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In "Educational Pluralism and Democracy," education policy expert Ashley Rogers Berner envisions a K-12 education system that serves both the individual and the common good. Calling for education reform that will enable US public schools to fulfill the longstanding promise of American education, Berner proposes a radical reimagining of both the structure and content of US public school systems. She urges policymakers to embrace educational pluralism, an internationally common model in which the government funds diverse types of schools that deliver more universal content. Providing an incisive assessment of democratic education throughout the world, Berner argues that educational pluralism can build students' exposure to diverse viewpoints and shared knowledge within distinctive school communities. She shows how pluralism steers a middle path that enables equitable access, promotes academic excellence, and avoids the zero-sum games that characterize US education policy. Pluralism, she observes, will ultimately serve democracy by defusing polarization and increasing social mobility, political tolerance, and civic engagement. In this thought-provoking proposal, Berner lays out a roadmap for big-picture reform, expertly delineating the mechanisms through which educational norms can change. A practical conclusion describes concrete moves that advocates can pursue to garner support and advance new legislation.

In this deeply insightful work, nationally renowned bullying expert Elizabeth Kandel Englander offers sensible perspectives on student social behavior and equips educators and parents with effective strategies to identify and address bullying. This second edition of "Bullying and Cyberbullying" reveals how enormous social changes, increased digital connections, and a global pandemic have indelibly altered the psychological world of children--and in turn shaped their peer interactions. Englander notes that effective school bullying prevention and intervention is rooted in a solid understanding of child development, social structures in schools, and the connections between online behavior and in-school socializing. Building on continuing research on smartphone and social media usage, online privacy, and sexting and other risky behaviors, this updated edition prepares educators and parents to identify gateway behaviors, anticipate bias-based bullying, and respond to aggression and harassment. Englander offers sage advice for promoting resilience, strong friendships, and healthy technology use, among other prosocial behaviors that can avert bullying among students. This much-needed work provides an accessible framework for understanding and responding effectively to bullying and offers suggestions for collaboration between educators and parents.

In this deeply insightful work, nationally renowned bullying expert Elizabeth Kandel Englander offers sensible perspectives on student social behavior and equips educators and parents with effective strategies to identify and address bullying. This second edition of "Bullying and Cyberbullying" reveals how enormous social changes, increased digital connections, and a global pandemic have indelibly altered the psychological world of children--and in turn shaped their peer interactions. Englander notes that effective school bullying prevention and intervention is rooted in a solid understanding of child development, social structures in schools, and the connections between online behavior and in-school socializing. Building on continuing research on smartphone and social media usage, online privacy, and sexting and other risky behaviors, this updated edition prepares educators and parents to identify gateway behaviors, anticipate bias-based bullying, and respond to aggression and harassment. Englander offers sage advice for promoting resilience, strong friendships, and healthy technology use, among other prosocial behaviors that can avert bullying among students. This much-needed work provides an accessible framework for understanding and responding effectively to bullying and offers suggestions for collaboration between educators and parents.

Games enable children to practice emotions in spaces that are free from actualized consequences. With thoughtful guidance, games can help children manage emotions, perspective-take, demonstrate empathic concern, and exhibit prosocial behaviors. Emerging research suggests that these competencies--also known as social and emotional learning (SEL) skills--are, in fact, teachable. In "Gaming SEL: Games as Transformational to Social and Emotional Learning," Matthew Farber investigates the rich opportunities games have in supporting SEL skill development. Experts from the fields of education, game development, and SEL--including folks from CASEL, the Fred Rogers Center, Greater Good in Education, iThrive Games, Minecraft Education, and UNESCO MGIEP--share advice. Games themselves cannot be responsible for children's learning. Having a supportive educator or caregiver guiding experiences can be crucial. This book also includes recommendations for embedding games in classrooms in ways that support meaningful SEL skill development. Regardless of your experience, content area, or grade level, this book is for you!

This book identifies the cultural and moral foundations of country-specific educational governance and school leadership and presents the principles of justice and the diversity of common goods that guide leadership practices in schools. It contributes to an existing research field that studies diversity and ethical leadership in schools. The social dimension of school leadership is not limited to issues related to equality and equity, or social inclusion. The capacity of leaders to promote civic-mindedness and social cooperation, consensus and acceptance of others, the right balance between freedom and duties, and reciprocity of obligations, are essential to maintain democratic rights and facilitate the life together while respecting ethnic and cultural differences. Therefore, the book gathers contributions from a range of international authors capable of reporting these moral and cultural features, while broadening the research perspectives on school leadership. [Individual chapters are indexed in ERIC.]

Effective communication is essential in every organization, including educational institutions. Often, members of the online community work in isolation. Collaboration across varying disciplines and departments can promote unique professional development activities and create a stronger connection to the entire online community. "Enriching Collaboration and Communication in Online Learning Communities" is a critical scholarly publication that supports communication and collaboration in online settings by focusing on the ways all members of the educational institution can create community to foster personal and professional growth for all. The book takes an in-depth look at communication strategies and challenges including managing conflict, working effectively in virtual teams, critical thinking, intercultural and cross-cultural communication, and online leadership. It is ideal for faculty, teachers, administrators, principles, curriculum developers, professionals, researchers, and students.

"Nurturing Students' Character" is an easy-to-use guide to incorporating social-emotional and character development (SECD) into your teaching practice. The links are clear--elementary and middle school students have better odds of academic success if you nurture their social and emotional skills. Drawing on broad field experience and the latest research, this book offers intuitive techniques for infusing your everyday teaching and classroom management with SECD opportunities. With topics ranging from self-regulation and problem solving to peer communication and empathy, these concrete strategies, practical worksheets, and self-reflective activities will help you foster a positive classroom culture.

Expanded with timely new content and consistent with DEC Recommended Practices, the third edition of this bestselling book will fully prepare a new generation of early childhood educators to teach and include every child. Like the groundbreaking previous editions, this updated "Building Blocks" guide gives pre- and inservice teachers three types of practical, evidence-based inclusion strategies: curriculum modifications, embedded learning opportunities, and child-focused instructional strategies. Educators will learn how to apply these three strategies for the benefit of all children; review the latest research that supports the Building Blocks model; and find ready-to-use tips and guidance on key topics, such as fostering friendships, encouraging independence, and promoting positive behavior. Reproducible forms help with planning and assessment, and seven comprehensive new training modules make it easy to teach the Building Blocks framework in college courses and professional development sessions. Equally useful as a student-friendly textbook and a go-to inclusion guide for practicing educators, this is a resource teachers will return to again and again for proven, easy-to-use strategies that support the success of every young learner.

This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). The authors focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not "cognitive"--that is, not specifically intellectual or analytical in nature. They examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved. Following "Acknowledgements", this book contains the following chapters: (1) Introduction; (2) Motivation (Ben W. Dalton); (3) Effort (Robert N. Bozick and Terri L. Dempsey); (4) Self-Regulated Learning (Jean M. Lennon); (5) Self-Efficacy (Jean M. Lennon); (6) Academic Self-Concept (Jeffrey A. Rosen); (7) Antisocial and Prosocial Behavior (Ben W. Dalton); (8) Coping and Resilience (Elizabeth J. Glennie); and (9) Conclusion. About the Authors is also included. Research methodology is appended. (Individual chapters contain tables, figures, footnotes, and references.)

