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101 Answers for New Teachers and Their Mentors [electronic resource] : Effective Teaching Tips for Daily Classroom Use by Breaux, Annette.;
Cover; Title Page; Copyright Page; Dedication; About the Author; Contents; Foreword; Introduction; Classroom Management; 1 Off to a Positive Start; 2 The Importance of Classroom Management; 3 Have Procedures for Almost Everything; 4 Discipline; 5 Use the "Are You All Right?" Technique; 6 Greet Students Daily; 7 Learn What to Overlook; 8 Handle Discipline Problems Discreetly; 9 Handle Your Own Discipline Problems; 10 Catch Students Behaving; 11 Be Proactive; 12 Provide Frequent Stretch Breaks; 13 Use Proximity; 14 Do Not Provoke Defensiveness; 15 Avoid "Down" Time; 16 Put Students at Ease17 Provide Structured "Bell-Work"18 Avoid Power Struggles with Students; 19 Make the Punishment Fit the Misbehavior; 20 Attack the Problem, Not the Person; Planning; 21 Manage Your Time Wisely; 22 Understand that Teaching Is Hard Work; 23 Do Not Procrastinate; 24 Plan Effective Lessons; 25 Be Organized and Prepared; 26 Maintain Accurate Records; 27 Make the Objectives "Clear" for Each Lesson; 28 Provide a Plan for Substitutes; Instruction; 29 Learn to Recover Quickly; 30 Teach Students at "Their Level"; 31 Observe Other Teachers; 32 Refrain from Lecturing; 33 Refrain from "Textbook Teaching"34 Teach Social Skills35 Focus on Students' Strengths; 36 Allow and Encourage Students to Work Cooperatively; 37 Relate Lessons to Real Life; 38 Avoid Homework Overload; 39 Model the Skills You Teach; 40 Make Learning Fun; 41 Encourage Active Student Participation; 42 Challenge Students to Think Critically; 43 Use Authentic Means of Assessment; 44 Vary Your Teaching Strategies; 45 Do What's Best, Not What's Easiest; Professionalism: Attitudes andBehaviors of Effective Teachers; 46 Maintain a Positive Reputation; 47 Do Not Fall Prey to Feeling Victimized; 48 Choose Your Reactions49 Don't Let Negative Coworkers Affect You50 Learn to Work Cooperatively with Parents; 51 Steer Clear of the Blame Game; 52 Participate in After-School Functions; 53 Resist the Temptation for More "Stuff"; 54 Avoid Lounge Gossip; 55 Remind Yourself Why You Chose to Become a Teacher; 56 Enlist the Support of Others; 57 Be the Best You Can Be; 58 Set Goals for Your Own Improvement; 59 Be Flexible; 60 Learn and Grow from Your Mistakes; 61 Ask Lots of Questions; 62 Dress Like a Professional; 63 Devise a "Teacher Report Card"; 64 Be a Role Model for Your Students; 65 Maintain Your Composure66 Cooperate with Administration67 Avoid "Acting When Angry"; 68 Do Not Allow Your Personal Problems toSpill Over into the Classroom; 69 Focus on What You CAN Change; 70 Grow as a Professional; Motivation and Rapport; 71 Celebrate the Uniqueness of Your Students; 72 Light a Spark in Your Students; 73 Smile; 74 Give Your Students More Credit than They Deserve; 75 Make Every Student Your "Favorite"; 76 Set the Stage for Success; 77 Provide Positive Feedback; 78 Use Clever Psychology; 79 Act as though Every Subject You Teach Is Your "Favorite"; 80 Focus on the "Positives" in Your Classroom81 Display Student WorkUpdated: The 2nd edition of this bestselling title features brand new strategies plus illustrations! Make sure your new teachers are ready for the realities of the classroom. Be confident that their mentors are focused and effective. Organized so new teachers can read it by themselves, this book can also be studied collaboratively with veteran teachers who have been selected to mentor them. Addressing the questions and struggles of all new teachers - with simple solutions - this book:Generates instant impact on teacher effectiveness Promotes communication between new teachers and their mentors
Subjects: Electronic books.; Effective teaching -- Handbooks, manuals, etc.; Effective teaching; First year teachers -- In-service training -- Handbooks, manuals, etc.; First year teachers; Mentoring in education -- Handbooks, manuals, etc.; Mentoring in education;
© 2013., Taylor and Francis,
On-line resources: Click here to view book;
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Health Literacy and School-Based Education [electronic resource]. by Marks, Ray.(SAGE)1621110;
