Is economic development conducive to political democracy? Does democracy foster or hinder material welfare? These two questions are examined by looking at the experience of 135 countries between 1950 and 1990. Descriptive information, statistical analyses, and historical narratives are interwoven to gain an understanding of the dynamic of political regimes and their impact on economic development and other aspects of material welfare. The findings, several most surprising, dispel any notion of a trade-off between democracy and development. Economic development does not generate democracies but democracies are much more likely to survive in wealthy societies. Political regimes have no impact on the growth of total national incomes, while political instability affects growth only in dictatorships. Per capita incomes grow faster in democracies since population increases faster under dictatorships. In general, political regimes have more of an effect on demography than on economics.

Is economic development conducive to political democracy? Does democracy foster or hinder material welfare? These two questions are examined by looking at the experiences of 135 countries between 1950 and 1990. Descriptive information, statistical analyses, and historical narratives are interwoven to gain an understanding of the dynamic of political regimes and their impact on economic development. The often surprising findings dispel any notion of a tradeoff between democracy and development. Economic development does not generate democracies, but democracies are much more likely to survive in wealthy societies.

Research has shown that truancy is frequently associated with juvenile crime and dropping out of school altogether. With the high dropout rate in the U.S. and the No Child Left Behind Act holding schools accountable for their dropout rates, it is essential for school social workers to contribute to their schools' improvement plan in meeting annual yearly progress benchmarks. This book, by well respected researchers and practitioners who have extensive experience with truancy, covers best practices in truancy at the community, school, and student/family levels of interventions. It provides an essential everyday reference guide to research-based programs and truancy program implementation.
Beginning with an introduction to the essentials of truancy, its causes and consequences, and state and federal legislation, the authors then give readers a snapshot of what research has shown to work so far and what adaptations might look like in various school settings. Richly detailed case examples illustrate multiple levels of intervention, from the school-wide prevention and general policy levels to remedial interventions, including culturally competent approaches. Eminently practical and easily accessible, with sample forms, methods of measuring outcomes, ideas for funding, take-away points, and digestible research summaries, this will be a trusted toolkit for school professionals seeking to reduce their schools' dropout rates and improve students' engagement with school.
School-based practitioners and student trainees alike will find a wealth of reliable information about what is seemingly an intractable problem. They can immediately begin implementing the proven and promising practices presented in this practical guide.

Functional behavioral assessment (FBA) is an important element in developing effective behavior interventions in schools. By understanding how the environment predicts and maintains problem behavior, school social workers can change those environmental conditions and facilitate positive behavior. Although FBA is traditionally applied within the context of special education, it is relevant to supporting behavior of all students in a school. In this book, the authors explore how FBA can be applied in a three-tiered model of prevention and provide tools and case examples to facilitate application. This process is described as occurring within a team context wherein the school social worker serves as a facilitator and contributor with behavioral expertise.
In Tier 1, FBA is applied to the behavior of all students in a school and leads to the development of school-wide behavior interventions that are intended to prevent students from developing more serious patterns of problem behavior. In Tier-2 FBAs, the behavior of at-risk students is assessed in an efficient manner to determine which available evidence-based interventions will be effective in improving their behavior. In Tier 3, FBAs involve extensive individual assessments of the conditions that maintain the problem behavior students with significant behavior problems.
This book provides detailed information about conducting FBAs at each tier of prevention and reviews the process of developing interventions from the FBA information at each tier. As initiatives encouraging positive behavior support in schools proliferate, this book will help school social workers develop the skill set necessary to maintain their role as important contributors to student outcomes.