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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.
School Spaces for Student Wellbeing and Learning: Insights from Research and Practice
by Hilary Hughes Jill Franz Jill WillisThis book introduces a new wellbeing dimension to the theory and practice of learning space design for early childhood and school contexts. It highlights vital, yet generally overlooked relationships between the learning environment and student learning and wellbeing, and reveals the potential of participatory, values-based design approaches to create learning spaces that respond to contemporary learners’ needs. Focusing on three main themes it explores conceptual understandings of learning spaces and wellbeing; students’ lived experience and needs of learning spaces; and the development of a new theory and its practical application to the design of learning spaces that enhance student wellbeing. It examines these complex and interwoven topics through various theoretical lenses and provides an extensive, current literature review that connects learning environment design and learner wellbeing in a wide range of educational settings from early years to secondary school. Offering transferable approaches and a new theoretical model of wellbeing as flourishing to support the design of innovative learning environments, this book is of interest to researchers, tertiary educators and students in the education and design fields, as well as school administrators and facility managers, teachers, architects and designers.
School Sport Psychology: Perspectives, Programs, and Procedures (Published Simultaneously As The Journal Of Applied School Psychology, Vol. 21, No. 2 Ser.)
by Charles A MaherFind out how-and why-sports can help you better understand your studentsBecause participation in sports is an integral part of the educational experience for students in both public and private schools, it&’s essential that school psychologists and counselors have a solid foundation to help ensure the well-being of student-athletes. School Sport Psychology is a comprehensive overview of this fast-growing field with guidelines for school psychologists who want to gain a better understanding of sport psychology to extend their skills and enhance their effectiveness. The book presents perspectives, programs, and procedures for working with administrators and coaches to help students develop physically, mentally, and emotionally.School Sport Psychology examines the practical interfaces between school and sport psychology, with an emphasis on parent and family involvement. Contributors representing sport psychology, school psychology, and clinical and community disciplines examine the theory, research, and practice of sport psychology and how its evolution parallels the development of school psychology. The book addresses the benefits and risks of using sport to promote the development of self-esteem, identity, and feelings of competence in students. School Sport Psychology examines: evidence-based sport psychology programs, including GOALS, ATLAS, and ATHENA a case study of the design and implementation of a sport psychology program in an urban high school the use and abuse of alcohol and other drugs among high school student-athletes the use and abuse of steroids eating disorders among high school student-athletes a systems-oriented method of school/sport psychology assessment and intervention program planning and evaluation framework the knowledge and skills needed to work in sport psychology and much moreSchool Sport Psychology is an essential professional resource for psychologists, counselors, and health service providers.
School Success for Kids with ADHD
by Sue Jeweler Stephan M. Silverman Jacqueline S. IsemanTwo clinical psychologists and a K-12 teacher authored this text offering parents and teachers a clinical perspective on ADHD and strategies to manage its effect on study. Early chapters discuss how the disorder has been viewed historically and the importance of attention in academics. The authors go on to propose a multimodal management plan that involves assessment, medical monitoring, case management, educational supports, parental involvement, attention to the patient's diet, calming and relaxation techniques, and counseling, among other interventions. Also covered are best practices for teachers, support for ADHD patients in college, the role of technology in managing ADHD, and a review of alternative treatments parents can consider. Appendices contain supplementary tools for use with ADHD patients and a research summary. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
School Success for Kids with Emotional and Behavioral Disorders
by Michelle R. DavisSchool Success for Kids With Emotional and Behavioral Disorders gives parents and teachers of students with conduct disorder, oppositional defiant disorder, mood disorders, or other emotional and behavioral disorders the strategies they need to help these kids overcome their struggles and find success in school. Based on the experiences of psychologists and educators working with kids with these disorders, this book provides help for children needing to control their emotional outbursts and strategies to teach kids to monitor, review, and change their behaviors.
