Home schooling / home education Books

Book SynopsisKids will love the unique variety of activities that help them apply the Bible to their lives.The NIrV Seek and Explore Holy Bible helps children understand God’s Word by using common ways that kids learn. Children are joined on their journey through the Bible by nine different animal friends who help them comprehend more about Scripture. Throughout the pages, the fun animal characters suggest activities like writing lists, creating art, and even playing games – that each help kids apply biblical principles to their lives. There are also hundreds of study helps throughout that explain select Bible verses to the reader.This Bible includes the complete New International Reader’s Version (NIrV) which is written at a third-grade reading level and based on the accurate, readable, and clear New International Version (NIV). The NIrV is perfect for children learning to read and explore the Bible for

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Book SynopsisFrom New York Times bestselling author and news anchor Raymond Arroyo comes the first book in the Turnabout Tales series—a picture book biography of one of America’s most famous inventors, Thomas Alva Edison, and a story about never giving up.No one thought much of young Thomas Alva Edison. He couldn’t focus at school and caused trouble around the house. But where others saw a distracted and mischievous boy, his mother saw imagination and curiosity. At only seven years old, Al, as he was called as a young child, was educated by his mother at home, who understood his potential could be unlocked with non-conventional learning, allowing him freedom to explore, dream, and be inquisitive. Those early years of encouragement, motivation, and loving guidance shaped Al’s future and formed the courageous man who would apply those valuable lessons to inventing the phonograph, the motion picture camera, the light bulb, and more.In The U

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Book Synopsis''Home-educators want to provide a high quality learning experience for their children and this handbook is an excellent resource for making this aspiration a reality'' - Dr Adam Boddison, Chief Executive of National Association of Special Educational NeedsIf you are thinking of home educating your child, your initial surprise may be at how easy it is to turn intention into reality. Once you have deregistered your child, you are largely left to get on with delivering education from home, as you see best. This book is full of practical guidance for parents, based on the authors'' long experience of working with children and young people; their parents, teachers and schools. It will help you plan what is taught, as well as when and how. The authors not only consider how to benefit from the opportunities home education provides, but also suggest creative ways to fill the potential gaps that might arise from not being part of the traditional school system.

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Book SynopsisThis workbook addresses the vital questions helpers, responders, and organizations have about self-care and its relationship to resilience and sustained effectiveness in the midst of daily exposure to trauma victims and or situations.Packed with activities, worksheets, and interactive learning tools, the text provides neuro-based and trauma-sensitive recommendations for improving the ways clinicians care for themselves. Each âsessionâ helps clinicians identify their personal self-care needs and arrive at an effective self-care plan that promotes resilience in the face of daily exposure to trauma-inducing situations and reduces the effects of compassion fatigue and burnout. Reducing Compassion Fatigue, Secondary Traumatic Stress, and Burnout is an essential workbook for any helper or organization looking to enhance compassionate care.Trade Review "With its activities, resources, and opportunities for self-reflection, this workbook is an essential resource and fills a huge gap in the field of trauma. We are only beginning to understand that addressing compassion fatigue, secondary traumatic stress, and burnout is not supplemental but central to creating trauma-informed agencies and systems. This workbook should be on the bookshelf of anyone doing this work!" — Lisa Conradi, PsyD, president/founder of Conradi Consulting, LLC, and former director of clinical operations at the Chadwick Center, one of the largest trauma treatment centers in the U.S. "This book features a wealth of information, including many neuro-based strategies to help the helper heal from compassion fatigue, secondary traumatic stress, and burnout. A great companion text for workshops geared towards assisting those who work with traumatized populations to reduce inevitable work-related stress and improve their resilience." — Vidette Todaro-Franceschi, PhD, RN, FT, professor of nursing at the CUNY College of Staten Island and the Graduate Center at the City University New York and author of Compassion Fatigue and Burnout in Nursing: Enhancing Professional Quality of Life"Compassionate care is the greatest gift that we can give to our community members who are facing a challenge, but it can come at a cost. Dr. Steele has given us a gift with this publication. It dives deeply into evidence-based solutions with excellent exercises and self-check assessment tools that help us understand how best to stay healthy and resilient in this most worthy field of caregiving." — Syd Gravel and Brad McKay, retired Canadian police staff sergeants with distinction; currently senior police advisors with Badge of Life Canada and coauthors of Walk the Talk: First Responder Peer Support—A Boots-on-the-Ground Peer and Trauma Support Systems"This is an engaging journey in self-care for the clinician and caregiver." — Jessica Hackenberg, PsyD, psychotherapy coordinator for the VA’s Northern Indiana Health Care System and assistant adjunct professor at University of Notre Dame"In this work Dr. Steele invites us into a much deeper experience than understanding compassion fatigue and secondary traumatic stress. He invites us into the practice of healing and walks us through this process every step of the way. Every servant of traumatized people will benefit from the ‘sessions’ in this book and the transformative experience waiting to be had." — Jules Alvarado, MA, LPC, international organizational wellness consultant, founder and senior clinical consultant with Alvarado Consulting and Treatment Group, and a foster parent the past 25 years"This engaging, comprehensive, and cleverly designed workbook is a much-needed addition to the self-care literature. Thoughtful narratives within sessions are accented with a range of useful tools to nurture reflection, self-care, and personal development. This is a helpful resource with which to check in with and look after ourselves and one another." — Sarah Parry, PhD, clinical psychologist and senior clinical lecturer at Manchester Metropolitan University in England"Packed full of thoughtful, interactive, and practical advice, this book takes readers on a journey that promotes awareness, sensitivity and practical application of knowledge to combat secondary trauma, burnout and related conditions. This workbook should be within arm’s reach on any trauma professional’s bookshelf." Ginny Sprang, PhD, professor at the University of Kentucky College of Medicine and Psychiatry, executive director of the Center on Trauma and Children, and co-chair of the National Child Traumatic Stress Network’s (NCTSN) Secondary Traumatic Stress Committee"With its activities, resources, and opportunities for self-reflection, this workbook is an essential resource and fills a huge gap in the field of trauma. We are only beginning to understand that addressing compassion fatigue, secondary traumatic stress, and burnout is not supplemental but central to creating trauma-informed agencies and systems. This workbook should be on the bookshelf of anyone doing this work!" — Lisa Conradi, PsyD, president/founder of Conradi Consulting, LLC, and former director of clinical operations at the Chadwick Center, one of the largest trauma treatment centers in the U.S."This book features a wealth of information, including many neuro-based strategies to help the helper heal from compassion fatigue, secondary traumatic stress, and burnout. A great companion text for workshops geared towards assisting those who work with traumatized populations to reduce inevitable work-related stress and improve their resilience." — Vidette Todaro-Franceschi, PhD, RN, FT, professor of nursing at the CUNY College of Staten Island and the Graduate Center at the City University New York and author of Compassion Fatigue and Burnout in Nursing: Enhancing Professional Quality of Life"Compassionate care is the greatest gift that we can give to our community members who are facing a challenge, but it can come at a cost. Dr. Steele has given us a gift with this publication. It dives deeply into evidence-based solutions with excellent exercises and self-check assessment tools that help us understand how best to stay healthy and resilient in this most worthy field of caregiving." — Syd Gravel and Brad McKay, retired Canadian police staff sergeants with distinction; currently senior police advisors with Badge of Life Canada and coauthors of Walk the Talk: First Responder Peer Support—A Boots-on-the-Ground Peer and Trauma Support Systems"This is an engaging journey in self-care for the clinician and caregiver." — Jessica Hackenberg, PsyD, psychotherapy coordinator for the VA’s Northern Indiana Health Care System and assistant adjunct professor at University of Notre Dame"In this work Dr. Steele invites us into a much deeper experience than understanding compassion fatigue and secondary traumatic stress. He invites us into the practice of healing and walks us through this process every step of the way. Every servant of traumatized people will benefit from the ‘sessions’ in this book and the transformative experience waiting to be had." — Jules Alvarado, MA, LPC, international organizational wellness consultant, founder and senior clinical consultant with Alvarado Consulting and Treatment Group, and a foster parent the past 25 years"This engaging, comprehensive, and cleverly designed workbook is a much-needed addition to the self-care literature. Thoughtful narratives within sessions are accented with a range of useful tools to nurture reflection, self-care, and personal development. This is a helpful resource with which to check in with and look after ourselves and one another." — Sarah Parry, PhD, clinical psychologist and senior clinical lecturer at Manchester Metropolitan University in EnglandTable of Contents1. You Are Not Alone 2. Stress From a Different Perspective: Part One - It’s Subjective-It’s a Reaction 3. Stress From A Different Perspective: Part Two – Mindsets Matter 4. Tough Conversations, Well-being, Engagement 5. Trauma-Informed Organizations, Leadership, STS and Supervision 6. Assessment 7. Putting It All Together Appendices 1. Assessments 2. Symptom Checklist 3. Worksheets 4. Reflective Questions 5. Additional Well-being/Self-Care Strategies 6. Suggested Websites and YouTube Segments 7. Hot Walk Talk Protocol

