`This publication is a valuable and timely contribution to the current investigations into the behaviours of children and young people that impact on their emotional health. The book will serve as a practical guide for schools addressing the problem as they see it, the case studies vividly illustrating situations and behaviours that teachers will readily recognise. This is a well structured book. [It] deserves to be read and can serve as a source of information on how various behaviours have been defined, investigated and addressed. It will be of value to any school, much more than a topical or interesting read but as the basis of an institutional response to a problem seriously affecting educational achievement for individuals and schools. It would particularly serve as a stimulus to in-service training for teachers and support staff' - George Varnava, Young Minds Magazine
'Each of the authors has considerable relevant expertise so the text is rich both in research data and examples, including case studies, from their experience. Readers will find a wealth of practical advice and encouragement that is balanced by the acknowledgement of the limitations of individual interventions and the potential costs, overt and hidden, of each one. A whole-school approach is advocated and exemplified, including schools that have considered the needs of the staff' - Child and Adolescent Mental Health
`This work would be of use throughout all age ranges as the different problems and strategies are very easily accessible with a lot of proven, practical support. Professor Cowie and her colleagues have produced a valuable tool for use in all schools on both micro and macro level' - Education Review
`The book is an impressive and useful handbook of advice and resources. More than that, because it presents so much evidence, it's able to show, rather than tell, how schools can improve life for their pupils and teachers' - Gerald Haigh, TES Friday Magazine
`This book is recommended for the wealth of practical information it contains about strategies that can help young people in distress' - Youth Studies Australia
Secondary school is the place where young people are most constrained, observed and challenged to develop. This is not necessarily a stress free process, either for the young person, or for teachers and parents. This book describes behaviours, both disruptive and secretive, which indicates emotional distress. It looks at both the risk factors and the protective factors involved in emotional health, and addresses the impact of issues such as bullying, social exclusion, loss and bereavement.
The authors show what schools can do to develop practices grounded in knowledge about the mental health issues which relate to young people. In an accessible way, they present a range of strategies which practitioners have shown to be effective. They focus especially on methods and policies, which have been scientifically evaluated, or which are considered best practice.
Issues and interventions are illustrated throughout with case studies drawn from the authors' own practice and experience. Each of the authors has a long-standing interest in ways of creating supportive environments to prevent distress and to facilitate resilience in the young.
This book is essential reading for secondary school teachers, educational psychologists, education welfare officers and all those with pastoral care responsibilities.
Filipek , P.A. , Accardo , P.J. , Ashwal , S. , Baranek , G.T. , Cook , E.H. , Jr. , Dawson , G. , Gordon , B. , Gravel , J.S. , Johnson , C.P. , Kallen , R.J. , Levy , S.E. , Minshew , N.J. , Ozonoff , S. , Prizant , B.M. , Rapin , I.
Dennis ( 1960 ) , while observing deprived conditions in Teheran orphanages , found twelve - month - old babies who could not sit by themselves ( although maturational theories assured this behavior by eight months at the latest ) .
... < your name > in the body of the message Down Syndrome Quarterly ( online journal ) http://www.denison.edu/dsq/ Down Syndrome Society of Southern Australia http://www.span.com.au/span/downsyn.htm European Down Syndrome resources 235.
Rueda , R. , Monzo , L. , Shapiro , J. , Gomez , J. , & Blacher , J. ( 2005 ) . Cultural models of transition : Latina mothers of young adults with developmental disabilities . Exceptional Children , 71 , 401-414 .
Klippel - Trenaunay - Weber Syndrome ( KTW )先天性靜脈畸形骨肥大綜合症表徵 knowledge structure 知識結構 Knox Cube Test 諾克斯方塊模仿測驗 KR20 (統計學)庫李 20 號公式 KR21 (統計學)庫李 21 號公式 Krabbe's disease 克拉培氏病一種在胚胎發育 ...
... still allowed [ the student ] to benefit educationally , and still allowed [ the student's ] parents to participate fully and effectively " ( Myles S. v . Montgomery County Board of Education , 1993 , p . 1561 ) .
《关键反应训练:促进自闭症谱系障碍儿童社会沟通、交往与学业发展的技术》是一部阐述自闭症儿童教育干预技术——关键反应训练(PRT)技术的研究性译著,从关键反应训练概述 ...
「跟阿德勒學正向教養」經典叢書系列, 為「特殊需求兒童」推出第一本振奮人心的教養指南! 協助父母、師長制定長遠的教養方式,溫和且堅定回應特殊兒的需求, ...
HOUSE , E. , T. KERINS , AND J. STEELE . 1969. Illinois Gifted Program Evaluation . Urbana : Center for Instructional Research and Curriculum Evaluation , University of Illinois . JENKINS , M. 1948. “ Case Studies of Negro Children of ...
360 Example Program E Individual mentorships or internships set up with community resource persons All day Two ... also assigned . students Frequency 150 minutes per week One hour per One class period of Contact for shared instrucday or ...