This second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, preschoolers and early elementary-aged children to understand trauma as well as its impact on young children’s brains, behavior, learning and development. The book covers a range of trauma-responsive teaching strategies that readers can use to create strength-based environments that support children’s health, healing and resiliency. Updates include a greater emphasis on resilience and collaborating with mental health specialists, new chapters on developing children’s body awareness/sensory literacy and pathways to regulation that reduce stress through breathing techniques and mindful movement, as well as new vignettes and case studies to use in workshops or professional development. Supervisors and coaches will learn a range of powerful trauma-responsive practices that they can use to support workforce development and enhance their quality improvement initiatives.
Now more than ever, there is a need for early childhood professionals to comprehensively integrate trauma-sensitive practices into their work with children and families. This essential resource offers instructional strategies teachers can use daily to support their students dealing with trauma in early learning environments. Readers will learn to create opportunities for children to use their natural language—play—to reduce their stress, to cope with adversity, to build resilience, and even to heal from trauma. Nicholson and Kurtz provide vignettes, case study examples, textboxes, photographs, and descriptions of adapted therapeutic strategies ready for implementation in the classroom. Practical and comprehensive, this book is ideal for both prospective and veteran early childhood educators seeking to understand trauma-informed practices when working with young children (birth–8) in a range of environments.
Trauma-Informed Practices for Early Childhood Educators guides child care providers and early educators working with infants, toddlers, preschoolers, and early elementary aged children to understand trauma as well as its impact on young children’s brains, behavior, learning, and development. The book introduces a range of trauma-informed teaching and family engagement strategies that readers can use in their early childhood programs to create strength-based environments that support children’s health, healing, and resiliency. Supervisors and coaches will learn a range of powerful trauma-informed practices that they can use to support workforce development and enhance their quality improvement initiatives.
The first self-care book designed specifically for the early childhood field, Culturally Responsive Self-Care Practices for Early Childhood Educators is filled with helpful strategies and tools that you can implement immediately. Recognizing that self-care is not one size fits all, the authors present culturally responsive strategies drawn from diverse early childhood staff working in a range of roles across communities and contexts. By tying the importance of educator self-care to goals of social justice and equity, this book advocates for increased awareness of the importance of self-care on both an individual and institutional level. Through key research findings, effective strategies and personal anecdotes, this accessible guide helps readers understand and engage with the critical role self-care and wellness-oriented practices play in creating strong foundations for high quality early learning programs.
Specifically designed for administrators and leaders working in early childhood education, this practical guide offers comprehensive resources for creating trauma-responsive organizations and systems. Throughout this book, you'll find: Exercises and tools for identifying the strengths and areas in need of change within your program, school or agency. Reflection questions and sample conversations. Rich vignettes from programs already striving to create healthier, trauma-responsive environments. The guidance in this book is explained with simple, easy-to-implement strategies you can apply immediately to your own practice and is accompanied by brainstorming questions to help educational leaders both new to and experienced with trauma-informed practices succeed.
Designed for all professionals working with parents and families of young children, this practical guide offers comprehensive resources for building trauma-responsive family engagement in your school or program. Throughout this book, you'll find: Evidence-based practices that promote trauma-response family engagement. Exercises and tools for identifying the strengths and learning edges within your program, school, or agency. Vignettes from people and programs striving to create trusting, asset-focused partnerships with families that improve equity and promote culturally responsive practices. Reflective inquiry questions and sample conversations to help you examine your own practices. With concrete examples and easy-to-implement strategies, this critical book helps readers put theory into practice while providing essential support for individuals and groups both new to and experienced with trauma-responsive practices in early childhood.
