With the rapidly growing demand for mental health care there is a need for efficient and effective psychological treatment options. Low Intensity Psychological Therapy has become well established in the England Improving Access to Psychological Therapies (IAPT) programme as a beneficial and versatile treatment option for mild-moderate symptoms of depression and anxiety. A Pragmatic Guide to Low Intensity Psychological Therapy: Care in High Volume, provides a guide to Low Intensity Psychological Therapy from the perspective of the Low Intensity Practitioner. This book describes the Low Intensity role as part of a multi-disciplinary approach to psychological care. The authors use a series of case vignettes, personal experience and current literature to help navigate the context of the role and its potential for ethical and safe expansion.

From its foundation in the 1950s by George Kelly, Personal Construct Psychology continued to grow, both as a movement among psychologists and then in industry, education, government and commerce. Originally published in 1985 this title offers a compendium of elaborations and new conversational uses for Kelly's repertory grid technique. The authors have dramatically transformed the grid from a static measuring instrument to a dynamic tool for a personal exploration of the learning process itself. This grid-based Reflective Learning Technology enables individuals, pairs, groups and organisations to develop their learning in environments of work, family, education and society. As the originators and best-known practitioners of interactive grids, the authors give the reader an A-Z of these techniques. Case studies include management training, quality control, staff appraisal, job selection, team building, manufacturing, marketing and production as well as learning at a distance, learning to learn in schools, youth training, reading to learn and other learning skills, staff development, social work, counselling and therapy. Their development of a theory of learning conversation and conversational grid software opens up an imaginative, exciting and more humane approach to the use of microcomputers in all forms of education, while at the same time demonstrating the essentially autonomous nature of human learning. Available again after many years out of print, this book is of even greater value today than when first published.

Embodied wisdom: Meditations on memoir and education by Alison Pryer, Ph.D. explores the interconnectedness of body, mind and spirit within diverse educational contexts. Evocative, sensual prose carries the reader on a journey through the personal and the remembered in a layered series of autobiographical essays, each one affording deeper insights into the ways in which the inner, emotional life of an educator is intertwined with everyday embodied practice. This is a provocative text, alive with the richness and complexity of pedagogical experience, one that acknowledges the presence of the body, the spirit, the passionate, the subjective, the intuitive, the chaotic, and the sacred in all the relationships that make teaching and learning possible. In speaking beyond the limitations of dualistic pedagogy, in its diverse forms and locations, Embodied wisdom enters at times into unexpected and little explored pedagogical territories, engaging with educational contexts that our dualistic culture often denigrates, dismisses, or considers taboo. This work offers readers subtle understandings of the centrality of love, desire and eros in teaching and learning; carefully examines the connections between powerful family and school pedagogies, including "domestic" violence against women and childhood sexual abuse; opens up a textual space in which to contemplate the contemporary relevance of the ancient wisdom of Zen pedagogy; and gives serious consideration to the role that the public pedagogies of popular culture play in the formation of personal and cultural identity. The work of healing our dualistic educational culture is a significant political and ethical undertaking - a matter of social justice. Embodied wisdom is a book that lights the way for those who want to engage in meaningful cultural transformation. It is, above all, a generative and hopeful text, one that makes possible new kinds of conversations. It will be of interest to curriculum theorists and teacher educators, as well as those engaged in holistic education, social ecology, women's and gender studies, and cultural studies. This award-winning, ground breaking exploration of memoir as methodology is also an exquisitely written resource for those engaged in innovative arts-based and autobiographical research.

Child and Adolescent Development is an exciting, first edition that offers teacher education a new child development text organized with a chronological approach. This means that descriptions of the physical, cognitive, and social and emotional development of children and adolescents are spiraled throughout the text as discussions examine the characteristics of and the developmental milestones of four major stages of development; infancy and toddlerhood, early childhood, middle childhood, and adolescents. Each text part investigates the significant changes that happen during that developmental period and discusses what may influence body growth, brain and motor development, language, intelligence, parent and peer relationships, and self identity. Unique to this text is how the discussions are written from a global perspective, not only illustrating the universal and diverse contexts in which children and adolescents grow up but also demonstrating how cultural contexts cultivate the development of language and impact children's and adolescent's world views and their growth. In Child and Adolescent Development, knowledgeable and revered authors, Anita Woolfolk and Nancy Perry, explore the implications and applications of the best research in child development. They provide reliable and practical guidelines to help prospective teachers, and other professionals who intend to work with children and adolescents, recognize typical and atypical development and learn how to support the development of children and adolescents in positive ways.

