Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness [2 volumes]
byDavid Osher Ph.D.editor
Matthew J. Mayereditor
Robert J. Jagerseditor
Kimberly Kendzioraeditor
Lacy Woodeditor
![Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness [2 volumes]](9781440854149/~~FreeAttachments/9781440854149.jpg)
20190531
Praeger
| Pages | 1016 |
| Topics | Health and Wellness: Public Health;Psychology: Child and Teen;Bullying, Cyberbullying, and Prejudice-Driven Aggressions;Child-Guided and Youth-Driven Approaches;Crisis Preparedness and Management;Early Intervention;Exclusionary and Restorative Discipline;Family Engagement with Schools;Intensive Intervention;Relationship Between School Safety and Student Mental Health;School-Family-Community Partnerships;Social and Emotional Learning;Threat Assessment |
-
eBook
9781440854149
X
Citations
MLA
David Osher, Matthew J. Mayer, Robert J. Jagers, Kimberly Kendziora, and Lacy Wood. Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness [2 volumes]. Praeger, 2019. ABC-CLIO, publisher.abc-clio.com/9781440854149.
Chicago Manual of Style
David Osher, Matthew J. Mayer, Robert J. Jagers, Kimberly Kendziora, and Lacy Wood. Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness [2 volumes]. Praeger, 2019. http://publisher.abc-clio.com/9781440854149
APA
David Osher, Matthew J. Mayer, Robert J. Jagers, Kimberly Kendziora, and Lacy Wood. (2019). Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness [2 volumes]. Retrieved from http://publisher.abc-clio.com/9781440854149
- Description
-
Details the safety, mental health, and wellness issues in schools today and focuses on the interactions and collaborations needed among students, teachers, families, community members, and other professionals to foster the safety, learning, and well-being of all students.
• Brings together cross-disciplinary and cross-stakeholder teams from education, counseling, psychology, human services, juvenile justice, law, and other fields• Focuses on promotion, prevention, early and intensive intervention, and treatment for safety and wellness in schools
• Highlights collaborative, culturally competent approaches to family and youth engagement
• Provides strategies for threat assessment as well as crisis preparedness and management
• Focuses on grades K–12 and on the professionals, parents, and community members who can help to create safe, supportive, successful, and equitable schools
- Table of Contents
-
Table of Contents
Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness [2 volumes]
Author(s): David Osher, Matthew J. Mayer, Robert J. Jagers, Kimberly Kendziora, and Lacy WoodContributors: Osher, David; Mayer, Matthew; Jagers, Robert; Kendziora, Kimberly; Wood, Lacy;Abstract:Details the safety, mental health, and wellness issues in schools today and focuses on the interactions and collaborations needed among students, teachers, families, community members, and other professionals to foster the safety, learning, and well-being of all students.
• Brings together cross-disciplinary and cross-stakeholder teams from education, counseling, psychology, human services, juvenile justice, law, and other fields• Focuses on promotion, prevention, early and intensive intervention, and treatment for safety and wellness in schools
• Highlights collaborative, culturally competent approaches to family and youth engagement
• Provides strategies for threat assessment as well as crisis preparedness and management
• Focuses on grades K–12 and on the professionals, parents, and community members who can help to create safe, supportive, successful, and equitable schools
Editor(s): Osher, David; Mayer, Matthew; Jagers, Robert; Kendziora, Kimberly; Wood, Lacy;SortTitle: keeping students safe and helping them thrive: a collaborative handbook on school safety, mental health, and wellness [2 volumes]Author Info:David Osher Ph.D.editorMatthew J. MayereditorRobert J. JagerseditorKimberly KendzioraeditorLacy WoodeditoreISBN-13: 9781440854149Cover Image URL: ~~FreeAttachments/9781440854149.jpgPrint ISBN-13: 9781440854132Imprint: PraegerPages: 1016Publication Date: 20190531Table of Contents pages: 1 2
- Contents v2-v518
- Part One: Comprehensive Approaches to Promotion, Prevention, Intervention, and Support v2-1522
- Chapter 1: Approaches to Promotion and Prevention v2-3524
- About the Washoe County School District v2-4525
- Levels of Intervention for Mental, Emotional, and Behavioral Problems v2-5526
- Promotion and Prevention in the Context of Multitiered System of Supports v2-7528
- Screening for Mental or Behavioral Health Challenges v2-9530
- Measuring Social and Emotional Skills in the Washoe County School District v2-11532
- Washoe County School District’s Early Warning System v2-12533