Building on previous books by the author, "Hospitious Adoption: How Hospitality Empowers Children and Transforms Adoption" examines the next step after open adoption. Gritter takes the approach that practicing goodwill, respect, and courage within the realm of adoption makes the process move smoother and enriches children's lives. Following a Foreword (Randolph Severson), Introduction, and Toward Hospitable Adoption Language, the book includes thirteen chapters: (1) Old Dogs and Farmers: Hospitality as the Gateway to Connection; (2) The Ethic of Hospitality: "Strange and Amazing Things Can Happen"; (3) Savoring Hospitality's Welcome: Through the Eyes of the Stranger; (4) The Dynamic Potential of Hospitality: The Adoptive Child as Emerging Host; (5) Hospitality's Sweetest Rule: Feeling at Home with Each Other; (6) Natal Hospitality: The Art of Gentle Transition; (7) Inverted Hospitality: Working Through a Change of Heart; (8) Doing Hospitality: Working with Differences; (9) Hospitious Availability: Privacy as Friend and Foe; (10) Welcoming the Welcomers: How Agencies Make Room for Programs Based on Hospitality; (11) Child-Centered Hospitality: The Next Phase of Openness; (12) Speaking Personally: Hospitality as an Expression of Faith; and (13) Questions and Answers: Hospitious Implications and Applications. (Contains 1 footnote.) Acknowledgments and author information conclude the book.

This book is centred on the perspectives, experiences and career trajectories of women of colour in British academia. It reveals a space dominated by whiteness and patriarchy, in which women of colour must develop strategies for survival and success. The contributors explore how their experiences are shaped by race and gender and how racism manifests in day-to-day experiences in the academy, from subtle microagressions to overt racialized and gendered abuse. The autoethnographies touch on common themes such as invisibility and hypervisibility, exclusion and belonging, highlighting intersectional experiences. This is a must-read for students, academics, schools, colleges, trade unions and organizations--and anyone with an interest in equality. Following the Introduction (Deborah Gabriel), this book contains ten chapters: (1) The accidental academic (Josephine Kwhali); (2) Overcoming objectification and dehumanization in academia (Deborah Gabriel); (3) 'One in a million': A journey of a post-colonial woman of colour in the White academy (Heidi Safia Mirza); (4) How do you feel? 'Well-being' as a deracinated strategic goal in UK universities (Shirley Anne Tate); (5) Inclusive ideals are not enough: Academia does not empower Black women (Ima Jackson); (6) Reflecting on a journey: Positionality, marginality and the outsider-within (Claudia Bernard); (7) The struggle to find a voice on Black women's health: From the personal to the political (Jenny Douglas); (8) The search for that elusive sense of belonging, respect and visibility in academia (Marcia Wilson); (9) The transformation of my science identity (Elizabeth Opara); and (10) Reclaiming freedom beyond the glass ceiling to transform institutional cultures (Aisha Richards). A conclusion by Deborah Gabriel and an index are also included.

With growing evidence about the critical period of birth to age 5 for child development and learning, the imperative to professionalize the early childhood education workforce has never been greater. In this follow-up to "The New Early Childhood Professional: A Step-By-Step Guide to Overcoming Goliath", the authors share lessons learned from their work with thousands of practitioners. They focus on four Guiding Principles for leading change: the need to "Respect" diverse opinions, to seek "Equity," and to acknowledge the field's "Strengths" while doing the hard work to enhance "Competence." This book: (1) defines each Guiding Principle and examines how it impacts individual practitioners, early childhood programs, public policies, and professional systems; (2) identifies potential asymmetrical conflicts related to the Principles to demonstrate the imbalances that exist; (3) presents a diversity of voices from the field of early care and education; (4) provides a summary with a bottom-line analysis focused on achieving balance; (5) offers strategies for "facing Goliath" designed to accelerate a new reality for the field; and (6) includes questions for reflection to help readers relate each Principle to their own circumstances. With a strategic emphasis on building professional communities, strengthening professional capital, and working together to craft solutions, "Guiding Principles for the New Early Childhood Professional" presents a clearer vision of a unified future in early childhood care and education. [Foreword by Marcy Whitebook.]

The importance of higher education has never been clearer. Educational attainment--the number of years a person spends in school--strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the world in completing postsecondary degrees now falling behind their global peers. As part of a broader national college completion agenda aimed at increasing college graduation rates, higher education researchers and policy makers are exploring the role of intrapersonal and interpersonal competencies in supporting student success. "Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies" identifies 8 intrapersonal competencies (competencies involving self-management and positive self-evaluation) that can be developed through interventions and appear to be related to persistence and success in undergraduate education. The report calls for further research on the importance of these competencies for college success, reviews current assessments of them and establishes priorities for the use of current assessments, and outlines promising new approaches for improved assessments.

This volume is part of a series of 18 monographs on service learning and the academic disciplines. The essays in this volume focus on the use of service learning as an approach to teaching and learning in psychology. Following the introduction, "Collaborating with the Community: Psychology and Service-Learning," by Donna K. Duffy and Robert G. Bringle, six essays in Part 1 address, "Theoretical and Empirical Contributions of Psychology to Service-Learning"; they include: "An Overview of Current Psychological Theory and Research on Altruism and Prosocial Behavior" (Martha A. Kitzrow); "Service-Learning and Psychology: Lessons from the Psychology of Volunteers' Motivations" (E. Gil Clary, Mark Snyder, and Arthur Stukas); "Attributions about Misery: A Social Psychological Analysis" (Robert G. Bringle and Pamela M. Velo); "Developmental Psychology and Service-Learning: A Theoretical Framework" (Jay W. Brandenberger); "Service-Learning and the Development of Expert Citizens: Service-Learning and Cognitive Science" (Janet Eyler, Susan Root, and Dwight E. Giles, Jr.); and "The Helping Alliance and Service-Learning" (Jeremy Leeds). Essays in Part 2, "Integration of Service in Psychology Courses," demonstrate how service-learning can effectively be integrated into a variety of psychology courses to enhance the breadth and depth of student learning; they include: "Professor McKenna Teaches Introductory Psychology" (Donna K. Duffy and Robert G. Bringle); "Strategies for Service-Learning: Internalization and Empowerment" (Carol M. Werner); "Service-Learning: From Process to Impact" (Randall E. Osborne, Kenneth Weadick, and James Penticuff); "Human Relations: A Service-Learning Approach" (David B. Johnson); "Bringing Undergraduate Service-Learning into a High-Risk, Urban Environment" (Maurice J. Elias and Gregg Gambone); "Service-Learning through Action-Research Partnerships" (Georgia Nigro and Stanton Wortham); "Service-Learning and Cross-Cultural Psychology" (Iva GreyWolf); "Reflections on an Established Service-Learning Program: The Developmental Disabilities Immersion Program at UCLA" (Arvan L. Fluharty and Parvin Kassaie); and "Applying Service-Learning to the Problem of Prejudice: A Psychology and Theater Course" (Stevenson W. Carlebach and Jefferson A. Singer). Appended is an annotated bibliography and a list of electronic resources. (All papers include references.) (SM)

