difficulties will find this toolkit an essential assessment resource.Trade ReviewThis is an excellent book for practitioners, parents and carers and anyone else working with young people with an autism spectrum disorder. It is a well laid out, easily accessible introduction to social play development and a comprehensive assessment tool with matched appropriate interventions for each stage. -- Good Autism PracticeThis book provides a structured approach to assessing and developing children's social play.There is a strong emphasis on intervention and the ` ideas and templates' section is especially useful.The pages are easily photocopiable and user friendly. There are also lots of references to recent research findings.This book would be particularly useful for SLTs,psychologists and teachers/childcare staff working closely with parents. -- Royal College of Speech & Language TherapistsChris White, a speech and language therapist has performed great service by producing this excellent and very practical book... I would strongly recommend it to all educational psychologists. It is clear that this book has been well designed and researched. -- Alun Flynn, DebateThis practical resource is designed for assessing the development of social skills by three-to 13-year-olds. The focus of the book is on children with autistic spectrum disorders or difficulties with social interaction and it is divided into three main sections: guidance; assessment; and intervention. Each section provides information on significance of social skills and the recording of children's development. -- Children NowTable of ContentsAssessment Booklet. Introduction: What is The Social Play Record? PART I: The SPR Assessment User Guide. 1.1. The SPR Assessment: An Overview. 1.2. The Recording Sheets. 1.3. The Home Comments Sheet. 1.4. The Practitioner Rating of Peer Relationships. 1.5. The Peer Preferences Chart. 1.6. The Friends Questionnaire. 1.7. Scoring the SPR Assessment. 1.8. Planning Intervention. PART II: Links to Intervention. 2.1. How it All Fits Together. 2.2. Early Social Play. 2.3. Unoccupied or Preoccupied. 2.4. Independent Play. 2.5. Peer Play. 2.6. Advanced Group Play. 2.7. Friendship Skills. Conclusion. References. Appendix1: Worked Examples. Appendix 2: Ideas and Templates. Appendix 3: Small Steps Chart. Appendix 4: Theory and Research. 4.1. What is Social Play? 4.2. Social Play and Children with Autistic Spectrum Disorders. 4.3. How the Social Play Record was developed.

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Book SynopsisSchool refusal is a crippling condition in which children experience extreme anxiety or panic attacks when faced with everyday school life and this handbook aims to explore and raise awareness of the problem of school refusal in children and young people, and provide plans and strategies for education, health and social care professionals for identifying and addressing this problem.Combining educational and clinical perspectives, and with extensive use of case studies, the authors present recent research into the mental health problems associated with school refusal, such as anxiety and panic attacks, as well as the role that parental support plays in their children's school life. They also discuss the role of home tuition services and pupil referral units in extreme cases of school refusal, and provides concrete strategies for planning and organising services to manage the problem effectively.Understanding School Refusal is a valuable guide for professionals across the disciplines of education, health and social care, and will also be useful for training courses within these fields.Trade Review`A book written by a child psychiatrist, an educational psychologist (EP) and a teacher from a PRU on the challenging subject of school refusal looked promising. I wasn't disappointed. This book offers a comprehensive concise review of school non-attendance and school refusal, it covers the topic thoughtfully and effectively from the perspectives of educational professionals, clinicians and the family...The interventions with schools and families are explored with reference to case examples, in the final chapters space is given to the need for strategic planning and a dip into the research and findings on school refusal is provided. The point is well made that studies in the area are mostly health rather than ecucation based, lthis handbook hopefully will prompt some much needed education based research. It is a grounded informative book, offering systemic and interactive approaches to the examination fo school refusal, looking at issues within the family, the child and the school. The section relating to working with parents is particularly detailed and wide ranging. The authors offer in an appendix a demystifying handout for parents/carers...An excellent book that bring together educational and clinical perspectives, each EP service should have a copy.` -- Debate, Chris Walker, PSI-UKCombining educational and clinical perspectives, and with extensive use of case studies, the authors present recent research into the mental health problems associated with school refusal, such as anxiety and panic attacks, as well as the role that parental support plays in their children's school life. They also discuss the role of home tuition services and pupil referral units in extreme cases of school refusal, and provides concrete strategies for planning and organising services to manage the problem effectively. Understanding School Refusal is a valuable guide for professionals across the disciplines of education, health and social care, and will also be useful for training courses within these fields. -- Education TodayThis book, written in a clear, concise and jargon-free style, offers a number of illustrative case studies as well as practical examples of assessment forms and handouts for parents. It should prove useful to teachers, education welfare officers, school health advisers and others who work with children who are reluctant to attend school. School attendance and persistent absent are high on the government's agenda. Within this big picture of non-school attendance, school refusers have been a largely hidden and under-recognised small group. This volume should help ensure that they become less so. -- Research Policy and PlanningThis very readable little book address the issues surrounding school refusal and offers some very pratical ideas for rehabilitation of young people. This book is essential reading for those working with school refusers. -- Clinical Child Psychology and PsychiatryDr MS Thambirajah - is a consultant child and adolescent psychiatrist based in Walsall who has provided valuable insights into this complex area. The book is readable and does not rely on professional jargon but uses meaningful case studies to assist the reader in extracting the key themes.The book is appropriate for a wide range of educational practitioners including teachers, educational welfare officers and educational psychologists as well as colleagues in health-related services'. -- SpecialThis is an interesting and useful handbook for all professionals working with children and young people. It clearly defines the different types of school non-attendance,distinguishing between truancy, parent-condoned absence, and school refusal. Furthermore, it provides a clear rationale for managing a return to school programme. -- Therapy TodayTable of ContentsPreface. Abbreviations Used in the Book.1. Introduction: School Non-Attendance. 2. Identifying and Understanding School Refusal. 3. The Nature of Anxiety. 4. Assessment. 5. Principles of Intervention and Management. 6. Working with Parents and Children. 7. Supporting Children and Young People at School. 8. Role of Home Tuition and Pupil Referral Units. 9. Strategic Planning. Appendix I: What is Known about School Refusal: Research Findings. Appendix II: Specimen Assessment Form. Appendix III: Handout for Parents. References. Subject Index. Author Index.

