This collection addresses issues related to families and transition, and pays special attention to the transition to school, the effect of this on the family, as well as the effect of the family on that transition. It celebrates the roles of families, locating them as integral partners in time of transition and identifying a variety of ways in which families and educators can work together with children to promote positive transitions. The book draws on a range of theoretical frameworks and research projects to provide multiple perspectives of family involvement in education, family-educator partnerships, the nature of collaboration, issues for families in marginalised or complex circumstances, as well as the multiple intersections of families and transition processes. The research projects reported range from in-depth case studies to the analysis of large-scale data sets and all have multiple messages for practitioners, policy makers and researchers as they seek ways to engage with families as their children start school.

This book will contribute to the improvement of educational work with children and young people who manifest various types of socio-pathological manifestations, as well as the theoretical study of socio-pathological manifestations and the methods and techniques of work on overcoming these conditions among children and youth. The theoretical elaboration of social problems and the introduction of their causes and consequences, as well as the search for methods for their alleviation and elimination, contributes to the development of a better educational system. Additionally, this book draws attention to the problems of social pathology and proposes a system of methods, measures, and procedures for resolving the problem of social pathology. It explains what social pathology education is, what its characteristics are, the significance of it, and the goals and tasks of raising children and youth with behavioral disorders. It explores the Social Pedagogy discipline and the types of socio-pathological phenomena along with problems in the theory and practice of it. Furthermore, it raises awareness among professionals and the public about the need and prevention of socio-pathological manifestations, and about the types, expansion, causes and consequences of their occurrence and the need for an organized social action to reduce and overcome them. Finally, this book will elaborate the characteristics of all types of children with disabilities and will present the goals and tasks established to prevent these behaviors and handle these competencies and personality traits in education. Both the prevention of these behaviors and the rehabilitation of those affected by socio-pathological manifestations is a key component to this book.

This handbook examines the meanings, implications, and transformative potential of a child-rights approach for school psychology. It focuses on the school community, in which psychology is committed to promoting well-being, learning, and development of all children. The handbook begins with an overview of the 1989 United Nations Committee on the Rights of the Child (CRC) and explores main themes such as, survival, protection, development, participation, and nondiscrimination. Chapters provide guidance in promoting and protecting child rights when dealing with critical issues relevant to the school community, including well-being, freedom from violence, and access to high quality education. In addition, chapters analyze and offer recommendations for child rights applications within the roles and responsibilities of school psychologists. The handbook concludes with future directions for achieving a child-rights approach for school psychology. Topics featured in this handbook include: The current status of child rights in the international community. Accountability for child rights by school psychology. Collaborative home, school, and community practices aimed at promoting family support. Protecting child rights within the realm of competitive sports. CRC and school-based intervention programming. Promoting child rights through school leadership. Applying child rights-respecting research to the study of psychological well-being. The International Handbook on Child Rights and School Psychology is a must-have resource for researchers, scientist-practitioners, clinicians, and graduate students in child and school psychology, educational policy and politics, social work, public health, and other school-based or child-serving mental health disciplines.

This series of Works on stress and coping is centered on understanding the sources, experiences, and consequences of stress and coping in the educational arena. In formal organizations to informal experiences, those engaged in educational endeavors shape and are shaped by events and interactions that invoke salient to subtle stress and coping responses. We invite authors to submit manuscripts that present studies focused on stress and/or coping in any of the contexts, positions, peoples, and activities encompassed under the Umbrella of education. Research Using either qualitative or quantitative methodologies will be acceptable. The series is expected to appeal to a broad readership of scholars in the fields of education, psychology, sociology, and business who are interested in understanding the nature of stress and coping in education

In this book, the educational theory of metacognitive learning and its instructional implications are used to describe and illustrate how learners can become effective or self-directive learners. First, three levels of general knowledge of the learning process are discussed in this book through an overview of research studies. The book then describes how learners can develop along these levels and learn to effectively plan their learning. This book includes study and educational material centered on the learning and instruction of general knowledge of the learning process.

