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School Counselling in a Chinese Context: Supporting Students in Need in Hong Kong (Routledge Series on Schools and Schooling in Asia)
by Ming-Tak HueSchool Counselling in a Chinese Context discusses research in school counselling in the Chinese context of Hong Kong schools and various educational settings, and provides a contextualized understanding of counselling issues. This book highlights key contextual conditions for counselling in Hong Kong – a Chinese society. The sub themes addressed in the book include school practices and teacher perspectives on guidance, counselling, behaviour support and school discipline; whole-school guidance program for identity construction; school counselling for ethnic minority students; contextual influence of the use of play therapy; school counselling for students with minority sexual orientation; Chinese cultural influence on counselling, etc. The book also develops new theoretical orientations to understanding various issues of counselling as arisen in the Chinese society of Hong Kong and helps school practitioners to develop culturally responsive approaches to school counselling for personal growth, spiritual and emotional education. The themes addressed in the book include: School practices and teacher perspectives on guidance, counselling, behavior support and school discipline School counselling for ethnic minority students Contextual and cultural influence of the use of play therapy School counselling for students with minority sexual orientation Chinese culture influence on parental participation in counselling School Counselling in a Chinese Context will be of interest to postgraduates and researchers in the field of Counselling, school psychology, child development and Chinese studies.
School Counselling in an Asian Cultural Context: Insights from Hong Kong and The Asia-Pacific region
by Mark HarrisonSchool Counselling in an Asian Cultural Context focuses on the ways in which cultural setting influences the practice of school counseling, its effectiveness, and the experience of young people as they engage in counseling in schools. The mental health of young people is increasingly a cause for concern, particularly in Asia’s high-pressured league-topping education systems, and the wellbeing of students is becoming more a part of the wider remit of schools. Mark Harrison presents a broad overview of the development and current practice of school counseling in Hong Kong in both local and international schools and examines this in relation to school counseling in US and UK settings as well as the wider Asia-Pacific region. The book brings together two foci: the practice of school counseling in the Asian cultural context of Hong Kong, and the effectiveness and experience of school counseling from the perspective of young people and counselors. The diversity of schools in Hong Kong makes it a microcosm of trends and practices in school counseling globally and, as such, offers insights which will be of interest to students in training; school counselors, administrators and policy makers in the Asia-Pacific region and further afield.
School Counselors as Practitioners: Building on Theory, Standards, and Experience for Optimal Performance
by Lisa A. Wines Judy A. NelsonDesigned for school counseling course work and as a reference for school district personnel, this text demystifies the roles and responsibilities of the school counselor and teaches students and practitioners how to perform, conduct, follow through, and carry out various roles and responsibilities required on the job. School Counselors as Practitioners conveys strategic, step-by-step processes and best practice recommendations, with emphasis on ethical and multicultural considerations. The 14 chapters in this textbook maintain, and are consistent with, the basis of school counselors’ work in the school counseling core curriculum, responsive services, individual planning, and system support, and special attention is paid to ASCA and CACREP standards. A companion website provides students with templates and handouts for on-the-job responsibilities, as well as quiz questions for every chapter.
School Counselors as Practitioners: Building on Theory, Standards, and Experience for Optimal Performance
by Lisa A. Wines Judy A. NelsonSchool Counselors as Practitioners, Second Edition, is a hands-on, practice-based, task-oriented guide to being an effective school counselor.Thoroughly revised, this textbook continues to address the foundation of school counseling, the main duties of a school counselor, the skills needed to be successful, and what to expect as a school counseling professional. All these topics have been updated to include the current thinking, research and evidence-based practices, and challenges in school counseling. Additionally, interviews of principals, school counselors, and community leaders are included, which provide readers with the reality of how to navigate the waters of the comprehensive school counseling program. The chapter authors also highlight the necessity of designing, implementing, and evaluating the counseling program for continuous improvement. Online resources provide students with templates and handouts for on-the-job responsibilities, as well as quiz questions for every chapter.This updated edition is essential reading for counselor educators, graduate students enrolled in a school counseling program, supervisors of school counselors, including administrators, and practicing school counselors.