Every teen can be a leader. That's because leadership is not just about taking the lead in big ways, but in everyday small things, too. The 21 sessions in this youth leadership curriculum guide teens to explore ethical decisionmaking, teambuilding, what it means to be a leader, how to work with others, risk taking, communication, creative thinking, and more. Choose the sessions that seem best for your class or group, or explore leadership skills through an entire school year. Includes reproducibles, the Everyday Leadership Skills & Attitudes Inventory (a student inventory of leadership skills and attitudes), evaluation tools, and exams. Requires use of the student book, "Everyday Leadership. "

Based on extensive research, this provocative volume explores how schools are places where racial conflicts often remain hidden at the expense of a healthy school climate and the well-being of students of color. Most schools fail to act on racial microaggressions because the stress of negotiating such conflicts is extremely high due to fears of incompetence, public exposure, and accusation. Instead of facing these conflicts head on, schools perpetuate a set of avoidance or coping strategies. The author of this much-needed book uncovers how racial stress undermines student achievement. Students, educators, and social service support staff will find workable strategies to improve their racial literacy skills to read, recast, and resolve racially stressful encounters when they happen. Book Features: (1) A model that applies culturally relevant behavioral stress management strategies to problem solve racial stress in schools; (2) Examples demonstrating workable solutions relevant within predominantly White schools for students, parents, teachers, and administrators; (3) Measurable outcomes and strategies for developing racial literacy skills that can be integrated into the K-12 curriculum and teacher professional development; and (4) Teaching and leadership skills that will create a more tolerant and supportive school environment for all students.

Roughly 54 million people with disabilities live in the U.S., and there are many more millions of people with disabilities around the world. Not surprisingly, differences among and between people with disabilities are often as notable as differences between people with and without disabilities. While the lack of homogeneity among people with disabilities makes creating a valid taxonomy under this term difficult, if not impossible, there is commonality among and between people with disabilities that justifies an authoritative resource on positive psychology and disability. That is, they have experienced discrimination and marginalization as a function of their disability. This volume assembles chapters by leading scholars in the fields of disability and positive psychology to provide a comprehensive synthesis of the state of the field of positive psychology and disability. Chapters are organized into thematic sections, beginning with an introductory section providing information on overarching themes in positive psychology and disability. The second section highlights the application of positive psychological constructs to disability, including quality of life, self-determination, adaptive behavior, optimism, hope, problem solving, forgiveness, gratitude, and spirituality. The following section addresses systemic issues in disability that impact positive psychology, again turning to disciplines beyond just psychology (special education, rehabilitation sciences, family, and disability policy) to address areas in which positive psychology can be applied. A fourth section examines positive psychology in specific disabled populations, including physical disabilities, cognitive and developmental disabilities, severe multiple disabilities, emotional and behavioral disabilities, and autism spectrum disorders. Disability has always been associated with "differentness" and, consequently, people with disabilities have, throughout time, been treated as such. As the first handbook to consider disability from a strengths-based perspective, this volume provides a catalyst to accelerate the application of positive psychology with regard to how disability is understood. This book contains the following chapters: (1) Beyond Pathology: Positive Psychology and Disability (Michael L. Wehmeyer); (2) Understanding Disability: A Strengths-Based Approach (Wil H. E. Buntinx); (3) Positive Psychology and Disability: An Historical Analysis (Karrie A. Shogren); (4) The Impact of the Quality of Life Concept on the Field of Intellectual Disability (Robert L. Schalock and Miguel Angel Verdugo Alonso); (5) Optimism within the Context of Disability (Kevin Rand and Amanda M. Shea); (6) Social Well-Being and Friendship of People with Intellectual Disability (Joanne Kersh, Laura Corona, and Gary Siperstein); (7) Exercise, Leisure, and Well-Being for People with Disabilities (Jennifer Rowland); (8) Coping and Disability (Lillian R. Reuman, Chelsea Mitamura, and Michele Tugard); (9) Adaptive Behavior (Marc J. Tassé); (10) Self-Determination (Michael L. Wehmeyer and Todd D. Little); (11) Self-Determined Learning (Dennis Mithaug); (12) Understanding Hope in Individuals with Disabilities (Cindy Pressgrove Buchanon and Shane Lopez); (13) Family Perspectives on Child Intellectual Disability: Views from the Sunny Side of the Street (Jan Blacher, Bruce Baker, and Lauren D. Berkovitz); (14) Resilience and Disability: Concepts, Examples, Cautions, and Prospects (Christopher Murray and Bonnie Doren); (15) Problem Solving and Decision Making (Linda Hickson and Ishita Khemka); (16) Forgiveness, Gratitude, and Spirituality (William Gaventa); (17) Career Development and Career Thoughts (Salvatore Soresi, Laura Nota, Lea Ferarri, and Teresa Maria Sgaramella); (18) Self-Regulation (Dale H. Schunk and William D. Bursuck); (19) Disability Studies/Disability Culture (Brenda Jo Brueggemann); (20) Positive Behavior Support: Foundations, Systems, and Quality of Life (Glen Dunlap, Donald Kincaid, and Donald Jackson); (21) Supports and Support Needs (James R. Thompson and Yuwadee Viriyangkura); (22) Supported Employment (Paul Wehman, Vicki Brooke, Stephanie Lau, and Pamela Targett); (23) Family Quality of Life (Caya Chiu, Kathleen Kyzar, Nina Zuna, Ann Turnbull, Jean Ann Summers, and Vivi Aya Gomez); (24) Education (Sharon Field); (25) Aging with Disability (Tamar Heller and Lieke van Heumen); (26) A Positive Psychology of Physical Disability: Principles and Progress (Dana S. Dunn, Gitendra Uswatte, Timothy R. Elliott, Allissa Lastres, and Brittany Beard); (27) Cognitive and Developmental Disabilities (Karrie A. Shogren); (28) Severe, Multiple Disabilities (Mats Granlund, Jenny Wilder, and Lena Almqvist); (29) Positive Psychology and Children with Emotional and Behavioral Disability (Dan Olympia, Lora Tuesday Heathfield, William R. Jenson, Holly Majszak, Virginia Ramos-Matias, and Monique Thacker); (30) Autism Spectrum Disorders (Dianne Zager); and (31) Limitations to Positive Psychology Predicted by Subjective Wellbeing Homeostasis (Robert A. Cummins).