Front Cover; Health Literacy and School-Based Health Education; Copyright Page; Acknowledgments; Contents; List of Contributors; Preface: A Health Literacy Syllabus; References; Introduction; References; 1. Health Literacy: What Is It and Why Should We Care?; 1.1. Background; 1.2. Health Literacy Outcomes; 1.3. Persistent Challenges; 1.4. Changing the Landscape; 1.5. Health Literacy Definitions; 1.6. Categories of Health Literacy; 1.7. Who is Affected?; 1.8. Costs of Limited Health Literacy; 1.9. Summary; References; 2. Health Literacy, Health and Academic Status2.1. Role of Schools in Promoting Health Literacy2.2. Does This Idea Work?; 2.2.1. Case Examples; 2.2.2. Current Barriers to Achieving Optimal Health Literacy Among School-Aged Youth; 2.2.3. Are There Solutions to Meet This Set of Challenges?; 2.2.4. Promoting School-Based Health Literacy; References; 3. Healthy Literacy Skills Needed by Children, Teachers and Parents; References; 4. Strategies for Measuring and Maximizing Health Literacy of Youth; 4.1. Our Conceptual Orientation; 4.2. Critical Media Health Literacy: Project C; 4.2.1. The Grade 10 Health Education Curriculum4.2.2. The Grade 7 Language Arts Curriculum4.3. Results; 4.4. Implications for Classroom Teaching and Assessment; 4.5. Conclusion; References; Appendix A. Energy Drinks Lesson Plan; Appendix B. Energy Drinks Scenario; Appendix C. Critical Media Health Literacy Grade 10 Lesson Plans; Appendix D. Critical Health Media Literacy Pre- and Post-test questions; Appendix E. Grade 7 Critical Media Health Literacy Lesson Plans; 5. Secondary Strategies for Maximizing Health Literacy of Youth; 5.1. Role of Teachers - Involve, Include, Foster, Encourage, Support; 5.2. Instructional Strategies5.3. Example of Elements of a Promising Comprehensive School-Based Curriculum for Promoting Health Literacy for Grades K-65.3.1. Growing Healthys® Curriculum Components; 5.3.2. Growing Healthys® Ready-Made Teaching Materials; 5.3.3. Growing Healthys® Peripheral Kits; 5.3.4. Growing Healthys® Glossary; 5.3.5. Growing Healthys® Online Training; 5.4. Integrating Health into Lesson Plans; 5.5. Summary; 5.6. CODA; References; 6. Future Directions: How to Organize Classroom Practices to Support the Development of Holistic Health Literacy; 6.1. Introduction6.2. Health Literacy - An Ability to Understand Oneself, Others and the World Beyond6.3. Learning for Theoretical Knowledge; 6.4. Learning for Practical Knowledge; 6.5. Learning for Critical Thinking; 6.6. Learning for Self-Awareness; 6.7. Learning for Citizenship; 6.8. Summary; References; Afterword: The Health Literacy Report Card; Health Literacy: Ideas for a Dynamic Future; References; Resources for Promoting Health Literacy in Schools; Appendix A; Appendix A1 - Topics that can be Taught in Pre-K; Appendix A2; Appendix A3; Appendix A4; Appendix A5; Appendix BAppendix B1 - Integration Strategies for Mental Health Related TopicsHealth literacy plays a critical role in the understanding and application of health related information. This work describes the concept of health literacy and the development of health literacy skills among children and young people, whilst also discussing the economics of health illiteracy. This book should be of interest to educators, school administrators and policy makers.
Subjects: Electronic books.; Medicine and psychology -- Handbooks, manuals, etc.;
On-line resources: CGCC online access;
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Concise Guide to Child and Adolescent Psychiatry. by Dulcan, Mina K.(DLC)1793763; Ballard, Rachel R.; Jha, Poonam.; Sadhu, Julie M.;
"Cover " -- "Half Title " -- "Title Page" -- "Copyright " -- "Contents " -- "List of Tables " -- "About the Authors " -- "Preface To the Fifth Edition " -- "1 Introduction " -- "Change in Children and Adolescents " -- "Overview of Diagnosis " -- "Use of DSM-5 for Children and Adolescents " -- "Comorbidity " -- "Overview of Treatment " -- "2 Evaluation and Treatment Planning " -- "Evaluation " -- "Use of Multiple Informants " -- "History From Parents " -- "Patient Interview " -- "Family Evaluation " -- "Standardized Evaluation Instruments " -- "Medical Evaluation " -- "School Assessment " -- "Psychological Testing " -- "Treatment Planning " -- "Feedback " -- "3 Neurodevelopmental Disorders " -- "Intellectual Disability " -- "Communication Disorders " -- "Autism Spectrum Disorder " -- "Attention-Deficit/Hyperactivity Disorder " -- "Specific Learning Disorder " -- "Developmental Coordination Disorder " -- "Tic Disorders " -- "4 Schizophrenia "."5 Bipolar Disorder " -- "6 Depressive Disorders " -- "Disruptive Mood Dysregulation Disorder " -- "Major Depressive Disorder and Persistent Depressive Disorder " -- "7 Anxiety Disorders " -- "Separation Anxiety Disorder " -- "Selective Mutism " -- "Social Anxiety Disorder (Social Phobia) and Specific Phobias " -- "Panic Disorder " -- "Generalized Anxiety Disorder " -- "8 Obsessive-Compulsive and Related Disorders " -- "Obsessive-Compulsive Disorder " -- "Trichotillomania (Hair-Pulling Disorder) " -- "Excoriation (Skin-Picking) Disorder " -- "9 Trauma- and Stressor-Related Disorders " -- "Reactive Attachment Disorder and Disinhibited Social Engagement Disorder " -- "Posttraumatic Stress Disorder and Acute Stress Disorder " -- "Adjustment Disorders " -- "10 Feeding and Eating Disorders " -- "Pica " -- "Rumination Disorder " -- "Avoidant/Restrictive Food Intake Disorder " -- "Anorexia Nervosa and Bulimia Nervosa " -- "Anorexia Nervosa "."Bulimia Nervosa " -- "11 Elimination Disorders " -- "Enuresis " -- "Encopresis " -- "12 Sleep-Wake Disorders " -- "Evaluation of Sleep-Related Complaints " -- "Insomnia " -- "Narcolepsy " -- "Obstructive Sleep Apnea " -- "Circadian Rhythm Sleep-Wake Disorders " -- "Parasomnias " -- "NREM Sleep Arousal Disorders " -- "Nightmare Disorder " -- "Restless Legs Syndrome " -- "Psychiatric Disorders and Sleep Problems " -- "13 Gender Dysphoria " -- "14 Disruptive, Impulse-Control, and Conduct Disorders " -- "Oppositional Defiant Disorder " -- "Conduct Disorder " -- "15 Substance-Related and Addictive Disorders " -- "16 Special Clinical Circumstances " -- "Emergencies " -- "Assessment and Triage " -- "Suicide " -- "Child Maltreatment " -- "Out-of-Control Behavior " -- "Family Transitions " -- "Divorce " -- "Physical Illness in Parents or Siblings " -- "Death of a Family Member " -- "Adoption " -- "Cultural Factors for Immigrant Families "."Adolescent Pregnancy " -- "Obesity " -- "Physically Ill Children And Adolescents " -- "Developmental Factors in Reaction to Acute Illness, Hospitalization, and Surgery " -- "Chronic Illness " -- "Adherence to Treatment " -- "Treatment " -- "Children of Psychiatrically Ill Parents " -- "Risks and Resilience " -- "Interventions " -- "17 Psychopharmacology " -- "Special Issues for Children and Adolescents " -- "Stimulant Medications " -- "Atomoxetine " -- "Guanfacine and Clonidine " -- "Antidepressants " -- "Lithium Carbonate " -- "Antipsychotics " -- "Anticonvulsants " -- "Melatonin " -- "Omega-3 Fatty Acids " -- "18 Psychosocial Treatments " -- "Communication With Children and Adolescents " -- "The Resistant Child or Adolescent " -- "Types of Psychotherapy " -- "Supportive Therapy " -- "Psychodynamically Oriented Therapy " -- "Time-Limited Therapy " -- "Other Models of Therapy " -- "Parent Counseling and Psychoeducation "."Behavior Therapy " -- "Parent Management Training " -- "Classroom Behavior Modification " -- "Family-Based Assessment and Treatment " -- "Group Therapy " -- "Systems of Care " -- "Milieu Treatment: Inpatient Hospitalization, Residential Treatment, and Partial Hospitalization " -- "Inpatient Hospitalization and Residential Programs " -- "Partial Hospitalization " -- "Adjunctive Treatments " -- "Special Education Placements " -- "Recreation " -- "Foster Care " -- "Parent Support Groups " -- "Appendix: Resources for Parents " -- "Information on the Internet " -- "Books " -- "Index ".An indispensable primer on child and adolescent psychiatry for medical and mental health students and clinical trainees, this guide also serves as an ideal, quick-reference update for practicing physicians, nurses, and advanced practice nurses.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Adolescent psychiatry-Handbooks, manuals, etc.; Child psychiatry-Handbooks, manuals, etc.;
On-line resources: CGCC online access;
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Master Posing Guide for Portrait Photographers : A Complete Guide to Posing Singles, Couples and Groups. by Wacker, J D.;
Cover -- Copyright -- Table of Contents -- About the Author -- Preface -- Introduction -- part one the psychology of posing -- 1. Confidence -- 2. Basic Dos and Don'ts -- Prior to the Session -- During the Session -- After the Session -- 3. Goals -- Goals for Posed Portraits -- Masculine or Feminine -- Active Poses -- part two the mechanics of posing -- 4. Posing From the Ground Up -- There's No "Standard" Subject -- What to Show, What to Hide -- Comfortable, Balanced Poses -- 5. Diagonals, Triangles, and Balance -- 6. Key Posing Points -- Feet -- Hands -- Eyes -- 7. Key Posing Lines -- Posing Line Exercise -- 8. Key Posing Planes -- The Head/Facial Plane -- The Body Plane -- Poses That ell -- Top-Five Female Poses -- Top-Five Male Poses -- Top-Five Poses for Couples -- 9. Corrective Posing -- Weight -- Specific Individual Features -- 10. Finishing Touches -- Expression -- Mood -- Style -- 11. Posing Tools -- What to Look For -- Popular Options -- Evaluate and Expand Your Tools -- 12. Activity-Based Posing -- Consultations -- Natural, But Better -- Practice and Preparation -- 13. Posing for Sales and Efficiency -- Shoot in Series -- Building Up and Breaking Down -- Using the "Right" Poses -- Posing for Varied Tastes and Preferences -- Scenic Portraits -- 14. Posing on Location -- Light Sources -- The Background -- Working with Existing Posing Elements -- 15. Other Posing Challenges -- Clients' Ideas -- Clothing -- Hairstyles -- Posing with Vehicles, Large Animals, Props, Etc. -- The Business Portrait -- part three posing in practice -- 16. children -- 17. High-School Seniors -- 18. Men -- 19. Women -- 20. Brides, Grooms, and Weddings -- 21. Models -- 22. Couples -- 23. Families -- 24. Teams, Groups, and Events -- 25. Pets -- Index -- Back Cover.Photographers are guided through every aspect of posingbeginning with the consultation and continuing with specific tips for posing children, high school seniors, wedding parties, families, events, teams, groups, and petsin this comprehensive manual. Maintaining that good posing is 80 percent mental and only 20 percent technical, this guide stresses the importance of communication between photographer and subject to creating a portrait that not only captures the subject's personality but also makes the subject comfortable, fostering repeat business.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Portrait photography--Posing--Handbooks, manuals, etc.;
On-line resources: CGCC online access;
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Essentials of the California Verbal Learning Test : CVLT-C, CVLT-2, and CVLT3. by Farrer, Thomas J.; Drozdick, Lisa W.;
Cover -- Title Page -- Copyright -- Contents -- One Overview -- Introduction -- History and Development -- Overview and Organization of the CVLT-C -- Overview and Organization of the CVLT-II -- Overview and Organization of the CVLT3 -- Theoretical Foundation -- Processes of Memory -- Performance Validity -- Research Foundation -- Standardization and Psychometric Properties -- Comprehensive References on Test -- A Note on CVLT Nomenclature -- Two How to Administer the CVLT-C, CVLT‐II, and CVLT3 -- Appropriate Testing Conditions -- Testing Environment -- Testing Materials -- Trial Administration Sequence -- Administering CVLT‐II or CVLT3 Short Form -- Administering CVLT VIA Telepractice -- Developing Rapport with Examinees -- Establishing Rapport -- Maintaining Rapport -- Testing Individuals with Special Needs -- Testing Older Adults -- Rulesl Of Administration -- Recording Responses -- Querying, Prompting, and Repeating -- Specific Trial Administration Guidelines -- Learning Trials (All CVLT Editions and Forms) -- Interference Trial: List B (CVLT‐II and CVLT3 Standard and Alternate Forms, CVLT‐C) -- 30‐Second Distractor Task (CVLT‐II Short Form, CVLT3 Brief Form) -- Short‐Delay Free Recall (All Forms) -- Short‐Delay Cued Recall (CVLT‐II and CVLT3 Standard and Alternate Forms, CVLT‐C) -- Delay (All Forms) -- Long‐Delay Free Recall (All Forms) -- Long‐Delay Cued Recall (All Forms) -- Long‐Delay Yes/No Recognition (All Forms) -- Long‐Delay Forced‐Choice Recognition (All Forms of the CVLT‐II and CVLT3) -- Three How to Score the CVLT‐C, CVLT‐II, and CVLT3 -- Classifying Responses on Recall Trials -- Correct Responses -- Repetitions (Perseverations on CVLT‐C) -- Intrusions -- Deriving Primary Raw Scores -- Primary Recall Measures -- Primary Recognition Measures -- Deriving Standardized Scores for Primary Measures -- Deriving CVLT Process Scores.Learning Characteristics -- Recall Error Measures -- Contrast Measures -- Forced‐Choice Recognition Measures (CVLT‐II and CVLT3) -- Additional Scores -- Computer Scoring Procedures -- Four Interpretation of the CVLT -- Factors That Affect Interpretation -- Understanding Scores from the CVLT -- Interpretation of CVLT Primary Scores -- Trial 1 Total Correct -- Trials 1-5 Total Correct -- Interference Trial: List B (Standard and Alternate Forms Only) -- Short‐Delay Recall -- Long‐Delay Recall -- Yes/No Recognition -- Learning Characteristics -- Clustering -- Learning Slope -- Recall Order Effects -- Recall Consistency -- Trials 2-5 Total Correct -- Recall Errors -- Repetitions and Perseverations -- Intrusions -- Performance Validity (CVLT‐II and CVLT3) -- Five Strengths and Weaknesses of CVLT -- CVLT Strengths and Weaknesses -- Strengths and Weaknesses of the CVLT‐C -- Strengths and Weaknesses of the CVLT‐II -- Strengths and Weaknesses of the CVLT3 -- Six CVLT Performance in Clinical Populations -- CVLT‐II and CVLT3 in Clinical Populations -- Memory Decline -- Memory Change Due to Injury to the Central Nervous System -- Psychiatric Disorders and Memory -- CVLT‐C in Clinical Populations -- School‐Based Assessments -- Healthcare‐Based Assessments -- Seven Illustrative Case Reports -- Case 1 (S.R.)-Typical Memory -- Case 2 (D. B.)-Probable Alzheimer's Disease -- Case 3 (J. L.)-Parkinson's Disease -- Case 4 (N.C.)-Multiple Sclerosis -- Case 5 (G. G.)-Mild Traumatic Brain Injury: Pediatric Case -- Conclusion -- References -- Author Index -- Subject Index -- EULA.Description based on publisher supplied metadata and other sources.
