The ability of educators to provide a nurturing environment to support students' cognitive, social-emotional, and physical well-being can impact not only the classroom as a learning space but may also have a long lasting effect on children and families. Educators are seeking ways to become better informed on how trauma can affect learners, individually and as a group, while also searching for evidence based practices to support pedagogical decision-making. This book provides readers with the opportunity to critically reflect upon ways research connects to practice while considering how stressors can be minimized to support students. A special section related to educators' personal and professional growth is also included.

Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework details a new instructional design approach called Guided Cognition where homework tasks are designed to guide learners to engage in specific, observable cognitive events that are hypothesized to elicit underlying theoretical cognitive processes that result in learning. Outlining the results of twenty-six experiments completed over the course of eight years, the book tells a significant story about the generality of Guided Cognition instructional design to improve comprehension and recall by students of varying ages and ability levels.

What makes people learn effectively? What can we do to promote more effective learning?Innumerable researchers have studied these important and urgent questions, yet their findings tend to be fragmentary and disparate. Now Janet Collins, Joe Harkin and Melanie Nind provide the big picture. Drawing on research from all sectors of education the authors show that effective learning depends crucially on a few easily understood principles. These principles hold true regardless of the age or nature of the learner or the context in which the learner is working.Manifesto for Learning explains those principles and how to apply them, showing in the process how to make the vision of an effective learning society a reality.

Most contemporary North Americans, as well as many other Westerners, take for granted their conceptions of themselves as individuals with uniquely valuable and complex inner lives - lives filled with beliefs, imaginings, understandings, and motives that determine their actions and accomplishments. Yet, such psychological conceptions of selfhood are relatively recent, dating mostly from the late eighteenth century. Perhaps more surprisingly, our understandings of ourselves as creatively self-expressive and strategically self-managing are, for the most part, products of twentieth-century innovations in Enlightenment-based social sciences, especially psychology. Fueled by the enthusiasm for self-expression and self-actualization that emerged in the 1960s, humanistic, cognitive, developmental, and educational psychologists published widely on the overwhelmingly positive consequences of increased self-esteem in children and adolescents. While previous generations had been wary of self-confidence and self-interest, these qualities became widely regarded as desirable traits to be cultivated in both the home and the school. In The Education of Selves, Jack Martin and Ann-Marie McLellan examine ways in which psychological theories, research, and interventions employed in American and Canadian schools during the last half of the twentieth century changed our understanding of students, conceptualizing ideal students as self-expressive, enterprising, and entitled to forms of education that recognize and cater to such expressivity and enterprise. The authors address each of the major programs of psychological research and intervention in American and Canadian schools from 1950 to 2000: self-esteem, self-concept, self-efficacy, and self-regulation. They give critical consideration to definitions and conceptualizations, research measures and methods, intervention practices, and the social, cultural consequences of these programs of inquiry and practice. The first decade of the twenty-first century has seen a backlash against what some have come to regard as a self-absorbed generation of young people. Such criticism may be interpreted, at least in part, as a reaction to the scientific and professional activities of psychologists, many of whom now appear to share in the general concern about where their activities have left students, schools, and society at large.

This resource for student support for the development of caring schools will open up new sources of understanding for educators and mental health professionals. Dr. Branwhite provides a unique analysis of the views of adolescents based upon applied research and insight into adolescent reality as opposed to adult interpretation. This book identifies the challenges facing adolescents and highlights their coping skills and problem solving tools. The need for counseling and advice dispersion and its positive reception by adolescents is emphasized. Dr. Branwhite offers extensive advice on developing high-quality student support based on his experience dealing with adolescents as an educational psychologist for the past 20 years.

Branwhite offers extensive advice on developing high-quality student support based on his experience dealing with adolescents as an educational psychologist for the past 20 years. This book will be of interest to educators and mental health professionals dealing with the adolescent population.

This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance.
Key Features
* Coverage of the major theories and constructs in the motivation field
* Focus on developmental issues across the elementary and secondary school period
* Discussion of instructional and theoretical issues regarding motivation
* Consideration of gender and ethnic differences in motivation

Attachment Theory, the Self Medication Hypothesis and Individual Psychology are brought together to revitalize marginalized men. "Bath of Steel" shows how therapy validates trauma through building a purpose by finding a meaning to live. This is the psychological escape ladder from chronic depression. Drawing on Frankl, Adler, Stack Sullivan, Bowlby, Khantzian, Winnicott and Fromm, hope is kindled. Then a practical therapeutic team intervention from skilled life builders harnesses this energy to create a custom built future. This is a psychologically informed environment. Detailing early traumatic lives through 40 case histories of homeless men Dr. Dean Whittington PhD illuminates the various self medication strategies used to obliterate memories. Substance use allows these men to negate meaninglessness through creating a psychological withdrawal from the world. Psychologists, psychotherapists, psychopathologists, social policy makers, gender practitioners, criminologists and "addiction" experts will all find this revelatory.