Positive psychology is a rapidly expanding area of study that is of great interest to students at the graduate, undergraduate, and high school levels. But the field is so broad that teachers who want to cover all the bases when designing a positive psychology course may have difficulty locating and selecting materials. "Activities for Teaching Positive Psychology" addresses this problem by presenting a comprehensive set of fun, interactive classroom activities devised by contributors who are experienced teachers as well as leading scholars in their areas. Chapters cover all the topics typically included in existing positive psychology textbooks, emphasizing the hands-on experience that makes positive psychology courses so powerful. Extensive reading lists point interested readers towards a fuller understanding of the topics. The book is a rich source of ideas for all teachers of psychology, from novice to experienced instructors. Part I, Introduction, contains: (1) What Makes an Action Courageous? (Cynthia L. S. Pury); (2) Humility, the Modest Strength (Robert A. Emmons); (3) Using a Strengths Approach to Build Perspective-Taking Capacity (Michelle C. Louis); (4) Contrasting Two Conceptions of Happiness: Hedonia and Eudaimonia (Alan S. Waterman); (5) The Value(s) of Work (Christopher Michaelson); (6) Integrating an Understanding of Cultural Context into a Discussion of Positive Traits (Jennifer Teramoto Pedrotti); (7) Understanding Purpose Through Interviews (Timothy S. Reilly and William Damon); and (8) Spiritual Struggles and Growth (Maria R. Gear Haugen and Kenneth Pargament). Part II, Overview, contains: (9) How Positive Emotions Broaden and Build (Bethany E. Kok and Barbara Fredrickson); (10) Heart Rate Variation With Positive Psychology Exercises (Sarah D. Pressman and Tara L. Kraft); (11) Capitalizing on Positive Events (Shelly L. Gable); (12) Perspective Taking and Pro-Social Behavior: Caring for Others Like we Care for the Self (Michael W. Myers and Sara D. Hodges); (13) Culture Influences the Ingredients of a Good Life and Conceptualization of Happiness (Christie Napa Scollon, Derrick Wirtz, and Xuan-yi Wei); (14) Spending Money on Others Leads to Higher Happiness than Spending on Yourself (Lara B. Aknin and Elizabeth W. Dunn); (15) Cultivating Mindfulness Through Listening (Shauna L. Shapiro and Timothy R. Mariels); (16) Teaching Forgiveness in Positive Psychology (Everett Worthington, Aubrey L. Gartner, David J. Jennings, II, and Don E. Davis); and (17) Flow and Optimal Learning Environment (David J. Shernoff and Brett Anderson). Part III, Self-Reflections, contains: (18) Taking Care of Business with Gratitude (Philip C. Watkins, Amy Sparrow, and Amy C. Webber); (19) Curiosity as a Social Lubricant: Transforming Conversations to be Interesting, Engaging, and Meaningful (Todd B. Kashdan and Paul J. Silvia); (20) Using Mindful Photography to Increase Positive Emotion and Appreciation (Jaime L. Kurtz and Sonja Lyubomirsky); (21) Hope Projects To One's Future Self (Jeana L. Magyar-Moe); (22) A Teaching Tool for Disengaging from Materialism: The Commercial Media Fast (Yuna L. Ferguson and Tim Kasser); (23) The Savoring Expedition: An Exercise to Cultivate Savoring (Patrick R. Harrison, Jennifer L. Smith, and Fred B. Bryant); (24) Internalized Motivation in the Classroom (Kennon M. Sheldon); and (25) Civic Engagement (Constance Flanagan and Brian D. Christens).

"Comprehensive Behavior Management: Schoolwide, Classroom, and Individualized Approaches" supports teachers in preventing management problems and responding to unwanted behavior when it occurs in classrooms. The text offers a comprehensive presentation of three levels of behavior management strategies: individual, classroom, and schoolwide, all three of which contribute to a positive learning environment. A social learning emphasis in which human behavior is viewed within an ecological framework is integrated throughout the text. Application of this information is supported by a range of pedagogical devices such as vignettes, examples, strategies, and activities to show teachers how to manage behavior effectively. The analysis and applications in this text cover both "general education and special education strategies". The three parts of this book are: (1) Introduction to Behavior Management; (2) Individualized Supports; (3) Classroom Supports; and (4) SchoolWide Supports. (Contains a preface, 12 chapters, a glossary, references, and an index. )

This book examines the concepts of tolerance and education in multicultural societies. It focuses on different aspects of multiculturalism in these societies and considers possible conflicts and tensions as well as best-practice examples of co-existence among different cultural groups. Special emphasis is placed on educational issues and schools. Contents of this book include: (1) Cultural Background and Educational Achievement in Germany (Werner Wiater); (2) Cultural Differences in Perception, Reasoning, Emotions, Education and Social Relations in East and Western Countries (Doris Manschke); (3) Tolerance, Religion and Education (Gerwald Wallnofer); (4) Tolerance and Citizenship Dimension in the Context of Education in Latvia (Alida Samusevica); (5) Legal Conditions for Cross-Cultural Understanding: The Example of "Hate Speech" (Patricia Wiater); (6) How Important Is Culture for Ethos (Manfred Kwiran); (7) Tensions and Conflicts in Socializational Teaching of Language and Literacy in Chinese Complementary Schools in Britain (Li Wei); (8) Thoughts about the "Bratislava Ethnic Model" (Jozsef Liszka); (9) The Culture of Mediterranean Honor (Christian Giordano); and (10) Immigration, Social Support, and Community from a Relational Perspective (Ma Paz Sandin Esteban and Ma Angels Pavon Ferrer).

Research shows that students' sense of belonging in their school communities is critically linked to academic achievement. This ninth and final book in "The Soul of Educational Leadership" series offers practical strategies for promoting socially responsible school cultures that foster greater student engagement and democratic values. A joint publication with the American Association of School Administrators and the HOPE Foundation, with contributions from renowned educators Bonnie Davis, Linda Skrla, Randall Lindsey, and others, this book explores the key concepts of respect, equity, and character, and examines tough issues such as: (1) Reflecting on individuals' backgrounds and assumptions; (2) Modeling socially responsible behavior; (3) Teaching students to discern injustice; and (4) Enacting a zero-tolerance policy toward bullying. Students will shape tomorrow based on what they learn today. This compact guide equips educators to implement democratic practices, act in socially just ways, and impart democratic values to the citizens of the future. Contents include: (1) Respect (Bonnie M. Davis); (2) Social Justice: Focusing on Assets to Overcome Barriers (Randall B. Lindsey, Delores B. Lindsey, and Raymond D. Terrell); (3) Becoming an Equity-Oriented Change Agent (Linda Skrla, Kathryn Bell McKenzie, and James Joseph Scheurich); (4) Are Women Prepared to Be School Superintendents? An Essay on the Myths and Misunderstandings (C. Cryss Brunner and Yong-Lyun Kim); (5) Leading Schools of Character (Marvin W. Berkowitz); (6) Teaching Social Responsibility (Sheldon H. Berman); (7) Zero Indifference and Teachable Moments: School Leadership for Diversity, Inclusion and Justice (Mara Sapon-Shevin); and (8) Getting Kids Ready for School--Raising the Village (Paul D. Houston). An index are also included. [For the preceding volume, see "Leadership for Family and Community Involvement. The Soul of Educational Leadership Series. Volume 8" (ED528488).]