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Book SynopsisCurrently, many children are unable to access emotional support services, and other members of a childâs support network are required to provide this emotional guidance and support. This set, consisting of a guidebook and an accompanying story book, has been written to support children when they have experienced a loss or bereavement. It is intended to be used by families and friends, school staff, and all other adults supporting children through their grief, to help them to provide this emotional guidance.Guide to supporting Children through Bereavement and Loss offers information, education, and guidance about how to understand grief, ways to support the process and emotions of grief, and to help children to express themselves and make sense of their changed world. The accompanying story book, When the Sun Fell Out of the Sky, has been written to support key adults in helping bereaved children to find a way to cope, manage, and make it through their grief.The set is designed to be used by any person supporting a child through loss or bereavement no matter their previous understanding of these issues. It is specifically written to be as accessible and as user friendly as possible to help rather than hinder the user, and the books can be used together or alone.

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Book SynopsisSupporting the Emotional Well-being of Children and Young People with Learning Disabilities is an essential and practical resource for helping children with severe and complex learning difficulties, their classmates, their teachers and the schools that they attend. The highly adaptable materials, activities and ideas presented in this book will be useful both in the classroom and in staff training to promote understanding of emotional well-being and mental health of all pupils who may need support.Fox, Laverty and Chowdhury cover a range of topics that engage with the school as a whole, inclusive classrooms and the individual student. Their frameworks and practical suggestions aid teachers to support the well-being and mental health of students in a variety of ways, with material tailored for classrooms and the individual student.Supporting the Emotional Well-being of Children and Young People with Learning Disabilities is a comprehensive resource for tTable of ContentsContentsAbout the AuthorsPrefaceSECTION 1: INITIAL ENGAGEMENT 1.1. The Background to Emotionally Able 1.2. A Whole School Approach 1.3. Working Together 1.4. Developing a Shared Understanding of Emotional Well-Being and Mental Health SECTION 2: DEVELOPING AN EMOTIONALLY SUPPORTIVE CLASSROOM 2.1. The Classroom2.2. The Three Step Process 2.3. The Classroom Strategies SECTION 3: SUPPORTING AN INDIVIDUAL CHILD3.1. Understanding an Individual Child3.2. Understanding the Extent of the Emotional Difficulties of an Individual Child 3.3. Developing Class Based Solutions using Solution Circles 3.5. Developing Community Based Solutions using the Multiagency Team and Quality Circles POSTSCRIPT - It Takes A Village to Raise a Child ReferencesIndex

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Book SynopsisThe Learning Mentor Toolkit provides all of the resources necessary to recruit, train and supervise adult learning mentors looking to support children and young people within the school environment. Packed full of information, this book details all of the necessary training and uncovers how best to ensure that supervision meets the needs of the volunteers, the children and the school. Developed to enable a lead member of staff to find, co-create and train a range of adults from the school community and use these Volunteer Learning Mentors to support children and young people within their environment, the support offered is linked to the five key areas that create positive foundations for mental health and wellbeing: the ability to create and develop positive relationships emotional literacy self-awareness how our brains can affect learning and behaviour skills for learning Full of practical advice and resources, this book Table of ContentsIntroduction Chapter 1: Thinking and Finding Out Chapter 2: Selection and Training: Creating Something Special Together Chapter 3: Supervision: Reflective Practice Chapter 4: Developing the Role of the Learning Mentors