Subjects: Electronic books.; Verbal learning-Testing-Handbooks, manuals, etc.;
On-line resources: CGCC online access;
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Handbook of the Social Psychology of Inequality. by McLeod, Jane D.; Lawler, Edward.(SAGE)1577786; Schwalbe, Michael.;
Preface -- Contents -- Contributors -- Introduction -- Social Psychology and the Study of Inequality -- Goals and Organization of this Handbook -- Orienting Perspectives and Concepts -- Creating, Reproducing, and Resisting Inequality -- Contexts of Inequality -- Dimensions of Inequality -- Outcomes of Inequality -- Cross-Cutting Themes in the Social Psychology of Inequality -- Implicit Processes -- Meanings -- The Shaping of Human Agency -- Linking Levels of Analysis -- References -- Part I -- Orienting Perspectives and Concepts -- Chapter 1 -- Status -- Introduction -- History -- Expectation States Theory -- Basic Approach -- Performance Expectations or Dominance? -- Sources of Performance Expectations -- Status Characteristics -- Behavioral Interchange Patterns -- Social Rewards -- Other Developments in Expectation States Research -- Shaping Actual Performance -- Double Standards -- Legitimacy -- Power -- Interventions Against Status Generalization -- Second Order Expectations -- Status Construction Theory -- New Directions -- Expanding the Frame on Basic Questions -- Status Beyond the Immediate Group -- Status and "Quality" -- Status, Emotions, and Legitimating Ideologies -- Status Processes that Mediate Inequality in the Workplace and Elsewhere -- Conclusion -- Notes -- References -- Chapter 2 -- Theoretical Perspectives on Power and Resource Inequality -- Introduction -- Defining Power: Various Views -- The Differentiating Aspects of Power -- Exchange Theories of Power and Resource Inequality -- The Symbolic Aspects of Power -- Linking Power and Resource Inequality -- Conceptualizing Power -- From Power to Cohesion -- The Cooperative Aspects of Power -- Power, Resources and Other Social Psychological Processes -- Status, Power and Resource Inequality -- Perception, Power and Resource Inequality -- Conclusion -- References -- Chapter 3.Stigma and Social Inequality -- Origins-Goffman and the Labeling Debate -- What Is Stigma? -- How Do Stigmatizing Circumstances Differ from each Other? -- Why Do People Stigmatize? -- How Does Stigma Produce Inequality? -- How Do People Seek to Resist Stigma? -- The Scope of Inequality Consequences Associated with Stigma -- Conclusion -- References -- Chapter 4 -- Inequality: A Matter of Justice? -- Introduction -- Conceptualizing Justice and Equality: Philosophical and Social Psychological Roots -- Philosophical Roots of Justice and Equality -- Social Psychological Approaches to Justice with Considerations of Equality -- Perceiving Inequalities as (Un)Just -- Sociological Approaches -- Psychological Approaches -- Empirical Work: Perceptions of Equality, Evaluations of Justice -- Responding to Unfair Inequalities -- Sociological Approaches -- Psychological Approaches -- Empirical Work: Responses to Injustice, to Inequality -- Inhibiting Responses to Unfair Inequalities -- Sociological Approaches -- Psychological Approaches -- Empirical Work: Inhibiting Responses to Injustice, to Inequality -- Conclusion -- References -- Chapter 5 -- Intersectionality -- Intersectionality in Practice: An Introductory Example -- Defining Intersectionality -- Early Conceptualizations -- Contemporary Conceptualizations -- Locating Intersectionality in Social Psychological Concepts and Theories -- Social Cognition -- Social Exchange -- Symbolic Interaction -- How Intersectionality Advances the Social Psychology of Inequalities -- Methodologies and the Challenges of Doing Intersectional Research -- Empirical Examples -- Social Cognition: Compound Categories and "Seeing Race" -- Social Exchange: Egalitarianism in Invisible Families -- Symbolic Interaction: Reproducing and Resisting Identities -- Conclusion -- References -- Part II.Creating, Reproducing, and Resisting Inequality -- Chapter 6 -- Constructing Difference -- Creating Difference -- Why People Construct Group Differences -- How Hierarchically Ordered Social Differences Arise -- Why People Participate in Difference -- How Group Differences are Learned -- Doing Difference: How We Construct Difference at the Individual and Interpersonal Levels -- Doing Difference by Constructing Difference as Natural -- Doing Difference in Interpersonal Interaction -- Constructing Difference Through Identities -- Transcending Difference -- Crossing Categories -- Transforming Meaning -- Challenging Categorization -- Challenging Difference by Challenging Inequality -- Conclusion -- References -- Chapter 7 -- Dramaturgy and Dominance -- Rules and Enabling Conventions -- The Dramaturgical View of the Self -- Self, Identity, and Inequality in Dramaturgical Perspective -- Accountability -- Resistance -- Countering Stigma -- Oppositional Cultures and Identity Projects -- Strategic Disruptions of the Interaction Order -- Self-Narratives in Social Movements -- Theoretical Extensions -- The Body as a Peremptory Signifier -- Expressive Habitus -- Nets of Accountability -- Affinities with Other Perspectives -- Conclusion -- References -- Chapter 8 -- Language and Talk -- Intellectual