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Book SynopsisAudra Jensen' son began reading when he was only two years old. She shares her experiences - both the challenges and joys - of raising a child with autism and hyperlexia - an early and obsessive interest in the written word associated with social deficits and significant difficulty in understanding verbal language.The author stresses the importance of diagnosis of the condition for successful implementation of effective teaching strategies and encouragement of more typical childhood development. As well as useful advice, this guide provides a comprehensive reading curriculum specially designed for young, challenged children to help promote their reading ability.With practical suggestions on how to modify teaching and therapy programmes to suit a child's individual learning style, this practical guide will prove invaluable for parents of children with autism and hyperlexia.Trade ReviewA variety of methods for connecting a child's knowledge of words with their meanings is demonstrated, as are numerous useful resources like social stories... Many of these examples, especially rewards, are useful for all children with ASD. This book, probably the first of its kind, is strongly recommended for all public libraries and academic libraries with autism or education collections. -- Library JournalThis book is interesting in that it focuses primarily upon hyperlexia- the ability to read at a level beyond age- related norms with associated deficits in verbal communication skills. Many parents and practitioners familiar with autistic spectrum disorder will recognize aspects of this presentation without necessarily knowing this specific label and a discussion of this area is welcome. This is an energetic and practical guide outlining principles and activities that have evidently contributed enormously to the quality of life experienced by the author's son and family. -- Educational ReviewThe book is extremely well written, easy to read and understand and is a moving and insightful account of the difficulties families can face when blessed with a challenging child. A great read (I personally couldn't put it down) for all those interested in either comprehensive learning programmes or just requiring a deeper understanding of Hyperlexia, Asperger Syndrome and Autism. -- The National Association for Gifted ChildrenTable of ContentsForeword. Preface. Acknowledgements. 1. Something About Him. 2. The Walking Paradox. Definitions. Why Does Hyperlexia Fit? Diagram of Hyperlexia. To Diagnose or Not to Diagnose? That is the question. 3. The Case for Teaching Reading. Create a Hyperlexic? Early Brain Development. Making the Case. Teaching Guidelines. What Method? 4. Teaching Babies to Read. Preparation. Level One: Match Word. Level Two: Pointing. Level Three: Match Object. Level Four: Reading. Level Five: Generalization. The Genelect Program. Set One: Familiar names and high-frequency words. Set Two: Facilitating Words. Set Three: First letters. Set Four: First Phonic Words ă (CVC). Set Five: Common high-frequency words. Set Six: Individual interest words. Set Seven: More phonics words ĕ ĭ Šŭ (CVC). Set Eight: Phonics vowel change (CVC). Set Nine: More high-frequency words. Set Ten: Phonics long vowel (CVC-e). Set Eleven: Phonics blends. Set Twelve: More long vowels. Phonemic Conventions. Sight and High-frequency Words. 5. Line of Attack. Home. Outside Therapies. School. Other Environments. Strategies. 6. Learning Early Social Expectations. Reminder Book. Situation Book. Incentive Chart.. 7. Navigating the School System Placement. When You Have to Fight. Process Guidelines. 8. Customizing Behavior Therapy. Pro-Active Responses. Foundation Skills. Social Skills. Academic Skills. 9. Customizing Language Therapy. Receptive Language. Expressive Language. Wh- Questions. Intraverbals. Grammar. Social Language. 10. Theory of Mind. Picture Inferencing. What Comes Next? Guess/Don't Guess. Verbal Inferencing. Thought Bubbles. Role Playing with Figures. 11. Ten Commandments. Appendix A: Special Education La in the United States. Special Education Law Terms. The Special Education Process. Legal Documentation. Appendix B: Some Useful Organizations in the UK. Appendix C: Glossary and Diagnostic Criteria. Glossary. DSM-IV (1994) Diagnostic Criteria. Other Disorders. References. Index.

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Book SynopsisSocial Skills Groups for Children and Adolescents with Asperger Syndrome is an empirically-grounded, ready-to-use curriculum for clinicians, teachers and other professionals wishing to lead social skills groups for children and adolescents with AS.It provides an introduction to AS and issues surrounding social skills, including diagnostic and assessment issues, the importance of good social skills, and treatment approaches. At the heart of the resource is a practical, user-friendly, fully photocopiable program, consisting of 10 core sessions and 13 supplementary sessions, which covers topics such as greetings, emotions, facial expressions, conversational skills and more. Each session contains an outline of the aims, the empirical basis of the skill being taught, step-by-step instructions for group leaders, and parent and teacher handouts.A comprehensive and practical social skills group program, this will be an invaluable and unique resource for clinicians, teachers, parents and professionals working with children and adolescents with AS social skillsKim Kiker Painter, PhD, specializes in working with children, adolescents, and families. She has extensive professional experience of assessing and treating individuals with autism spectrum disorders, and has a brother with autism who has greatly influenced her interest in this area. She is currently continuing her clinical work with children and adolescents at Silber Solutions, P.A.Trade ReviewThis book goes some way to address this challenge by outlining a ready-to-use Model Program of ten 60-minute structured sessions, plus13 supplemental sessions based on heavily researched literature. It is written in a user-friendly format, provides instruction and explanation for the group leader, plus handouts for both parents and teachers to encourage further generalisation of taught skills.The book has been designed for use by teachers and clinicians (such as speech and language therapists, psychologists.) It provides a brief overview of Asperger syndrome, discusses the social skills of deficit in AS and outlines the key components of a social skills group. As a guide for setting up a social skills group, the book works well. It highlights the key information necessary. The core and supplemental activities are well researched and the format is user-friendly. I would recommend this book particularly to practitioners in a non-specialist setting who are aiming to set up a social skills group for students with AS. -- Good Autism PracticeThis is for clinicians, teachers, parents and other professionals who want to improve the social skills of children and young people with Asperger syndrome. It provides an introduction to Asperger syndrome and teaching social skills, as well as treatment approaches. There is a wide range of lesson plans, which focus on greetings, facial expressions and conversational skills. -- Children NowTable of ContentsPart I: Asperger Syndrome and Social Skills. Chapter 1. Overview of AS. Chapter 2. Diagnostic and Assessment Issues. Chapter 3. The Importance of Social Skills. Chapter 4. Treatment Approaches. Chapter 5. Introduction to the Model Program. Chapter 6. `Summing Up'. Part II: The Program. Chapter 7. The Model Program. Session 1: Greeting and Getting to Know You. Session 2: Identifying Emotions. Session 3: Identifying Facial Expressions. Session 4: Continuum of Emotions. Session 5: Tone of Voice. Session 6: Initiating Conversations. Session 7: Maintaining Conversations - Basic Conversational Skills. Session 8: Maintaining Conversations - Responding to the Emotions of Others. Session 9: Conversational Skills - Phone Skills. Session 10: Manners and Dinner Outing. Chapter 8.Supplemental Sessions. Part III: Further Reading. Appendix: Theoretical Background to this Resource. References. Subject index. Author index.

