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The Educator's Guide To Substance Abuse Prevention (Paperback)
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The Educator's Guide To Substance Abuse Prevention (Paperback)
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The Educator's Guide to Substance Abuse Prevention is for educators
and other school personnel who are concerned about student drug use
and school violence. It will help them to appreciate and use their
humanity, professional skills, educational ideals, and the school
curriculum as tools for substance abuse prevention. Teachers'
concerns are addressed in several ways. First, the text provides a
guide through which they may resolve personal and professional
concerns about the commitments, limits, and boundaries of their
working relationships with students. Second, it describes tasks
that teachers can perform and mental health issues they can address
in creating classroom policies, procedures, and rules to promote
healthful learning activity in the classroom. Third, the author
summarizes and interprets research and theory about substance abuse
as they apply specifically to educational prevention and to
professional teaching practice--arguing that classroom management
strategies, learning activities, and social interaction are a
teacher's primary tools of prevention, and showing how teachers may
use these tools in any curricular area and without direct reference
to drugs. A highlight of this text is its emphasis on helping
teachers to explore drug-related issues from within the context of
their own curricular specialties and to integrate substance abuse
prevention with the curriculum in many school subjects--including
the arts, literature, social studies, history, government, science,
and culture. Action-oriented prevention strategies based on these
content areas are suggested. The Educator's Guide to Substance
Abuse Prevention: *focuses primarily on teaching, learning, and
prevention rather than on information about drugs; *helps teachers
to better use what they already do, know, and are in order to
respond competently, responsibly, and with sensitivity to the needs
of their students; *attends to the needs of teachers who do
prevention work and the needs of children who are the target of
prevention efforts; *describes student disappointment and
disillusionment with family, school, and community as sources of
risk and the legitimate domain in which teachers may serve a
curative role; *provides extensive coverage of historical, social,
and cultural issues related to substance abuse and school violence;
and *alerts teachers to the risk to children posed by extremist
adult groups, prominent negative role models, popular culture, and
peer pressure.
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