Foundations of Art Therapy: Theory and Applications is an essential and comprehensive introduction to the field of art therapy that blends relevant psychological and neuroscience research, theories, and concepts and infuses cultural diversity throughout each chapter. The text includes full color photos, informative charts, and case examples and is divided into four parts beginning with the basics of art therapy knowledge and concluding with professional practices in art therapy. The fundamentals of art therapy section includes coverage of art therapy founders, art materials, multicultural perspectives, intersections with neuroscience, and research methods. An overview and in-depth explorations of different theoretical approaches to the practice of art therapy are covered in the second part of the book. A bio-psycho-social approach integrates current research on art therapy with specific populations (children, mental health, older adults, and trauma). The book concludes with art therapy professional practices in group concepts, community-based art therapy, and developing a career in the field. Each chapter contains chapter objectives, practical applications, ethical considerations, reflection questions, experiential exercises, and a list of terms. The unique, practical, and interdisciplinary approach of this text provides a solid base for understanding the field of art therapy and is well suited for use in undergraduate art therapy courses. This book will appeal to those who want an introduction to the field's theories, research, and practice and those seeking a comprehensive understanding on the foundations of art therapy.

Despite increased spending and efforts at reform since the Elementary and Secondary Education Act of 1965, wide achievement gaps persist between groups of students and these gaps increase with each year of schooling. Obstacles to student achievement can be found in schools and at home, and finding innovative solutions for students to overcome these obstacles is a motivating force behind this volume. Inside, the authors argue that The Other Three Rs," reasoning, resilience, and responsibility can promote achievement and the realization of full academic potential, especially for students who are labeled as under performers. "The Other Three Rs" (TOTRs) are universal learning skills available to all students. Although each of TOTRs is related to school and life success, they are most effective when they are used in combination. For example, in the course problem solving, reasoning skills offer the ability to judge which strategies best address the needs of a particular situation. Responsibility provides understanding of the consequences (for oneself and others) of employing or not employing different problem solving strategies, and taking ownership of the results. And resilience produces the patience to work through the problem solving process, by capitalizing on lessons learned, until achieving desired outcomes. The Other Three R's model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For the initiative and this edited volume, Sternberg and Subotnickassembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence- based arguments for promoting TOTRs in schools as a way to optimize student success

This book clarifies the fundamental difference between North America-based instrumental motivation and Korea (and East Asia)-specific competitive motivation by which the EFL learners' excessive competition to be admitted to famous universities and to be hired at a large-scale conglomerate is the main source of L2 motivation. It enables readers to understand that EFL-learning motivation reflects unique sociohistorical contexts grounded in a specific region or country. This book in turn necessitates the need to develop EFL motivation theory and research tradition which are firmly based on East Asian values and culture.

Explains how the study of poetry, by providing experiences similar to those produced by poetry therapy, can help students discover themselves and develop their potential to effect change in the world.

"This book describes the process and outcomes of a collaborative, interdisciplinary research project on early child development. The project was interdisciplinary and collaborative in two ways. First, it included research from pediatrics, social work, community planning, landscape architecture, psychology, sociology, nursing, occupational and physical therapy, women's studies and Indigenous studies. Second, all of the ten studies were partnerships between university-based researchers and community-based professionals. The book describes the rules or formal guidelines which guided our work; the rituals which provided opportunities for meaningful interaction among the research teams; and the practical realities we faced in terms of time, space and money to keep the project moving"--

This book theorizes five youth television series: "Dawson""'s Creek, Freaks and Geeks, Buffy the Vampire Slayer, Roswell, " and" Smallville "from a psychoanalytic perspective drawing on the meeting ground between Jacques Lacan, Gilles Deleuze, and Felix Guattari. jagodzinski develops the notion of self-refleXivity (as distinct from self-reflection and self reflexion) to identify that aspect of the inhuman within ourselves, namely the order of the drives that these series explore. It is argued that the narratology of the post-Gothic form of "Buffy, Roswell, "and" Smallville" is the structure of paranoid schizophrenia. A hyper-self-reflexivity informs "Dawson's Creek," while "Freaks and Greeks" deals with ethical dilemmas.

The Routledge Classic Edition of Daniels' influential 2001 text Vygotsky and Pedagogy explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. With a new preface from Harry Daniels this book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom. The book is intended for students and academics in education and the social sciences and will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education.