- Washoe County School District’s Approaches to Promotion and Prevention v2-13534
- Future Directions in Promotion and Prevention v2-16537
- References v2-17538
- Chapter 2: Early Intervention within the School Setting v2-22543
- The Importance of Early Intervention in Keeping Students on Track v2-22543
- Elements of Effective Early Intervention in Schools v2-23544
- Effective School-Community Partnership Approaches to Early Intervention v2-29550
- City Year Overview v2-31552
- City Year Early Intervention Services v2-32553
- Asset-Based Youth Development Strategies v2-37558
- Communities In Schools v2-40561
- How Communities In Schools Works v2-41562
- Early Intervention in Practice: The Power of Building Relationships and the Development of Social and Emotional Competencies v2-46567
- Summary v2-48569
- References v2-49570
- Chapter 3: Assuring Strengths- and Evidence-Based Approaches in Child, Adolescent, and School Mental Health v2-54575
- Chapter 4: The Impact of Trauma and Adversities v2-80601
- Part One: Understanding the Effects of Adversity and Trauma v2-81602
- Types and Prevalence of Childhood Adversity and Trauma v2-82603
- Neurobiology of Adversity and Trauma v2-86607
- Effects of Childhood Adversity and Trauma on Schools v2-89610
- Effects of Adversity and Trauma on Students v2-89610
- Effects of Adversity and Trauma on Caregivers v2-92613
- Effects of Adversity and Trauma on School Staff and the Learning Environment v2-93614
- Part Two: Promoting Resilience within the School Context v2-94615
- School-Based Interventions to Promote Resilience v2-95616
- Universal Strategies v2-96617
- Targeted Interventions v2-103624
- Aligning Interventions and Approaches v2-106627
- Conclusion v2-107628
- References v2-107628
- Chapter 5: Students with School Failure Trajectories v2-116637
- Academic and Social-Emotional Trajectories Begin Early v2-117638
- Alienation Can Begin Early Too v2-118639
- Mechanisms That Continue Students’ Alienation v2-119640
- How Schools Are Organized to Fail Students v2-121642
- Zero Tolerance Discipline Policies v2-122643
- Racial Disparities and Cultural Responsiveness v2-123644
- Unhealthy Schools Syndrome v2-125646
- Addressing These Disparities by Focusing on the School Environment v2-128649
- Conclusion v2-134655
- References v2-135656
- Chapter 6: Supporting Students with Intensive Intervention Needs in Comprehensive, Integrated, Three-Tiered Models of Prevention: Considerations for the Field v2-142663
- Purpose v2-144665
- About Comprehensive, Integrated, Three-Tiered Models v2-145666
- Primary (Tier 1) Prevention Efforts: Core Elements v2-146667
- Secondary (Tier 2) and Tertiary (Tier 3) Intervention Grids v2-147668
- Implementation Efforts: Data-Informed Processes v2-148669
- Meeting the Needs of Students with Intensive Intervention Needs v2-150671
- Conclusion v2-153674
- References v2-155676
- Part Two: Creating Emotionally and Physically Safe Schools and Communities v2-161682
- Chapter 7: Emotional and Physical Safety v2-163684
- Physical Safety v2-163684
- Emotional Safety v2-166687
- Teachers’ Sense of Safety in Schools v2-168689
- School Climate as a Foundation for Safety v2-169690
- Authoritative School Climate Model v2-169690
- Creating Physically and Emotionally Safe Schools v2-171692
- Programs and Strategies for Increasing Students’ Sense of Safety v2-172693
- Programs for Increasing Teachers’ Sense of Safety v2-173694
- Conclusion v2-175696
- References v2-175696
- Chapter 8: What Is School Safety? School Safety Trends, Data, and Key Issues v2-182703
- Historical Trends in School Safety v2-183704
- Measuring School Violence, Disruption, and Bullying v2-185706
- Considering School Safety and Related Harm v2-186707
- Negative Effects of School Violence and Bullying v2-187708
- Violence Involving Adults in Schools v2-188709
- Safety: The Reality of Being a School Leader in the 21st Century v2-189710
- School Safety: An Important Priority for School Leaders v2-189710
- Safety Systems: A Learning Tool That Needs Learning v2-190711
- Quarterbacking School Safety v2-191712
- Harassment, Intimidation, and Bullying v2-191712
- Institutional Structures and Major Challenges Facing School Leadership v2-192713
- Future Challenges across Research, Policy, and Practice v2-195716
- References v2-196717
- Chapter 9: Understanding the Critical Links between School Safety and Mental Health: Creating Pathways toward Wellness v2-202723
- What Is the Association between School Violence and Mental Health? v2-203724
- Bullying, Mental Health, and School Safety v2-206727
- School Safety and Mental Health v2-210731
- Theoretical Frameworks for Research, Policy, and Practice v2-214735
- Summary and Conclusions v2-216737
- Note v2-217738
- References v2-218739
- Appendix v2-224745