Roots and Theoretical Perspectives -- Traditional Psychological Approaches to Language -- Symbolic Interactionism -- Speech Act Theory -- Ethnomethodology and Conversation Analysis -- Discourse Analysis -- Discursive Psychology -- Summary -- Elements of Talk -- Language Choice -- Accent and Linguistic Style -- Word Choice -- Categories -- Terms of Address and Reference -- Utterances -- Statements -- Explanations -- Evaluations -- Stories -- Forecasting -- Humor -- Other Dominance Strategies -- Interaction -- The Infrastructure of Interaction: The Organization of Talk.Interactional Response -- The Outcomes of Interaction -- Discourse -- Everyday Discourse -- Institutional Discourse -- Media -- Conclusions -- References -- Chapter 9 -- Social Capital and Inequality: The Significance of Social Connections -- Introduction -- The Formation of Network Connections -- Interdependence -- Homophily -- Organizational Embeddedness -- Networks and Social Capital -- Conceptions of Social Capital -- Networks and the Provision of Social Capital -- Social Capital and Human Capital -- Networks, Norms and Trust -- Reciprocity Norms-Maintaining Access to Social Capital -- Differential Access to Social Capital: The Basis of Network Inequality -- Structural Holes and Bridges -- Strong and Weak Ties -- Domain-Specific Network Ties -- The Consequences of Network Inequality -- Access to Jobs and Related Opportunities -- Social Capital and Children's Outcomes -- Social Capital and Health Outcomes -- Community-Level Consequences -- Social Capital: Good and Bad Outcomes -- Concluding Comments: The Reproduction of Inequality -- References -- Chapter 10 -- Social Justice in Local Systems of Interpersonal Influence -- Introduction -- The Influence Network Construct -- The Mechanism of Interpersonal Influence -- The Cognitive Algebra of Convex Combinations -- Group Dynamics -- The Derivation of Implications -- Discussion -- References -- Chapter 11 -- Theoretical and Substantive Approaches to Socialization and Inequality in Social Psychology -- Introduction -- Symbolic Interactionism -- Classic Roots: Basic Concepts Relevant to Socialization and Inequality -- Contemporary Approaches -- Social Structure and Personality -- Classic Roots -- Contemporary SSP Approaches -- Socialization in the Family -- Theoretical Approaches to Socialization in the Family -- Socialization of Non-Cognitive Traits -- Cross-National Research.Socialization in the School -- Socialization in the Workplace -- Life Course Approaches -- Sport as an Emerging Context of Socialization to Inequality -- Conclusion -- References -- Chapter 12 -- Self, Identity, and Social Inequality -- Person, Self, Identity, and Inequality -- Identity as a Product of Inequality -- The Level of Culture -- The Level of Interaction -- The Person Level -- The Self as a Social Process -- The Level of Culture -- The Level of Interaction -- The Person Level -- Conclusion -- References -- Chapter 13 -- Emotions and Affect as Source, Outcome and Resistance to Inequality -- Introduction -- Affect and Emotion as a Source of Inequality -- Affect Control Theory: The Maintenance of Cultural Meaning as a Source of Inequality -- Status Characteristics Theory: Status Evaluations as a Source of Inequality -- The Stereotype Content Model -- Internalized Self-Identity Meanings as a Source of Inequality -- Inferring Identity and Status from Emotional Responses -- Conclusions About Affective Meaning, Emotion and the Generation of Inequality -- Emotional Consequences of Inequality -- Structural Emotions as a Source of Inequality in Positive Affect -- Resources as a Determinant of Emotion -- Emotional Outcomes of Status in Group Processes -- Emotional Responses to Unequal Exchange Processes -- Justice and Emotions -- Emotional Outcomes of Stigmatization -- Social Structure and Personality -- The Unhappy Slave: Conclusions About how Inequality Shapes Emotion -- Emotional Mechanisms that Resist Inequality -- Emotional Responses as "Dampeners" of Inequality -- Agency in Identity Enactment -- Emotions as Motivation in Social Movements -- Meaning Subcultures as Protection Against Mainstream Stigma -- Conclusions -- References -- Chapter 14 -- Ideologies -- Introduction -- Opening Remarks -- Definitional Diversity -- Place in the Current Volume.Background.This volume provides the first comprehensive overview of social psychological research on inequality for a graduate student and professional audience. Drawing on all of the major theoretical traditions in sociological social psychology, its chapters demonstrate the relevance of social psychological processes to this central sociological concern. Each chapter in the volume has a distinct substantive focus, but the chapters will also share common emphases on: ? The unique contributions of sociological social psychology ? The historical roots of social psychological concepts and theories in classic sociological writings ? The complementary and conflicting insights that derive from different social psychological traditions in sociology. This Handbook is of interest to graduate students preparing for careers in social psychology or in inequality, professional sociologists and university/college libraries.Description based on publisher supplied metadata and other sources.