This book consists of previously unpublished manuscripts by Vygotsky found in the first systematic study of Vygotsky's family archive. The notebooks and scientific diaries gathered in this volume represent all periods of Vygotsky's scientific life, beginning with the earliest manuscript, entitled The tragicomedy of strivings (1912), and ending with his last note, entitled Pro domo sua (1934), written shortly before his death. The notes reveal unknown aspects of the eminent psychologist's personality, show his aspirations and interests, and allow us to gain insights into the development of his thinking and its internal dynamics. Several texts reflect the plans that Vygotsky was unable to realize during his lifetime, such as the creation of a theory of emotions and a theory of consciousness, others reveal Vygotsky's involvement in activities that were previously unknown, and still others provide outlines of papers and lectures. The notes are presented in chronological order, preceded by brief introductions and accompanied by an extensive set of notes. The result is a book that allows us to obtain a much deeper understanding of Vygotsky's innovative ideas.

Autistic people are empirically and scientifically generalized as living in a fragmented, alternate reality, without a coherent continuous self. In Part I, this book presents recent neuropsychological research and its implications for existing theories of autism, selfhood, and identity, challenging common assumptions about the formation and structure of the autistic self and autism's relationship to neurotypicality. Through several case studies in Part II, the book explores the ways in which artists diagnosed with autism have constructed their identities through participation within art communities and cultures, and how the concept of self as 'story' can be utilized to better understand the neurological differences between autism and typical cognition. This book will be of particular interest to researchers and scholars within the fields of Disability Studies, Art Education, and Art Therapy.

"Historical anthropology" is a revision of the German philosophical anthropology under the influences of the French historical school of Annales and the Anglo-Saxon cultural anthropology. "Cultural-historical psychology" is a school of thought which emerged in the context of the Soviet revolution and deeply affected the disciplines of psychology and education in the 20th century. This book draws on these two schools to advance current scholarship in child and youth development and education. It also enters in dialogue with other relational approaches and suggests alternatives to mainstream western developmental theories and educational practices.

This book emphasizes communication and semiotic processes as well as the use of artifacts, pictures and technologies in education and childhood development, placing a special focus on active subjectivity, historicity and performativity. Within this theoretical framework, contributors from Europe and the U.S. highlight the dynamic and creative aspects of school, family and community practices and the dramatic aspects of child development in our changing educational institutions. They also use a series of original empirical studies to introduce different research methodologies and complement theoretical analyses in an attempt to find innovative ways to translate cultural-historical and historical anthropological theory and research into a thorough understanding of emerging phenomena in school and after-school education of ethnic minorities, gender-sensitive education, and educational and family policy. Divided into two main parts, "Culture, History and Child Development," and "Gender, Performativity and Educational Practice," this book is useful for anyone in the fields of cultural-historical research, educational science, educational and developmental psychology, psychological anthropology, and childhood and youth studies.

This book, at the crossroads of creativity, design and interdisciplinary studies, offers an overview of these major trends in scientific research, society, culture and economics. It brings together different approaches and communities around a common reflection on interdisciplinary creative design thinking. This collective effort provides a unique dialogical and convergent space that deals with the challenges and opportunities met by researchers and practitioners working on design thinking, creativity and inter- and transdisciplinarity, or at the interface between these areas.

Teach well. Be happy. In this book, Heather Wolpert-Gawron, author of the popular education blog "Tweenteacher" shares ideas for teaching an age group that too often presents a challenge for educators. With sparkling humor and a unique, fundamental understanding of the middle children of education, the award-winning teacher offers tried-and-true strategies for: Creating a tween-centric classroom environment Building community in the middle school classroom Encouraging deeper thinking and curiosity among tweens Understanding and informing tweens about how they learn Conversational and practical, this book aims to motivate and inspire middle school teachers as they work to engage their students, instruct with rigor, and improve their own experiences as Tweenteachers!

Perspectives on the Classification of Specific Developmental Disorders is an up-to-date review of the controversy surrounding the classification of such disparate disorders as reading, spelling, writing, and language disorders. Severe and specific impairments in these functions do exist and appear to follow a developmental course. How to identify children presenting with such problems and how to operationalize the disorders has long challenged professionals. This text grew from an international symposium held in the Netherlands, but all chapters have been specially prepared for the publication. Described in the foreword by Sir Michael Rutter, FRS, as ` ... thoughtful and well informed discussions ... that may serve as a basis for a problem-solving set of both research strategies and practical steps that will ensure real resolutions of the dilemmas outlined here', the text should serve as a stimulating source for debate of the many issues involved.

