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Children in today's society face many stresses from a variety of sources that have a major impact on thier psychosocial adjustment and academic performance in school. These stressful events and thier consequences on the quality of life and academic success are particularly significant among low-income and ethnic minority students in American society. Many schools have adopted strategies to help students who are impacted by stressful life events to deal affectively with their problems in an attempt to reduce school failure and school dropout rates among these students. Most notable among these strategies are school-based mental health programs including the establishment of school-based mental health teams which seek to proactively address individual student concerns while improving the general climate of schools. The evidence seems to support the claim that these school-based services have a positive impact on students' social and emotional well-being as well as on their academic achievements. However, with more careful monitoring and much more consistent support from administrators and policy makers, these school-based approaches can more fully realize their potential to enhance the quality of life and to positively impact the future of many poor and ethnic minority students.
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This book serves as a reference guide on the implementation of basic and more advanced behavior management strategies. It covers the principles and application of basic learning theories as well as those that integrate cognitions and emotions in treatment frameworks. It takes the reader through the essential steps in developing behavior management plans, including conducting functional behavior analyses and curriculum-based assessments. The contributors describe and share examples of various behavioral intervention techniques that address behavioral challenges in a variety of settings. These methods include more traditional approaches, such as classical and instrumental learning strategies and cognitive behavior management techniques. They also discuss less traditional and alternative approaches, including social and emotional learning, character development, and yoga. The book is appropriate for professionals in various specialty areas, including classroom teachers, college professors, and undergraduate and graduate students majoring in general education, special education, school psychology, psychology, educational leadership, school counseling, and social work. It is also appropriate for professionals who work with children on the autism spectrum and for board certified behavioral analysts.
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Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade students from six elementary schools in a Northwestern urban community. Beyond the importance of prior levels of academic competence, considerable variance in end-of-year academic outcomes was predicted by initial levels of academic social-emotional competence and improvements in social-emotional competence and perceived teacher support over the course of the year. Noteworthy is that findings were strongest for African-American students, but methodological caveats regarding research with underachieving minority youth were discussed. The findings suggest that school psychologists and others designing interventions to improve achievement of disadvantaged students should address social-emotional competencies and classroom climate, especially teacher support of students.
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In-depth study of the human genome holds the potential to provide needed focus on genetic disorders that affect hundreds of thousands of children and significantly affect their development. Neurofibromatosis Type-1 (NF-1) is one of the most common genetic disorders that affect neurological, cognitive, social, and physical development. NF-1 affects all racial groups and both genders equally. NF-1 occurs in about 1 in 2,500 to 3,300 individuals in the population. The incidence rate at birth is about 0.0004 births in the United States and is growing in prevalence. Children with NF-1 experience a range of psychomotor and cognitive impairments that affect the quality of their social lives and their learning and academic achievements. Interventions to address the psychosocial and educational needs of children with NF-1 include a range of social and academic support services, which are most effective when they are comprehensive, involve a multidisciplinary team of educational and health experts, and include a focus on supporting and empowering family members to be effective caregivers. Efforts to address the needs of children with NF-1 and to provide adequate support to their families have significant policy implications for local, state, and federal officials.
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This book identifies core knowledge that educational leaders need to learn in pre-service preparation and throughout in-service professional development. The contributors discuss established pedagogical and experiential learning models as well as provocative new paradigms of their own to help prepare leaders and reinforce leadership effectiveness.
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In this writer’s view, the building of social capital starts with the development of personal individual capital. The author posits that an individual may not be optimally effective in building meaningful social relationships and networks, or in influencing results in one’s community that serve the individual and others well, unless the individual has the prerequisite personal attributes and skillsets to do so. Therefore, in this chapter, the author identifies four key personal capital attributes that he sees as foundational to the building of social capital from the inside out. The dynamic synergistic interface among these four core attributes (Control, Empathy, Awareness, and Resolve), is referred to in this chapter as “Intrapower that is seen as a potent facilitative force in the effective building of social capital.
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