"Socially ADDept" helps educators and parents teach the hidden rules of social behavior to children with limited social skills, notably those with special needs like ADHD, learning disabilities, Asperger's and high-functioning autism, Tourette Syndrome, and nonverbal learning disabilities. The author provides all the information parents and professionals need to know to help kids learn social skills in simple, concise explanations. The book is divided into eight sections that educators can use as teaching units or parents can work through one week (or month) at a time. This book includes a way for children to see themselves and how their behavior looks to others. It deciphers the complex rules of nonverbal language into friendly, bite-sized morsels that kids can understand. It offers a field-tested collection of suggestions and strategies for parents and professionals who want to enhance a child's social competence. This book is divided into three parts. Part I, What Parents and Teachers Need to Know, contains the following chapters: (1) Why Children with Special Needs Struggle Socially; (2) Tips for Communicating with Children; (3) Setting Individual Goals and Giving Structured Feedback; and (4) Ways Parents Can Help. Part II, The Socially ADDept Lessons, contains the following lessons: (1) Friendship Skills and Setting Goals; (2) Being a Good Listener and Other Conversational Skills; (3) Verbal Conversational Skills; (4) Communicating Feelings Through Body Language; (5) Being "in Sync"--Understanding and Echoing Tone; (6) Recognizing Friendly Behavior; (7) Joining an Ongoing Group; (8) Dealing with Teasing; (9) Managing Anger; and (10) Children in Cyberspace: Old Rules, New Rules. Part III, Appendices, contains the following: (1) What Is ADHD?; (2) What Are Learning Disabilities?; and (3) What Is Asperger's Syndrome? Bibliography, resources and an index are also included.

Teachers, as often as students, articulate frustrations over each other's choices and expectations. A teacher's demand for respect may appear an imposition and abuse of authority to students accustomed to speaking out against perceived injustices. All teachers experience some tentativeness, especially in an unfamiliar environment. Since classroom decisions tend to be immediate, choices reflect learned attitudes and behaviors as much as logical decision-making procedures. Florence explores the cross-cultural complexities of teacher/student interactions, particularly African immigrant teachers. Despite the emotional aggravations, cultural misunderstandings offer forums for a reassessment of views, acknowledgement of differences, and initiative for positive change.

How can schools create safe, well-supervised classroom environments while also teaching students skills for managing their behavior on their own? This invaluable guide presents a framework for achieving both of these crucial goals. It shows how to balance external reinforcements such as positive behavior supports with social-emotional learning interventions. Evidence-based techniques are provided for targeting the cognitive and emotional processes that underlie self-discipline, both in classroom instruction and when correcting problem behavior. Describing how to weave the techniques together into a comprehensive schoolwide disciplinary approach, the book includes over a dozen reproducible forms, checklists, and assessment tools. The large-size format and lay-flat binding facilitate photocopying. Contents include: (1) Classroom Management and School Discipline: Punishment and Its Positive Alternatives; (2) Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior Supports; (3) Self-Discipline and the Social and Emotional Learning Approach to School Discipline; (4) Strategies for Developing Self-Discipline (and a Positive School Climate); and (5) Preventing Behavior Problems.

Originally developed by Dr. Arnold P. Goldstein and Dr. Barry Glick, "Aggression Replacement Training" (ART) is now revised and updated to reflect over 30 years of use in schools, community agencies, juvenile institutions, and other settings. The third edition of "Aggression Replacement Training" offers step-by-step session plans for teaching ART's three coordinated components: (1) Social Skills Training: Teaches participants what to do, helping them replace antisocial behaviors with positive alternatives; (2) Anger Control Training: Teaches participants what not to do, helping them respond to anger in a nonaggressive manner and rethink anger-provoking situations; and (3) Moral Reasoning: Helps raise participants' level of fairness, justice, and concern for the needs and rights of others. The authors clarify the theory underlying the ART components and include user-friendly suggestions for successful implementation of the 10-week program. They also address critical implementation concerns, describe program applications at various sites and evaluations of ART's effectiveness, and detail issues in program administration and management. Appendixes include the complete Skillstreaming curriculum for adolescents, session evaluation checklists, additional moral reasoning problem situations, and other materials helpful in running the program. An accompanying CD provides PDFs of all the reproducible forms and student handouts.

Solve serious behavior challenges in K-8 classrooms with this easy-to-use book, the first practical guide to the research-proven Prevent-Teach-Reinforce (PTR) model. Developed by some of the most respected authorities on positive behavior support, this innovative model gives school-based teams a five-step plan for reducing problems unresolved by typical behavior management strategies. With this thorough blueprint for PTR, education professionals will learn how to prevent behavior problems by adjusting the curriculum and environment; teach proactive communication skills; and reinforce prosocial behavior and academic achievement. Chapters of this book include: (1) Introduction to PTR; (2) Teaming; (3) Goal Setting and Data Collection; (4) Functional Behavior Assessment; (5) Behavior Intervention Plan; and (6) Evaluation. A list of references and an index are included.

Students' success in school and later in life is highly dependent on their ability to 1) regulate their emotions and control their behavior and 2) get along with their teachers and peers. In this book, the author wants to teach you how to inspire students to learn, behave responsibly, and improve their relationships with themselves, other students, and you. As the author presents new concepts--including the Internal Profile, Total Behavior, and Essential Social Skills, among others--he equips you with lots of games, role-plays, and student-centered activities that address social-emotional learning and character education, promote self-awareness and control, educate the whole child--all leading to improved learning and achievement. Chapters include: (1) Inspiring the Best; (2) A World of Choices; (3) Intrinsic Motivation and the Five Basic Human Needs; (4) The Internal Profile; (5) A World of Perceptions; (6) The Concept of Total Behavior, or Driving Your Behavioral Car; (7) The Process for Positive Change: Creating the Vision, Reflecting, Self-Evaluating, and Planning; (8) Essential Social Skills; and (9) Creating And Sustaining the Inspiration. Word Cluster Assessment is appended. The book also includes: References; Related ASCD Resources: Inspiring the Best in Students; and A Study Guide for Inspiring the Best in Students.

Professionals who work with young adults will get hard-to-find information on how specific social, behavioral, and cognitive characteristics of people with autism affect the transition to adulthood, exploring potential challenges and traits that can be powerful assets. Compelling stories throughout this book illustrate how successful transition planning improved the lives of three diverse teenagers, and the practical forms, checklists, and suggested resources and links help readers put the proven strategies into action. A must for every member of the transition team--including general and special educators, transition specialists, employment specialists, and counselors--this is the ultimate resource for supporting the goals, dreams, and future success of young adults with autism. Contents of this book include: (1) Understanding the Transition from School to Adulthood for Students with Autism (Carol Schall & Paul Wehman); (2) Positive Behavior Support (Marcia Datlow Smith); (3) Educational and Transition Planning (Carol Schall); (4) Meeting Transition Goals Through Inclusion (Carol Schall & Jennifer McFarland-Whisman); (5) Teaching Youth for Success: From Classroom to Community (Dawn R. Hendricks, Marcia Datlow Smith, & Paul Wehman); (6) Navigating the World of Adult Services and Benefits Planning (Grant Revell & Lucy Axton Miller); (7) Integrated Employment (Pamela Sherron Targett & Paul Wehman); (8) Post Secondary Options for Students with Autism (Lori W. Briel & Elizabeth Evans Getzel); (9) Critical Life Skills (Marcia Datlow Smith & Pamela Sherron Targett); and (10) Living in the Community (Pamela Sherron Targett & Marcia Datlow Smith). A list of references and a resource guide are presented.