The first self-care book designed specifically for the early childhood field, Culturally Responsive Self-Care Practices for Early Childhood Educators is filled with helpful strategies and tools that you can implement immediately. Recognizing that self-care is not one-size-fits-all, the authors present culturally responsive strategies drawn from diverse early childhood staff working in a range of roles across communities and contexts. By tying the importance of educator self-care to goals of social justice and equity, this book advocates for increased awareness of the importance of self-care on both an individual and institutional level. Through key research findings, effective strategies and personal anecdotes, this accessible guide helps readers understand and engage with the critical role self-care and wellness-oriented practices play in creating strong foundations for high quality early learning programs"--
When children learn about how their brain works, it enables better decision making and choices to help them feel safe, find calm and to build social-emotional skills. Tips for Adults Using This Book with Their Children: Think of this as a science book for children ages 5-10, made fun through the lens of four animals. Lizzie the Lizard Plays the Hindbrain, Malcolm the Meerkat Plays the Amygdala, Elsie the Elephant Plays the Limbic Brain and Ozzie the Owl Plays the Prefrontal Cortex! Complex topics are broken down to help your child understand the science behind their brain and their behavior. Through learning and exploring, they will have increased self-awareness and the tools to stay healthy, safe and calm - socially and emotionally. What better way to help children learn to identify their emotions and sensations, the size of their emotions/sensations and to promote practices for self-regulation. This book is designed to be read with your child/children over time. Depending on your child's developmental age, some may grasp the concepts faster while others may need more time. The most important thing is to create an enjoyable learning experience for you and your child together. Take their lead! If they continue to be interested, then keep reading. If they show signs they are finished for now, listen to those cues and transition to another activity. Offer moments of pause and reflection throughout the book where you can each talk about how you have experienced the part of the brain you are learning about. Remember when you "teach children" (lecture), they may remember but when you "involve them and have fun" (engage them in a two-way interactive conversation building on their interests) they will learn. (Quote adapted by Benjamin Franklin) About the Author: Julie Kurtz is an author, national speaker and parent coach consulting and training on trauma, social-emotional skills and resilience. She promotes the concept of optimal brain integration to maximize the human growth potential. Julie is the Founder and CEO for the Center for Optimal Brain Integration(R). Julie Kurtz is the creator of the phone/tablet Application Trigger Stop: Sensory and Emotional Check-in designed specifically for children (ages 3-8) to promote sensory and emotional literacy in support of self-regulation. Learn more at www.optimalbrainintegration.com.
This book covers the essential language skills new English speakers need in order to remain healthy and to use the resources of the U.S. health system.
Cearfield brings to life a time when carriages traveled the streets, lumber floated down the river, William Jennings Bryan visited Curwensville, Houtzdale's "Alley Popper" railway was running, and people enjoyed fine dining and dancing at the Dimeling Hotel. Postcards, once a convenient and easy way to communicate, inadvertently became an important way of preserving history. The cards of this exciting new collection bear witness to many moments in Clearfield history, including World War I soldiers marching down Market Street, the 1936 flood, the collapse of the Nichols Street Bridge, and the aftermath of the Opera House fire.
Does my life have any deeper meaning? Does God really care about me? How can I find and follow my moral compass? What do I do when my faith is shaken to the core? Spiritual trials, doubts, or conflicts are often intertwined with mental health concerns, yet many psychotherapists feel ill equipped to discuss questions of faith. From pioneers in the psychology of religion and spirituality, this book combines state-of-the-art research, clinical insights, and vivid case illustrations. It guides clinicians to understand spiritual struggles as critical crossroads in life that can lead to brokenness and decline--or to greater wholeness and growth. Clinicians learn sensitive, culturally responsive ways to assess different types of spiritual struggles and help clients use them as springboards to change.
Take a trip back in time to when Clearfield County's woods were occupied by lumbermen and log drives filled the West Branch of the Susquehanna. Through historic photographs, witness the growth of Clearfield, Curwensville, and Dubois despite terrible floods and fires; marvel at the growth from a loose collection of logging towns into prosperous and successful Pennsylvania county, well-known for its coal, quarries, the Gearhart Knitting Machine, and businesses such as Kurtz Brothers, Clearfield Furs, and Clearfield Cheese. The engaging photographs in Clearfield County also document how Kylertown Airport was once one of the busiest in the country and reveal how a few county residents, including Nora Waln, Philip Bliss, George Rosenkrans, and Tom Mix, found fame.