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Book SynopsisAsperger Syndrome in the Inclusive Classroom offers support and practical techniques for teachers who work with children with Asperger Syndrome (AS).Based on the successful experiences of classroom teachers, and written from a teacher's perspective, this book provides creative and easy-to-apply strategies that support and encourage AS students in the mainstream classroom, from organization and time management techniques to framing classroom instructions to make lessons more accessible for children with AS. The authors' straightforward, practical advice relates to every part of the school day and includes advice for teaching specific subject areas. They give tips on helping students navigate the school environment, how to handle social situations like lunch and breaks, and what to do during unstructured periods.This book is essential reading for teachers and school staff who want to fully include AS students in the classroom.Trade ReviewA goldmine of practical strategies that will be of benefit to teachers with or without experience. This is an extremely readable book which is packed full of practical advice, strategies and opportunities for reflection on managing young people's lives at school, with down to earth text covering such areas as curriculum, transport, discipline, unstructured time and much more. The book enables an individual and whole school approach to facilitate inclusion with an emphasis on learning. -- Elaine Colquhoun, President, NASENAsperger Syndrome in the Inclusive Classroom offers support and practical techniques for teachers who work with children with Aspeger Syndrome (AS). Based on the successful experiences of classroom teachers', and written from a teacher's perspective, this book provides creative and easy-to-apply strategies that support and encourage AS students in the mainstream classroom, from organisation and time management techniques to framing classroom to make lessons more accessible for children with AS. This book is essential reading for teachers and school staff who want to fully include AS students in the classroom. -- Ask AceAsperger Syndrome in the Inclusive Classroom: Advice and Strategies for Teachers will become a 'security blanket' for teachers first experiencing Asperger Syndrome in their classroom. This book is a common-sense approach to working with these children. The book discusses adaptations in the classroom, teaching of academic subjects, special subject classes, unstructured school time, and social and emotional concerns of children with Asperger Syndrome. Teachers who read this book will now say, 'I'm getting a child with Asperger Syndrome; let's work together and make this a positive experience for everyone.'" -- from the Foreword by Peter W. Riffle, 2005 National Veterans of Foreign Wars Citizenship and Education Teacher of the Year 2000 Disney American Teacher Award Special Education HonoreeTable of ContentsA Note on the Book. Foreword by Peter Riffle. Introduction. 1. "Doing" School. 2. Academic Subjects. 3. Special Subjects. 4. Other Periods in the School Day. 5. Social and Emotional Concerns. Conclusion. Appendix A: Daily Homework Checklist. Appendix B: How to Help Your Classmate - Peer Helper Handout. Appendix C: Student Information Form. References. Index.

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Book SynopsisYoung people with behavioural, emotional and social difficulties (BESD - sometimes called 'SEBD' or 'EBD') need effective and consistent support, yet providing this can be highly stressful and demanding for the practitioners involved. Complete with practical intervention strategies based on research, theory and practice, this comprehensive handbook provides practitioners with the information and tools they need to deal with BESD in a way that is of benefit to them as well as to the children they work with. The book begins by expanding the reader's general understanding of BESD in children. The authors examine the underlying causes, explore what can be learned from past experience, and discuss research-based theory. They then offer a range of interventions and therapies for use in and out of school, and encourage practitioners to develop skills such as engaging with parents, identifying special educational needs and setting constructive boundaries. Finally, the needs of practitioners themselves are addressed. The authors advise on how to collaborate productively with other professions and stress the importance of supporting colleagues and developing the personal resilience needed to cope in difficult circumstances.Wide-ranging, accessible and current, this guide will be an invaluable resource for the professional development of teachers and other practitioners working with young people with BESD/SEBD in educational settings.Trade ReviewThis will be a welcome resource as part of professional development for practitioners in both mainstream and special schools working with children with BESD. It will provide a useful audit of practice; perhaps reminding practitioners of what they are doing well. It will serve as an introduction to other interventions that may be new to them. EPs should not hesitate in reading it themselves, or recommending to colleagues in schools, especially those with responsibility with BESD. -- DebateThis is a useful addition to a series of books relating to difficult-to-reach young people published by Jessica Kingsley. The authors have experience in and enthusiasm for a subject that should interest most professionals who work with young people. While the book's title describes children with "complex difficulties", many of the ideas and programmes summarised have relevance to all professionals; as well as being perfect reading for those practitioners newly introduced to the field, it provides an excellent overview of "what's out there" for more experienced professionals. -- Children & Young People NowTed Cole and Barbara Knowles have written a practical volume for teachers...The authors cover patterns of educational provision, child development, whole-school influences, interventions, well-being and mental health, support beyond the work setting and working with parents and carers. -- Nasen SpecialTable of ContentsList of Abbreviations. Foreword. 1. Introduction. Part 1. Understanding BESD. 2. The past, the present and patterns of educational provision. 3. Child development and BESD. 4.Further theory underpinning effective interventions. Part 2. Helpful Interventions .5. Whole-school influences. 6. Helpful group interventions in class and around school. 7. The individual child from an educational perspective. 8. Well-being, mental health and the individual child. 9. Support from beyond your work setting. 10. Working with Parents and Carers. 11. Review and Conclusion. Appendices: 1. Identifying Support from Local Services. 2. The SEBDA Abbreviated Policy on Inclusion and SEBO (BESD). Recommended Resources. References. Index.