Donna Whyte presents specific strategies for addressing classroom management problems, and she doesn't shy away from tough issues such as bullying, lying, and stealing. Her focus is on an even greater challenge, teaching children the skills they need to control their own behavior. Whyte offers humor, perspective, and insight as she shares her own mistakes and successes, setting the stage for an abundance of proven strategies to teach self control, and appropriate behavior choices. This book includes strategies for teaching children how to: (1) solve their own problems; (2) identify and express feelings; (3) follow directions; (4) make decisions; (5) negotiate for what they want; and (6) get back on track after a bad choice.

This volume explores the key developmental transitions that take place as 1- to 3-year-olds leave infancy behind and begin to develop the social and emotional knowledge, skills, and regulatory abilities of early childhood. Leading investigators examine the multiple, interacting factors that lead to socioemotional competence in this pivotal period, covering both typical and atypical development. Presented are innovative research programs that have yielded compelling insights into toddlers' relationships, emotions, play, communication, prosocial behavior, self-control, autonomy, and attempts to understand themselves and others. The final chapter presents a systematic framework for socioemotional assessment. This book may serve as a text in graduate-level courses in social development or early childhood development. Its targeted audience includes developmental psychologists, early childhood education researchers and professionals, and students in these areas. It is also of interest to mental health clinicians working with young children and their families. Following an introductory chapter 1, Transitions in Toddler Socioemotional Development: Behavior, Understanding, Relationships (Celia A. Brownell and Claire B. Kopp), this book divides into five parts and 18 chapters. Part I, Understanding Self and Others, contains: (2) Understanding Self and Others in the Second Year (Chris Moore); (3) The Codevelopment of Self and Sociomoral Emotions during the Toddler Years (Michael F. Mascolo and Kurt W. Fischer); (4) The Transformation of Prosocial Behavior from Infancy to Childhood (Dale F. Hay and Kaye V. Cook); and (5) The Origins of Empathic Morality in Toddlerhood (Martin L. Hoffman). Part II, Play and Communication, contains: (6) Pretend Play in Toddlers (Angeline Lillard); (7) Children's Relationships with Other Children (Claire Hughes and Judy Dunn); (8) Intentional Communication (Nameera Akhtar and Carmen Martinez-Sussmann); (9) Becoming a Language User: Entering a Symbolic World (Katherine Nelson); and (10) Revisiting "A Toddler's Life" for "The Toddler Years": Conversational Participation as a Tool for Learning across Knowledge Domains (Marilyn Shatz). Part III, Self-Regulation, contains: (11) The Emergence of Self-Regulation: Biological and Behavioral Control Mechanisms Supporting Toddler Competencies (Susan D. Calkins); (12) Autonomy, Compliance, and Internalization (David R. Forman); and (13) Taming the Tempest in the Teapot: Emotion Regulation in Toddlers (Ross A. Thompson and Rebecca Goodvin). Part IV, Biological and Cultural Perspectives, contains: (14) The Cognitive Neuroscience of Early Socioemotional Development (Martha Ann Bell and Christy D. Wolfe); (15) Biobehavioral Approaches to Early Socioemotional Development (Kristin A. Buss and H. Hill Goldsmith); and (16) The Sociocultural Context of Transitions in Early Socioemotional Development (Susan M. Perez and Mary Gauvain). Part V, Individual Differences and Applications, contains: (17) Social Relations, Self-Awareness, and Symbolizing: A Perspective from Autism (R. Peter Hobson); and (18) A Systemic Approach to Assessment of Normative and Atypical Socioemotional Function in Toddlers (Hiram E. Fitzgerald, Jessica Barnes, and Jason Almerigi).

In this book, the authors provide dramatic strategies accompanied by age-appropriate stories and poems from around the world that address such issues as sharing, caring, cooperation, consequences, and bullying in order to create a positive classroom environment. The students' enactments take them to different lands around the globe, back into time, and into their very own neighborhoods. The varied theatrical forms included in this book--pantomime plays, shadow theater, living newspaper, story theater, museum theater, and creative tableaus--span the full spectrum of current drama used in the classroom. To help students create their own variations of the stories with their own dialogue, the authors provide easy-to-follow structures. The framework of Warm-up Development, and Wrap-up, allows teachers and students to discover challenging inquiry and writing techniques and participate in mind-opening discussion and enrichments that can be applied across the curriculum. All activities were designed to promote a deeper sense of trust, mutual respect, and pride in working together. This book contains the following five chapters: (1) Getting Started; (2) Caring and Sharing; (3) Conflict and Consequences; (4) Bullying and Teasing; and (5) Envisioning Peace.

Written and experiential activities help teens discover their own leadership potential and develop skills that guide them to act responsibly and make a difference in the world around them. Teens gain a greater understanding of who they are, what matters to them, how that translates into leadership, and how leadership relates to everyday life. Written activities encourage reflection; "do something" activities call for commitment and action. Both enable teens to reach new levels of leadership. Created for use with "Building Everyday Leadership in All Teens," this consumable guide also functions as a stand-alone resource for personal growth. [For "Building Everyday Leadership in All Teens: Promoting Attitudes and Actions for Respect and Success. Curriculum Guide for Teachers and Youthworkers," see ED512056.]

Every teen can be a leader. That's because leadership is not just about taking the lead in big ways, but in everyday small things, too. The sessions in this book guide teens to explore what it means to be a leader, how to work with others, ethical decision-making, risk-taking, team-building, communication, creative thinking, and more. Teens learn what's necessary to do something, even if that something is just speaking up. Choose the sessions that seem best for your class or group, or explore leadership through an entire school year. Requires use of the student book, "Everyday Leadership." Includes reproducibles. [For "Everyday Leadership: Attitudes and Actions for Respect and Success. Guidebook for Teens," see ED512054.]

Even elementary school children can build positive character traits like caring, citizenship, cooperation, courage, fairness, honesty, respect, and responsibility. The true stories, inspiring quotations, thought-provoking dilemmas, and activities in this book help kids grow into capable, moral teens and adults. This guide includes: (1) self-reflection quizzes; (2) true stories about real kids with character; (3) descriptions of ten important character traits; (4) activities students can do to build character traits; (5) What If? situations that challenge thinking; and (6) resources including books, organizations, and Web sites for learning more about the character traits. Previously titled "Being Your Best," this award-winning book is for kids and their parents and teachers. [For "What Do You Stand For? For Kids: A Leader's Guide CD-ROM" see ED512058.]