A comprehensive overview of important contemporary issues in the field of reading research from the mid 1980s to mid 1990s, this well-received volume offers readers an examination of literacy through a variety of lenses--some permitting microscopic views and others panoramic views. A veritable "who's who" of specialists in the field, chapter authors cover current methodology, as well as cumulative research-based knowledge. Because it deals with society and literacy, the first section provides the broadest possible view of literacy. The second section defines the range of activities culturally determined to be a part of the enterprise known as literacy. The third focuses on the processes that individuals engage in when they perform the act of reading. The fourth section visits the environment in which the knowledge that comprises literacy is passed on from one generation to the next. The last section, an epilogue to the whole enterprise of reading research, provides apt philosophical reflection.

"Resilience in Children, Adolescents, and Adults: Translating Research into Practice "recognizes the growing need to strengthen the links between theory, assessment, interventions, and outcomes to give resilience a stronger empirical base, resulting in more effective interventions and strength-enhancing practice. This comprehensive volume clarifies core constructs of resilience and links these definitions to effective assessment. Leading researchers and clinicians examine effective scales, questionnaires, and other evaluative tools as well as instructive studies on cultural considerations in resilience, resilience in the context of disaster, and age-appropriate interventions.

Key coverage addresses diverse approaches and applications in multiple areas across the lifespan. Among the subject areas covered are:

- Perceived self-efficacy and its relationship to resilience.
- Resilience and mental health promotion in the schools.
- Resilience in childhood disorders.
- Critical resources for recovering from stress.
- Diversity, ecological, and lifespan issues in resilience.
- Exploring resilience through the lens of core self-evaluation.

"Resilience in Children, Adolescents, and Adults" is an important resource for researchers, clinicians and allied professionals, and graduate students in such fields as clinical child, school, and developmental psychology, child and adolescent psychiatry, education, counseling psychology, social work, and pediatrics.

Very few issues are as important as education today and Dr. Coleman weds extant research with personal experiences to provide a contextual framework from which the reader can garner a more intense understanding of the issues. She covers such issues as parental involvement, academic achievement, teacher attitude, discipline, student motivation, and the impact of social problems on the education process and student achievement. The discourse evolves around five underlying themes: education is a partnership, perceptions and attitudes dictate our behavior, knowledge creates understanding and understanding creates change; there are different ways of knowing and educators must expand their pedagogy to acknowledge and respond to the varied learning styles of students. Because of the many social problems that impact the lives of students, there is a need to redefine what it means to be a teacher and educate the whole child.

The author presents the issues from different perspectives, emphasizing the need for home, school and community to work together to advance the educational agenda for all children. Dr. Coleman offers an action plan for change and sends a clear message that by combining efforts, schools, homes and communities can affect change.

Parents of Smart Kids know they can have complex social, emotional, and intellectual needs. This resource condenses the wisdom and experience of teachers and school leaders who have experienced thousands of students with the same needs into 25 key tips for parents seeking to help their Smart Kids thrive. Featuring 25 illustrated strategies for navigating situations unique to Smart Kids, with confident, informed support given every step of the way, this book covers topics such as: What to do when a Smart Kid thinks they are smarter than everyone else, How to motivate a Smart Kid who is bored of school, How are the Smart Kid perfectionist and procrastinator related? It's not all bad, How to navigate alternatives to regular school classes and other acceleration opportunities, Where to find valuable mentors in your community, When and how to act when the Smart Kid is too cool for school, What are the benefits and costs of homeschooling Smart Kids, Parents have great power in schools. Know when and how to use it. What to do when the Smart Kid finally has a class that is not easy, And much more! Parents are not alone on this complex journey. Take each tip and apply it. Watch Smart Kid's thrive with an informed and confident parent. Full of relevant tried-and-true suggestions that are immediately implementable solutions to the common challenges of parenting Smart Kids, this invaluable resource is a must have for parents seeking to confidently navigate the exciting and challenging journey of their Smart Kids' teen years.