The Handbook of Crisis Intervention and Developmental Disabilities synthesizes a substantive range of evidence-based research on clinical treatments as well as organizational processes and policy. This comprehensive resource examines the concept of behavioral crisis in children and adults with special needs and provides a data-rich trove of research-into-practice findings. Emphasizing continuum-of-care options and evidence-based best practices, the volume examines crisis interventions across diverse treatment settings, including public and private schools, nonacademic residential settings as well as outpatient and home-based programs. Key coverage includes: Assessment of problem behaviors. Co-occurring psychiatric disorders in individuals with intellectual disabilities. Family members' involvement in prevention and intervention. Intensive treatment in pediatric feeding disorders. Therapeutic restraint and protective holding. Effective evaluation of psychotropic drug effects. The Handbook of Crisis Intervention and Developmental Disabilities is a must-have resource for researchers, scientist-practitioners, and graduate students in clinical child, school, developmental, and counseling psychology, clinical social work, behavior therapy/analysis, and special education as well as other related professionals working across a continuum of service delivery settings.

This book is about how people help other people to learn. Human life depends on knowledge being jointly created and shared: we rely on others for developing our understanding and for acquiring practical and intellectual skills. Yet most research on learning and thinking has focused on individuals. In The Guided Construction of Knowledge the author uses examples of talk recorded in classrooms and other places to show how teachers and learners, or learners working together, succeed and fail in the vital process of guiding learning and constructing knowledge. The book makes the ideas of socio-cultural research accessible to a wide audience and directly relevant to the practical concerns of teachers about the quality of education in their classrooms.

As the first volume in the series sponsored by SIG-Research on the Education of Asian and Pacific Americans of the American Educational Research Association and California Association for Asian and Pacific American Education, this book sheds important light on the educational issues and needs of Asian and Pacific American students in k- college. Each chapter illuminates the unique educational issues of Asian and Pacific Americans and provides crucial information necessary to understand how Asian and Pacific American students learn, how educational practitioners should work with Asian and Pacific students, and the outcomes we can expect from various programs in Asian and Pacific American education. This body of knowledge can inform researchers and practitioners, as well as policy makers of effective instruction for Asian and Pacific American students at all levels. The series intend to be a national voice for the education of Asian and Pacific Americans, and provide an integral view of new knowledge in the field of Asian and Pacific American education from scholarly and educational practitioners' perspectives.

Drawing on the tradition of John Dewey and William James, the authors offer a concise overview of psychological theories and their applications to education, while managing to maintain the distinction between the two disciplines. Their seminal work will prove invaluable for educators, administrators, students in teacher preparation programs, as well as psychologists.

Using CBT and Mindfulness to Manage Student Anxiety provides a weekly framework utilizing cognitive behavioral therapy and mindfulness to support children who are struggling with anxiety. The book begins with an overview of CBT and mindfulness practices and their use in supporting worry. The 9 weekly sessions are broken down into a ready-to-use lesson complete with an assessment tool, clinician notes for added depth, , and a template to support generalization of learning with teachers and guardians . Lessons are focused on connection, building an awareness of emotions, and increasing the student's capacity to regulate their emotions in a variety of ways. The last portion of the book offers opportunities to continue generalization of emotion regulation skills in the classroom and at home. Providing practitioners with a ready to go structured lesson plan that builds with each session and tools to assess progress and growth, this book will be a welcome addition to any school-based mental health professional's library.

Cybersecurity and Cognitive Science provides the reader with multiple examples of interactions between cybersecurity, psychology and neuroscience. Specifically, reviewing current research on cognitive skills of network security agents (e.g., situational awareness) as well as individual differences in cognitive measures (e.g., risk taking, impulsivity, procrastination, among others) underlying cybersecurity attacks. Chapters on detection of network attacks as well as detection of cognitive engineering attacks are also included. This book also outlines various modeling frameworks, including agent-based modeling, network modeling, as well as cognitive modeling methods to both understand and improve cybersecurity.

The book is inspired by the third seminar in a cycle connected to the celebrations of the 150th anniversary of the Politecnico di Milano (July 2013). "Educating by Image. Teaching Styles vs Learning Styles" was the motto of this meeting. The contributions (coming from lectures, the poster session, interviews and round table) aim to propose an updated look at visual education, highlighting how digital tools and networks have profoundly affected the "representational styles" of the teachers and the "cognitive styles" of the learners, while at the same time reaffirming the importance of the interaction between the two groups. As Herbert Alexander Simon once said, "Learning results... only from what the student does and thinks"; therefore "the teacher can advance learning only by influencing what the student does to learn". That is no mean feat if we consider that, according to Benjamin Samuel Bloom, visual education not only involves the pure cognition, but also the affective and the psychomotor domains, not to mention the social aspects. This is why, alongside some theoretical and historical retrospectives, the contributions recommend a continuous revision of "what" and "how" could be included in the academic curricula, also in connection with secondary schools, the professional world, targeted Lifelong Learning Programmes for students and teachers. The volume includes an interview with the science journalist and writer Piero Angela.