School Supports for Students in Military Families (The Guilford Practical Intervention in the Schools Series)
by Pamela FenningHow does growing up in a military family affect the educational experiences of children and youth? What can K–12 school practitioners do to support these students' academic, behavioral, and social-emotional success? This book describes effective ways to help students and their families navigate such challenges as relocation, school transitions, and parental deployment. Pamela Fenning presents strengths-based assessment, intervention, and prevention strategies that reflect deep knowledge of military culture and fit perfectly within a schoolwide multi-tiered system of support (MTSS). In a convenient large-size format, the book includes a reproducible data collection form that can be downloaded and printed for repeated use. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
School Systems, Parent Behavior, and Academic Achievement: An International Perspective (Young People and Learning Processes in School and Everyday Life #3)
by Emma Sorbring Jennifer E. LansfordThis volume takes an international and multidisciplinary approach to understanding students’ academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students’ academic achievement. The book highlights similarities and differences in education and parenting across these nine countries - all varying widely in socioeconomic and cultural factors that affect schools and families. The volume contributes to greater understanding of links between parenting and academic performance in different cultural groups. It sheds light on how school systems and parenting are embedded in larger cultural settings that have implications for students’ educational experiences and academic achievement. As two of the most important contexts in which children and adolescents spend time, understanding how schools and families jointly contribute to academic achievement holds promise for advancing the international agenda of promoting quality education for all.
School Violence and Primary Prevention
by Thomas W. MillerThis important new work covers clinical issues in treating victims of school violence and assessing children with the potential for violence. The editor also examines the effectiveness of prevention intervention programs and offers larger policy recommendations. The book looks at environmental factors such as cultural issues on behaviors from bullying to mass school shootings. And uniquely, the book delves into topics such as sexual boundaries and body image. In all, this book aims for a theoretical and applied picture of the current state of school violence and prevention.
School Violence: Fears Versus Facts
by Dewey G. CornellIllustrated with numerous case studies–many drawn from the author’s work as a forensic psychologist–this book identifies 19 myths and misconceptions about youth violence, from ordinary bullying to rampage shootings. It covers controversial topics such as gun control and the effects of entertainment violence on children. The author demonstrates how fear of school violence has resulted in misguided, counterproductive educational policies and practices ranging from boot camps to zero tolerance. He reviews evidence from hundreds of controlled studies showing that school-based school violence prevention programs and mental health services, which are largely effective, are often overlooked in favor of politically popular yet ineffective programs such as school uniforms, Drug Abuse Resistance Education, and Scared Straight. He concludes by reviewing some of his own research on student threat assessment as a more flexible and less punitive alternative to zero tolerance, and presents a wide ranging series of recommendations for improving and expanding the use of school-based violence prevention programs and mental health services for troubled students. Key features include the following: Contrarian Approach–This book identifies and refutes 19 basic misconceptions about trends in youth violence and school safety, and shows how the fear of school violence has been exaggerated through inaccurate statistics, erroneous conclusions about youth violence, and over-emphasis on atypical, sensational cases. Readability–The book translates scientific, evidence-based research into language that educators, parents, law enforcement officers, and policymakers can readily understand and shows what can be done to improve things. Expertise–Dewey Cornell is a forensic psychologist and Professor of Education at the University of Virginia, where he holds an endowed chair in Education. He is Director of the UVA Youth Violence Project and is a faculty associate of the Institute of Law, Psychiatry, and Public Policy. The author of more than 100 publications in psychology and education, he frequently testifies in criminal proceedings and at legislative hearings involving violence prevention efforts. This book is appropriate for courses or seminars dealing wholly or partly with school violence and school safety. It is also an indispensable volume for school administrators and safety officers; local, state, and national policymakers; involved parents; and academic libraries serving these groups.
School Violence: Studies in Alienation, Revenge and Redemption
by Ingrid RoseExperiences of violence in schools are encountered much more frequently than they used to be. The shocking repercussions of these acts are felt nation-wide and particularly impact school populations, families and communities. This book undertakes to illuminate factors pertaining to the phenomenon of school violence. It is intended for professionals such as school principals, teachers, social workers, psychologists, school administrators, school counselors and all who work directly with youth in various contexts. It is also intended for parents, family and community members, youth advisors and mentors, youth group leaders, religious advisors, counsellors, and others interested in the wellbeing of children and adolescents.