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Book Synopsis*Shortlisted for the 2011 NASEN Award 'Book to Promote Professional Development'*Certain classroom behaviours can signify an underlying learning disability. This book will help you recognise potential indicators of Asperger Syndrome, dyslexia, dyspraxia, AD/HD, physical disabilities and speech and language disorders; explores the benefits of different interventions; and offers practical strategies for improving pupils' behaviours, social skills and self-esteem.This book contains:- A simple-to-use screener for initial identification of a pupil's specific learning disability- A practical and simple structure for monitoring classroom behaviours and creating an Individual Behaviour Plan- Tried-and-tested teacher strategies for common areas of concern, such as problems staying on task, inability to work on group tasks and failure to seek help when needed- Key educational theories to help teachers understand and influence classroom behaviours, and further develop classroom management skills for addressing the behaviours of special needs pupils.This practical, accessible book is an essential tool kit for special educational needs coordinators, learning support staff and teachers in both primary and secondary schools.Trade ReviewThe book should form part of the reading of every teacher and teaching assistant as well as be available to any psychologist involved with the detection, remediation or behavioural interventions amongst those with specific learning difficulties. -- DebateSteve Chinn is known as a writer of books on mathematics for dyslexic and dyscalculic pupils, and as an educator who founded and for many years ran a school for dyslexic goys. He brings years of experience and knowledge to this book which is a diagnostic manual of learning disorders that may be indicated by classroom behaviours. The book is a balanced, well-written user-friendly combination of diagnosis, strategies and theory. -- BulletinHe brings years of experience and knowledge to this book... The book is a balanced, well-written user-friendly combination of diagnosis, strategies and theory... Student teachers and teachers new to the profession would find it extremely helpful because it summarises its information so well. It could be used for both primary and secondary learners and classrooms... This is the voice of an experienced educator who appreciates individual differences in children, but who also understands the pressures on teachers to manage behaviour and learning in a sometimes over-populated, but always inclusive, classroom... the advice and strategies are positive about accepting the origins of the behaviour and aim to give the learners aspirational support which acknowledges and uses their different ways of learning... excellent and likeable manual. -- Patoss BulletinWhat a helpful book!... A photocopiable screening test is included which is valuable as an aid to early identification...This highly accessible book provides a practical introduction to the complex needs of a substantial cohort of students for teachers and teaching assistants alike. -- School LibrarianA range of strategies found to be successful by teachers is offered to help overcome the difficulties as well as views from the pupils themselves...This simple-to-use screener, provides a practical structure for identification and monitoring of classroom behaviours. It would be supportive in creating effective and targeted individual behaviour plans. Special needs teachers, co-coordinators, learning support staff, would find this a valuable resource. -- SNIP, Special Needs Information PressTable of ContentsIntroduction. 1. Classroom Behaviours and the Affective Domain. 2. The Characteristics of Six Special Needs. 3. The Classroom Behaviours List (CBL). 4. The Classroom Behaviours List Profiles for Each Special Need. 5. Using the Classroom Behaviours List. 6. Common Behaviours across the Special Needs Categories. 7. Rare Disorders. 8. Eliminate the Obvious. 9. Tried and Tested Strategies. 10. The Benefits of Different Interventions. 11. Pupils' Own Views. 12. Social Skills, Social Competence and Special Needs. 13. Multiple Intelligences. 14. Self-esteem and Self-concept. 15. Transactional Analysis. 15. 16. Attributional Style. Summing Up. Further Reading. Index

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Book SynopsisPositive psychology focuses on building strengths and developing creative and positive thinking in order to boost happiness, well-being and achievement. It helps people to be motivated, maintain positive mental health, and to flourish in all areas of their lives.This resource is a fully-formed positive psychology programme designed to promote happiness, resilience and motivation in young people aged 11–18. It introduces the theory and research behind positive psychology, and includes a guidance section for facilitators on how to deliver the programme. The programme itself is made up of 24 chapters which reflect each of the 24 'character strengths' identified by Martin Seligman, the founder of positive psychology. These strengths include creative thinking, kindness, fairness, leadership, forgiveness, and teamwork. Activities teach students how to develop these strengths and skills in order to initiate positive change in their lives. This resource provides teachers, counsellors, psychologists, social workers and others working with young people with a complete programme to promote well-being in young people and help them flourish in their lives.Trade ReviewThe book is a tremendously useful, user friendly book which can provide even the novice with the basic information and practical steps needed to introduce and then implement the programme in schools. While this text is aimed directly at adolescents, and so for use in secondary schools, the model would apply equally well in primary schools and the teaching resources easily adapted for younger children. -- DebateBuilding Happiness, Resilience and Motivation in Adolescents is a practical resource for use in schools. MacConville and Rae acknowledge that adolescence can be a turbulent time where difficulties can develop into mental health problems. They recognise that schools play a vital role in promoting emotional well-being, which will in turn enhance learning... a practical resource for practitioners who want an overview of positive psychology. (...) contains relevant activities and worksheets that are ideal for this client group. -- The PsychologistI would recommend this book for anyone working with groups of young people where it its desired to encourage personal and social responsibility, self-knowledge and self-confidence, as I feel this programme can deliver this and a lot more. -- BACP Children & Young PeopleRuth MacConville and Tina Rae have compiled a rich resource to enable schools to adopt a positive "strengths approach" to helping young people become more motivated, more resilient through difficulties and ultimately happier. -- Nasen Special MagazineThis is a must-read book for all who want to help bring up young people in a psychologically healthy manner. Readable, well-informed, and very persuasive. -- Dr Anthony Seldon, Master, Wellington College, UKTable of ContentsIntroduction. Part 1. Virtue One: Wisdom and Knowledge. 1. Creativity: Thinking of novel and productive ways to do things. 2. Curiosity: Taking an interest in all of ongoing experience. 3. Open Mindedness: Thinking things through and examining them from all sides. 4. Love of Learning: Mastering new skills, topics and bodies of knowledge. 5. Perspective: Being able to provide wise counsel to others. Part 2. Virtue Two: Courage. 6. Authenticity: Speaking the truth and presenting oneself in a genuine way. 7. Bravery: Not shrinking from threat, challenge, difficulty or pain. 8. Persistence: Finishing what ones starts. 9. Zest: Approaching life with excitement and energy. Part 3. Virtue Three: Humanity. 10. Kindness: Doing favours and good deeds to others. 11. Love: Valuing close relations with others. 12. Social Intelligence: Being aware of the motives and feelings of self and others. Part 4. Virtue Four: Justice. 13. Fairness: Treating all people the same according to notions of fairness and justice. 14. Leadership: Organising group activities and seeing that they happen. 15. Teamwork: Working well as a member of group or team. Part 5. Virtue Five: Temperance. 16. Forgiving those who have Done Wrong. 17. Modesty: Letting one's accomplishments speak for themselves. 18. Prudence: Being careful about one's choices; not saying or doing things that might later be regretted. 19. Self-regulation: Regulating what ones feels and does. Part 6. Virtue Six: Transcendence. 20. Appreciation of Beauty and Excellence: Noticing and appreciating beauty, excellence and/or skills performance in all domains of life. 21. Gratitude: Being aware of and thankful for the good things that happen. 22. Hope: Expecting the best and working to achieve it. 23. Humour: Likely to laugh and tease; bringing smiles to other people. 24. Religiousness: Having coherent beliefs about the higher purpose and meaning of life. Appendices. Further reading and useful websites. Mental health information. Useful resources for young people.

