The development of knowledge and skills in working with perpetrators of sexual abuse over the past 15 years has been greatly aided by the establishment of specialist workers and teams. However, this has had the unintended effect of generating mystique about the nature of the work and discouraging non-specialists from engaging in it. The authors feel that this is counter-productive and must be addressed, as almost all work with perpetrators is undertaken by individuals with little support, specialist training or supervision. Only 6% of known perpetrators are treated in established specialist programmes. The underpinning theory and the key principles of practice with this group can be acquired by any professional worker. This book brings that knowledge to front-line staff to enable them to contribute effectively to the protection of children. The book sets out: .To demystify the theory of working with perpetrators of child sexual abuse. .To give practitioners the information they need to able to work effectively and safely with perpetrators. .To help practitioners acquire the skills to help perpetrators take responsibility for their actions and thus protect children. .To look at the gender issues inevitably embedded in this area of work. The book is aimed at the singleton practitioner within social work, probation, housing, community work and mental health work who is increasing faced with the need to work with sex offenders with little or no specialist support. The authors have between them over twenty years of experience in working and training in this field. In this book they have attempted to disseminate their knowledge. They have provided an accessible, readable and informative 'how to' guide. It will appeal to any front line worker who seeks practical advice to develop his or her competence in face to face work with this group. Contents: Context and theory . How Perpetrators Operate . The Grooming Process . Risk Assessment . Change, Monitoring and Containment. Professional Support . Multi-Agency Contexts . Impact on the Professional Lynda Deacon is Staff Tutor, Health and Social Welfare, Open University, with extensive experience in child protection work. Bryan Gocke is a Child Protection Manager and former Probation Officer with experience with adult and adolescent abusers.

This volume is a collection of papers, each of which is a version of a lecture previously given as part of the Tavistock course, "Emotional Factors in Learning and Teaching: counselling aspects in education." The course, which is for teachers and others working in educational settings, has been running for more than thirty years. It began as a collaboration between Martha Harris, then Head of the Child Psychotherapy training at the Tavistock Clinic and her husband, Roland Harris, an educationalist and writer. This partnership between clinical thinking and expertise in educational theory and practice continues to the present day, with child psychotherapists and educationists working closely together. The ideas underpinning the course were first elaborated by Isca Saltzberger Wittenberg, Gianna Henry and Elsie Osborne in 1983 in The Emotional Experience of Learning and Teaching, a book which remains a valued, core text. This new volume represents an attempt to revisit some of the same themes and to set the applied psychoanalytic thinking in the current educational context.

This book was first published in 1967.

Being kind in education is about much more than being nice. This unique book shows how transformational kindness needs to be an explicit, essential part of classroom and school culture in order to improve student success. Author Hope E. Wilson offers practical steps for creating a culture of transformational kindness through your approach to classroom management, relationships, assessment, and the content areas. She also demonstrates how to build kindness toward colleagues, parents, and families, and what to do in situations where supervisors are not so supportive. Finally, she describes how you can show more kindness toward yourself, including by giving grace. Throughout this book, you'll find vignettes about the educators who have influenced their own communities through transformational kindness. You'll come away feeling inspired and encouraged to imagine a world in which schools are places where kindness and humanity are felt by all.

* The volume provides a holistic understanding of the state of health psychology in the Indian context. * It brings to light a spectrum of new perspectives to health and diseases that include psychological measures as preventive steps, social dynamics that constitute a support system and psychosocial interventions. * It will be of interest to students, teachers, and researchers of psychology, psychiatry, social psychology, sociology, social work across UK and US. It will also be useful for psychologists, sociologists, and professionals and practitioners of psychology, medical sciences, sociology, community health and other allied disciplines.