School mental health
by Mark D. Weist Kutcher, Stan and Wei, Yifeng and Weist, Mark D. Stan Kutcher Yifeng WeiThe realisation that most mental disorders have their onset before the age of twenty-five has focused psychiatric research towards adolescent mental health. This book provides vivid examples of school mental health innovations from eighteen countries, addressing mental health promotion and interventions. These initiatives and innovations enable readers from different regions and disciplines to apply strategies to help students achieve and maintain mental health, enhance their learning outcomes and access services, worldwide. Through case studies of existing programs, such as the integrated system of care approach in the USA, the school-based pathway to care framework in Canada, the therapeutic school consultation approach in Turkey and the REACH model in Singapore, it highlights challenges and solutions to building initiatives, even when resources are scarce. This will be essential reading for educators, health providers, policy makers, researchers and other stakeholders engaged in helping students achieve mental health and enhance their learning outcomes.
School self-review – a sensible approach: How to know and tell the story of your school
by Tracey O'BrienThis book looks at the sensible and meaningful role of self-review in creating sustainable improvement in all areas across secondary schools. It outlines a self-review approach focussed on key principles which ensure this approach is transparent, purposeful, does not negatively impact on workload, that does not use the same approach for all teams and that does actually result in clear ideas for school improvement. It discusses claims of effective self-review including that it challenges thinking, leads to improvement, incorporates a range of stakeholders, skills people up, and helps build professional communities.The book is full of examples and case studies so that the reader can transfer some of these ideas to their context, discuss them at meetings and help generate new ideas. It challenges the 'deep dive' approach as something that should be left to Ofsted and instead suggests that leaders should know daily what is happening in their schools, and instead work with staff to design self-review activities that are bespoke and fit for purpose.The main theme is around 'improve not prove', where stakeholders feel involved, valued and empowered to be change-makers at a range of scales. It examines how effective self-review can reduce workload and support improvements in wellbeing.
School self-review – a sensible approach: How to know and tell the story of your school
by Tracey O'BrienThis book looks at the sensible and meaningful role of self-review in creating sustainable improvement in all areas across secondary schools. It outlines a self-review approach focussed on key principles which ensure this approach is transparent, purposeful, does not negatively impact on workload, that does not use the same approach for all teams and that does actually result in clear ideas for school improvement. It discusses claims of effective self-review including that it challenges thinking, leads to improvement, incorporates a range of stakeholders, skills people up, and helps build professional communities.The book is full of examples and case studies so that the reader can transfer some of these ideas to their context, discuss them at meetings and help generate new ideas. It challenges the 'deep dive' approach as something that should be left to Ofsted and instead suggests that leaders should know daily what is happening in their schools, and instead work with staff to design self-review activities that are bespoke and fit for purpose.The main theme is around 'improve not prove', where stakeholders feel involved, valued and empowered to be change-makers at a range of scales. It examines how effective self-review can reduce workload and support improvements in wellbeing.
School-Based Behavioral Intervention Case Studies: Effective Problem Solving for School Psychologists
by Michael I. Axelrod Melissa Coolong-Chaffin Renee O. HawkinsSchool-Based Behavioral Intervention Case Studies translates principles of behavior into best practices for school psychologists, teachers, and other educational professionals, both in training and in practice. Using detailed case studies illustrating evidence-based interventions, each chapter describes all the necessary elements of effective behavior intervention plans including rich descriptions of target behaviors, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. Addressing a wide array of common behavior problems, this unique and invaluable resource offers real-world examples of intervention and assessment strategies.
School-Based Curriculum in China: Conceptions and Practices to Unleash School Vitality (Curriculum Reform and School Innovation in China)
by Yunhuo Cui Hao Lei Wenye ZhouThis book first develops a framework to understand the curriculum administration system in China. It describes the historical process of localizing school-based curricula as well as the significance and positioning of school-based curricula, and presents in detail cases of how three types of school-based curriculum were developed and implemented in Chinese schools.The book outlines for the first time best practices in school-based curriculum development in China, i.e. how to make a holistic curriculum plan, how to design a curriculum, and how to develop a course in the context of a school-based curriculum. By discussing these three aspects, it clearly summarizes the strategies and technologies for school-based curriculum development, which are applicable across contexts.Although the concept originated outside China, school-based curriculum development in China differs from that in other countries both in theory and practice. This book equips readers with theoretical and practical knowledge of how to develop school-based curricula and how to generate experiences for new curriculum development.This timely book is a valuable resource for researchers, curriculum designers, school teachers and others who are interested in school-based curriculum development.