School Crisis Intervention: An Essential Guide for Practitioners (The Guilford Practical Intervention in the Schools Series)
by Sara Ferguson Scott PolandProviding vital tools to enhance preparedness in any school setting (K–12), this book is grounded in state-of-the-art research and real-world experience. Foremost authority Scott Poland and frontline clinician Sara Ferguson address all aspects of team-based crisis intervention and postvention. With a key focus on prevention, the book describes ways to identify risk factors and enhance students' mental health, connectedness, and resilience. Best practices are outlined for responding effectively to specific crises, including unexpected deaths in the school community, youth suicide, school violence, and natural disasters. In a convenient large-size format, the book includes firsthand perspectives from other experts in the field, hands-on strategies to support daily practice, and 23 reproducible forms that can be downloaded and printed. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
School Crisis Prevention and Intervention: The PREPaRE Model
by Stephen E. Brock Shane R. Jimerson Amanda Beth Nickerson Melissa A. Reeves Christina N. Conolly Rosario C. Pesce Brian R. LazzaroUse this book in your school to. Discover critical components of school safety and crisis response planning and training. Follow the latest federal guidance to develop comprehensive school emergency operations plans. Implement drills and exercises to practice on a regular basis. Effectively respond to crises and facilitate recovery and a return to learning through multitiered systems of support. Assess the traumatic potential of crisis events and the impact they have on individuals. Collaborate with community-based emergency response services. Support school staff with care-for-the-caregiver strategies.
School Crisis Response: Reflections of a Team Leader
by Jeffrey C. RothSchool Crisis Response introduces a unique educational approach that provides compelling scenarios for the development of school crisis responders. There are many books describing the how-to of school crisis response, but few describe the thoughts and emotions to help guide the application of skills learned. This book provides narratives about traumatic events to supplement concepts with lessons from actual crises. The author documents the perspective of a team leader, vividly illustrating real events to confront the challenges, decisions, and problem-solving demanded to effectively stabilize emotional reactions, ameliorate trauma, and support resilience and recovery. While encouraging reflection, educating, and strengthening new and experienced responders, this book celebrates the vital work of school psychologists, counselors, administrators, teachers, social workers, and nurses who provide extraordinary service under the most difficult circumstances. It combines an intellectual, evidence-based "in the head" understanding of how to do crisis response with an emotional, empathetic "in the heart" understanding of how it feels to do it.
School Culture Development in China - Perceptions of Teachers and Principals: Perceptions Of Teachers And Principals (River Publishers Series In Innovation And Change In Education Ser.)
by Kai Yu Xiangyun Du Xiaoju DuanSchool culture is playing an increasingly important role in school performance and educational development. Within the national campaign in China for the innovative and sustainable development of education, local governments in Beijing Municipality have encouraged and facilitated educational innovation toward better school culture. In recent years various initiatives have been undertaken by a select group of schools to develop strategies and further action toward innovation and change. This book documents an investigation of how teachers and principals perceive school culture development in China. A survey was conducted among 1,992 informants from 37 schools (located in four different districts) in Beijing Municipality. The results of this study indicated that the respondents had overall positive perceptions of school culture construction and development in the educational change process. In general, they showed a positive attitude toward the school culture improvement initiatives, reported satisfaction about their current school culture and held confidence in the direction their school culture is heading. The study demonstrated that certain factors, such as school geographical location and respondents’ job duty, job title, and gender, make a difference in how participants perceive their school’s culture. Teachers and principals from a less economically developed district had less awareness of, involvement in, and understanding of school culture development in all its aspects. A notable gap between teachers and principals was identified in their perception of the core values and norms of the school and of communication between teachers and principals. This study suggests that for educational development to be further carried forward successfully, there is an urgent need for better distribution of educational resources (both financial and leadership), common understanding, agreed-upon goals, and efficient communication between principals and teachers. KeywordsEducational philosophy, Ethics, Chinese context, Gender, Learning