This critical new volume to the field of health studies offers an introductory overview of the determinants of health for Indigenous Peoples in Canada, while cultivating an understanding of the presence of coloniality in health care and how it determines First Nations, Inuit, and Métis peoples’ health and well-being.The text is broken down into the What, Where, Who, and How, and each part contains a comprehensive and holistic approach to understanding the many factors, historical and contemporary, that are significant in shaping the life and health of Indigenous Peoples in Canada and beyond. Comprising wisdoms from First Nations, Inuit, and Métis leaders, knowledge holders, artists, activists, clinicians, health researchers, students, and youth, this book offers practical insights and applied knowledge about combating coloniality and transforming health care systems in Canada. Compiled by experienced editors associated with the National Collaborating Centre for Indigenous Health, Introduction to Determinants of First Nations, Inuit, and Métis Peoples’ Health in Canada draws together the work and writings of primarily Indigenous authors, including academics, community leaders, and health care practitioners. This accessible and timely introduction is a vital undergraduate resource, and invaluable for introducing key concepts and ideas to students new to the field. FEATURES: - written in accessible, engaging language, with pertinent context for theory, to garner a more thorough understanding of core concepts - showcases poetry and visual art by First Nations, Inuit, and Métis artists - contains additional pedagogical features, including questions for critical thought, a glossary of terms, figures, charts, tables, and comprehensive part introductions
Shortlisted, 2021 Memory Studies Association First Book Award The Fact of Resonance returns to the colonial and technological contexts in which theories of the novel developed, seeking in sound an alternative premise for theorizing modernist narrative form. Arguing that narrative theory has been founded on an exclusion of sound, the book poses a missing counterpart to modernism’s question “who speaks?” in the hidden acoustical questions “who hears?” and “who listens?” For Napolin, the experience of reading is undergirded by the sonic. The book captures and enhances literature’s ambient sounds, sounds that are clues to heterogeneous experiences secreted within the acoustical unconscious of texts. The book invents an oblique ear, a subtle and lyrical prose style attuned to picking up sounds no longer hearable. “Resonance” opens upon a new genealogy of modernism, tracking from Joseph Conrad to his interlocutors—Sigmund Freud, Frantz Fanon, W. E. B. Du Bois, William Faulkner, and Chantal Akerman—the racialized, gendered, and colonial implications of acoustical figures that “drift” through and are transformed by narrative worlds in writing, film, and music. A major synthesis of resources gleaned from across the theoretical humanities, the book argues for “resonance” as the traversal of acoustical figures across the spaces of colonial and technological modernity, figures registering and transmitting transformations of “voice” and “sound” across languages, culture, and modalities of hearing. We have not yet sufficiently attended to relays between sound, narrative, and the unconscious that are crucial to the ideological entailments and figural strategies of transnational, transatlantic, and transpacific modernism. The breadth of the book’s engagements will make it of interest not only to students and scholars of modernist fiction and sound studies, but to anyone interested in contemporary critical theory.
Covering print, photography, film, radio, television, and new media, this textbook instructs readers on how to take a critical approach to media and interpret the information overload that is disseminated via mass communication. This fourth edition of Keys to Interpreting Media Messages supplies a critical and qualitative approach to media literacy analysis. Now updated with conceptual changes, current examples, updated references, and coverage of new developments in media— particularly in digital, interactive forms—this book addresses all forms of information disseminated via mass communication. Organized into three sections, the book first presents a theoretical framework for the critical analysis of media text that covers the definition of media literacy as well as fundamental principles and concepts. Part II focuses on the application of this methodological framework to the analysis of advertising, journalism, American political communications, and interactive media. Part III considers specific mass media issues, such as violence in the media, media and children, and global communications, and discusses outcomes of having a media-literate population.