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Book SynopsisThis second edition presents an updated action-based curriculum for high school counselors that will meet the needs of 21st century students, helping to foster their growth and engage them in learning what they need to succeed beyond high school. This book takes a comprehensive, developmental approach, focusing on 9th-12th grade students rather than solely on those in 11th and 12th grade. It provides a model for developing and enhancing a successful college advising office as well as essential advice on methods of working with parents. Specific topics discussed include successful transition to 9th grade, using technology in the college and career advising process, assisting and advising students in college research and application, and helping seniors make successful transitions to college. There is also a special focus on students in urban and rural schools to enable them to have the same enriched experiences in their college and career advising program as those students in Trade Review"A text that should be on every school counselor's bookshelf. The chapters are filled with concepts and theories to assist pupil personnel services professionals and administrators in preparing students for college and the workforce. The text does an incredible job helping educators put theory into practice when guiding students towards a successful future and career path." —Richard D. Tomko, PhD, MJ, superintendent of Schools, Belleville Public Schools District, Belville, NJ"As a former guidance counselor and administrator of School Counseling Programs this book is a must have for those new to the field of counseling. As a former school building leader it provided cohesion to our Guidance Department and guided the launch of our College Office. I’ll continue to refer to this guide as I take on District Leadership positions as it has proven to be invaluable." —Alex Marrero, EdD, superintendent of Schools, Denver, Colorado"A very practical and relevant book that would be invaluable to any school counseling professional as well as faculty teaching a course on college and career readiness for future school counselors. The authors address the topic of college and career readiness from a developmental, holistic, and pragmatic perspective. The activities and resources provide ways to engage students in preparing for successful postsecondary transitions." — Lourdes M. Rivera, PhD, associate professor, program coordinator, Counselor Education, Queens College"I strongly recommend this very useful tool, for professionals who are interested in improving their craft in knowledge of college and career readiness. School principals, must also be equipped with examples of how important these methodologies are, while preparing students for college alacrity." — Rose Fairweather-Clunie, retired Middle/High School Principal of The IN-Tech Academy, Bronx, New York "The challenges created by a fast-changing global world economy can only be tackled by providing students and counselors with comprehensive tools that prepare them to face changes. This much-awaited updated book provides practical and essential activities for college readiness. It is also a great tool for first generation college bound students." — Angela Arias, EdD, Yonkers City School District, NYGEAR UP, coordinator "This book covers all of the main ideas and pragmatic methods that any counselor engaging in their work as counselors must master before beginning such a task. The reader will discover the core mechanisms necessary for change to occur in groups or individual work. Counseling 21st Century Students for Optimal College and Career Readiness A 9th– 12th Grade Curriculum is both rich in language and deep in practice." — Neil Veloz, LMSW, Licensed Bilingual Social Worker, New York City Department of Education, Cluster 6 School Base Support Team"Dr. Fitzpatrick and Ms. Costantini provide an above and beyond guide to any School Counselor or College and Career planner. The samples alone are well worth the investment, especially to anyone new to the profession. Couldn't recommend this book more!!!" — Kara Ferrazzano, school counselor, Hackensack High School"Many books get buried on my desk during the course of the year - this is not one of those. Even in a higher education setting, I find it to be most helpful in understanding our students." —John Bennett, assistant vice president, Student Services, Manhattan College, Riverdale, Bronx, New York "This resource is a necessity for new counselors and should be utilized by all counselors to strengthen their skills. The curriculum provided in the second edition of Counseling 21st Century Students for Optimal College and Career Readiness helps counselors best advise their students and aid students as they begin their post-secondary journey. The information provided in this book is excellent for all counselors; I highly recommend it." — Megan McShane, college counselor, Cristo Rey New York City High School "This book provides an excellent overview of vital curriculum resources to plan and implement a robust college counseling program at the secondary level. Additionally, this resource has provided valuable guidance in educating prospective School Counselors by outlining realistic expectations of the role of a Secondary School Counselor." —Dana Rose, co-department Chair & school counselor, Clarkstown High School North; trustee for The Westchester, Putnam, Rockland Counseling Association."With a developmental focus, this book meets the diverse needs of school counselors working in a high school in terms of being career ready. The practical interventions compliment the program objectives. The tips, checklists, activities, and guidelines are essential for the pre-service, novice, and expert school counselors." —Cynthia Walley, associate professor, Mercy College, School CounselingTable of ContentsSection I: Understanding the Challenge 1. Counseling 9 – 12 Students for College and Career Readiness: The Challenges of a Changing World and Rising Educational Requirements 2. Development of School–College Partnerships and Grants: Why They Are Important to College and Career Readiness and to the Challenge 3. Addressing the Challenge: Overview of the Counseling Curriculum for Grades 9 – 12 Section II: Making the College and Career Advising Optimal: The Curriculum 4. The Move to High School: Making the Transition to 9th Grade Successful 5. Using Technology in the College and Career Advising Process: Integrating Technology Driven Tools in the College and Career Advising Process 6. Motivation and Testing: Learning About Standardized Testing and Using It to Get Motivated About the College Process (10th–11th Grades) 7. Assisting Students in Career Exploration 8. Advising Students in College Research (9 - 11th Grades) 9. Empowering Students in Their Essay Writing (11th–12th Grades) 10. Assisting Students in Constructing the Final List of Colleges (12th Grade) 11. Helping Seniors Make the Transition to College (12th Grade) Section III: The Counselor As Creator and Manager 12. The Advising Office: More Than Just Good Organization 13. Writing the Counselor Recommendation and Completing the School Report 14. Working with Parents 15. Financial Aid and Merit-Based Scholarships 16. Advising Students with Learning Disabilities About College 17. Future Directions

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Book SynopsisTherapeutic Fairy Tales are a series of short, modern tales, dedicated to supporting young children through challenging situations of life and loss, covering diverse themes such as family breakdown, untreatable illness, and parental depression. Each short story is brought to life by engaging, gentle and colourful illustrations, and can be used by professionals and caregivers to support childrenâs mental and emotional health. This set also includes the Storybook Manual, which offers practical and creative ideas on how to use illustrated storybooks therapeutically. Exercises have been designed to encourage childrenâs imagination and creativity, develop confidence and emotional literacy as well as deepen engagement and understanding of storybooks.Books in the series include: Storybook Manual: An introduction to working with storybooks therapeutically and creatively, The Storm: For children growing through parentâs separation, The Island: For children with a parent living

