This book explores the construct of empathy and its connection with education. Charting literature on the origins and evolution of the concept of empathy, the author examines the multifaceted nature of empathy and the external and internal influences behind this concept. The relationship between empathy and education is examined through the impact they have on each other for the development of social and emotional understanding, positive social behaviours and effective teaching and learning. In doing so, the author emphasises that empathy apparent in the early years of life is invaluable for enhancing the quality of teaching and learning in future, and should be elicited from pupils and teachers alike. This book will be of interest to practitioners, educational psychologists, and researchers in empathy and its effect on education.

Find out how you can use your talents as an educator to make extra money on the side! In this helpful book, top Instagram influencers share how they've had success with selling lesson plans, handouts, t-shirts, and more, while maintaining careers as teachers and school leaders. You'll hear from these inspiring educators: Lisa Dunnigan and Tosha Wright @thewrightstuffchics Jen Jones @hellojenjones Michelle Ferre @pocketfulofprimary Kisha Mitchell @bethelightinc Bryce Sizemore @theteachingtexan Kristen Donegan @easyteachingtools Cynthia Frias @followsocialone Kayse Morris @kaysemorris Eric Crouch @adventureswithmrc If you've always dreamed of having a side hustle but weren't sure you had the time or the know-how, this is the book for you. Each chapter offers tons of practical tips to help you get started, along with humorous anecdotes and words of wisdom to keep you motivated on your journey.

The decision to go to college is a big one. It signifies a transition into young adulthood and the increasing expectations for independence that can feel exciting, liberating, and daunting! For students with disabilities this transition may be even more challenging. Despite the challenges, more and more students with disabilities are attending postsecondary colleges and universities. While this is certainly encouraging, students with disabilities are less likely to successfully complete their postsecondary programs when compared with their general population peers. So, what do we do? We can learn from our successes during early education and from successful postsecondary programs, taking what we have learned and bring these lessons to scale so that fully inclusive postsecondary programs are available for all students with special education needs. This book was originally published as a special issue of European Journal of Special Needs Education.

The gradual and cumulative sleep deprivation that many students endure not only makes them too tired to focus well but also hampers memory consolidation and motivation. If we really want to improve school performance and graduation rates, we cannot afford to overlook something as basic and critical as sleep. Additionally, if we want to make an impact on both the physical and mental health of individuals in our society (which impacts mortality rates, health care, health insurance rates, the aging process, etc.), we need to begin by educating our youth about the relevance of sleep.

Concept mapping is a powerful means to promote metacognitive learning in students and teachers alike. When teachers integrate concept mapping into their instructional planning, they clarify the big ideas, expose new conceptual relationships, and refine learning goals for their students. Salmon and Kelly provide a research-based framework and corresponding strategies to help teachers develop, critique, and revise their concept maps. In using this approach, teachers refine knowledge for teaching in order to expand their adaptive expertise and ultimately improve the academic performances of their students. Teacher candidates at both the undergraduate and graduate level can use this book to support their professional learning and planning for teaching. Teacher educators will find this text appropriate for courses that address learning, cognition, and instructional planning. In-service professionals can use the approach described here to support their own professional development through their practice. Administrators and coaches will find the volume a useful tool in fostering a professional learning community in their schools.

Although integrative conceptions of development have been gaining increasing interest, there have been few attempts to bring together the various threads of this emerging trend. The Handbook of Integrative Developmental Science seeks ways to bring together classic and contemporary theory and research in developmental psychology with an eye toward building increasingly integrated theoretical and empirical frameworks. It does so in the form of a festschrift for Kurt Fischer, whose life and work have both inspired and exemplified integrative approaches to development. Building upon and inspired by the comprehensive scope of Fischer's Dynamic Skill Theory, this book examines what an integrated theory of psychological development might look like. Bringing together the work of prominent integrative thinkers, the volume begins with an examination of philosophical presuppositions of integrative approaches to development. It then shows how Dynamic Skill Theory provides an example of an integrative model of development. After examining the question of the nature of integrative developmental methodology, the volume examines the nature of developmental change processes as well as pathways and processes in the development of psychological structures both within and between psychological domains. The team of expert contributors cover a range of psychological domains, including the macro- and micro-development of thought, feeling, motivation, self, intersubjectivity, social relations, personality, and other integrative processes. It ends with a set of prescriptions for the further elaboration of integrative developmental theory, and a tribute to Kurt Fischer and his influence on developmental psychology. This book will be essential reading for graduate students and researchers of developmental psychology and human development, specifically developmental science.