School Didactics And Learning: A School Didactic Model Framing An Analysis Of Pedagogical Implications Of learning theory
by Michael UljensIn this book a new theory on instruction is presented - a reflective theory of school didactics - uniquely incorporating continental German and Nordic research traditions in the theory of didactics (Didaktik), together with Anglo-American research on teaching (instructional research) and cognitivist theory. School didactics is defined as a field of research within general education. This field is limited to research and theory aiming at understanding the pedagogical practice which takes place in institutionalized educational settings guided by a curriculum collectively agreed upon. As the theory is designed to be valid for institutionalized education framed by a politically accepted curriculum, it is a culturally seen regional theory of education, not a universal one. According to this school theory the fundamental features of an institutionalized pedagogical process consist in the intentional, interactional, teaching-studying-learning process that is culturally and historically developed and situated. However, the present model does not explicitly formulate goals nor the means of educational practice. Rather, the model emphasizes the teacher and student as reflective and intentional subjects where the teacher is acting as the representative of the collective but also as the learners' advocate. Because of this the theory presented is not a normative or prescriptive theory, instead it is a reflective theory.
School Education
by Charlotte MasonSchool Education, the third volume of Charlotte Mason's Homeschooling Series, consists of thoughts about the teaching and curriculum of children aged 9-12, either at school or at home. She suggests that parents should practice what she calls "masterly inactivity"-not neglectful or permissive parenting, but simply allowing children to work things out for themselves, do things for themselves, learn from their own mistakes, and to have time for free play, and space for spontaneity. Charlotte Mason education uses "living books" instead of dry textbooks; in this book, she discusses what kinds of books to look for in each subject, and how to use them to teach children to love knowledge and become real readers and lifelong learners. Charlotte Mason was a late nineteenth-century British educator whose ideas were far ahead of her time. She believed that children are born persons worthy of respect, rather than blank slates, and that it was better to feed their growing minds with living literature and vital ideas and knowledge, rather than dry facts and knowledge filtered and pre-digested by the teacher. Her method of education, still used by some private schools and many homeschooling families, is gentle and flexible, especially with younger children, and includes first-hand exposure to great and noble ideas through books in each school subject, conveying wonder and arousing curiosity, and through reflection upon great art, music, and poetry; nature observation as the primary means of early science teaching; use of manipulatives and real-life application to understand mathematical concepts and learning to reason, rather than rote memorization and working endless sums; and an emphasis on character and on cultivating and maintaining good personal habits. Schooling is teacher-directed, not child-led, but school time should be short enough to allow students free time to play and to pursue their own worthy interests such as handicrafts.
School Inclusion in Lebanon: Integrating Research on Students with Giftedness and Learning Disabilities into Practice
by Anies Al-Hroub Nidal JouniThis book addresses the impact of inclusion on the performance of students with and without special needs in Lebanese schools. It examines the performance of regular students to the performance of students with learning disabilities (LD) and gifted students as perceived by them to identify the population that is best served by inclusion. The book investigates three domains affecting student performance in inclusive settings: management and organization. Teaching and learning, and student support and school ethos. In addition, it compares the ways in which these domains affect student performance for each population. In addition, the book presents a detailed description of the inclusive practices that affect student performance and the indicators that contribute most positively to fostering the performance of regular students, gifted students, and students with LD. Finally, it describes the inclusion model applied and proved empirically to affect the positive performance of all student groups as a response to the increasing call for inclusive schooling in Lebanon. Key areas of coverage include: Inclusive education, social justice, and equity in Lebanese schools. Student perceptions of inclusion in Lebanon. Inclusion of gifted learners and students with learning disabilities. Comparison of student performance among different populations in inclusive settings. Domains affecting student performance in inclusive settings. Proposed model of student inclusion in Lebanese schools. School Inclusion in Lebanon is an essential resource for researchers, professionals and policymakers, and graduate students in such interrelated fields as school psychology, inclusive education / educational psychology, and social work.