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Book SynopsisTeachers see the impact of pupils' mental wellbeing on the experience of school every day. But often there is not enough practical advice on what can be done to support pupils who might need help and especially for pupils from diverse backgrounds, who might face unique challenges. This important book is a practice-facing, evidence-based guide for teachers, support staff, education students, and schools, giving advice on the ways in which we can support the mental wellbeing of pupils from diverse backgrounds.Bringing together advice and strategies for supporting pupil mental health and wellbeing, this book makes accessible key knowledge about mental health and examines how this might vary in different pupil populations by exploring the unique challenges for disadvantaged and minority pupils. Offering valuable insights into the diverse nature of pupils' mental health experiences, each chapter provides practical suggestions and approaches that teachers can use in the classroom, Table of ContentsForeword 1. What Do Teachers Need to Know About Mental Wellbeing in Young People? 2. Black pupils, Mental Wellbeing, and Resilience 3. British Bangladeshi Pupils’ Mental Wellbeing in Schools 4. Gypsy, Roma, and Traveller Pupils and Mental Wellbeing 5. British Chinese Pupils’ Mental Wellbeing 6. Educating White Working-Class Boys: Addressing Masculinity, Wellbeing and Mental Health 7. Teenage Girls and Mental Health and Wellbeing Within and Beyond School Spaces 8. Including Pupils who Identify as Lesbian, Gay, Bisexual, Transgender or Queer (LGBTQ+) 9. Supporting pupils who identify as Trans* 10. Mental Wellbeing of Children Looked After (CLA) in schools 11. Pedagogies of Welcome: Simple Yet Profound Acts to Support Refugee Pupils’ Mental Wellbeing 12. Mental Wellbeing challenges of Muslim pupils in UK schools 13. Accommodating King Saul: Jewish Pupils and Mental Health 14. Children with Physical or Intellectual Impairments and Mental Wellbeing 15. Bereavement: Impact on Learner Identity, Mental Health and wellbeing 16. Conclusion: What Can We Do to Support the Mental Wellbeing of Pupils from Diverse Backgrounds?

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Book SynopsisA structured curriculum of classroom-ready lessons, practices and worksheets for actualising a powerful new educational paradigm: student mindfulness.Trade Review"This beautiful workbook makes mindfulness accessible to any educator. Providing myriad ways to embed mindfulness in any classroom setting, it is full of incredibly helpful, insightful resources that will serve countless teachers and students worldwide. The "Mindfulness Literacies" offer an especially wonderful lens to help deepen one's practice and reinforce practical application." -- Meena Srinivasan, author of Teach, Breathe, Learn: Mindfulness In and Out of the Classroom "An inestimable book for every mindfulness practitioner and trainer! Filled with easy-to-follow exercises and tools, these pages translate the esoteric into the practical. It's a goldmine for every person who wishes to apply mindfulness in their lives and spread it to others. This book needs to be on every bookshelf-in every school and family!" -- Dr. Shefali Tsabary, psychologist, author of The Conscious Parent "Our school has for several years collaborated with Daniel Rechtschaffen to incorporate a mindfulness program. Students, teachers, and parents alike have embraced his work. The Mindful Education Workbook is an invaluable tool for educators and parents, illustrating how to teach mindfulness and enhance students' social and emotional well-being. This is a must-have resource written by a remarkable practitioner." -- Jeff Escabar, Head of School, Marin Preparatory School, and President of the Board of A.I.S.A.P.

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Book SynopsisUnderstanding resiliency and student success by studying people who succumbed to risk but later triumphed.

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Book SynopsisA practical how-to guide for promoting positive classroom cultures.

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Book SynopsisEnduring Issues in Special Education is aimed at any course in the undergraduate or graduate special education curriculum that is wholly or partly devoted to a critical examination of current issues in special education. The book organizes 28 chapters into seven sections using familiar structuring principleswhat, who, where, how, when, why, and whither. Each section begins with an introduction that provides historical, legal, and theoretical background information and organizing commentary for the chapters that follow. The book's objective, in addition to informing readers about the issues, is to develop critical thinking skills in the context of special education. Key features include the following: Dialectic Format Each of the 28 chapters presents compelling reasons for addressing the issue at hand and specific ways to do so. Because each issue is written from different perspectives and focuses on a variety of aspects, readers are encouraged to wTrade Review "Brilliantly conceptualized and written by leading scholars, Enduring Issues in Special Education addresses the most salient and pressing issues in the field with great clarity and sophistication. The book is historically grounded to provide perspective and boldly addresses what the future may hold. It should be one of the most frequently used resources to inform leaders, practitioners, and researchers as well as those preparing to enter special education. In a word, it’s a masterpiece!" Donald Deshler, Williamson Family Distinguished Professor of Special Education and Director, Center for Research on Learning, University of Kansas, USA "This book provides an insightful, timely, and critical account of trends and issues in special education in a rich historical context written by nationally recognized leaders in the field. A must-have resource for aspiring and current professionals in special education." Antonis Katsiyannis, Alumni Distinguished Professor, Clemson University, USA Table of ContentsForeword David Chard Preface Chapter 1: Introduction: Does Special Education Have Issues? Tankersley, Lloyd, & Bateman Section 1: What is Special Education? Chapter 2: What is Special Education? Bateman, Lloyd, Tankersley, & Brown Chapter 3: What Makes Special Education Special? T. Scruggs & M. Mastropieri Chapter 4: What is Special Education Instruction? P. C. Pullen & D. P. Hallahan Chapter 5: What Should We Teach Students with Moderate and Severe Developmental Disabilities? D. Browder Chapter 6: Special Education as "Specially Designed Instruction": Ode to the Architecture of Information and the Message Kame’enui Section 2: Who Should Receive and Provide Special Education? Chapter 7: Who Should Receive and Provide Special Education? Bateman, Lloyd, Tankersley & Driver Chapter 8: Cultural and Linguistic Diversity in Special Education J. Klingner, B. Moore, A. Davidson, A. Boelé, A. Boardman, R. Figueroa , S. Annamma, N. Sager Chapter 9: Who Should Receive Special Education Services and How Should Educators Identify Which Students are to Receive Special Education Services? E. Lembke Chapter 10: Co-teaching: Not All Special Educators Should Dance M. P. Weiss Chapter 11: Who Makes a Difference! Next Generation Special Education Workforce Renewal M. Rock & B. Billingsley Section 3: Where Should Special Education Happen? Chapter 12: Where Should Special Education Take Place? Bateman, Lloyd, Tankersley, & Alves Chapter 13: Where Should Students with Disabilities Receive Their Education? N. Zigmond Chapter 14: Placements for Special Education Students: The Promise and the Peril D. Huefner Chapter 15: Place Values: What Moral Psychology Can Tell Us About the Full Inclusion Debate in Special Education A. Wiley Section 4: How Should Special Education be Practiced? Chapter 16: How is Special Education Practiced? Lloyd, Tankersley, Bateman, & Hirsch Chapter 17: How Should Evidence-based Practices be Determined? B. Cook Chapter 18: The Connection between Assessment and Intervention: How Can Screening Lead to Better Interventions? K. Lane & H. Walker Chapter 19: How Should Learning Environments (Schools and Classrooms) be Structured for Best Learner Outcomes? C. Greenwood Chapter 20: How Should We Evaluate Whether Special Education Works? M. Thurlow Section 5: When Should Special Education Begin and End? Chapter 21: When Should Special Education Start and End? Bateman, Lloyd, Tankersley, & Dillon Chapter 22: Children Should be Identified and Receive Special Education Services in Early Childhood J. Carta Chapter 23: When Does Special Education End? M. Wehmeyer Section 6: Why Do We Have Special Education? Chapter 24: Why Should We Have Special Education? Lloyd, Tankersley, & Bateman Chapter 25: Why We Should Have Special Education J. Kauffman Chapter 26: How Should We Pay for Special Education? T. Parrish Chapter 27: Science Matters in Special Education T. Landrum Section 7: Whither Special Education? Chapter 28: Whither Special Education? Lloyd, Tankersley, Bateman, Balan, & Lloyd Index