Subjects: Electronic books.; Social psychology -- Handbooks, manuals, etc.;Equality -- Handbooks, manuals, etc.;
On-line resources: CGCC online access;
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The Wiley Handbook of Disruptive and Impulse-Control Disorders. by Lochman, John E.; Matthys, Walter.;
Cover -- Title Page -- Copyright -- Contents -- Notes on Contributors -- Part 1 :Introduction to the Handbook -- Chapter 1: A Framework for the Handbook's Exploration of Disruptive Behavior Disorders, Intermittent Explosive Disorder, and Impulse-Control Disorders -- DBDs, IED, and Impulse-Control Disorders -- Background on Diagnostic Classification and its Purposes -- What Are the Purposes of, and Concerns about, Diagnostic Classification of Behavioral Problems? -- To Facilitate Research on the Causes and Active Mechanisms That Contribute to the Development and Maintenance of Behavioral Disorders -- Handbook Structure: Key Assumptions about Exploration of Research and Treatment Planning -- Overview of the Handbook -- References -- Part 2: Diagnostic Issues for the Disruptive and Impulse-Control Disorders -- Chapter 2: Diagnostic Issues in Oppositional Defiant Disorder -- The History of Oppositional Defiant Disorder -- Criteria -- Irritability and Disruptive Mood Dysregulation Disorder -- An ODD Specifier -- Exclusionary Issues in the Diagnosis of ODD -- Prevalence -- Developmental Issues: Is ODD a Childhood Disorder? -- Comorbidities -- Conclusion -- References -- Chapter 3: Conduct Disorder and Callous-Unemotional Traits -- A Brief History of Diagnostic Classification for Conduct Disorder -- Callous-Unemotional Traits and Developmental Pathways to Conduct Disorder -- Conclusions -- References -- Chapter 4: Diagnostic Issues for ODD/CD with ADHD Comorbidity -- Overview of ODD/CD with Comorbid ADHD -- Sociodemographic Factors Affecting Comorbidity Rates and Symptom Trajectory -- Considerations and Issues for Diagnosing Comorbid ODD/CD with ADHD -- Intervention Implications of Comorbid ODD/CD with ADHD -- Conclusion -- References -- Chapter 5: Comorbidity with Substance Abuse -- Associations between DBDs and Substance Abuse.Potential Common Pathways to DBDs and Substance Use -- Potential Moderators of the Association between DBDs and Substance Use -- Conclusion and Future Directions -- Acknowledgment -- References -- Chapter 6: Intermittent Explosive Disorder and the Impulse-Control Disorders -- Intermittent Explosive Disorder (IED) -- Kleptomania -- Pyromania -- Conclusions -- References -- Chapter 7: Related Personality Disorders Located within an Elaborated Externalizing Psychopathology Spectrum -- Personality Disorders -- Disruptive Behavior Disorders, Personality Disorders, and the Externalizing Spectrum -- Antisocial/Psychopathic Personality Disorder -- Borderline Personality Disorder -- Narcissistic Personality Disorder -- Paranoid Personality Disorder -- Dimensional Personality Traits: A Developmentally Sounder Way Forward -- Conclusion -- References -- Part 3: Etiological and Maintenance Factors: Child-Level Factors -- Chapter 8: Genetic and Gene-Environment Influences on Disruptive Behavior Disorders -- Heritability of DBDs -- Genetic Studies and DBDs -- Genome-Environment Interaction Studies -- Limitations of Approaches -- Summary and Recommendations -- Conclusion -- References -- Chapter 9: The Neurobiology of Oppositional Defiant Disorder and Conduct Disorder -- Brain Structure -- Diffusion Tensor Imaging -- Functional Brain Imaging -- Functional Connectivity -- Neurotransmitters -- Stress Response System -- Conclusion -- References -- Chapter 10: Cognitive Functions -- Intellectual Functioning -- Language -- Executive Functioning -- Conclusion -- References -- Chapter 11: Temperament -- Definition of Temperament -- Theoretical Models of Temperament and Psychopathology -- Research on Temperament and Disruptive Behavior Disorders -- Limitations of Current Literature -- Implications -- Conclusion -- References.Chapter 12: Prenatal and Perinatal Risk Factors -- Prenatal Risk Factors -- Perinatal Risk Factors -- The Role of Genetics in Prenatal and Perinatal Risk -- Conclusion -- References -- Chapter 13: Attachment and Disruptive Disorders -- Attachment -- Future Directions -- Conclusion -- References -- Chapter 14: Emotion Regulation -- Defining Emotion Regulation -- Implications for Prevention and Intervention -- Conclusions -- References -- Chapter 15: "It's Gonna End Up with a Fight Anyway": Social Cognitive Processes in Children with Disruptive Behavior Disorders -- A General Model of Social Cognition in Disruptive Behavior Problems -- Online Social-Cognitive Processing -- Offline Processes -- Socialization and the Development of Social-Cognitive Dispositions -- Clinical Implications -- Research Directions -- Conclusion -- References -- Etiological and Maintenance Factors: Family Factors -- Chapter 16: Family Poverty and Structure -- Interpreting the Evidence -- Family Poverty -- Family Structure -- Conclusions -- References -- Chapter 17: Parent Psychopathology -- Parent Psychopathology -- Conclusions, Clinical Implications, and Future Directions -- References -- Chapter 18: Relationship Discord, Intimate Partner Physical Aggression, and Externalizing Problems of Children -- Relationship Discord -- Intimate Partner Aggression -- The Association of Relationship Discord and Intimate Partner Violence -- Prevalence of ODD/CD -- Association of Marital Discord/Conflict and ODD/CD -- Meta Analyses of the Association of Marital Discord/Conflict and Externalizing Behavior -- The Relationship between IPA and Externalizing Problems of Children -- Conclusions and Future Research Directions -- References -- Chapter 19: Parenting Practices and the Development of Problem Behavior across the Lifespan -- History of Parenting Literature -- Parenting across the Lifespan.Parenting Skills as a Target of Interventions -- Parenting Skills That Affect