School-Based EFL Teacher Professional Development for Task-Based Language Teaching: An Ethnographically-Informed Case Study of Rural China
by Jing YixuanThis book investigates the efficacy of a teacher educator collaborating with rural Chinese teachers of English to activate agentic adoption of task-based language teaching (TBLT). Set in rural northwestern China, the book traces the researcher's role as a participant-observer, during which she conducted a 12-week immersive study in a rural secondary school. The initial approach focused on understanding and trust-building, followed by the development of a collaborative partnership with teachers, and results demonstrate that given appropriate guidance and assistance, rural Chinese teachers successfully incorporated tasks into their classrooms to encourage increased motivation for learning and communicating in English. This book will be of interest to students and scholars of applied linguistics, language education, and TESOL, and the author demonstrates that true teacher educators are more effective as learning partners to teachers than simply a coach or lecturer.
School-Based Family Counseling for Crisis and Disaster: Global Perspectives
by Sibnath Deb Brian A. Gerrard Emily J. HernandezSchool-Based Family Counseling for Crisis and Disaster is a practical handbook with a school-based family counseling and interdisciplinary mental health practitioner focus that can be used to mitigate crises and disasters that affect school children. Anchored in the school-based family counseling (SBFC) tradition of integrating family and school mental health interventions, this book introduces interventions according to the five core SBFC metamodel areas: school intervention, school prevention, family intervention, family prevention, and community intervention. The book has an explicit "how to" approach and covers prevention strategies that build student, school, and family resilience for handling stress and interventions that can be provided during and immediately after a disaster or crisis has occurred. The chapter authors of this edited volume are all experienced professors and/or practitioners in counseling, psychology, social work, marriage and family therapy, teaching, and educational administration. All mental health professionals, especially school-based professionals, will find this book an indispensable resource for crisis planning and developing a trauma-sensitive school.
School-Based Family Counseling with Refugees and Immigrants
by Brian A. Gerrard Erwin D. Selimos Stephaney S. MorrisonSchool-Based Family Counseling with Refugees and Immigrants focuses on the practical application of School-Based Family Counseling (SBFC) with refugee and immigrant populations. Emphasizing collaboration, mutual assistance, dialogue, and joint problem-solving, SBFC takes a systems approach that stresses the integration of school, family, and community interventions; the three most important systems that affect the lives of children. Through case studies, the book explains how to design and implement integrated SBFC interventions for refugee and immigrant populations in an explicit manner. The book’s practical, how-to approach is suitable for novice and experienced practitioners alike.
School-Based Family Counseling: An Interdisciplinary Practitioner's Guide
by Brian A. Gerrard Michael J. Carter Deborah RiberaWritten by experts in the field, School-Based Family Counseling: An Interdisciplinary Practitioner’s Guide focuses on how to make integrated School-Based Family Counseling (SBFC) interventions, with a focus on integrating schools and family interventions, in an explicit step-by-step manner. Departing from the general language used in most texts to discuss a technique, this guide’s concrete yet user-friendly chapters are structured using the SBFC meta-model as an organizing framework, covering background information, procedure, evidence-based support, multicultural counseling considerations, challenges and solutions, and resources. Written in discipline-neutral language, this text benefits a wide variety of mental health professionals looking to implement SBFC in their work with children, such as school counselors and social workers, school psychologists, family therapists, and psychiatrists. The book is accompanied by online video resources with lectures and simulations illustrating how to implement specific SBFC interventions. A decision tree is included to guide intervention.
School-Based Mental Health: A Practitioner's Guide to Comparative Practices
by Ray W. Christner Rosemary B. MennutiThis volume provides school-based practitioners with a comprehensive and comparative guide to the strategic interventions, therapeutic modalities, and treatment approaches that are most commonly and effectively used in educational settings. Three main sections of the text present a foundation of universal interventions, targeted interventions, and alternative interventions appropriate for use in schools. Unifying the chapters are two central case examples, allowing the reader to see and evaluate the strengths and potential challenges of each technique in a familiar situation. This emphasis on case examples and the comparative structure of the volume will provide a level of hands-on and practical learning that is helpful for both students and mental health practitioners working in schools for the first time, and as a resource for more seasoned professionals who need to expand the tools at their disposal.