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Book SynopsisThe Paraprofessional’s Guide to Effective Behavioral Intervention is a comprehensive guide to appropriate behavioral strategies in the classroom, based on the Least Restrictive Behavioral Intervention (LRBI) and Positive Behavioral Intervention Strategies (PBIS).Trade Review"The authors offer theoretical and practical information to help paraprofessionals become better informed about the crucial topic of behavior, with a primary focus on positive approaches to encouraging pro-social interactions. Their suggestions balance evidence-based behavioral interventions with the importance of mutual respect, human connection, choice-making, and self-determination. They clearly establish the role of the paraprofessional as part of a collaborative team, working under the direction of a teacher or other qualified professional."Michael F. Giangreco, PhD, Professor, Department of Education and the Center on Disability and Community Inclusion, University of Vermont, USA"The Paraprofessional’s Guide to Effective Behavioral Intervention is an all-encompassing book about behavior. It begins with theories about why behavior occurs and ends with strategies and interventions based on positive behavior supports and RtI. As a paraeducator, it will engage and challenge you to think outside the box. A common thread and strength of the book is its repeating mantra that paraeducators (paraprofessionals, TAs) must work in tandem and under the direction of their supervising teachers making classroom management choices as a team in terms of what ‘works best’ for students."Marilyn Likins, PhD., Director of Mild/moderate Alternative Teacher Preparation Program, and Director of National Resource Center for Paraeducators, Utah State University, USATable of ContentsAcknowledgementsIntroductionChapter One: Basic Principles of BehaviorChapter Two: Factors Which Impact Behavior: Good and BadChapter Three: Plan A: Setting Students Up for SuccessChapter Four: RewardsChapter Five: Plan B: SanctionsChapter Six: Behavior and Special NeedsChapter Seven: Recent Developments in the Educational SystemChapter Eight: Tying Things UpGlossaryUseful Websites and OrganizationsIndex

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Book SynopsisFor more than a decade, there has been growing interest and research on the pivotal role of emotions in educational settings. This ground-breaking handbook is the first to highlight this emerging field of research and to describe in detail the ways in which emotions affect learning and instruction in the classroom as well as students’ and teachers’ development and well-being.Trade Review"The richness embedded in each chapter exemplifies the diverse experiences of the contributing authors and their pioneering efforts to bring the topic of emotions in the forefront of education. This handbook should be a reliable reference for all practitioners and parents alike who are seeking a comprehensive review and evidence-based techniques to effectively address factors associated with human emotiond and learning acquisitions ... Summing Up: Recommended. General readers, upper-division undergraduate students, and above." - M. Wong-Lo, Northeastern Illinois University, in CHOICE, December 2014"The book provides a comprehensive and far-reaching, international overview. On almost 700 pages, 64 distinguished and acclaimed educationalists relate various aspects of emotions in educational contexts.A ‘must-have’ for everyone interested in the emotions within educational practice and/or educational research."-Mirsky, H., CambridgeshireLiveTable of Contents Part I. Introduction Introduction to Emotions in Education Reinhard Pekrun & Lisa Linnenbrink-Garcia Part II. Fundamental Principles Concepts and Structure of Emotions Vera Shuman & Klaus Scherer Affect and Cognitive Processes in Educational Contexts Klaus Fiedler & Susanne Beier The Experience of Emotions During Goal Pursuit Charles S. Carver & Michael F. Scheier Implicit Motives, Affect, and the Development of Competencies: A Virtuous-Circle Model of Motive-Driven Learning Oliver C. Schultheiss & Martin G. Köllner An Attributional Approach to Emotional Life in the Classroom Sandra Graham & April Z. Taylor Control-Value Theory of Achievement Emotions Reinhard Pekrun & Raymond P. Perry Achievement Goals and Emotions Lisa Linnenbrink-Garcia & Michael Barger Emotional Intelligence: From Pop to Emerging Science Veleka Allen, Carolyn MacCann, Gerald Matthews, & Richard D. Roberts Emotion Regulation in Education: Conceptual Foundations, Current Applications, and Future Directions Scott E. Jacobs & James J. Gross Part III. Emotions and Emotion Regulation in Classroom Settings Interest and Enjoyment Mary Ainley & Suzanne Hidi Curiosity Amanda Markey & George Loewenstein Shame and Pride and Their Effects on Student Achievement Geraldine V. Oades-Sese, Tara A. Matthews, & Michael Lewis Anxiety in Education Moshe Zeidner Confusion Sydney K. D’Mello & Arthur C. Graesser Academic Boredom Thomas Goetz & Nathan C. Hall The Role of Emotion in Engagement, Coping, and the Development of Motivational Resilience Ellen Skinner, Jennifer Pitzer, & Heather Brule Regulating Emotions Related to Testing Paul A. Schutz, Heather A. Davis, Jessica T. DeCuir-Gunby, & David Tillman Transforming Students’ Lives with Social and Emotional Learning Marc A. Brackett & Susan E. Rivers Part IV. Content Domain, Context, and Culture Perspectives on Emotion in Mathematical Engagement, Learning, and Problem Solving Gerald Goldin Emotions in Science Education Gale M. Sinatra, Suzanne H. Broughton, & Doug Lombardi Emotion During Reading and Writing Catherine M. Bohn-Gettler & David N. Rapp Situating Emotions in Classroom Practices Debra K. Meyer Emotions in Advanced Learning Technologies Arthur C. Graesser, Sidney K. D’Mello, & Amber C. Strain Teacher Emotions Anne C. Frenzel Caregiving Influences on Emotion Regulation: Educational Implications of a Biobehavioral Perspective Susan D. Calkins & Jessica M. Dollar The Influence of Culture on Emotions: Implications for Education Jessica T. DeCuir-Gunby & Meca R. Williams-Johnson Part V. Measurement of Emotions in Academic Settings Self-Report Measures of Academic Emotions Reinhard Pekrun & Markus Bühner Observational Approaches to the Measurement of Emotions Rainer Reisenzein, Martin Junge, Markus Studtmann, & Oswald Huber Neuroscientific Contributions to Understanding and Measuring Emotions in Educational Contexts Mary Helen Immordino-Yang & Joanna A. Christodolou Autonomic Nervous System Measurement of Emotion in Education and Achievement Settings Sylvia D. Kreibig & Guido H. E. Gendolla Measuring Situated Emotion Julianne C. Turner & Meg Trucano