School Learners at Risk of Social Maladjustment: A Theoretical and Pragmatic Study
by Małgorzata Przybysz-Zaremba Izabela Bieńkowska Krzysztof PolokThis book is a valuable didactic help (school teachers, guardians, and parents included) for those who wish to understand the specifics of education better and for students of pedagogical and psychological faculties who plan to work with young people in various educational institutions.This volume examines the problems and challenges of social maladjustment at school from a theoretical and practical perspective – it not only aims to present the latest scientific research on students at risk of social maladjustment (as well as those socially maladjusted) but also proposes strategies and methods of working with those a-ected by it. In nine chapters focusing on various aspects of social maladjustment in school, the authors use their professional and scientific experience to present practical tips and suggestions for teachers, therapists, and pedagogues suggesting preventive actions to counteract pathological phenomena in schools.This book will be useful for all those professionally involved in the fields of education, psychology, sociology, remote work, and/or studies on child and youth development. It could also be an invaluable companion to policy-makers and professionals from government and nongovernment organizations working towards inclusive education and social development. Additionally, it will serve as a compendium of guiding methods for problems encountered in professional work.
School Matters
by David Lewis Peter Mortimore Louise Stoll Pamela Sammons Russell EcobThis title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1988.
School Mobbing and Emotional Abuse: See it - Stop it - Prevent it with Dignity and Respect
by Gail Pursell ElliottFirst Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
School Phobia, Panic Attacks and Anxiety in Children
by Marianna CsotiMany children are challenged by anxiety at some time in their school career. Bringing together knowledge from her years of teaching and parenting, Márianna Csóti shows how parents and professionals can help children aged five to sixteen move away from the negative thoughts and behaviour that contribute to school phobia. As well as tackling specific problems of bullying, separation anxiety, social phobia and panic attacks, the author provides information on current therapies and medication for the severely affected and on what to do if the child regresses. The advice can also be used to help guard against another sibling developing school phobia. This positive and practical book is packed with information and guidance for parents, carers, teachers and other child-support professionals, on dealing effectively with the difficulties of children whose lives are being adversely affected by this distressing and very real condition.
School Psychology Ethics in the Workplace
by Daniel F. McCleary Jillian DawesSchool Psychology Ethics in the Workplace introduces a pragmatic and user-friendly model that helps readers become proficient ethical decision-makers using the 2020 National Association of School Psychologists’ (NASP) ethical code and to critically engage the ethical standards and work through ethical dilemmas that often occur in school and clinical settings. This book provides an overview of NASP's latest Principles for Professional Ethics. It introduces readers to various ethical codes related to psychology, the importance of having ethical codes, the limitations of ethical codes, and an ethical decision-making model that accounts for multicultural and social justice issues. Over 100 ethical case studies are presented in the text that specifically relate to NASP’s Principles for Professional Ethics. Readers are provided step-by-step directions on how to use the ethical decision-making model when problem solving each case scenario. School psychology graduate students and their instructors will find this guide invaluable for learning NASP’s new ethical code and for being prepared for situations school psychologists are likely to experience in practice.
School Psychology and Social Justice: Conceptual Foundations and Tools for Practice
by David Shriberg Samuel Y. Song Antoinette Halsell Miranda Kisha M. RadliffSchool psychology practice does not exist in a vacuum and is not value-neutral. As the role and function of the school psychologist continues to evolve and expand, social justice provides a needed real-world framework for school psychology students, practitioners, supervisors, and professors to guide their efforts. Culled from years of experience by experts working in a vast array of applied environments and appropriate both for practitioners and for graduate courses in multicultural school psychology and/or the role and function of school psychologists, this book takes the reader through a tour of common school psychology topics and functions through the lens of social justice. Utilizing case examples and concrete suggestions, a critical yet hopeful vision of ways in which school psychologists can work to achieve positive outcomes for students, families, schools, and society is provided.