Provides practical strategies for supporting students' social skills, relationship development, and mental health Features background information, real examples, case studies, and action steps for implementing SEL into early childhoold environments

In the "World Library of Educationalists," international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and/practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.
Jerome S. Bruner is one of the most distinguished and influential psychologists of his generation. His theories about cognitive development dominate psychology around the world today, but it is the field of education that his influence has been especially felt. In this two volume collection, Bruner has selected and assembled his most important writing about education. Volume 1 spans the 20 years from 1957 to 1978. Volume 2 takes us from 1979 to 2006.
Each volume starts with a speciallywritten Introduction by Bruner, in which he gives us an overview of his career and contextualizes his selection of papers. The articles and chapters that follow reveal the thinking, the concepts, and the empirical research that have made Bruner one of the most respected and cited educational authorities of our time. Through chapters from his best-selling books, his autobiography, and original journal articles, the reader can follow Bruner's thinking on questions such as, How do human beings presume to educate their young, we, the only species on earth that does so? Do our ways of "educating" conform to what we have been learning about learning during these past centuries? How can we adapt what we know in generalabout the nature of learning processes to fit modern conditions such as poverty, race discrimination, and urban life?
Professor Bruner writes about these matters with the grace and passion for which he has become world famous. He discusses the scientific issues alongside the political, and "administrative" ones, and draws on his research findings and his active participation in projects on improving schooling in America, the UK, and Europe. This two-volume set is the ultimate guide to Jerome Bruner's most important and influential work, and is ideal for students and academics who want to be able to follow the development of his thinking over his incredible 70-year career.

Find out how and why sports can help you better understand your students Because participation in sports is an integral part of the educational experience for students in both public and private schools, it's essential that school psychologists and counselors have a solid foundation to help ensure the well-being of student-athletes. School Sport Psychology is a comprehensive overview of this fast-growing field with guidelines for school psychologists who want to gain a better understanding of sport psychology to extend their skills and enhance their effectiveness. The book presents perspectives, programs, and procedures for working with administrators and coaches to help students develop physically, mentally, and emotionally. School Sport Psychology examines the practical interfaces between school and sport psychology, with an emphasis on parent and family involvement. Contributors representing sport psychology, school psychology, and clinical and community disciplines examine the theory, research, and practice of sport psychology and how its evolution parallels the development of school psychology.The book addresses the benefits and risks of using sport to promote the development of self-esteem, identity, and feelings of competence in students. School Sport Psychology examines: evidence-based sport psychology programs, including GOALS, ATLAS, and ATHENA a case study of the design and implementation of a sport psychology program in an urban high school the use and abuse of alcohol and other drugs among high school student-athletes the use and abuse of steroids eating disorders among high school student-athletes a systems-oriented method of school/sport psychology assessment and intervention program planning and evaluation framework the knowledge and skills needed to work in sport psychology and much moreSchool Sport Psychology is an essential professional resource for psychologists, counselors, and health service providers.

Providing a deeper understanding of how two-year-old children learn, Understanding Schematic Learning at Two highlights how a schematic pedagogy can be used to recognise and support two-year-old children's thinking and understanding of the world around them. Over a 16-week period four children's individual experiences and stories are constructed, providing detailed written and photographic evidence of the unfolding schematic learning journeys of each. Following the children from nursery setting to their home environments, readers gain a greater understanding of how, even at such a young age, children are intrinsically motivated to select resources from the environment to support their schematic pursuits. The book focuses on the importance of an appropriate environment and informed pedagogy to support two-year-old children's schematic explorations and the significant role adults play in developing these. Beginning by highlighting the important links between learning opportunities, environment and the role of the adults, Brierley and Nutbrown briefly trace the origins of schema and provide an overview of some definitions and characteristics of schemas. This leads to an exploration of how the early years landscape has been influenced through a research, practice and government policy initiatives, concluding that future focus must foreground how children learn. Understanding Schematic Learning at Two highlights how recognising and valuing young children's schemas can provide their supportive adults with the opportunity and ability to acknowledge two-year-old children's capability to actively construct and develop an understanding of the world they live in.

Burnout runs rampant in education, particularly in the field of special education, and has only increased with the rise of virtual and remote learning. This book compiles 50 evidence-based strategies and practices to help special educators enjoy their work for the long haul. You'll discover new ways to work with families, manage your classroom, teach in culturally responsive ways, and prioritize self-care. Each chapter includes an opening vignette, key themes supported by research, and five reproducible tools to put into immediate practice. With strategies and tools to ensure classroom fun and satisfaction, this book reminds special education teachers of the life-changing work they do every day and is essential for teachers of any level.