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Book SynopsisThis book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.Trade ReviewLinda Mason (U. of Illinois) – "I agree that no such book exists as proposed by Drs. Morris and Mather and agree that there is a need for this volume. I generally found Drs. Morris and Mather’s book plan to be thorough and well developed. As noted, a more comprehensive review of academic interventions, especially for elementary-aged students, would strengthen the intervention section. Also, a major issue in the fields of learning disabilities and behavior disorders is the identification or often misidentification of students, and that issue should be included in the volume. In conclusion, I believe this book will make a unique contribution to the field of special education and I would most certainly purchase it for my personal use as well as use it in my own teaching. I recommend this book be developed for publication."John Lloyd (U. of Virginia) – "I find the general structure of the proposed title sensible for the most part. Conceptualizing the map of issues, a tough task, requires a broad scope and a balance between topical and categorical approaches. The editors might want to consider sections on causes and on characteristics with chapters paralleling those in other sections. Such an addition would, of course, cause a frightening increase in the size of the book or require a reduction in the number of chapters in each section. I wonder why the two chapters in the Issues section were only two – nothing on identification, prevention, etc… The editors are well qualified, many of the proposed chapter authors are outstanding, and the emphasis on evidence-based practice quite welcome…. I suspect the market (beyond libraries) will primarily be professors and graduate students in advanced classes."Table of ContentsPart I: Introduction. Morris, Mather, Introduction and Historical Perspectives. Braden, Shernoff, Why the Need for Evidence-Based Interventions? Part II: Students Having Behavioral Challenges. DuPaul, Rutherford, Hosterman, Attention-Deficit Hyperactivity Disorder. Liaupsin, Scott, Disruptive Behavior. Schoenfield, Morris, Childhood Fears and Related Anxieties. Reinemann, Schnoebelen, Depression and Related Difficulties. Part III: Students Having Learning Challenges. Fahey, Oral Language Problems. Mather, Urso, Teaching Younger Readers with Reading Difficulties. Wexler, Edmonds, Vaughn, Teaching Older Readers with Reading Difficulties. Berninger, Written Language During Early and Middle Childhood. Montague, van Garderen Mathematics Instruction. Dehn, Cognitive Processing Difficulties. Gildroy, Deshler, Strategies for Classroom Instruction. Gregg, Lindstrom, Accommodation of Instructional Testing Situations. Part IV: Issues Related to Teaching Students Having Learning and Behavioral Challenges. Ortiz, Issues Unique to English Language Learners. Pfeiffer, Blei, Serving Gifted Students with Learning and Behavioral Challenges. Kauffman, Mock, Tankersley, Landrum, Service Delivery Models. Part V: Commentary on Teaching Students Having Learning and Behavioral Challenges. Brooks, Goldstein, Perspective and Commentary: The Power of Mindsets, Creating Classrooms that Nurture Resilience.

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Book SynopsisOne of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. New chapters on advising administration and collaboration with other campus services A new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers) More emphasis on two-year colleges and the importance of research to the future of academic advising New case studies demonstrate howadvising practices have been put to use. Table of ContentsPreface ix Foreword xi The Authors xiii PART ONE: FOUNDATIONS OF ACADEMIC ADVISING 1 Introduction 1Thomas J. Grites 1. Historical Foundations of Academic Advising 3Terry L. Kuhn 2. Theoretical Foundations of Academic Advising 17Peter L. Hagen and Peggy Jordan 3. Ethical Foundations of Academic Advising 36Marc Lowenstein 4. Legal Foundations of Academic Advising 50Mary M. Richard 5. Advising for Student Success 68George D. Kuh 6. Advising as Teaching and Learning 85Drew C. Appleby 7. Advising for Career and Life Planning 103Paul A. Gore, Jr., and A. J. Metz PART TWO: STUDENT DIVERSITY AND STUDENT NEEDS 119Virginia N. Gordon 8. The Changing College Student 123Kirsten Kennedy and Jennifer Crissman Ishler 9. Moving into College 142Mary Stuart Hunter and Leah Kendall 10. Moving through College 157George E. Steele and Melinda L. McDonald 11. Moving on from College 178Jennifer Bloom 12. Students with Specifi c Advising Needs 189Blane Harding 13. Advising Students of Color and International Students 204Evette Castillo Clark and Jane Kalionzes PART THREE: ORGANIZATION AND DELIVERY OF ADVISING SERVICES 227Wesley R. Habley 14. Vision, Mission, Goals, and Program Objectives for Academic Advising Programs 229Susan M. Campbell 15. Organization of Academic Advising Services 242Margaret C. King 16. Advising Delivery: Faculty Advising 253Martha K. Hemwall 17. Advising Delivery: Professional Advisors, Counselors, and Other Staff 267Casey Self 18. Advising Delivery: Group Strategies 279Nancy S. King 19. Advising Delivery: Using Technology 292Michael J. Leonard PART FOUR: TRAINING, ASSESSMENT, RECOGNITION, AND REWARD 307 Introduction 307Wesley R. Habley 20. Critical Concepts in Advisor Training and Development 309Thomas Brown 21. Tools and Resources for Advisors 323Pat Folsom 22. Delivering One-to-One Advising: Skills and Competencies 342Rusty Fox 23. Assessing Student Learning 356John H. Schuh 24. Assessing Advisor Effectiveness 369Joe Cuseo 25. Assessing the Effectiveness of the Advising Program 386Wendy G. Troxel 26. Recognition and Reward for Academic Advising in Theory and in Practice 396Jayne K. Drake PART FIVE: PERSPECTIVES ON ADVISING 413 Introduction 413Thomas J. Grites 27. Campus Administrator Perspectives on Advising 415James E. Bultman, Faye N. Vowell, Jocelyn Y. Harney, and John Smarrelli with Susan Ames 28. Advising Administrator Perspectives on Advising 438Kathy J. Davis, Dick Vallandingham, and Philip D. Christman 29. Perspectives on the Future of Academic Advising 456Thomas J. Grites, Virginia N. Gordon, and Wesley R. Habley PART SIX: EXEMPLARY PRACTICES IN ACADEMIC ADVISING 473Virginia N. Gordon Appendix A. National Academic Advising Association 521 Concept of Academic Advising 523 Appendix B. The Statement of Core Values of Academic Advising 525 Appendix C. Council for the Advancement of Standards in Higher Education Standards and Guidelines for Academic Advising 533 Name Index 547 Subject Index 555

