Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness [2 volumes]
by20190531
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 |
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eBook
9781440854149
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
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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
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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
- Cover Cover11
- Volume 1 v1-i2
- Title v1-iii4
- Copyright v1-iv5
- Contents v1-v6
- Introduction: School Safety, Mental Health, and Thriving v1-ix10
- Part One: Foundational Issues v1-116
- Chapter 1: Intersection of School Safety, Mental Health and Wellness, and Family and Community Issues v1-318
- A Broad View of School Safety v1-419
- Theoretical Frameworks and Approaches v1-419
- Safe Schools, Health Promotion, and Prevention v1-924
- Intensive Interventions to Address Complex Student Needs v1-1429
- Community Outreach, Collaborative Engagement, and Systemic Development v1-1631
- Concluding Comments v1-2136
- References v1-2439
- Chapter 2: The Relational, Ecological, and Phenomenological Foundations of School Safety, Mental Health, Wellness, and Learning v1-2944
- Chapter 3: Mental Health Services for Youth: History, Key Data, and Major Challenges v1-5974
- Chapter 4: Multitiered Approaches to School-Based Mental Health, Wellness, and Trauma Response v1-85100
- Prevalence and Impacts of Exposure to Adverse Childhood Experiences v1-86101
- A Public Health Approach to Addressing Behavioral and Mental Health Problems v1-87102
- Multitiered System of Supports Framework v1-88103
- Trauma-Informed and Trauma-Sensitive Approaches in Schools v1-89104
- Social and Emotional Learning v1-90105
- Positive Behavioral Interventions and Supports v1-91106
- Interconnected Systems Framework v1-93108
- Putting It All Together: Integration v1-94109
- Conclusions and Future Directions v1-101116
- References v1-102117
- Part Two: Valuing and Addressing Diversity v1-111126
- Chapter 5: Race, Ethnicity, and Socio-Emotional Health v1-113128
- Cultural Stressors v1-115130
- Cultural Assets v1-118133
- Implications of a Cultural Assets Approach for Prevention and Intervention in Schools v1-123138
- Promoting Cultural Assets via Culturally Responsive Teaching v1-125140
- Conditions that Support Civic Engagement as a Cultural Asset v1-127142
- The Disparities Impact Statement: Another Cultural Assets Approach v1-129144
- Conclusion v1-130145
- References v1-131146
- Chapter 6: Gender Identity and Sexual Orientation v1-142157
- LGBTQ Youth’s Experiences of Unsafe School Climates v1-142157
- Outcomes Related to Harmful School Experiences v1-144159
- Strategies to Support LGBTQ Youth in School and Build Protective Factors v1-145160
- Enumerated Anti-Bullying Policies and Inclusive and Supportive Policies v1-145160
- Teacher Support and Training v1-147162
- Gender and Sexuality Alliances v1-148163
- Sensitive and Inclusive Curricula v1-149164
- Inclusive and Supportive Language v1-150165
- Supportive Services for LGBTQ Students v1-151166
- Conclusions v1-152167
- References v1-154169
- Chapter 7: Understanding and Practicing Cultural Competence in Helping Youth Thrive v1-159174
- The Cultural Disconnect between Educators and Youth v1-159174
- Redefining Youth Engagement and Thriving: From Deficits to an Asset Perspective v1-161176
- A Culturally Competent Model for Promoting Thriving among Diverse Youth v1-162177
- Relationships That Foster Cultural Identity and Critical Consciousness v1-163178
- Fostering Culturally Relevant Sparks v1-164179
- Youth Voice: Promoting Cultural Resilience and Authentic Youth Empowerment v1-166181
- Youth Voice Expressed Intra-personally and Inter-personally through Cultural Resilience v1-166181
- Youth Voice Expressed Institutionally in Organizations and Schools v1-167182
- Case Study Introduction: Combining Theory and Practice v1-168183
- Conclusion v1-177192
- References v1-179194
- Part Three: Building Capacity v1-183198
- Chapter 8: Developing Social and Emotional Skills and Attitudes and Ecological Assets v1-185200
- Chapter 9: Creating the Working Conditions to Enhance Teacher Social and Emotional Well-Being v1-210225
- Building Individual Capacity—Teacher Social and Emotional Competencies v1-214229
- Social and Emotional Competencies Required for Effective Teaching v1-214229
- Intervention Approaches v1-216231
- Improving Teacher SEC and Well-Being during Teacher Preparation v1-221236
- Building Capacity at the Organizational Level—Improving Teaching Conditions v1-222237
- Call to Action v1-226241
- Conclusion v1-230245
- References v1-231246
- Chapter 10: School Safety, Wellness, and Learning: Conditions for Learning, Barriers to Learning, and School Improvement v1-240255