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Book SynopsisImproving Learning Through Dynamic Assessment is a practical tool for helping to assess and support children aged 4+ with learning challenges based on an innovative approach.Contrasting with traditional 'static' assessment methods, this resource enables educational psychologists and related professionals to involve the child actively in the process of assessment - allowing them to measure not just what the child has learnt, but also how the child learns, how responsive they are to attempts to intevene, and what is holding them back from learning. It outlines the relevant theory and offers a staged assessment process to follow, with strategies for assessing cognitive and affective capacity. The resource contains all you need to carry out dynamic assessment, featuring photocopiable activities, checklists, handouts for teachers/parents to use with children and training materials which explain the approach in terms understandable to all participating adults.The first practical resource on how to carry out this popular and innovative form of assessment, Improving Learning through Dynamic Assessment is an important resource for educational psychologists, speech and language therapists, special educational needs coordinators (SENCOs), specialist support teachers and other professionals working with children with learning challenges.Trade ReviewDynamic assessment sounds an interesting concept and should be practical to implement within the classroom. The materials contained in the book and on the website look as though they could add another layer of assessment input regarding the pupil. This resource would complement the toolkit of many professionals. -- Special ChildrenThis will be an excellent resource for educational psychologists and fellow professionals for carrying out the sometimes complex ideas underpinning the dynamic assessment approach. Highly recommended. -- Dr Simon Gibbs, Reader in Educational Psychology, Programme Director for Initial Training in Educational Psychology (DAppEdPsy), Newcastle University, UKLauchlan and Carrigan have managed to do something that many attempt, and fail. They have produced a very usable book which bridges the gap between theory and practice in applied psychology. For too long dynamic assessment remained in the hands of academics and it always sounded like a good idea but in practice there was little guidance for practitioners to make the move from the more traditional forms of cognitive assessment to a dynamic approach. I cannot recommend this book highly enough and it should be in the hands of all practising educational (school) psychologists. -- Dr Chris Boyle, Senior Lecturer in Psychology and Inclusive Education, Monash University, AustraliaThe book briefly summarises dynamic assessment and the basic principles... The emphasis of the book seems to be to provide lots of practical ideas and resources...it more accurately suits upper primary children... could be used with some secondary aged students with significant language or literacy difficulties... This book is as it describes, a very practical resource packed full of useful ideas and readymade resources that can be photocopied. These can be used with a variety of different presenting difficulties. -- Emma Baldwin, SLT * NAPLIC Matters *The book provides guidelines for all stages and divides DA into two broad themes-cognitive and effective-with checklists and principles for both. There are profile sheets, factors sheets, and tailored strategies that are matched to the learning profile checklists and break down learning principles by theme. Not only does each stage have accompanying photocopy-ready handouts, there are also professional development materials to provide to teachers. Involving teachers, parents, and the students themselves in the stages of DA is very important and this is made easy using the structures and tools supplied.In all, this is a valuable, well-structured book. It is full of useable strategies and aids for planning and implementing interventions guided by dynamic assessments. -- The Australian Educational and Developmental PsychologistThe intention behind this book is to provide an accessible and efficient version of dynamic assessment, which can be used by educational psychologists and others in schools to provide ideas for focused intervention... I thoroughly approve of the way this approach has been designed to be very accessible to classroom teachers and to provide a framework for collaboration in which insights from dynamic assessment can be integrated into a simple intervention plan, which is also accessible to the child. The handbook has some notable strengths, I found the checklists of learning and affective principles helpful in structuring observations and the child-friendly versions of the learning principles have been cleverly designed... I found this to be a theoretically-sound and practical handbook. It offers a useful entry point for those wanting to begin doing some dynamic assessment and a helpful additional resource for those with additional experience of the field. -- Nick Bozic Educational Psychologist, Worcestershire EPS and University of Birmingham * Debate - British Psychological Society *This is a succinctly written, easily accessible and practical "how to"guide for dynamic assessment... Hard to find anything not to like about this resource as it does what it says on the tin... Recommended for: essential reading for educational psychologists and other professionals working with children and young people who are interested in the dynamic assessment approach. -- Jagdish Barn, Practice Lead/Chartered Educational Psychologist, FocusPsychology * Educational Psychology in Practice *Table of ContentsSection 1. Introduction. Section 2. Theory and Rationale. Section 3. Staged Process. Section 4. Intervention. Section 5. Materials. Appendix 1. Case study. Appendix 2. References.