Young people need guidance from caring adults to build strong, positive character traits--but they can also build their own. This book by the best-selling author of "The Kid's Guide to Social Action" invites children and teens to explore and practice honesty, kindness, empathy, integrity, tolerance, patience, respect, and more. Quotations and background information set the stage. Dilemmas challenge readers to think about, discuss, and debate positive traits. Activities invite them to explore what they stand for at school, at home, and in their communities. True stories profile real kids who exemplify positive traits; resources point the way toward character-building books, organizations, programs, and Web sites.

Offering a wide range of methods and practical advice, this sixth edition equips teachers with tools they need to deal effectively with a range of discipline/management problems in the classroom--from minor misbehavior to serious assaults. The following features are included in this edition: (1) A new chapter discusses how to deal with and support parents; (2) Proactive models and techniques for preventing problems, as well as new models of Love and Logic, Discipline with Dignity, and Linda Albert's Cooperative Discipline; (3) Current practices for dealing with assaultive and potentially violent students; (4) A step-by-step process helps you build your own discipline/classroom management system; (5) Examples show how to implement each model in specific situations; and (6) A Beliefs about Discipline inventory enables the reader to determine which discipline models best fit their own personality. Following Chapter 1: Discipline, Teacher Power, and Systems of Management, this book is organized into the eight sections and 14 chapters. Section I, Rules-Consequences, contains the following chapters: (2) Behavior Analysis Model; (3) Tools for Teaching: Discipline, Instruction, and Motivation; and (4) Assertive Discipline. Section II, Confronting-Contracting, then presents: (5) Linda Albert's Cooperative Discipline and the Dreikurs/Adlerian Model; (6) Discipline with Dignity (Curwin/Mendler); and (7) Love and Logic (Including Glasser). Section III, Relationship-Listening, offers the next chapter: (8) Teacher Effectiveness Training. Section IV, Designing One's Own Model OF Discipline, continues with: (9) Discipline Preferences (Matching Philosophy, Values and Discipline Practices). Section V, Pro-Active or Preventive Models, contains: (10) Peer Mediation; (11) The Judicious Discipline Model (Moral/Ethical Considerations); and (12) Skillstreaming-Teaching Prosocial Skills. Section VI, Violence, Gangs, and Legal Actions, presents the next chapter: (13) Managing Student Violent Assaults, and Breaking Up Student Fights. Section VII, Classroom Management, then offers: (14) Evertson, Emmer and Wang. Section VIII, Working with Families, contains the final chapter: (15) Parents: Difficulties, Problems, and the Teacher's Methods of Responding. Appended is: Classroom Discipline Situations. A glossary is also included.

Although educators are frequently faced with the challenges of politics, hostility, selfishness, and violence, this book demonstrates that these obstacles can be overcome through vision, teamwork, motivation, empowerment, and communication. By using love as a guiding force in the daily interactions with others, the way one conducts business is transformed, and self-respect is gained that might have been lost in the journey to success. Chapter 1 explores liability in love, how to love unlovable people, parental love and teenagers, and how love overwhelms hate in the workplace. Chapter 2 introduces the notion of vision as the first key to motivating with love. Chapter 3 explores ways to communicate with love and move others to high performance, and the keys to becoming a persuasive speaker. Chapter 4, "Teamworking with Love," includes a self-report to check one's teamwork skills and discusses the art of praise over blame. Chapter 5 describes ways to empower others with love and provides examples of how abusive power destroys and how empowerment builds. Chapter 6, "Mentoring with Love," presents steps to mentoring, and research about mentoring men, women, and minorities. Chapter 7 offers advice and steps to evaluate others with love. (Contains 113 references.) (RT)

Noting that the protective factors that support positive development despite adversity are becoming better understood, this workbook discusses the importance of encouraging resilience and promoting prosocial behavior in adolescents living in challenging circumstances and shows how to evaluate resilience through the use of checklists and background information. The workbook, one of a series focusing on resilience in preschoolers, school-aged children, and adolescents, also provides information to assist in planning intervention strategies. The workbook's introduction describes the domains of resilience, summarizes factors associated with resilience during adolescence, and contains an assessment and intervention chart. The workbook is then organized into two parts. Part 1 presents background information and assessment checklists for adolescents and for parents/caregivers in the following areas: (1) secure base; (2) education; (3) friendships; (4) talents and interests, including self-esteem; (5) positive values, including moral reasoning and empathy; and (6) social competencies, including locus of control. Part 2 outlines principles to underpin the planning of intervention strategies in each area and describes techniques for engaging and supporting youth who may have social or family problems. This section also features two case studies that illustrate how information on an adolescent's vulnerabilities and resilience and protective factors are used to design appropriate interventions. A description of Kohlberg's stages of moral development and assessment method is appended. (Contains a 71-item bibliography.) (KB)

This program guide was written to help teach young people effective anger management skills. Geared toward adolescents of middle school age and intended for in-class use, the sessions are readily adaptable for use in small group or individual contexts. The main goal is to help youngsters gain the awareness and skills to manage their anger so that they can achieve self control and develop a repertoire of prosocial behaviors. The material is divided into ten sessions which can be adjusted to accommodate individual situations. Each session includes Goals Statement; Objectives Statement; Materials List; Overview; and Leader Script. Supplementary materials include Connecting Activities, which establish a cross-curricular link between anger management and academic studies; Review Sheets, to create a link between the previous and present lessons and to help students consolidate the information they've learned; Leader Checklists, to help monitor performance and summarize the topics discussed; and Student Anger Management Folders, for students to keep their materials. Appendixes include sample Booster Sessions for supporting further skill development; a Program Evaluation to determine how much the students have learned; and suggestions for organizing a school-wide nonviolence week in order to support students as they practice their new prosocial behaviors. (Contains 31 references and 4 appendixes.) (Author/ADT)

Counselors must consider social change as they design programs to maximize student potential, personal growth, self-determination, and self-responsibility. There is also a need for counselors to develop, implement, and evaluate counseling programs for culturally diverse students. The book is intended as a textbook for courses in elementary school guidance and counseling programs, focusing mainly on issues pertaining to special needs students. Section 1, "Proactive Counseling in the 21st Century," introduces challenges for elementary school counselors; presents a proactive model of counseling; and provides ethical guidelines. Section 2, "Developmental Needs of Elementary School Students," considers the interrelationship of multiple factors in a child's development; looks at the role of play therapy; and discusses strategies to foster prosocial behaviors. Section 3, "Crisis/Intervention," addresses the topics of crisis and intervention strategies, including systemic intervention; holistic solution-focused strategies; the specifics of school counseling; and the issues relating to children of alcoholics. Section 4, "Special Needs/Concerns," addresses demands for program and services for special needs, multiracial, and immigrant children. Section 5, "Technology and Other Resources for the Elementary School Counselor," introduces counselors to technological competence, and provides recommendations for a collection of materials for their own professional library. (Contains over 300 references.) (JDM)