School Psychology for the 21st Century, Second Edition
by Kenneth W. Merrell Ruth A. ErvinA leading introductory text, this authoritative volume comprehensively describes the school psychologist's role in promoting positive academic, behavioral, and emotional outcomes for all students. The book emphasizes a problem-solving-based, data-driven approach to practice in today's diverse schools. It grounds the reader in the concepts and tools needed to become a competent, ethical practitioner; implement and evaluate multi-tiered interventions; and facilitate systems-level change. Useful pedagogical features include illustrative vignettes and end-of-chapter discussion questions and activities. New to This Edition *Incorporates up-to-date research findings and professional standards. Expanded coverage of response to intervention, cultural and linguistic diversity issues, and evidence-based practice in mental health. Chapter on legal issues includes expanded coverage of IDEIA and other recent federal mandates.
School Psychology for the 21st Century, Third Edition: Foundations and Practices
by Kenneth W. Merrell Ruth A. Ervin Gretchen Gimpel Peacock Tyler L. RenshawNow in a revised and updated third edition reflecting a decade of changes in the field, this leading text prepares new practitioners to support all students' academic, behavioral, and social–emotional success. The multiple roles and functions of the school psychologist are described and illustrated with vivid vignettes. Readers gain vital skills for planning and implementing evidence-based prevention and intervention efforts and collaborating to facilitate systems change. Guided by a problem-solving perspective, the book provides tools for effective, culturally responsive practice in today's diverse schools. End-of-chapter discussion questions and activities enhance learning. New to This Edition *Incorporates key advances in evidence-based assessment, intervention, and multi-tiered systems of support. *Increased attention to supporting the growing numbers of culturally and linguistically diverse students in schools. *Addresses changes in school psychology training programs and professional standards. *New emphasis on implementation science.
School Psychology: A Social Psychological Perspective (School Psychology Series)
by Frederic J. Medway Thomas P. CaffertyThis impressive volume reintroduces the importance of -- and the contributions made by -- social psychology to school psychology. It provides an overview of the basic areas of social psychology (history, attitudes, attribution, attraction, and research methods) as well as the traditional school psychology functions (assessment, therapy, and consultation). To unite these two crucial areas, the editors and their contributors provide detailed discussions of specific educational and social issues such as substance abuse prevention and treatment, loneliness, cooperative versus competitive environments, and integration of handicapped and culturally different children. Based on classical, contemporary, and cutting-edge research and theory, this text should become an essential reference tool for all school psychologists.
School Psychology: Past, Present, and Future (3rd Edition)
by Thomas Fagan Paula WiseFor over 10 years, School Psychology: Past, Present, and Future has served as the premiere school psychology text utilized by educators and students. In this newest edition, trainers and students are provided with a detailed overview of issues relevant to the history, current status, and future of the profession of school psychology. Introductions to subsequent courses including special education, assessment interventions, and field experiences are also featured.
School Psychopharmacology: Translating Research into Practice (Pediatric School Psychology)
by John S. Carlson Justin A. BarterianThis book provides a research-based overview of the use of psychotropic medications in combination with psychosocial interventions to improve learning, social interactions, and behavioral functioning of children within the school setting. It details implementation strategies for delivering multimodal treatments to school-aged children with psychiatric diagnoses while coordinating services across educational and health service sectors. In addition, it includes case studies on ADHD, conduct disorder, depression, social anxiety, autism spectrum disorder, bipolar disorder, and psychosis, with overviews of treatment plans, targeted goals and behaviors, classroom-based medication evaluation plans, and treatment responses communicated back to the child’s family and physician. The book concludes with an overview of integrated behavioral health and the benefits of care coordination to school-aged children experiencing social, emotional, and behavioral challenges. Topics featured in this text include:Legal, ethical, and professional issues related to the use of psychotropic medications in school-aged populations.Effective medications for treating mood dysregulation disorders in school-aged youth.Medications for internalizing and externalizing disorders.Common side effects of psychotropic medication in school-aged populations.The need to be culturally sensitive when considering treatment plans for school-aged youth. School Psychopharmacology is an essential resource for researchers, graduate students, and other professionals in child and school psychology, social work, psychiatry, psychopharmacology, special and general education, public health, and counseling.