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Book SynopsisMyths and related stories describe essential human experience which, requiring the use of the imagination, reconcile and give voice to fantasy and reality. In this book the author reflects on the processes of grief and more than 50 folk tales are included. The ancient stories vividly convey mankind's struggle with death and loss, the despair and hope, with bitterness and love. The use of stories in therapy is explained, specifically bereavement counselling through storymaking.Trade ReviewGersie is intuitive, sensitive and wise as she guides her readers into the territory of bereavement, love and loss... Each storymaking structure is exciting and brimming with potential... Alida Gersie has succeeded in brilliantly finding ways to empower individuals coming to grips with mortality... her work Storymaking in Bereavement: Dragons in the Meadow empowers us as helping professionals. Now we have a tool that gives us a little more courage compassion and insight so that we too are better armed to fight dragons in the meadow. -- The Arts in PsychotherapyThis is a fascinating book which may reunite readers with stories of their childhood and provide new insights into their meaning. It presents an innovative approach to bereavement counselling which reflects the wise counsel of some of the original story tellers and the oral tradition which we have lost. There are poignant stories and no avoidance of "difficult" feelings encountered during the grief process. This book is a delight to read on account of its descriptive qualities. It is also a source, in an accessible form, of a wealth of information. It addresses an area which is of concern to all occupational therapists. -- British Journal of Occupational TherapyThis is an erudite, imaginative book by an author who is deeply involved in her topic and is an enjoyable and absorbing read. The book would be of value to course leaders and students on courses covering loss, separation and divorce, abortion, terminal illness and death and to anyone who gives support to the dying and bereaved. -- Nursing TimesThis book is beautifully written. It is immensely rich in its use of story, metaphor and literary allusion to illustrate the process of grief and healing... moving and deeply compassionate. In addition to its overt theme, a book which touches its reader so deeply provides a subtle lesson in how a counsellor may allow herself to be deeply touched by her client. -- CounsellingAnyone interested in story as a form of therapy or in bereavement or the existential adaption to the idea of death will find this book overflowing with exciting concepts and powerful healing images... There is a well constructed balance between psychological conception and folk story in this book. This material is a rich collection of ideas which can be used in both the classroom and the counselor's office. -- Religious Studies Review... enchanting account of the use of creative-expressive therapies in helping us accept the finality of death and the toll it takes on those who are left to mourn... For those who work in creative and expressive therapies, this book is an important addition to the literature. The heart of the presentation - the stories we can tell, and have told for hundreds of centuries, about grief over death - lies at the core of human experience. -- Medical Humanities ReviewThe author's wide knowledge and understanding of myths and folklore is cleverly woven within each "Part" of the book... It links the past with the present, acts as a bridge between cultures, and helps us focus on profound issues... Storymaking in Bereavement is a book to be read and re-read and to be dipped into, as each chapter contains much wisdom. -- Lifeline (Magazine of the National Association of Bereavement Services)Professional bereavement counsellors and group facilitators will find the book stimulating and resourceful, while teachers in palliative care will certainly find some valuable educational material in it. -- Palliative Medicine... extremely readable, and easy to follow, and would be a delight for anyone to dip into. -- Behavioural Social Work ReviewTable of ContentsIntroduction. PART I: Themes of love and death. 1. `And all my sour-sweet days, I will lament and love.' Acknowledging the work of separation and mourning. 2. `But seldom I do think indeed that I must die.' Coming to grips with mortality. 3. `A stifled, drowsy, unimpassioned grief.' Some characteristics of the days between the actual death and the burial or cremation. PART II: A tracery of connections through mourning and myth. 4. `Lord, have mercy on us.' How come that we all must die? 5. `The day of death they do not reveal.' Why did it have to happen now? 6. `Wail, for the world's wrong.' What did I do that it happened to me? 7. `Ah God, that it were possible...' In search of reparation. 8. `And New Year blowing and roaring.' How lazily time creeps about to one that mourns. 9. `Tomorrow to fresh woods and pastures new.' Acceptance, more often than not. PART III: Focussed attention on intimate loss. 10. `This silence frightens me.' The death of our parent. 11. `O little did my mother ken.' The death of our child. 12. `And all that Hope adored and lost.' The death of our life-partner. PART IV: When a tyrant spell has bound us. 13. `We shall have a deadly storm.' The descent into darkness. 14. `Oh my God, hear my cry.' The dangerous pull towards ending our own life. PART V: On stories and storymaking. 15. `If there were dreams to sell.' On ancient stories and storytelling. 16. `They are not long the days of wine and roses.' Bereavement counselling through storymaking. PART VI: The stories and storymaking structures. Notes and elaborations. Bibliography.