Handbook of Educational Psychology and Students with Special Needs provides educational and psychological researchers, practitioners, policy-makers, and graduate students with critical expertise on the factors and processes relevant to learning for students with special needs. This includes students with attention-deficit/hyperactivity disorder, other executive function difficulties, behavior and emotional disorders, autism spectrum disorder, intellectual disabilities, learning disabilities, dyslexia, language and communication difficulties, physical and sensory disabilities, and more. With the bulk of educational psychology focused on "mainstream" or "typically developing" learners, relatively little educational psychology theory, research, measurement, or practice has attended to students with "special needs." As clearly demonstrated in this book, the factors and processes studied within educational psychology-motivation and engagement, cognition and neuroscience, social-emotional development, instruction, home and school environments, and more-are vital to all learners, especially those at risk or disabled. Integrating guidance from the DSM-5 by the American Psychiatric Association and the International Classification of Diseases (ICD-10) by the World Health Organization, this book synthesizes and builds on existing interdisciplinary research to establish a comprehensive case for effective psycho-educational theory, research, and practice that address learners with special needs. Twenty-seven chapters by experts in the field are structured into three parts on diverse special needs categories, perspectives from major educational psychology theories, and constructs relevant to special needs learning, development, and knowledge building.

Education and Free Will critically assesses and makes use of Spinoza's insights on human freedom to construe an account of education that is compatible with causal determinism without sacrificing the educational goal of increasing students' autonomy and self-determination. Offering a thorough investigation into the philosophical position of causal determinism, Dahlbeck discusses Spinoza's view of self-determination and presents his own suggestions for an education for autonomy from a causal determinist point of view. The book begins by outlining the free will problem in education, before expanding on a philosophical understanding of autonomy and how it is seen as an educational ideal. It considers Spinoza's determinism and discusses his denial of moral responsibility. Later chapters consider the relationship between causal determinism and autonomy, the educational implications of understanding free will and how free will can be utilised as a valuable fiction in education. This book will be of great interest to academics and postgraduate students in the field of education, especially those with an interest in moral education and philosophy of education. It will also be of interest to those in the fields of philosophy and psychology and specifically those focusing on the free will problem, on Spinoza studies, and on the relation between moral psychology and external influence.

Children are one of the most important phase of human development and the most important target group for social work intervention. Most of the schools of human development and social work round the world have an elective course on children and some offer a concentration in this area. There are plenty of textbooks on intervention with children published by Western authors, focusing on useful theories and skills but mainly at the remedial level. They neither use the preventative approach nor the child rights perspective, which has been found useful in the developing nations. The books on child rights are generally published by the United Nations Children's Fund (UNICEF) and other international organisations working in the field of children such as Save the Children. These books focus on the useful child rights perspective but they neither integrate theories nor use the preventative approach. The proposed book A Rights-based Preventative Approach for Children's Psychosocial Well-Being: will be the first to apply the child rights perspective and the preventative approach to intervention for children's psychosocial well-being. It is an integration of theories with practice and teaching relevant in different parts of the world. The book is divided into the following three parts: Part 1: Introduction to a Rights-based Preventative Approach for Children's Psychosocial Well-Being.- Part 2: Primary Prevention for Children's Psychosocial Well-Being.- Part 3: Secondary and Tertiary Prevention for Children's Psychosocial Well-Being

The best educators never stop learning about their students or their craft. In this second volume of the Routledge Great Educators Series, ten of education's most inspiring thought-leaders come together to bring you their top suggestions for improving your students' learning in the classroom and your own professional learning as an educator. You'll gain fresh insights on learning how to... * Influence others and make a greater impact as a leader. (Todd Whitaker) * "Unlearn" traditional practices that no longer serve our students. (Jeffrey Zoul) * Be vulnerable and willing to learn from and with colleagues. (Jimmy Casas) * Master your emotional intelligence to improve people skills. (Sanee Bell) * Shift the focus from grading to standards-based learning. (Garnet Hillman) * Create student-centered learning environments with flexible seating. (Kayla Dornfeld) * Balance the role of technology in your life and plug in more intentionally. (Jessica Cabeen) * Focus on the non-negotiables for success with the hardest-to-reach kids. (Brian Mendler) * Apply a cross-curricular, design-thinking approach to your curriculum. (Erin Klein) * Connect with colleagues and students for true collaboration. (Derek McCoy) The book's practical strategies and stories will inspire you on your journey to make a difference in students' lives.

1. Addresses a common area of concern in critical psychology today. There is also increasing interest in social context and social justice issues among trainee psychologists and practitioners. 2. Clearly presents and makes accessible what some would consider intimidating theories and theorists (such as Lacan). 3. Provides a platform for theorists from marginalized backgrounds, such as Patricia Hill Collins, Trinh Minh Ha, or Kimberle Crenshaw, and consciously choosing to omit white male authors in certain works by certain individuals to glean a more comprehensive viewpoint of intersectionality and subjectivity.