For over a hundred years, psychologists and human biologists have been engaged in an often heated debate as to whether 'heredity' or 'environment' should be viewed as the determining factor in the creation of the human personality. For teachers and educationists, the discussion has tended to focus on how the human mind functions and intellectual powers develop. The controversy is often simply expressed in terms of 'nature' versus 'nurture,' with some scientists declaring that human beings are a product of a transaction between the two. To many, such enquiry and speculation is little more than futile and depressing. Yet it can surely be argued that at least with regard to the development of abilities, the 'nature' versus 'nurture' debate has had dire consequences for the education of millions of young people. Furthermore, we need to question why this debate has been pursued with such vigour in both Britain and America.

Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Reading synthesize research on these topics from fields ranging from vision science to cognitive psychology and education, focusing on how studies using a cognitive approach can shed light on how the reading process works. To set the stage, the opening chapters present information about writing systems and methods of studying reading, including those that examine speeded responses to individual words as well as those that use eye movement technology to determine how sentences and short passages of text are processed. The following section discusses the identification of single words by skilled readers, as well as insights from studies of adults with reading disabilities due to brain damage. Another section considers how skilled readers read a text silently, addressing such issues as the role of sound in silent reading and how readers' eyes move through texts. Detailed quantitative models of the reading process are proposed throughout. The final sections deal with how children learn to read and spell, and how they should be taught to do so. These chapters review research with learners of different languages and those who speak different dialects of a language; discuss children who develop typically as well as those who exhibit specific disabilities in reading; and address questions about how reading should be taught with populations ranging from preschoolers to adolescents, and how research findings have influenced education. The Oxford Handbook of Reading will benefit researchers and graduate students in the fields of cognitive psychology, developmental psychology, education, and related fields (e.g., speech and language pathology) who are interested in reading, reading instruction, or reading disorders.

This is a great introduction to coping with the stress of the educational workplace. Editor from the University of Melbourne.

Examing multiple competencies and self-regulated learning in multicultural education, this volume covers topics including intelligence tests, knowledge assessment, mathematics in problem solving, and motivation and self-regulation.

The mental well-being of children and adults is shockingly poor. Marc Brackett, author of Permission to Feel, knows why. And he knows what we can do.

Marc Brackett is a professor in Yale University’s Child Study Center and founding director of the Yale Center for Emotional Intelligence. In his 25 years as an emotion scientist, he has developed a remarkably effective plan to improve the lives of children and adults – a blueprint for understanding our emotions and using them wisely so that they help, rather than hinder, our success and well-being. The core of his approach is a legacy from his childhood, from an astute uncle who gave him permission to feel. He was the first adult who managed to see Marc, listen to him, and recognize the suffering, bullying, and abuse he’d endured. And that was the beginning of Marc’s awareness that what he was going through was temporary. He wasn’t alone, he wasn’t stuck on a timeline, and he wasn’t “wrong” to feel scared, isolated, and angry. Now, best of all, he could do something about it.

In the decades since, Marc has led large research teams and raised tens of millions of dollars to investigate the roots of emotional well-being. His prescription for healthy children (and their parents, teachers, and schools) is a system called RULER, a high-impact and fast-effect approach to understanding and mastering emotions that has already transformed the thousands of schools that have adopted it. RULER has been proven to reduce stress and burnout, improve school climate, and enhance academic achievement. This book is the culmination of Marc’s development of RULER and his way to share the strategies and skills with readers around the world. It is tested, and it works.

This book combines rigor, science, passion and inspiration in equal parts. Too many children and adults are suffering; they are ashamed of their feelings and emotionally unskilled, but they don’t have to be. Marc Brackett’s life mission is to reverse this course, and this book can show you how.

When students miss class, forget homework and misbehave, they lack the skill rather than the will to succeed. With this philosophy in mind, this Guide provides a clear framework for working with students to address challenging behaviour. This Guide offers proven steps for solving a problem collaboratively with a student: Empathise: Clarify the student's concern Share your concern Collaborate: Brainstorm, assess and choose a solution to try From youth psychology experts J. Stuart Ablon and Alisha R. Pollastri, this easy-to-follow Guide is an essential tool for tackling challenging student behaviour effectively, collaboratively and compassionately. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.