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Book SynopsisThe scope of this book covers the many possible approaches to working with bereaved children. The contributors draw on their wide-ranging experience of working with bereaved children in a many different contexts to examine:methods, such as dramatherapy and play therapyvarious settings, such as working in schools, hospitals and residential environmentsgroup and individual workworking with adolescents.The breadth of the contributors' backgrounds- among them are psychologists, social workers, teachers, play therapists and an actress -brings to light the benefits of their differing approaches.Trade ReviewThe book contains contributions from some of the most experienced practitioners in the UK and USA, working with children and young people in situations of loss and grief. The aim of this book is to provide its readers with a useful resource guide to practical interventions with bereaved children. It succeeds eminently in its task in considering various causes of bereavement and various methods of responding to needs: individual, family, group and educative approaches. This book is helpful to anyone working with children and families, having experienced bereavement, in a social work, counselling or therapeutic context, as well as from a palliative care, social services, psychiatric, family therapy or educational setting. This work makes a very valuable contribution to the literature and reinforces the belief that "children are survivors" (Monroe). -- Child and Family Social WorkIf you have ever floundered when faced with a grieving child, this book is for you. Equipped with a wealth of practical and compassionate responses, 20 contributors describe their work with bereaved children, sharing effective ways of supporting and helping them in their loss. Case studies are sensitively given, and there are moving accounts of individual, family, group and whole school work. This is an empowering book, which should be accessible to all those who come into contact with children. -- Nursing Times`This book should be available to all members of multidisciplinary child mental health teams... The strength of this book is that it ranges from individual grief, through family and societal settings linking grief and disaster, patterning the varying responses of children according to their age and life circumstances and providing a mosaic of assessment and therapeutic techniques... This book is one important step in improving our ability to communicate with the young about death.' -- Journal of AdolescenceThe 26 contributors to this book share a wide experience of childhood and adolescent grief... Differences in culture are sensitively outlined in a chapter on transcultural counseling... a thoughtful contribution to the growing literature on children's bereavement. -- Community CareThe strength of the book is its emphasis on what can actually be done and how to do it. There are examples upon examples of how to convene, start, run and end sessions with children, how to work in different settings, with children of different needs. It is a rich store of what can be done. -- Clinical Child Psychology and PsychiatryTable of ContentsPart 1. Individual Work 1. Communicating with Children Through Play, Peta Hemmings, Senior Practitioner, Barnardo's Orchard Project, Newcastle-upon-Tyne2. Direct Work Techniques with the Siblings of Children Dying from Cancer, Maureen Hitcham, Malcolm Sargent Social Worker, Royal Victoria Infirmary, Newcastle-upon-Tyne. 3. Chairing the Child: A Seat of Bereavement, David Waskett, Social Worker and Independent Counsellor in Bereavement and Loss, Cambridge 4. Non-Directive Play Therapy with Bereaved Children, Jo Carroll, Independent Play Therapist, Marlborough, Wilts. Part 2. Family Work 5. `It is Impossible Not to Communicate': Helping the Grieving Family, Barbara Munroe, Director of Social Work, St Christopher's Hospice, London. 6. A Cradling of a Different Sort, Ann Couldrick, Counsellor, Sir Michael Sobell House, Oxford.7. Grieving Together: Helping Family Members Share Their Grief, Dr Jess Gordon, Consultant Child and Family Psychiatrist, Northampton Part 3. Groupwork 8. Creative Groupwork Methods with Bereaved Children, Margaret Pennells and Susan C Smith. 9. Sharing Experiences: The Value of Groups for Bereaved Children, Jenny Baulkwill, Principal Social Worker, St Christopher's Hospice London, and Christine Wood, Principal Social Worker, St Christopher's Hospice London. 10. Camp Winston: A Residential Intervention for Bereaved Children, Julie Stokes, Programme Director, Clinical Psychologist, and Diana Crossley, Coordinator of Children's Service, Clinical Psychologist, Gloucester Royal Hospital. 11. Groupwork with Bereaved Children, Ann Harris, Malcolm Sargent Social Worker, Bristol Children's Hospital and Sally Curnick, Cancer and Leukaemia in Childhood Trust. 12. Using Drama in Grief Work, Penny Casadagli, Artistic Director and Actress, Neti-Neti Theatre Company, London. Part 4. Specific Client Groups 13. Helping Families and Professionals to Work with Children who have Learning Difficulties, Judy Sanderson, Community Liaison Worker, Acorns Children's Hospice, Birmingham. 14. Transcultural Counselling: Bereavement Counselling with Adolescents, Jan Wilby, Head of Social Science, Head of Guidance and Support School, Nottingham. 15. Managing a Tragedy in a Secondary School, John Shears, Head Teacher, Redruth Community School, Cornwall. 16. Voices from the Crowd: Stories from the Hillsborough Football Stadium Disaster, Paul Barnard, Project Leader, and Maureen Cane, Freelance Consultant, Liverpool Children's Project. 17. Making Memory Stores with Children and Families Affected by HIV, Ruth Neville, Senior Practitioner, Barnardo's Castle Project, Leeds. Part 5. Projects in the USA18. Embracing Fears and Sharing Tears: Working with Bereaved Children, Jennifer Levine, Willowgreen Counselling Service, Fort Wayne, Indiana. 19. Group Interventions with Bereaved Children, 5-17 Years: From a Medical Centre-Based Young Person's Grief Support Programme, Ben Wolfe, Director, St Mary's Grief Support Centre, Minnesota. 20. Coaching Children's Grief Through Art, Clifford Davies, Coordinator, Pastoral and Grief Services, Hospice of Independence Regional Health Center, Missouri. About the Authors. Subject Index. Author Index.

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Book SynopsisWith twenty educators contributing ideas piloted with children of different abilities and backgrounds in their care, 'Good Grief'has been designed to explore and demystify the experience of loss - in different contexts - within the framework of the National Curriculum.This second edition has been updated and revised, to include a new chapter on the effects of disasters on children. Suitable for all professionals, carers and parents, both books are activity based. Good Grief 1 facilitates the use of children's own experiences and encouraging improvisation and extension. Primarily designed for mixed ability secondary and adult education, Good Grief 2 will also be invaluable for many other statutory, professional and community organisations.Trade ReviewThese books not only provide excellent ideas and guidance for helping grieving people, they also illustrate the huge diversity of human experiences which can be put under the heading of loss. I was so impressed by these books that I felt it was a privilege to be asked to review them. -- Community CareThe 22 cooperating contributors provide a superbly constructed resource of information, activities and ideas... Incredibly sensitive in every way... Barbara Ward... is to be congratulated and commended. -- Journal of the Institute of Health EducationThe authors have managed to produce an excellent aid to dealing with these very difficult and painful subjects within the national curriculum framework, and in a sensitive and imaginative way that will enable children, their teachers and parents to develop their understanding of loss and its impact. I would strongly recommend these volumes to all professionals working with children. They are also an invaluable source of information about self-help groups, useful literature for children of all ages and a variety of religious and cultural backgrounds. -- Association of Child Psychology and Psychiatry NewsletterIdeal for creative inspiration... there are many varied ways of teaching children about the concept of death as a project subject at school, with the involvement of parents carefully noted which I felt was essential... The practical and factual information across differing religious creeds and cultures, and those of no faith, give plenty of scope for teachers and other carers to give information to children growing up in our multi-racial/multi-cultural society... I would recommend both these books for teachers/trainers/carers who look for information and inspiration. -- Lifeline (Magazine of National Association of Bereavement Services)Table of ContentsAims and Objectives. Statistics for Britain. Foreword. Contents. Contributors. 1. INTRODUCTION AND BACKGROUND. 1.1 Why teach about loss and death? 1.2 Educator's notes. 1.3 Understanding Loss. 1.4 Divorce and Separation. 1.5 How to help someone who is suffering from loss. 1.6 Tracing Western attitudes to death. 1.7 Stages of grief. 1.8 Difficulties in grieving. 1.9 Grief in children. 1.10 Dying children and their families. 1.11 Preparation for a child's funeral. 1.12 Children's reaction to death. 1.13 Death of a child - a school's response. 1.14 Loss of a child - helping the parents. 1.15 When a child in your school is bereaved. 1.16 Bereavement in the junior school - a teacher's experience. 1.17 Glossary of words associated with death. 2. ACTIVITIES. 2.1 Creative activities. 2.2 Feelings. 2.3 Living with loss. 2.4 What is death? 2.5 How can we help? 2.6 Self esteem and self image. 3. APPENDICES. 3.1 Unhappy ever after. 3.2 Caught in the middle. 3.3 Helen House. 3.4 What to do when someone dies. 3.5 Why do we have funerals. 3.6 Rituals and customs. 3.7 How will Mummy breath and who will feed her? 3.8 I can't write to Daddy. 3.9 Heavenly bodies. 3.10 Value of hospitalized children's artwork. 3.11 Additional resources 3.12 Books for bereaved children. 3.13 Children's booklist. 3.14. Educator's and adult's booklist. Useful addresses. Attributions.