- School Violence: A Public Health Issue v2-225746
- Chapter 10: The Scientific Evidence Supporting an Eight-Point Public Health-Oriented Action Plan to Prevent Gun Violence v2-227748
- Overview of the Three-Level Prevention Plan v2-228749
- The Evidence-Base to Support the Plan v2-229750
- Social and Emotional Learning v2-229750
- School Climate and School Connectedness v2-232753
- Bystander Intervention v2-234755
- School Threat Assessment v2-235756
- School Resource Officers v2-237758
- Positive Behavioral Interventions and Supports v2-238759
- Addressing Theoretical, Empirical, and Policy Gaps on Weapons in the School Context v2-242763
- Conclusion v2-248769
- Notes v2-248769
- References v2-248769
- Chapter 11: Major Systems for Facilitating Safety and Pro-Social Behavior: Positive Schoolwide Behavior Supports and Interventions v2-256777
- The Need for Coordinated Interventions v2-256777
- Challenges and Solutions to Implementing Practices in Schools v2-259780
- Multitiered Systems of Support v2-261782
- Using Schoolwide Positive Behavioral Interventions and Supports to Implement Coordinated Interventions v2-262783
- A Process for Coordinating Interventions v2-264785
- A Case Study of Integrated Multitiered Systems of Support v2-267788
- Conclusion v2-269790
- References v2-270791
- Chapter 12: Supporting Students Involved in Bullying Behaviors: Moving Beyond a Disciplinary Framework v2-277798
- Chapter 13: Reflections on Twenty Years of Restorative Justice in Schools v2-295816
- Social Control: The Rise of Zero Tolerance v2-296817
- Zero Tolerance: History, Impacts, and Evidence v2-297818
- Paradigm Shift: From Social Control to Social Engagement v2-298819
- Restorative Justice in Education v2-301822
- Schoolwide Restorative Practices v2-304825
- Culture Change: An Illustrative Example of One School’s Story v2-308829
- Research and Development: Evidence v2-315836
- Restorative Justice: A Process of Culture Change v2-317838
- Beyond Promise: Building Evidence v2-318839
- The Way Forward: Restorative Justice and Responsive Regulation v2-320841
- References v2-321842
- Chapter 14: Threat Assessment and School Crisis Preparedness v2-328849
- Overview of School Violence and Crises v2-329850
- Crisis Prevention v2-330851
- Threat Assessment as a Violence Prevention Strategy v2-331852
- Virginia Model of Threat Assessment v2-332853
- Supporting Research v2-337858
- Crisis Response and Recovery: The PREPaRE Model v2-339860
- Research Findings and Future Directions v2-346867
- Conclusion v2-346867
- Notes v2-347868
- References v2-347868
- Part Three: Planning, Evaluation, and Policy Development v2-355876
- Chapter 15: Using Data to Improve Outcomes: Collaborative Planning, Progress Monitoring, and Continuous Improvement v2-357878
- Step 1. Developing a Problem-Solving Team v2-358879
- Hypothetical Example of a Charter Statement: Davis High School’s Safety and Wellness Problem-Solving Team v2-358879
- Step 2. Defining Safety and Well-Being Needs v2-359880
- Step 3. Identifying and Prioritizing Factors Contributing to Safety and Well-Being v2-361882
- Step 4. Setting Improvement Targets v2-363884
- Step 5. Selecting, Implementing, and Monitoring Improvement Strategies v2-364885
- Step 6. Conducting Midcourse and Strategic Improvements v2-365886
- Step 7. Sustaining Progress v2-366887
- Conclusion v2-366887
- References v2-367888
- Chapter 16: The Importance of Child-Guided and Youth-Directed Approaches: Engaging Youth Participatory Action Research Practices v2-369890
- Chapter 17: Practical Guidance for Policy and Practice: Strategies and Tools for Assessing and Building Readiness and for Launching Local Efforts v2-389910
- Creating Shared Vision v2-390911
- A Collaborative Approach to Developing a Shared Vision v2-391912
- Planning via Authentic Stakeholder Engagement v2-398919
- Assessing Readiness v2-406927
- Implementation v2-407928
- Scaling for Sustainability (or Staying Small and Good!) v2-409930
- Continuous Improvement v2-410931
- References v2-410931
- Chapter 18: Getting to Outcomes: Planning, Continuous Improvement, and Evaluation v2-413934
- Change Is a Process, Not an Event v2-413934
- Implementing Change v2-415936
- Definition of Implementation v2-415936
- Plan-Do-Study-Act v2-416937
- Framework for Implementation v2-416937
- Approaches to Effective Implementation v2-419940
- Evidence-Based Change Models v2-420941
- Foundation for Sustainability v2-422943
- The Role of Leadership v2-429950
- Key Points on Implementation and Sustainability v2-431952
- References v2-432953
- Chapter 19: Updating the National Agenda for Achieving Better Results for Children and Youth with Emotional and Behavioral Disorders v2-433954
- About the Editors and Contributors v2-465986
- Index v2-4831,004
Table of Contents pages: 1 2