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Book SynopsisThe EILS Development Guide is meant to be used as a companion to the EILS Inventory, which offers a valid and reliable, quantitative and qualitative, self assessment of emotionally intelligent leadership skills. The EILSDevelopment Guide contains guidance for students who want to develop each of the 21 capacities, including: definitions for each capacity, student quotes, suggested leadership development experiences and activities, suggested further reading and films to watch, other learning opportunities, notable quotes, and reflection questions.Trade Review“Students who master emotionally intelligent leadership will find the skills transferable to all future professional and personal endeavors. Emotionally Intelligent Leadership for Students: Development Guide is a one of a kind book which enables student leaders to have a variety of resources to develop their EIL skills.” —Allison St. Germain, Director of Educational Technologies, Delta Zeta Sorority “Simply put, Shankman and Allen’s work equips students for the immense challenge of leadership. Emotionally Intelligent Leadership for Students: Development Guide is chock full of useful ideas that can be applied immediately to increase leadership effectiveness.” —Ed O'Malley, President and CEO, Kansas Leadership Center “Finally! Shankman and Allen have pulled together the very best resources for focused leadership development from diverse and exhaustive sources. This book is the epitome of one-stop shopping.” —Don DiPaolo, Associate Professor, Detroit Mercy “Current events have caused us to reconsider the CEO-worshipping of the past two decades, encouraging us to invest in the potential of college students—our next generation of leaders. Shankman and Allen provide an intriguing model for developing emotionally intelligent leaders who understand the complexities of and champion the cause for authentic human relationships, thriving organizations, and vibrant communities.” —Tom Matthews, Director, Career Center Case Western Reserve University “Shankman and Allen have provided a strong theoretical framework on Emotionally Intelligent Leadership and the student development guide is a perfect complement to their work. It is easy to understand and allows for students to work at their own pace in strengthening their EI. The suggestions provided are relevant to today’s students and enhances the work of leadership educators.” —Mallory Anderson, director, The Center for Leadership, Elon University Table of ContentsAcknowledgments. About the Authors. Developing Emotionally Intelligent Leadership. Capacity 1: Environmental Awareness. Capacity 2: Group Savvy. Capacity 3: Emotional Self-Perception. Capacity 4: Honest Self-Understanding. Capacity 5: Healthy Self-Esteem. Capacity 6: Emotional Self-Control. Capacity 7: Authenticity. Capacity 8: Flexibility. Capacity 9: Achievement. Capacity 10: Optimism Capacity 11: Initiative. Capacity 12: Empathy. Capacity 13: Citizenship. Capacity 14: Inspiration. Capacity 15: Influence. Capacity 16: Coaching. Capacity 17: Change Agent. Capacity 18: Conflict Management. Capacity 19: Developing Relationships. Capacity 20: Teamwork. Capacity 21: Capitalizing on Difference. Appendix A: EIL Overview.

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Book SynopsisImproving School Climate provides evidence-based and practical strategies for cultivating a healthy school environment, while also avoiding behavior problems. The book is packed with strategies centered on key components and conditions for a positive school climate, such as positive teacher-student relationships, positive student-student relationships (including absence of bullying), supportive home-school relationships, student engagement, effective classroom management and school discipline, school safety, and student self-discipline. This text is an important inclusion for educators and school psychologists who prefer a structured, evidence-based, and practical approach for improving school climate, while also promoting studentsâ academic achievements, preventing behavior problems, and fostering studentsâ social and emotional competencies. Trade ReviewAmbitious in scope yet always accessible, this compelling new resource offers an array of high quality strategies and is a terrific guide for practitioners, school leaders, and policy makers who want to understand and advance key elements of school climate using the most effective strategies. Improving School Climate provides extensive, practical recommendations at the end of each chapter… evidence-based and practical, it is the ideal combination for any educator!Linda Dusenbury, PhD, CASEL consulting senior scientist and director of the Collaborating States InitiativeIn this persuasive, practically written volume, Dr. Bear gives school administers, teachers, and practitioners a framework for understanding the multiple dimensions of school climate and the impact each has on preventing and impacting a host of student academic and behavioral health outcomes. Each chapter provides a clear conceptual understanding of the topic and identifies practical recommendations or strategies for improving those factors that contribute most to school climate and to individual student success. Dr. Bear’s work is guided by a theoretical framework and is supported by empirical evidence which serves to answer questions of "why" the recommended strategies are effective and why an integration of assessment measures and evidence-based practices can sustain a positive and effective school climate for even the toughest schools.Rhonda J. Armistead, MS, NCSP; lead school psychologist (retired), Charlotte-Mecklenburg Schools, North CarolinaDr. Bear provides a theoretically grounded, balanced, comprehensive school climate framework that integrates themes central to school improvement: safety, bullying prevention, student self-discipline, and fostering SEL skills. A unique contribution is a thorough description of the Delaware Assessments, a suite of climate, safety, and SEL assessments that are linked with a comprehensive set of practical classroom and schoolwide prevention, intervention strategies. This volume is an essential resource for all educators who are invested in creating campus conditions that foster the competence and thriving development of all students. – Mike Furlong, PhD, distinguished professor emeritus and research professor, University of California Santa Barbara"This book is an essential resource for school leaders and educators working to link assessment of school climate to practical and effective school-wide interventions. Dr. Bear masterfully reviews literature and provides practical suggestions while also synthesizing over fifteen years of his scholarship that has had a lasting impact in Delaware schools."Sara Whitcomb, PhD; associate professor, University of Massachusetts AmherstAmbitious in scope yet always accessible, this compelling new resource offers an array of high quality strategies and is a terrific guide for practitioners, school leaders, and policy makers who want to understand and advance key elements of school climate using the most effective strategies. Improving School Climate provides extensive, practical recommendations at the end of each chapter… evidence-based and practical, it is the ideal combination for any educator!Linda Dusenbury, PhD, CASEL consulting senior scientist and director of the Collaborating States InitiativeIn this persuasive, practically written volume, Dr. Bear gives school administrators, teachers, and practitioners a framework for understanding the multiple dimensions of school climate and the impact each has on preventing and impacting a host of student academic and behavioral health outcomes. Each chapter provides a clear conceptual understanding of the topic and identifies practical recommendations or strategies for improving those factors that contribute most to school climate and to individual student success. Dr. Bear’s work is guided by a theoretical framework and is supported by empirical evidence which serves to answer questions of "why" the recommended strategies are effective and why an integration of assessment measures and evidence-based practices can sustain a positive and effective school climate for even the toughest schools.Rhonda J. Armistead, MS, NCSP; lead school psychologist (retired), Charlotte-Mecklenburg Schools, North CarolinaDr. Bear provides a theoretically grounded, balanced, comprehensive school climate framework that integrates themes central to school improvement: safety, bullying prevention, student self-discipline, and fostering SEL skills. A unique contribution is a thorough description of the Delaware Assessments, a suite of climate, safety, and SEL assessments that are linked with a comprehensive set of practical classroom and schoolwide prevention, intervention strategies. This volume is an essential resource for all educators who are invested in creating campus conditions that foster the competence and thriving development of all students. – Mike Furlong, PhD, distinguished professor emeritus and research professor, University of California Santa Barbara"This book is an essential resource for school leaders and educators working to link assessment of school climate to practical and effective school-wide interventions. Dr. Bear masterfully reviews literature and provides practical suggestions while also synthesizing over fifteen years of his scholarship that has had a lasting impact in Delaware schools."Sara Whitcomb, PhD; associate professor, University of Massachusetts AmherstTable of Contents1. School Climate: An Albatross, Unicorn, or Phoenix?; 2. Promoting Positive Teacher-Student Relationships; 3. Promoting Positive Student-Student Relationships; 4. Developing Social-Emotional Competencies and Self-Discipline Co-authored with Angela Stoltys; 5. Teacher–Centered Strategies for Preventing Behavior Problems; 6. Correcting Problem Behavior; 7. Fostering Student Engagement; 8. Preventing and Reducing Bullying; 9. School Safety: What Works and What Doesn’t; 10. Assessing School Climate and Linking Results to Effective Practices