The best educators never stop learning about their students or their craft. In this second volume of the Routledge Great Educators Series, ten of education's most inspiring thought-leaders come together to bring you their top suggestions for improving your students' learning in the classroom and your own professional learning as an educator. You'll gain fresh insights on learning how to... * Influence others and make a greater impact as a leader. (Todd Whitaker) * "Unlearn" traditional practices that no longer serve our students. (Jeffrey Zoul) * Be vulnerable and willing to learn from and with colleagues. (Jimmy Casas) * Master your emotional intelligence to improve people skills. (Sanee Bell) * Shift the focus from grading to standards-based learning. (Garnet Hillman) * Create student-centered learning environments with flexible seating. (Kayla Dornfeld) * Balance the role of technology in your life and plug in more intentionally. (Jessica Cabeen) * Focus on the non-negotiables for success with the hardest-to-reach kids. (Brian Mendler) * Apply a cross-curricular, design-thinking approach to your curriculum. (Erin Klein) * Connect with colleagues and students for true collaboration. (Derek McCoy) The book's practical strategies and stories will inspire you on your journey to make a difference in students' lives.

This text presents a methodical, organized approach to counseling students in emotional intelligence (EI) by detailing how to understand and direct emotions, while also keying counselors directly to the underlying emotional motivations behind the behaviors. Divided into four units, the book starts with an overview of emotions and continues to explore the nature of anger, fear, grief, and guilt. Chapters present both explanatory narratives and teen-centered activities to show how these challenging, uncomfortable feelings when unregulated may negate resiliency and lead to anxiety, bullying, depression, and teen suicide. Counselors and educators alike will benefit from the light, unexacting tone that encourages humor and levity and discusses how to handle difficult emotions without harsh and heavy overtones.

This timely second edition provides an applied perspective regarding school-based consultation, including an overview of mental health and behavioral, instructional, social cognitive, Adlerian, solution-focused, and organizational/systems consultation. With updated empirical evidence showcasing the effectiveness of consultation, this book delivers clear procedures for establishing a consultative relationship and includes case examples of problems and critical thinking questions to facilitate discussion among students and educators regarding school-based consultation. Issues of multicultural issues responsiveness, as well as ethical and legal considerations, are raised to broaden the scope of consultation stages and processes. To assist instructors in using this text, PowerPoint lectures and an instructor's test bank are available as eResources to accompany each chapter.

Empowerment Starts Here covers an experimental approach to social change within urban communities by way of seven distinct principles for student empowerment. Turning classroom methods into a school model, Preparatory School for Global Leadership was the first to experience student empowerment at a school-wide level. This book provides insight on how educators can increase the efficacy and achievement of urban youth. Angela Dye shares instructional methodologies and stories to help the reader develop an intimate understanding of the empowerment principles in action. Through these principles and methods, individuals can increase their capacity to combat the psychological, social, and political challenges associated with student achievement and real school reform.

The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work. This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).

Concept mapping is a powerful means to promote metacognitive learning in students and teachers alike. When teachers integrate concept mapping into their instructional planning, they clarify the big ideas, expose new conceptual relationships, and refine learning goals for their students. Salmon and Kelly provide a research-based framework and corresponding strategies to help teachers develop, critique, and revise their concept maps. In using this approach, teachers refine knowledge for teaching in order to expand their adaptive expertise and ultimately improve the academic performances of their students. Teacher candidates at both the undergraduate and graduate level can use this book to support their professional learning and planning for teaching. Teacher educators will find this text appropriate for courses that address learning, cognition, and instructional planning. In-service professionals can use the approach described here to support their own professional development through their practice. Administrators and coaches will find the volume a useful tool in fostering a professional learning community in their schools.

This work examines the impoverished image of life presupposed by the legacy of transcendent and representational thinking that continues to frame the limits of curricular thought. Analyzing the ways in which modern institutions colonize desire and overdetermine the life of its subject, this book draws upon the anti-"Oedipal "philosophy of Gilles Deleuze, revolutionary artistic practice, and an unorthodox curriculum genealogy to rethink the pedagogical project as a task of concept creation for the liberation of life and instantiation of a "people yet to come." This book invites academics, artists, and graduate students to engage the contemporary struggles of curriculum theory, educational philosophy, and pedagogical practice with a new set of conceptual tools for thinking radical difference.