Inquiry is becoming more and more an area of interest for educators. This book attempts to explain why math inquiry makes sense, what pieces are required to do math inquiry effectively (the knowledge, skills and dispositions), and then provides a series of day-by-day lesson plans.

Instruction highlights the ongoing research of military and academic communities--research aimed at developing new approaches in the instruction of complex intellectual processes and skills. Representative work includes learning procedural tasks and learning text comprehension processes in various environments such as computer-managed instructional settings. A variety of technological factors relevant to developing training materials for computerized environments is also presented. In addition, new domains such as learning map interpretation skills are included. This major collaborative effort was supported by the Navy Personnel Research and Development Center in San Diego, California.

Researchers from major military personnel research organizations and universities contributed to this volume. The essays study: student cognitive attributes and performance in a computer-based instructional setting; factors in retention of procedural tasks; experimental investigation of text comprehension in bilinguals; functional context theory; literary and electronics training; problem solving in technical domains; motivation, learning, and prescriptions for change; teaching interpretive skills; training analysis and design for complex aircrew tasks; and implementation of instructional system development in the U.S. Army. This book will be invaluable to educators in the academic and military worlds.

The present volume is based on the proceedings of the Advanced Study Institute (AS I) sponsored by the North Atlantic Treaty Organization (NATO) held in Alvor, Algarve, Portugal. A number of scholars from different countries participated in the two-week institute on Cognitive and linguistic aspects of reading, writing, and spelling. The present papers are further versions with modifications and refinements from those presented at the Advanced Study Institute. Several people and organizations have helped us in this endeavor and their assistance is gratefully acknowledged. Our special thanks are to: the Scientific Affairs division of NATO for providing the major portions of the financial support, Dr. L.V. da Cunha of NATO and Dr. THo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology of the various aspects of the institute; and (ITST) for their help and support the staff of Hotel Alvor Praia for making our stay a pleasant one by helping us to run the institute smoothly.

This book offers a comprehensive and critical guide to research and practice in the field of arts education and conflict management. The DRACON project explores the relationship between drama and conflict transformation. This international, interdisciplinary and comparative action research project, begun in 1996, is aimed at improving conflict management and transformation among adolescent school students using the medium of educational drama. The book reports on the underpinning principles, and on action research practice in Malaysia, Sweden and Australia. The strategies and techniques, which were revolutionary when first introduced, are now tried and tested. The book chronicles the history, successes, opportunities and challenges of the original 10-year project, and brings the story up to date by highlighting some of its many legacies and resulting influences around the world. This book will benefit researchers, academics and graduate students in Education, the Social Sciences, Dispute Resolution and the Performing Arts.

Educational psychology applies psychological theories, ideas and methods to education and to understandings of teaching and learning, both in the classroom and beyond. As last few months have shown, psychology can have a huge impact both on and in education. This practical guide applies evidence-based practice to real-life scenarios over a broad range of topics in the psychology of education, from its historical roots to digital learning, and from cognitive development to diversity and cultural differences. Essential reading for students of education, psychology, and educational psychology, as well as teacher trainees and practising educators working with learners of any age, this textbook offers a variety of perspectives and advice on contemporary issues in educational psychology. Janet Lord is Faculty Head of Education at Manchester Metropolitan University.

The volume represents the continuing of the Yearbook of Idiographic Science project, born in 2009 and developed through an annual series of volumes collecting contributes aimed at developing the integration of idiographic and nomothetic approaches in psychology and more in general social science. This year's YIS project received many positive feedbacks and signals of interest, as well as several submissions, from many parts of the world. This fifth volume directs attention to relevant and actual psycho-social phenomena as the development of identity in terms of self identity, social identity and local identity. The volume is directed to students, researchers and clinicians, interested in deepening theoretical and methodological issues and improve clinical practices and research cultures.

This series is aimed at graduate students in special education, educational psychology, and developmental and clinical psychology. Various contributors discusses basic theoretical positions and empirical findings within various professions which provide the foundation for research and clinical/educational applications to exceptional children. Included are chapters covering aspects of cognition, perception, language, memory, attention, motivation and socialization, as well as chapters dealing with behaviourist, psychodynamic, piagetian and cross-cultural approaches to understanding a typical development. Taken as a whole, this series identifies the important substantive constructs and concepts which provide the underpinnings for applied practice and research in special education and related fields.