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Book SynopsisThis book would appeal to professionals and practitioners in the field of bereavement care, particularly funeral practices. In the presence of much that is so meaningless through grief, this book provides a meaningful overview, perhaps with new insights and perspectives, and is as such highly recommended.'- The Compassionate Friends Newsletter UK'Discusses research in the field of art therapy, the forms of research available in the field, and the ways in which definitions of research affect understanding of the arts therapies and how they are practised. In his introductory chapter, the author outlines the importance of research into the arts therapies and explains that, while the rest of the book focuses primarily on research into drama therapy , his observations are applicable to other forms of art therapy. He describes the characteristics of art therapy and how these affect the types of research that can be carried out in the field... The author addresses questions relating to research by practicing art therapists, the investigative processes open to them, and the necessary differences between the approaches they take and those of traditional academic research. He proposes an art-based form of research, which uses art as both the means of interpreting art and of presenting that interpretation.'- ARTbibliographies ModernIn The Social Symbolism of Grief and Mourning Roger Grainger focuses on the role of funerals in promoting the personal and social adjustment of the bereaved. The work explores the significance of many of the areas and stages connected with death, with chapters covering such topics as:* attitudes towards death* our fear of death and dying* ways in which we attempt to come to terms with death* the rituals that surround these processes.By tying together folklore and traditional beliefs with actual funeral practices, both ancient and modern, the author has created a work that examines the anthropological, psychological and superstitious aspects of our relationship to death and dying.'Grainger is multi-talented, drawing on his expertise in drama, counselling, acting, theology, sociology and anthropology... He has some interesting things to say about the necessity of chaos, and how this is ritualised in the Irish wake. Unlike many authors on bereavement, Grainger takes seriously the ghost beliefs that are widespread throughout history'- Bereavement Care'The Social Symbolism of Grief and Mourning is a complex study of death from the perspectives of drama, psychology, anthropology, and working pastoral practice. Roger Grainger ties his study to ancient and current funeral practices, and examines the beliefs about death implicit in our social behaviour; but more importantly, he had understood and can communicate, the absurd quality of death and its religious nature. By its very nature, death is paradoxical: it cannot be contained by words or rites, but that is just what we seek to do, must do, to make sense of it. In doing this, we make sense of life. The important bearing on changing funeral practices, but more pressingly on the way we speak and preach (if we do) about death.'- Church Times'Roger Grainger's book is a refreshingly new approach to a wide range of theory and practice regarding attitudes towards death, dying and the dead. Most of the material cited was collected presumably for his PhD in the 1970s and the only major criticism relates to the absence of contributions of contemporary philosophers and commentators such as Foucault, Levinas, Primo Levi and Elias. However, this is more than compensated for by a fresh look at the work of some of the late nineteenth-century and early twentieth-century anthropologists as well as eastern works, such as the Tibetan Book Of The Dead … Grainger cites sources which deplore the current state of British funerals and promotes the charter of the National Funeral College. In concluding the book with a chapter entitled The Rite of Passage, he conveys, with good supporting evidence, the importance of sustaining these rites in order to support bereaved people in what can be seen as a mythical experience which is also practical and rooted in reality. I recommend this book not least because of its exhaustive research which provides an excellent resource for any further study in this area.'- Progress in Palliative CareTable of Contents1. The Refusal to Die. 2. The Fear of the Dead. 3. The Unbuiried. 4. The Shape of Death. 5. The Rite of Passage. Appendix: The Principle Motives of the Funeral. Bibliography

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Book SynopsisChildren have long been the "forgotten mourners". This new and revised edition expands on the original book by Sister Margaret Pennells and Susan Smith. It raises awareness of the sensitive issues involved for bereaved children, highlighting their needs and their emotional and behavioural responses when a bereavement occurs. The book includes two new chapters, on traumatic bereavement and secondary losses in bereavement, and it provides more information on each topic. Children's reactions to bereavement and their behaviours are described in more detail, and the consequences of failing to acknowledge children's grief and ways to tackle the subject of death are outlined.The Forgotten Mourners: Second Edition maintains the simple, accessible approach of the original book and will be of use to teachers, social workers and all those working in the field of child bereavement, particularly when faced with difficult situations.Table of ContentsIntroduction 1. How Children Grieve 2. Traumatic Bereavement. 3. Secondary Losses in Bereavement. 4. What Do Children Need? 5. What Can Adults Do? 6. What Can Schools and Teachers Do? 7. What Can Social Workers Do? 8. Working With Bereaved Children. 9. Guidelines for Effective Coping. References. Resources.

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Book SynopsisWritten by children for children, this unique workbook is both written and illustrated by children and teenagers who have experienced the death of someone close to them - a parent, grandparent, sibling or friend. They describe their often confusing thoughts and emotions immediately after the bereavement and discuss how their day-to-day lives were affected, including such diverse issues as the reactions of those around them, practical changes and managing school and schoolwork. They offer advice, based on their own experiences, on how to cope with the practical and emotional upheavals of bereavement. The workbook's interactive style encourages readers to write about and draw their own feelings and experiences, to consider personal coping strategies and examine their relationships with those around them who may be able to offer support. Advice on how to seek external support and a list of helpful agencies are also provided.The supportive and interactive style of this book will make it a valuable source of help and encouragement for bereaved children and teenagers. It will also be useful to adults seeking to understand how children and teenagers experience bereavement.Trade ReviewMany children would find it helpful to realise that what they are going through is shared by others and quite normal and that it will get easier with time. I liked the exercises in the book which give children and young people an opportunity to access thoughts and feelings that may be confusing and express them in a way that is helpful. -- Climb UpdateTable of Contents1. Letter of explanation from the authors to readers. 2. Feelings, thoughts and the way things change after someone close has died. 3. What are the thoughts and feelings? 4. Finding a way through the difficult things. 5. What difficult things have to be coped with? 6. How bad can it get? 7. What helps? 8. A letter from a teenager. 9. Practical exercises. Resources: Books, games and organisations.

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Book SynopsisThe Invisible Curriculum Series gives teachers the secret ingredients to unlock the full potential of children's learning abilities. Too often in formal schooling, creativity and curiosity are taught out of children. Teaching for Creativity offers practical advice on how to ensure that this does not happen. This book will help teachers to preserve children's innate creative capacities at the same time as maintaining academic standards in the classroom.

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