Applying Trauma-Sensitive Practices in School Counseling provides school counselors with the research, knowledge, and skills they need to implement interventions that will impact the academic, social, and emotional outcomes of traumatized students. This guidebook is for school counselors, especially those who work with students with Adverse Childhood Experiences (ACEs). Readers will obtain background information about ACEs and the effects of chronic stress in childhood, trauma-informed programs for school counselors to lead school-wide, and tools and strategies for school counselors to implement in personal practice.
Applying Trauma-Sensitive Practices in School Counseling provides school counselors with the research, knowledge, and skills they need to implement interventions that will impact the academic, social, and emotional outcomes of traumatized students. This guidebook is for school counselors, especially those who work with students with Adverse Childhood Experiences (ACEs). Readers will obtain background information about ACEs and the effects of chronic stress in childhood, trauma-informed programs for school counselors to lead school-wide, and tools and strategies for school counselors to implement in personal practice.
This book presents the first comprehensive study of the collecting, consumption and display of Chinese porcelain in Britain from the 16th to the 20th century, as well as the impact of this activity on British culture. Beginning with the early porcelains acquired as objects of exotica and vessels for the consumption of tea and coffee, followed by porcelains for display in the country house interior, the first part of this book reveals the role of porcelain in Britain's developing economic relations with China and the impact of this material on both daily life and interior design. The subsequent diplomatic and political conflicts of the 18th and 19th centuries provide a framework for an examination of British consumption of Chinese porcelain as both spoils of war and iconic representations of China, material which helped to shape and influence British perceptions of China. The final section demonstrates how these perceptions of China and its porcelain began to change significantly in the 20th century with porcelains acquired as works of art and displayed publicly in museums. Collectors in Britain began to specialise in this area and actively invented a 'field' of Chinese ceramics that was promulgated by learned societies and culminated in the founding of a museum of Chinese ceramics in London by one of the foremost British collectors, Sir Percival David, who donated his world class collection to the University of London in 1950.
The new edition of the leading textbook on the biopsychosocial processes of aging in adults, fully revised and updated. Adult Development and Aging helps student readers understand the aging process both in themselves and in those around them. Approaching the subject from the biopsychosocial perspective — an innovative model of adult development that takes into account the influences and interactions of complex biological, psychological, and social processes — authors Susan Krauss Whitbourne and Stacey B. Whitbourne explore the latest concepts and applications in this exciting academic discipline. Based on Susan's classroom experience teaching her Psychology of Aging course, this engaging textbook integrates current research, real-world data, detailed explanations, and relatable examples to provide a balanced and accessible examination of the subject. This fully updated and revised seventh edition offers inclusive coverage of recent advances in neuroscience and genetics, cognitive functions, vocational development, sociocultural influences, mental health issues, health and prevention, and much more. "AgeFeeds" provide key information for each chapter, while new graphics, charts, tables, and figures enhance the text's visual appeal and strengthen student comprehension and retention. Acclaimed for its depth, currency, and student-friendly presentation, this popular textbook: Uses a multidisciplinary approach for understanding adult aging and development Offers positive images of aging and the newest and most relevant research in the field Provides new and updated illustrations, references, quizzes, examples, and research Offers practical self-help tips and up-to-date links to online resources Includes extensive supplementary teaching and learning material including a test bank, PowerPoint slides, and an instructor’s manual Adult Development and Aging: Biopsychosocial Perspectives, 7th Editionis an invaluable source of topically relevant information for traditional college-age learners and mature returning students alike, as well as for instructors and academic researchers in areas of adult aging and lifespan development.
The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.
The fourth edition continues to provide psychologists with a fresh and engaging approach to the field of psychology of adult development and aging. It focuses on three themes: a multidisciplinary approach, positive images of aging, and the newest and most relevant research. Recent articles and updates to the information on demography, economics, and public policy are presented. The Aging in the News feature includes a story of a remarkable achievement by a middle-aged or older adult. The Assess Yourself boxes are also updated with new questions. Psychologists appreciate this mix of examples and discussions that make the material come to life.
`An excellent book. The authors have the rare capacity to handle popular culture and case studies in a theoretically informed manner. Original and well researched′ - Mike Featherstone, Nottingham Trent University Understandings of globalization have been little explored in relation to gender or related concerns such as identity, subjectivity and the body. This book contrasts `the natural′ and `the global′ as interpretive strategies, using approaches from feminist cultural theory. The book begins by introducing the central themes: ideas of the natural; questions of scale and context posed by globalization and their relation to forms of cultural production; the transformation of genealogy; and the emergence of interest in definitions of life and life forms. The authors explores these questions through a number of case studies including Benneton advertising, Jurassic Park, The Body Shop, British Airways, Monsanto and Dolly the Sheep. In order to respecify the `nature, culture and gender′ concerns of two decades of feminist theory, this highly original book reflects, hypothesizes and develops new interpretive possibilities within established feminist analytical frames.
Annotation Nofziger (sociology, anthropology, and social work, Kansas State U.) applies self-control theory to a broad spectrum of juvenile behaviors from schoolyard bullying to drive-by shootings. After reviewing subcultural and other criminological theories, the author explains self-control theory's focus on tendencies toward criminality rather than on specific crimes. From an analysis of survey data from four Fayetteville, AR schools, she concludes that bullying should receive as much attention as more violent behaviors since they all can be mitigated by self-control or triggered by opportunity. The survey form is appended. Annotation c. Book News, Inc., Portland, OR (booknews.com).
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