Evaluate the effects of your interventions! Single-Subject Designs for School Psychologists shows how practitioners-educators, counselors, and support personnel-can contribute to the research base in their field by using single-subject methodologies to empirically validate the effects of their interventions. This book provides the research tools to tackle real world problems such as reducing transition times; improving reading, mathematics, and writing performance; increasing on-task behavior; and enhancing public speaking skills by presenting examples and analysis of single-subject design research methods. Specific methodologies include empirical case studies, withdrawal designs, multiple-probe designs, and nonconcurrent multiple-baseline designs. This book is a useful supplement for research-design classes being offered to education professionals. This text provides real world examples that demonstrate how practitioners who work with individual students or entire classes can conduct important intervention research-while at the same time educating. The applied interventions are designed to alter a variety of different unfavorable behaviors while reducing students' and educators' fear of research. This extensively referenced source includes helpful charts and tables to clearly illustrate research data. Single-Subject Designs for School Psychologists discusses: intervention evaluation and validation procedures the Timely Transitions Game-combining explicit timing with an interdependent group contingency program to decrease transition times enhancing class-wide reading performance by using interdependent group contingencies with randomly selected criteria and paired reading a self-modeling intervention for high school students with public speaking anxiety delayed praise as a directive and its effectiveness on on-task behavior decreasing transition times in a second grade classroom a description and demonstration of the nonconcurrent multiple-baseline design using a low-tech self-managed time-delay intervention to increase division fact fluency Single-Subject Designs for School Psychologists is a valuable how-to guide for school psychologists, special education teachers, behavioral consultants, school counselors, school social workers, support personnel, general education teachers, or for any helping professional wishing to contribute to the advancement of their field.

Education and Learning offers an accessible introduction to the most recent evidence-based research into teaching, learning, and our education system. * Presents a wide range references for both seminal and contemporary research into learning and teaching * Examines the evidence around topical issues such as the impact of Academies and Free Schools on student attainment and the strong international performance of other countries * Looks at evidence-based differences in the attainment of students from different socioeconomic and ethnic backgrounds, and explores the strong international performance of Finnish and East Asian students * Provides accessible explanations of key studies that are supplemented with real-life case examples

*Ideal companion to the bestselling Executive Skills in Children and Adolescents, Third Edition (9781462535316). *Shows how to build an EF-oriented pedagogy; instead of implementing strategies for 5- to 13-year-olds (grades K-8), teachers guide students to build their own EF toolkits. *Research based and accessible--provides realistic, flexible guidance illustrated with engaging vignettes from diverse classrooms. *Great potential for professional development, professional learning communities, or schoolwide book groups. *Authors (including Peg Dawson, a leading EF expert) are active workshop presenters in the U.S., Canada, and the U.K.

Written to inform students of the main principles, concepts, and research findings of key theories of learning-especially as they relate to education-and to provide applications of principles and concepts in settings where teaching and learning occur, this revised text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings. The primary emphasis is placed on cognitive theories that stress learners' constructions of beliefs, skills, strategies, and knowledge, but behavioral theories are also discussed in detail. Chapters have numerous applications of learning principles to applied settings including vignettes at the start of each chapter illustrating some of the principles discussed in the chapter, examples and applications throughout the chapters, and separate sections on instructional applications at the end of each chapter. Key features of this revised text include: a new chapter on Self-Regulation (Chapter 9); core chapters on the neuroscience of learning (Chapter 2), constructivism (Chapter 6), cognitive learning processes (Chapter 7), motivation (Chapter 8), and development (Chapter 10) all related to teaching and learning; updated sections on learning from technology and electronic media and how these advancements effectively promote learning in students (Chapters 7 & 10); detailed information on content-area learning and models of instruction to form coherence and connection between teaching and learning in different content areas, learning principles, and processes (Chapters 2-10); and over 140 new references on the latest theoretical ideas, research findings, and applications in the field. An essential resource for understanding key learning theoretical principles, concepts, and research findings-especially as they relate to education-this proven text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings.