Why does one child and not another in a normal family develop a behavior problem? If a child is sensitive and likely to complain, how does that affect the quality and quantity of the medical care provided? What happens to the neurologically intact child who has trouble paying attention in school?Children's temperaments make a substantial contribution to their environments and their interactions with them. Certain of these largely inborn behavioral style differences, which are not abnormal in themselves, may lead to clinical problems by predisposing children to abrasive, incompatible relationships with caregivers.In this book, William B. Carey and Sean C. McDevitt present a clear, concise summary of the recent clinical research on temperament, in particular from the last ten years, coupled with practical suggestions on how to use this information in a variety of clinical and educational settings. These management strategies were assembled from their own extensive clinical experience and that of others. They take the professional--psychologist, physician, nurse, teacher, day care worker, and social worker--through all the stages of a child's life to show how the effects of temperament play out in infancy, the preschool years, middle childhood, and adolescence.Richly illustrated with detailed case examples, this outstanding book brings theory and practice to life and shows how all who work with children can improve their care by understanding these important differences.

Consultation is an indirect model of delivering psychological services. Within this model, a consultant and caregiver (consultee) work together to optimize the functioning of a client in the caregiver's setting and to increase the caregiver's capacity to deal with similar situations in the future. In schools, for example, a psychologist may consult with a teacher about a student in the teacher's classroom. The practice of school consultation has burgeoned since its formal introduction into public education during the 1960s. Today, graduate training programs in various specialties of psychology and education require coursework in consultation, and many professionals in these areas spend some portion of their day engaged in consultation. Consultation can be a powerful tool in delivering psychological services in schools, but only when the consultant possesses a requisite level of skill and sophistication. In preparing this volume, we envi sioned its major purpose as reducing the level of naivete typically experienced by the beginning school consultant. Toward that end, we offer a systematic approach to school consultation that targets much of the information needed for one to consult in a competent manner. The reader should note that our use ofthe somewhat ambiguous term school consultant is intentional and recognizes that consultants working in schools today represent a variety of professional disciplines. The pri mary intended audience for this book, however, is clinical child psy chologists and school psychologists, although psychologists having other specialties are likely to find its content useful."

This book was written and edited as a project of the International Asso- ciation for the Study of Cooperation in Education (lASCE). It grew di- rectly out of the second conference of the lASCE, held at Brigham Young University, Provo, Utah, in [uly 1982. The chapters in the book were originally presented in some form at the Provo conference, though most have been considerably revised since that time. This is the second book sponsored by the lASCE; the first, Cooperation in Education (Provo, Utah:Brigham Young University Press, 1980),edited by Shlomo Sharan, Paul Hare, Clark Webb, and Rachel Hertz-Lazarowitz, was based on the proceedings of the first conference of the IASCE in Tel Aviv, Israel, in 1979. The IASCE is a group of educators interested in studying, devel- oping, or applying cooperative methods at various levels of the process of education. It includes researchers, teacher educators, teachers, and school administrators from more than a dozen countries.

The way students learn changes when they have access to digital tools. The Digital Classroom demonstrates that using technology to enhance students' learning is not dependent on a specific learning management system or software - it is about changing the pedagogy with the help of an arsenal of useful tools and methods. This practical book introduces easy to use methods to all teachers in digital classrooms with the intention to make it simple, accessible, and achievable for everyone. It is not only about the tools, and the how and why, but also about changing the pedagogy making the learning more relevant to the students. When you open the classroom to the rest of the world, the teacher becomes more important than ever. Topics in the book include: Technology and deeper learning Social media in the global classroom Building a personal learning network The flipped classroom and cooperative learning The use of iPads in primary and middle school Teaching with videogames Special education Digital citizenship Digital tools can play a key role in making learning happen and what the teachers know about the use of technology is key. The Digital Classroom will be of great interest to teachers and trainee teachers who wish to develop their digital competency by using the book as part of their professional learning.

First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice. The authors present a study of education as the creation of 'common knowledge' or shared understanding between teacher and pupils. They show the presenting, receiving, sharing, controlling, negotiating, understanding and misunderstanding of knowledge in the classroom to be an intrinsically social communicative process which can be revealed only through close analysis of joint activity and classroom talk. Basing this analysis on a detailed examination of video-recorded school lessons with groups of 8 to 10-year-olds, they show how classroom communications take place against a background of implicit under-standing, some of which is never made explicit to pupils, while there develops during the lessons a context of assumed common knowledge about what has been said, done, or understood. This wide-ranging study makes an important contribution to the current debate about both teaching methods and the structure of education. It is essential reading for educationalists and developmental psychologists and has a clear practical relevance to teachers and teacher trainers.