This book explores factors that contribute to antisocial behavior among students and reviews the literature on preventing and responding to antisocial behavior. Chapter 1, "A Culture of Violence," links the widespread perception that school violence is increasing to a broader culture of violence. Schools are increasingly turning to medication and litigation to respond to antisocial behaviors. Chapter 2, "Myths and Realities: Schools, Violence, and Antisocial Behavior," examines prominent myths about school violence, including the views that schools are violent and unsafe, violence is increasing, only punitive solutions work, and security measures alone can effectively control violence. Chapter 3, "Social Behavior: Psychological, Philosophical, and Practical Bases," traces the origins of student behavior to socialization at home and school. Chapter 4, "Problem Areas: Where Social Behavior Becomes Anti-Social Behavior," explores the origins of antisocial behavior by examining the impact of the mass media, various socioeconomic causes, how schools can function as oppressive environments, and the ideological clash between legalism and socialization in addressing school violence. Chapter 5, "Reframing Views on Antisocial Behavior: Best School Practices," summarizes the role of schools in socialization. The chapter advances several promising school-level practices, including physical, programmatic, and personnel responses, and briefly reviews the most promising community-level responses, including community-school linkages, increasing funding, and ridding schools of weapons. (Contains over 200 references.) (TEJ)

Maintains that the strength of Bronson's book lies in its synthesis and connections to the major ideas in both developmental and educational psychology. Notes that the book's predictable organization makes it a handy resource for professionals working with children from birth to age 8, but suggests that the depth of knowledge displayed raises questions about the book's intended audience. (KB)

This book provides K-12 teachers with concrete, step-by-step guidance on how to improve student behavior through positive classroom management. It explains how to take control of the classroom, offering an alternative to threats, rewards, and punishments. The book is divided into an introduction and three sections with seven chapters. The introduction examines why effective classroom management is absolutely necessary and describes the benefits of a positive, prosocial approach. Section 1, "Positive Classroom Management," includes (1) "Toward a Prosocial Classroom: Moving Beyond Rules as Reactions" and (2) "Teaching Basic Understandings: Limits and Courtesies." Section 2, "Three Key Dimensions of Positive Classroom Management," includes (3) "Setting Up a Safe and Productive Learning Environment: The Physical Dimension," (4) "Teaching So Students Stay Focused and Learn: The Instructional Dimension," and (5) "Managing a Smooth-Running Classroom: The Managerial Dimension." Section 3, "Blueprints for Success," includes (6) "Preparing Your Classroom" and (7) "Reflective Practice for Better Teaching." A resource presents a prosocial classroom management matrix. Suggested readings are included. (Contains 44 references.) (SM)

Through the use of stories of people who are successful at performing acts of good will as a profession, this book presents the realties of helping others. The intent is to help the beginning learner cope with and offer support to their commitment to serve others. It can be used as a text in undergraduate and graduate curriculum in counseling and health-related services. The organization of the book flows from a general, scholarly-based discussion of a topic to a more personal account from counselors, therapists, and teachers. Chapter One looks at what it means to help others for a living and considers the challenges and joys of the work. Chapter Two examines some of the theories and research that explain altruism, integrating what is known to account for this behavior. Chapter Three presents the stories of a dozen workers who explain their motives for why they dedicated their lives to service, while Chapter Four explains the benefits they derived from these experiences. In Chapter Five, practitioners explain what they perceive to be most helpful about the services they offer clients, and in Chapters Six and Seven they describe the obstacles that need to be overcome in the helping process. The final chapter provides beginning learners with practical advice on the efforts they need in order to become the best practitioner they can. (Contains 119 references and 2 tables.) (JDM)

Based on the assumption that a belief in one's worth and competence will encourage children's achievement and protect against failure, this book for parents presents guidelines and activities for helping to guide children to a strong, enduring sense of self-esteem and competence. Section 1 describes the building blocks of self-esteem, focusing on ways to encourage young children's positive view of themselves. Section 2 highlights children as individuals, discussing the role of temperament and the importance of observation for understanding children. Section 3 presents information on growth and development, including developmental milestones, competence, answering children's questions about pregnancy and related topics, and gender considerations and parental expectations. Section 4 deals with balancing activities and relaxation for young children. Section 5 concerns feelings and presents activities for identifying emotions and for helping children experience happiness, joy, and hope. Section 6 lists activities for encouraging young children's positive views of family through family rituals and traditions, pride in heritage, harmonious family relationships, and caring for pets. Section 7 presents activities for encouraging positive views of friends and incorporates activities for building social skills and cooperation. Section 8 deals with caring and consideration for others and contains activities for teaching civility and manners. Each section lists resources for adults and for children. (KB)

Students must demonstrate not only academic ability but also social competence as they develop to become involved members of society. This guide for teachers, parents, and other professionals addresses the necessity for teaching students social competence as they also learn their core academic material. The program starts with solid lessons in self-esteem and character development. Students learn to respect themselves by developing habits of honesty, responsibility, and self-control. With improved self-esteem comes a willingness to accept constructive criticism, the courage to set personal goals, and the desire to treat others as they would like to be treated, thus creating a solid foundation for social development. Eighty lessons and reproducible activity handouts, all within 7 units, make up this resource. These units are: (1) "Self-Awareness"; (2) "Communication Skills"; (3) "Relationships," subdivided into "Family and Friends," and "Dating and Romantic Relationships"; (4) "Criticism and Attitudes"; (5) "Stress Management"; (6) "Conflict Resolution and Problem Solving"; and (7) "Decision Making and Goal Setting." An appendix contains alternative classroom activities: Social Skill of the Month, Attribute of the Month and Character Calendar, Acknowledgment Notes, and My Personal Time Capsule. The book concludes with a list of additional resources and organizations. (Contains 107 references.) (RT)

This narrative details the responses of children and adults to a story about young children welcoming a boy with severe disabilities into their own story telling and re-enactment. Linking the act of story telling to the practice of the Hasidim, who would teach people to think about goodness by telling stories about holy men performing good works, the narrative explores how telling others about the young children's kindness to another child elicited further stories conveying children's need to do something nice for someone, to recognize someone as another person, and to make a connection to another person. The stories told by high school students illustrated how stories about positive events made people happy, elicited good deeds from them, and helped them gain a new perspective on their own struggles to overcome loneliness. Adults' stories were more negative in tone than children's or adolescents' stories and conveyed memories of injustices and stories of rejection and teasing. The narrative suggests that when children give each other roles in pretend play to re-enact their stories, they are experiencing how other people feel, which is the basis of moral development. Some of the children's stories illustrate children's use of a disguise to slowly gain acceptance by others and a place in the classroom. Other stories illustrate the isolation inherent in the schoolhouse as conveyed in themes of displacement and loneliness. The narrative concludes with a discussion by fifth graders of the rule "You can't say you can't play," the difficulty in changing habits of being unkind to others, and the children's realization that they used to be much kinder. (KB)