The authorized biography of Pulitzer Prize-winning playwright Wendy Wasserstein. In Wendy and the Lost Boys bestselling author Julie Salamon explores the life of playwright Wendy Wasserstein's most expertly crafted character: herself. The first woman playwright to win a Tony Award, Wendy Wasserstein was a Broadway titan. But with her high- pitched giggle and unkempt curls, she projected an image of warmth and familiarity. Everyone knew Wendy Wasserstein. Or thought they did. Born on October 18, 1950, in Brooklyn, New York, to Polish Jewish immigrant parents, Wendy was the youngest of Lola and Morris Wasserstein's five children. Lola had big dreams for her children. They didn't disappoint: Sandra, Wendy's glamorous sister, became a high- ranking corporate executive at a time when Fortune 500 companies were an impenetrable boys club. Their brother Bruce became a billionaire superstar of the investment banking world. Yet behind the family's remarkable success was a fiercely guarded world of private tragedies. Wendy perfected the family art of secrecy while cultivating a densely populated inner circle. Her friends included theater elite such as playwright Christopher Durang, Lincoln Center Artistic Director André Bishop, former New York Times theater critic Frank Rich, and countless others. And still almost no one knew that Wendy was pregnant when, at age forty-eight, she was rushed to Mount Sinai Hospital to deliver Lucy Jane three months premature. The paternity of her daughter remains a mystery. At the time of Wendy's tragically early death less than six years later, very few were aware that she was gravely ill. The cherished confidante to so many, Wendy privately endured her greatest heartbreaks alone. In Wendy and the Lost Boys, Salamon assembles the fractured pieces, revealing Wendy in full. Though she lived an uncommon life, she spoke to a generation of women during an era of vast change. Revisiting Wendy's works-The Heidi Chronicles and others-we see Wendy in the free space of the theater, where her many selves all found voice. Here Wendy spoke in the most intimate of terms about everything that matters most: family and love, dreams and devastation. And that is the Wendy of Neverland, the Wendy who will never grow old.
They start with the current techniques of gene addition, using non-reproductive (somatic) cells in an effort to cure or treat disease. Next they address the technical problems and moral issues facing attempts to prevent disease through genetically modifying early human embryos or sperm and egg cells. These changes would be passed on to future generations. Chapter 4, in many ways the most original part of this volume, confronts the issue of employing genetic means to improve human abilities and appearance.
Curwensville, one of the oldest towns in Clearfield County, began as a lumber town. Some of the area's finest families made their fortunes by harvesting the tall pine trees that were used as ship masts. The Irvin and Patton families were instrumental in the development of the town, as they brought the railroad to the area and contributed to the schools, banks, and a water system. In the 20th century, industries such as brick making, stone quarries, and tanneries became vital to the community. Bringing to life an era when every settlement was a stop on the railroad route, Around Curwensville is an exciting collection of historic photographs from Curwensville and surrounding towns, including Clearfield, Grampian, and DuBois.
The authoritative presentation of social skills training (SST)--a highly effective, recovery-oriented intervention for people with serious mental illness--the third edition of this complete manual has been significantly revised with over 60% new material. SST can be implemented by a range of providers in diverse clinical and community settings. In a convenient large-size format, the book is packed with practical tools, including clinical vignettes, dialogues, reproducible curricula (Skill Sheets) for 84 skills, guidance for selecting skills to teach based on participants' needs, and tips for overcoming roadblocks. Purchasers get access to a companion website with downloadable copies of the Skill Sheets as well as online-only resources: 84 Social Skill Handouts for clients and 17 assessment forms and other tools for conducting SST groups. New to This Edition *Chapters on specific populations: SST with young people with high clinical risk or first-episode psychosis, older individuals, and those in residential or inpatient settings. *Chapters on cultural factors in SST; gender, sexual identity, and sexual harassment; and technology-based communication. *Three additional curricular areas--technology-based communication, school, and problem solving--for a total of 26 more skills than the prior edition. *Many new reproducible and downloadable tools.
This book posits adaptations as 'hideous progeny,' Mary Shelley's term for her novel, Frankenstein . Like Shelley's novel and her fictional Creature, adaptations that may first be seen as monstrous in fact compel us to shift our perspective on known literary or film works and the cultures that gave rise to them.