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Book SynopsisMore than identity politics, intersectionality regards the inability of institutional structures to remedy discrimination because of the intersection between social dynamics which are often discretely conceived. (Crenshaw & Dill, 2009). This book focuses on the subpopulation of Black female college students.Trade ReviewMy students have been calling for years for collections pertaining to different, specific student populations. Thanks! (Patrick Dilley, Southern Illinois University)Table of ContentsList of Contributors. Preface. Does Student Engagement=Positive Outcomes for African American Women College Students? A Cursory Analysis of NSSE 2009–2010 Data. Working Against the Odds: The Undergraduate Support Needs of African American Women. Can I Succeed? Challenges African-American Women Face in Technology-Driven College Classrooms. Buried Treasure: Community Cultural Wealth Among Black American Female Students. Becoming Grounded and Focused: African-American Women's Perspectives on Church, Spirituality, Religion, and College Life. Beating the Odds: How Five Non-Traditional Black Female Students Succeeded at an Ivy-League Institution. “Bein’ Alive & Bein’ a Woman & Bein’ Colored is a Metaphysical Dilemma”: Black Female Social Integration at a Predominantly White Institution. Black Females in Higher Education at HBCUs: The Paradox of Success. The Emergence of Women's Centers at HBCUs: Centers of Influence and the Confluence of Black Feminist Epistemology and Liberal Education. African American Women in Community Colleges: Overcoming Challenges and Seizing Opportunities. Illuminating the Experiences of African-American Female Community College Students in Developmental Education. Support Systems and Services for Diverse Populations: Considering the Intersection of Race, Gender, and the Needs of Black Female Undergraduates. Diversity in higher education. Diversity in higher education. Copyright page.

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Book SynopsisA handbook for parents and teachers on how to communicate better with children.Trade Review'A wonderfully helpful book for every parent. Many readers will be familiar with the everyday challenge of getting up, eating breakfast and getting children to school on time. This provides a microcosm of family life...One of the most useful models relates to speaking, listening and understanding...Overall, this is an invaluable resource for increasing self awareness and harmony within families.'--The Scientific and Medical Network Review, Winter 2006-2007'This is an invaluable handbook for parents and teachers on how to communicate better with children...the book includes a series of exercises that can be used to help us communicate more effectively. A useful and thought provoking read for the conscious parent.'--The Green Parent, Jan 2007'I think this book is worth a read regardless of how well you think you communicate with your child.'--Education Otherwise, Feb 2007'An invaluable book on how to communicate better with children.'-- Kindling, summer 2007

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Book SynopsisAn in-depth presentation of Steiner''s ideas about the nature of the twelve human senses, as he saw them, and their role in education.Of interest to teachers and parents of students attending Steiner-Waldorf institutions, this book is also written for anyone with an interest in children''s education and philosophies of teaching.

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Book SynopsisProvides nuts-and-bolts techniques and specific do's and don'ts for leading skill-building counselling groups with elementary-age children who need help developing prosocial and coping skills. Part One provides guidelines for designing, organising, conducting, and evaluating multi-session counselling groups. Part Two provides counselling agendas and step-by-step procedures for conducting groups on eight different topic areas.

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Book SynopsisHelps counsellors provide young adolescents with the opportunity to learn new ideas, skills, behaviours, perspectives, and attitudes in a group setting. Part one provides specific do's and don'ts and many other useful guidelines for running a successful group. Part two contains detailed procedures for conducting groups on eight topic areas.

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Book SynopsisA fun-filled game plan to help boys of upper elementary and middle-school age build trust, respect, and peer connections, Building Champions covers the topics boys most want and need to become better friends, classmates, and citizens. Numerous hands-on and interactive experiences maintain group members’ interest and allow them to practice targeted skills while learning.

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Book SynopsisThe fourth edition of this best-selling book is a comprehensive update organised to assist education abroad professionals in all stages of their career. Extensive chapters on comprehensive internationalisation, partnerships and advocacy, and post-study abroad advising have been added, while a significant section is devoted to health, safety, and risk management.

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Book SynopsisIn this third volume, highly acclaimed author Liana Lowenstein has compiled an impressive collection of techniques from experienced practitioners. Interventions are outlined for engaging, assessing, and treating children of all ages and their families. Activities address a range of issues including, Feelings Expression, Social Skills, Self-Esteem, and Termination. A must-have for mental health professionals seeking to add creative interventions to their repertoire.

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