- Chapter 11: Conditions for Learning and Academic Performance v1-262277
- The Conditions for Learning v1-263278
- Early Associations between Conditions for Learning and Academic Performance v1-264279
- The Cleveland Context v1-265280
- School Climate and Student-Level Academic Outcomes v1-267282
- Safety and Academic Performance v1-267282
- Excellence in Conditions for Learning and Academic Context v1-271286
- Data in Action: How Cleveland Metropolitan School District Addresses Conditions for Learning v1-275290
- Conclusion v1-278293
- Note v1-279294
- References v1-279294
- Part Four: Families and Communities as Assets v1-283298
- Chapter 12: Families as Assets v1-285300
- What Is Family Engagement and How Does It Support Systems to Influence Healthy Child Development? v1-286301
- Family Engagement in Child Welfare, Juvenile Justice, and Mental Health v1-288303
- Research Summary on Family Engagement v1-289304
- Social Capital and Families v1-291306
- Building Trusting Relationships for Meaningful Family Engagement v1-292307
- Collaboration with Culturally and Linguistically Diverse Families v1-294309
- Strategies for Engaging and Communicating with Families v1-295310
- Conclusion v1-297312
- Notes v1-298313
- References v1-298313
- Chapter 13: Community Assets and Challenges v1-301316
- Community, More Than Just Geography v1-301316
- The Public Health Approach v1-304319
- The Changing Demographics of Communities v1-305320
- Understanding Risk and Protective Factors v1-306321
- Innovations and Strategies to Address Risk Factors and Building on Protective Factors at the Community Level v1-310325
- Conclusion v1-312327
- References v1-312327
- Chapter 14: Family Matters: Exploring the Role of Family Socialization and Parenting Practices in Promoting the Social and Emotional Learning of Children and Youth v1-317332
- Chapter 15: Creating Authentic Partnerships with Families v1-342357
- Historical Attitudes Related to Family Involvement v1-343358
- History of the Family Movement v1-344359
- Family-Driven Care v1-349364
- Family Involvement in the Education System v1-352367
- The Importance of a Family-Driven Approach v1-356371
- Creating Authentic Partnerships with Families v1-359374
- Conclusion v1-361376
- Note v1-362377
- References v1-362377
- Chapter 16: Family-Driven Care and Practice: One Size Does Not Fit All v1-367382
- What Is a Family? v1-368383
- What Is Family Involvement? v1-368383
- Why Involve Families in Decision-Making? v1-369384
- The Wraparound Approach to Family-Driven Care v1-369384
- Research Support for Wraparound and Family-Driven Care v1-370385
- A Three-Tiered Approach v1-373388
- Examples of Family-Driven Practice v1-375390
- What Are the Primary Barriers to Family Involvement? v1-379394
- Recommendations for Family-Driven Care v1-380395
- Conclusion v1-382397
- Notes v1-382397
- References v1-383398
- Part Five: Collaboration v1-387402
- Chapter 17: Interdisciplinary and Cross-Stakeholder Collaboration for Better Outcomes v1-389404
- Chapter 18: Collaborating to Provide and Align Services for Children and Youth with Intensive Mental Health Needs v1-408423
- Converging Values, Principles, and Practices across Behavioral Health, Community, and Schools v1-409424
- Two Examples of Cross-Sector Collaboration v1-412427
- Say Yes to Education v1-413428
- Kindergarten through Grade 12 Programs v1-414429
- College Preparation v1-415430
- College Level Supports v1-416431
- RENEW v1-418433
- Collaboration for RENEW Implementation: Exeter High School and Seacoast Mental Health v1-422437
- Summary: How Collaboration Results in the “Win-Win” v1-424439
- Notes v1-426441
- References v1-426441
- Chapter 19: Making Collaboration Work among Students, Families, and Other Key Stakeholders v1-431446
- Understanding Whole Systems v1-433448
- Meaningful Student and Family Engagement v1-433448
- Practice v1-438453
- Research and Evaluation v1-441456
- System and Policy v1-444459
- Additional Keys to Strengthen Collaborative Partnerships Involving Students and Families v1-444459
- Conclusion v1-445460
- Notes v1-446461
- References v1-446461
- Chapter 20: School-Family-Community Partnerships: School Safety, Mental Health, and Family Resilience v1-451466
- Portfolio of Strategies in a Portfolio District v1-451466
- Engaging Parents as Partners v1-452467
- Parent University v1-457472
- Keeping Students Safe and Helping Them Thrive v1-459474
- Engaging Stakeholders—Community Wraparound Schools v1-462477
- Parent Partnerships in Day Treatment Centers v1-465480
- Conclusion v1-468483
- References v1-468483
- About the Editors and Contributors v1-471486
- Index v1-487502
- Volume 2 v2-i514
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