In the period just prior to medicine's modernity—before the rise of Renaissance anatomy, the centralized regulation of medical practice, and the valorization of scientific empiricism—England was the scene of a remarkable upsurge in medical writing. Between the arrival of the Black Death in 1348 and the emergence of printed English books a century and a quarter later, thousands of discrete medical texts were copied, translated, and composed, largely for readers outside universities. These widely varied texts shared a model of a universe crisscrossed with physical forces and a picture of the human body as a changeable, composite thing, tuned materially to the world's vicissitudes. According to Julie Orlemanski, when writers like Geoffrey Chaucer, Robert Henryson, Thomas Hoccleve, and Margery Kempe drew on the discourse of phisik—the language of humors and complexions, leprous pustules and love sickness, regimen and pharmacopeia—they did so to chart new circuits of legibility between physiology and personhood. Orlemanski explores the texts of her vernacular writers to show how they deployed the rich terminology of embodiment and its ailments to portray symptomatic figures who struggled to control both their bodies and the interpretations that gave their bodies meaning. As medical paradigms mingled with penitential, miraculous, and socially symbolic systems, these texts demanded that a growing number of readers negotiate the conflicting claims of material causation, intentional action, and divine power. Examining both the medical writings of late medieval England and the narrative and poetic works that responded to them, Symptomatic Subjects illuminates the period's conflicts over who had the authority to construe bodily signs and what embodiment could be made to mean.
First published in 2001. Making Culture Visible provides a fresh focus on the history of nineteenth-century photography. The narrative moves from a close focus on several selected events between 1847 and 1900, beginning with six industrial fairs of the 1840s-1860s to the looming presence of the Philadelphia Centennial Exhibition in the mid-1870s. The last two chapters deal with the exhibition work of the Smithsonian Institution’s US National Museum in the 1880s and finally the collecting and displays of public libraries in the 1890s. The evolution of the increasingly complex social function of photography is clearly demonstrated.
Do Glaciers Listen? explores the conflicting depictions of glaciers to show how natural and cultural histories are objectively entangled in the Mount Saint Elias ranges. This rugged area, where Alaska, British Columbia, and the Yukon Territory now meet, underwent significant geophysical change in the late eighteenth and nineteenth centuries, which coincided with dramatic social upheaval resulting from European exploration and increased travel and trade among Aboriginal peoples. European visitors brought with them varying conceptions of nature as sublime, as spiritual, or as a resource for human progress. They saw glaciers as inanimate, subject to empirical investigation and measurement. Aboriginal oral histories, conversely, described glaciers as sentient, animate, and quick to respond to human behaviour. In each case, however, the experiences and ideas surrounding glaciers were incorporated into interpretations of social relations. Focusing on these contrasting views during the late stages of the Little Ice Age (1550-1900), Cruikshank demonstrates how local knowledge is produced, rather than discovered, through colonial encounters, and how it often conjoins social and biophysical processes. She then traces how the divergent views weave through contemporary debates about cultural meanings as well as current discussions about protected areas, parks, and the new World Heritage site. Readers interested in anthropology and Native and northern studies will find this a fascinating read and a rich addition to circumpolar literature.
Since the early 1990s, tens of thousands of memoirs by celebrities and unknown people have been published, sold, and read by millions of American readers. The memoir boom, as the explosion of memoirs on the market has come to be called, has been welcomed, vilified, and dismissed in the popular press. But is there really a boom in memoir production in the United States? If so, what is causing it? Are memoirs all written by narcissistic hacks for an unthinking public, or do they indicate a growing need to understand world events through personal experiences? This study seeks to answer these questions by examining memoir as an industrial product like other products, something that publishers and booksellers help to create. These popular texts become part of mass culture, where they are connected to public events. The genre of memoir, and even genre itself, ceases to be an empty classification category and becomes part of social action and consumer culture at the same time. From James Frey’s controversial A Million Little Pieces to memoirs about bartending, Iran, the liberation of Dachau, computer hacking, and the impact of 9/11, this book argues that the memoir boom is more than a publishing trend. It is becoming the way American readers try to understand major events in terms of individual experiences. The memoir boom is one of the ways that citizenship as a category of belonging between private and public spheres is now articulated.
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