School Rampage Shootings and Other Youth Disturbances: Early Preventative Interventions (Psychosocial Stress Series)
by Kathleen NaderTogether, School Rampage Shootings and Other Youth Disturbances and its accompanying CD provide a complete toolkit for using early preventative interventions with elementary-school age children. In ten thoughtful, clearly written chapters, both new and experienced practitioners will find a wealth of research- and evidence-based techniques that link personal child and childhood environmental conditions to a number of symptoms, disturbances, and disorders in youth or adulthood, including the expression of rampage violence. In the second part of this indispensable collection – the accompanying CD – practitioners will find worksheets and handouts that translate useful techniques into reality and are sure to make any practice come alive.
School Shootings
by Wilhelm Heitmeyer Thorsten Seeger Peter Sitzer Nils BöcklerSchool shootings are a topic of research in a variety of different disciplines--from psychology, to sociology to criminology, pedagogy, and public health--each with their own set of theories. Many of these theories are logically interconnected, while some differ widely and seem incompatible with each other, leading to divergent results about potential means of prevention. In this innovative work, leading researchers on the topic of school shootings introduce their findings and theoretical concepts in one combined systematic volume. The contributions to this work highlight both the complementary findings from different fields, as well as cases where they diverge or contradict each other. The work is divided into four main sections: an overview of current theoretical approaches and empirical models; application of these theories to international cases, including Columbine (USA), Emsdetten (Germany), and Tuusula (Finland); a critique of the influence of the media, both in the portrayals of past events and its effect on future events; and finally an overview of existing models for prevention and intervention, and measures of their success. The result is a comprehensive source for current research on school shootings, and will provide a direction for future research.
School Social Workers in the Multicultural Environment: New Roles, Responsibilities, and Educational Enrichment
by Paul R KeysSchool Social Workers in the Multicultural Environment is a new approach for creating diversity in classroom and field curricula. The contributing authors offer practical advice for the effective teaching of multicultural content, which is now a requirement in the Curriculum Standards of the Council on Social Work Education. The authors address existing fears some readers may have regarding the teaching of multicultural content in social work and provide educators and field instructors with a model for overcoming these fears and for creating classroom excellence. Multicultural Education offers educators a chance to explore how to implement the required material effectively.While offering guidance to educators, School Social Workers in the Multicultural Environment focuses on fundamental and controversial approaches to multicultural social work education by answering these questions: Do educators know how to teach multicultural social work content? Where should multicultural content be taught? Should schools offer courses or workshops to facilitate faculty development? How should schools monitor multicultural outcomes? In what way should content be evaluated--peer evaluation, formal teaching observations, or other methods?School Social Workers in the Multicultural Environment, written by experienced educators, field instructors, and practitioners, provides advice on the teaching of multicultural social work content in both urban and rural areas and among many different populations. The book examines in depth the unspoken myths and fears encountered in teaching multiculturalism to students and helps educators and curriculum planners avoid common, unfortunate mistakes often made in multicultural classrooms and field instruction. Topics discussed include: Student Learning Processes for Multicultural Content Classroom-Tested Teaching Strategies for Cultural Competence in Practice Classes A Model for Measuring Multicultural Outcomes Perceived Racism and Minority Student Retention Differing Student and Educator Perceptions in Field Instruction Field Instruction Strategies for Successfully Teaching Cultural, Ethnic, Gender, Class, and Age Characteristics Rural Diversity Education Strategies American Indian Social Work Student Issues Human services educators and curriculum planners, who must effectively teach and implement multiculturalism in their programs, will find School Social Workers in the Multicultural Environment leads the way in creating classroom excellence. It stresses the importance of creating a new model for teaching and practice, for students and educators.