A state-of-the-art reference, drawing on key contemporary research to provide an in-depth, international, and competencies-based approach to the psychology of coaching and mentoring. * Puts cutting-edge evidence at the fingertips of organizational psychology practitioners who need it most, but who do not always have the time or resources to keep up with scholarly research * Thematic chapters cover theoretical models, efficacy, ethics, training, the influence of emerging fields such as neuroscience and mindfulness, virtual coaching and mentoring and more * Contributors include Anthony Grant, David Clutterbuck, Susan David, Robert Garvey, Stephen Palmer, Reinhard Stelter, Robert Lee, David Lane, Tatiana Bachkirova and Carol Kauffman * With a Foreword by Sir John Whitmore

The past decade has witnessed a steady increase in the numbers of Asian students in North American institutions of higher learning. While their academic success has been widely recognized, concerns about their silence in classrooms have also been expressed by educators. Following an overview of Asian students in North American higher education, this book presents a focused ethnographic study of twenty Asian graduate students enrolled in a major US university, exploring and describing Asian student's oral classroom participation modes across multiple factors.

Four major classroom communication patterns--total integration, conditional interaction, marginal participation, and silent observation--are identified among the participants and discussed across sociocultural, affective, cognitive, linguistic, and pedagogical/environmental factors. Also discussed are the Asian concepts of face saving, politeness, and social identity in multiple discourse communities in light of Asian students' perceptions of and modes in classroom participation. The book concludes with a call for the development of cultural transformation competence, which encompasses social identity negotiation skills, and culture-sensitivity knowledge and mindful reflexivity in addition to communicative competence.

Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives.

According to the Sentencing Project, between 1980 and 2017, the number of incarcerated women increased by more than 750%, rising from a total of 26,378 in 1980 to 225,060 in 2017 and the number continues to rise. Dealing with incarcerated women and specifically psychopathic women can be challenging. Understanding Female Offenders: Psychopathy, Criminal Behavior, Assessment, and Treatment provides readers with a better conceptualization of the psychopathic/non-psychopathic female. This includes better ways of interviewing, assessing, and treating these women, and clinical caveats with case examples to assist with clinical applications. This is the only comprehensive resource that provides specific knowledge about female offenders, particularly on female psychopathy and assessment.

Hardbound. This volume is devoted to examining multicultural perspectives in special education. It tackles demographic challenges in today's classrooms, schools, and communities that general and special educators must be aware of, by presenting information on multidimensional methods for dealing with those students who look, talk, behave and learn differently. Chapter authors provide innovative ideas for educators willing to shift their identification, assessment, placement, and instructional paradigms to better serve multicultural learners with exceptionalities.

The writing of this book was in part supported by a grant from the National Science Foundation (NSFEHR 0335369). It represents a significant extension and enriched interpretation of earlier work on "motivation as an instructional outcome" (e.g., Maehr, 1976). Such enrichment and enhancement was prompted by the work on the project as it was conceptualized and envisioned by Paul Pintrich---and later, following his untimely death, carried out by a cadre of students and colleagues, including especially his Wife, Life Partner and also oft-time collaborator in multiple research and scholarly endeavors: Dr. Elizabeth DeGroot as well as several colleagues, including, the author of this volume and Dr. Stuart Karabenick. Of course, it is the primary author of this volume who must bear the responsibility for omissions, errors and interpretations that may have slipped into the text. But whatever portions of this volume may be deemed worthy of consideration and possibly of some value for fellow scholars presently or in the future --- and also contribute in at least some small way not only to continuing scholarly study of "The Most important attitude that can be formed: "That of Desire to go on Learning." But therewith here and there also prove useful not only for scholars and the development of an increased understanding of the nature and nurture of motivation and its impact on the pursuit of knowledge but also prove useful to students in preparing to become educators--- and perhaps also of value to experienced educational practitioners ---- and here there maybe also to parents and others with a concern for the nature and nurture of excellence in teaching and learning.

Educating students for emotional wellbeing is a vital task in schools. However, educating emotions is not straightforward. Emotional processes can be challenging to identify and control. How emotions are valued varies across societies, while individuals within societies face different emotional expectations. For example, girls face pressure to be happy and caring, while boys are often encouraged to be brave. This text analyses the best practices of educating emotions. The focus is not just on the psychological benefits of emotional regulation, but also on how calls for educating emotions connect to the aims of society. The book explores psychology's understanding of emotions, 'the politics of emotions', and philosophy. It also discusses education for happiness, compassion, gratitude, resilience, mindfulness, courage, vulnerability, anger, sadness, and fear.