This book brings research-based attention to the problem of increasing violence, abuse

This book explores how psychologized language has come to dominate education and schooling. Taking a critical lens to some major constructs in education-e.g. the mind, the self, identity, emotion, emotional intelligence, motivation, culture, language and meaning-and their grounding in psychologized discourses, the authors suggest possible ways to overcome these psychologized discourses and remedy their consequences. The book invites readers to move away from static, reified conceptualizations to a more active, social understanding of what education is all about.

Promoting Well-Being in the Pre-School Years provides evidence-based research and real-life strategies that support social and emotional development and well-being for children aged 3-5 years. It places emphasis on nurturing social emotional competence through purposeful scaffolding activities and how these can be used by children and families to create a harmonious platform for building resilience and positive relationships with family and the community. Drawing on principles from Positive Psychology and Positive Education, it is illustrated throughout with examples of sustainable practice in diverse, global settings. Key topics explored include: Contemporary well-being concepts, including 'grit', 'growth mindset' and 'gratitude', as well as 'classic' constructs such as coping and self-efficacy The attitudes and skills that need to be developed to ensure that young children flourish Cognitive and sociocultural perspectives complemented by neuroscience and epigenetics Social Emotional Learning (SEL) in the early years curriculum Using visual tools - the Early Years Coping Cards How we measure young children's coping The relationship between coping, stress and mental health Recognition of the importance of parents' own coping skills How partnerships with communities can improve children's SEL. Promoting Well-Being in the Pre-School Years shows how we can support young children to develop an understanding of what it means to be happy and to flourish as a socially responsible member of the family and wider community. It is essential reading for teachers, parents and professionals who work with young children, as well as academics in child development.

With standardized testing and predetermined subgroups garnering the attention of educational leaders, abused and neglected children have fallen deeper into the crevice of the system. For years these children have been ignored, save the obvious, visible bruises or child-initiated confessions. Because researching children is difficult without parental consent, it is nearly impossible to expose this problem with any level of legitimacy. By combining research from scientific research and the humanities, autobiographical flashbacks fuse with narratives that vividly detail the author's disturbing encounters with abused children as a school administrator. The effect is the realization that public schools unknowingly feed on weaker children beneath the awning of accountability.

When outgoing Lily meets a little girl who is too afraid to talk in school or other places outside of her home, she befriends the silent girl, their friendship grows, and the silent girl feels comfortable enough to talk to her new friend. This beautifully illustrated story book is for children with selective mutism to see that they can make a friend like Lily. It is also a helpful tool for parents, friends and teachers of children with selective mutism to understand why these children are unable to talk in certain settings, and to explore some strategies that may help reduce their anxiety around speaking. Jo studied for a Masters Degree in Speech and Language Sciences and qualified as a Speech and Language Therapist at University College London in 2006. Since then she has worked with children in a range of home, clinic and educational settings and currently combines NHS and independent work.

Multi-Tiered Systems of Support in Elementary Schools is the leadership handbook and practitioner's field guide to implementation of Multi-Tiered Systems of Support (MTSS) in elementary schools, leading to improved student outcomes and school safety. Schools can creatively customize replicable best practices using this in-depth operations manual to guide MTSS teams in planning and delivering tiers of academic and integrated social-emotional and behavioral supports to meet the needs of all students. This text introduces Healthy Minds, Safe Schools, an evidence-based program that significantly improves student well-being, school safety, and teacher feelings of self-efficacy for delivering social-emotional and behavioral curriculum in the classroom. Featuring team exercises and real perspectives from educators, this text shows how to make incremental yet manageable changes at elementary schools in accordance with public policy mandates and evidence-based practices by developing smart teams and programs, identifying roles and responsibilities, implementing layers of academic support and services, improving social-emotional and behavioral health of students, and creating an inclusive school culture. It details organizational psychology and socially just educational practices and is a handbook aligned with the U.S. Secret Service National Threat Assessment Center guidebook for preventing school violence and with the National Center for School Mental Health Curriculum.

As technology becomes increasingly integrated into our society, cultural expectations and needs are changing. Social understanding, family roles, organizational skills, and daily activities are all adapting to the demands of ever-present technology, causing changes in human brain, emotions, and behaviors. An understanding of the impact of technology upon our lives is essential if we are to adequately educate children for the future and plan for meaningful learning environments for them. Mind, Brain and Technology provides an overview of these changes from a wide variety of perspectives. Designed as a textbook for students in the fields and interdisciplinary areas of psychology, neuroscience, technology, computer science, and education, the book offers insights for researchers, professionals, educators, and anyone interested in learning more about the integration of mind, brain and technology in their lives. The book skilfully guides readers to explore alternatives, generate new ideas, and develop constructive plans both for their own lives and for future educational needs.