the Development of Problem Behavior -- Culture and Parenting -- Conclusion -- Acknowledgment -- References -- Etiological and Maintenance Factors: Peer Factors -- Chapter 20: Peer Rejection and Disruptive Behavioral Disorders -- Operationalization of Peer Acceptance and Rejection -- The Complex Relationship of Peer Rejection with Externalizing Problems -- Comorbidity with ADHD -- The Mechanisms for Peer Rejection's Effect on CD/ODD -- Conclusion -- References -- Chapter 21: The Role of Deviant Peers in Oppositional Defiant Disorder and Conduct Disorder -- Conduct Disorder, Oppositional Defiant Disorder, and Deviant Peers -- A Developmental-Ecological Perspective -- Risk Factors for Deviant Peer Involvement -- Mechanisms of Peer Influence -- Moderators of Deviant Peer Influence -- Conclusion and Future Directions -- References -- Etiological and Maintenance Factors: Broader Social Context -- Chapter 22: The Broader Context School and Neighborhood Factors Contributing to ODD and CD Symptomatology -- School Factors -- Neighborhood Factors -- Conclusion -- References -- Part 4: Assessment Processes -- Chapter 23: Problem-Solving Structure of Assessment -- General Issues -- An Overview of the Assessment Procedure -- Written Information -- Initial Interview with the Parents and the Child or Adolescent -- Hypotheses regarding Possible Diagnoses and Comorbidities -- Interview and Observation of the Child or Adolescent -- Additional Assessments -- DSM-5 Orientated Interview -- Categorical Diagnosis, Diagnostic Formulation, and the Treatment Plan -- Discussion of Diagnosis and Treatment Plan with the Parents, and Use of Psychoeducation in Order to Improve Treatment Engagement -- Conclusion -- References -- Part 5: Treatment and Prevention.Chapter 24: Engaging Families in Treatment for Child Behavior Disorders: A Synthesis of the Literature -- Prevalence of Disruptive Behavior Disorders and Families at Risk -- The Relationship between Poverty and Child Disruptive Behavior Disorders -- Treatments for DBDs and Parent Engagement -- Treatment Engagement Difficulties for Poverty-Affected Families -- The Need to Engage with Support Services -- Future Directions -- Conclusion -- References -- Chapter 25: Pharmacotherapy of Disruptive and Impulse Control Disorders -- Pharmacologic Treatment of ODD/CD -- Pharmacologic Treatment of Maladaptive Aggression and Irritability -- Strategies for Treatment -- Conclusions and Future Directions -- References -- Chapter 26: Psychosocial Treatment and Prevention of Conduct Problems in Early Childhood -- The Behavioral Model of Psychosocial Treatment for Early-Onset CPs -- Treatment Formats for the Psychosocial Treatment of Early-Onset CPs -- Leading Psychosocial Intervention Protocols for the Treatment of Early-Onset CPs -- Promising Trends and Innovations in the Psychosocial Treatment of Early-Onset CPs -- Conclusions -- References -- Chapter 27: Psychosocial Treatment and Prevention in Middle Childhood and Early Adolescence -- Universal Prevention Programs -- Indicated Prevention and Treatment Programs -- Conclusions and Future Directions -- Acknowledgment -- References -- Chapter 28: Psychosocial Treatment and Prevention in the Adolescent Years for ODD and CD -- Interventions That Are Child-Focused -- Interventions That Are Parent-Focused -- Interventions Delivered to Youth and their Parents -- Conclusion -- References -- Chapter 29: Factors Influencing Intervention Delivery and Outcomes -- Dissemination to Real-World Settings -- Factors at the Intervention Program Level -- Factors at the Client Level.Factors at the Level of the Clinician and the Practice Setting.Description based on publisher supplied metadata and other sources.
Subjects: Electronic books.; Behavior disorders in children--Handbooks, manuals, etc.;
On-line resources: CGCC online access;
unAPI

The Wiley Handbook of Disruptive and Impulse-Control Disorders. by Lochman, John E.; Matthys, Walter.(SAGE)1605751;
Cover -- Title Page -- Copyright -- Contents -- Notes on Contributors -- Part 1 :Introduction to the Handbook -- Chapter 1: A Framework for the Handbook's Exploration of Disruptive Behavior Disorders, Intermittent Explosive Disorder, and Impulse-Control Disorders -- DBDs, IED, and Impulse-Control Disorders -- Background on Diagnostic Classification and its Purposes -- What Are the Purposes of, and Concerns about, Diagnostic Classification of Behavioral Problems? -- To Facilitate Research on the Causes and Active Mechanisms That Contribute to the Development and Maintenance of Behavioral Disorders -- Handbook Structure: Key Assumptions about Exploration of Research and Treatment Planning -- Overview of the Handbook -- References -- Part 2: Diagnostic Issues for the Disruptive and Impulse-Control Disorders -- Chapter 2: Diagnostic Issues in Oppositional Defiant Disorder -- The History of Oppositional Defiant Disorder -- Criteria -- Irritability and Disruptive Mood Dysregulation Disorder -- An ODD Specifier -- Exclusionary Issues in the Diagnosis of ODD -- Prevalence -- Developmental Issues: Is ODD a Childhood Disorder? -- Comorbidities -- Conclusion -- References -- Chapter 3: Conduct Disorder and Callous-Unemotional Traits -- A Brief History of Diagnostic Classification for Conduct Disorder -- Callous-Unemotional Traits and Developmental Pathways to Conduct Disorder -- Conclusions -- References -- Chapter 4: Diagnostic Issues for ODD/CD with ADHD Comorbidity -- Overview of ODD/CD with Comorbid ADHD -- Sociodemographic Factors Affecting Comorbidity Rates and Symptom Trajectory -- Considerations and Issues for Diagnosing Comorbid ODD/CD with ADHD -- Intervention Implications of Comorbid ODD/CD with ADHD -- Conclusion -- References -- Chapter 5: Comorbidity with Substance Abuse -- Associations between DBDs and Substance Abuse.Potential Common Pathways to DBDs and Substance Use -- Potential Moderators of the Association between DBDs and Substance Use -- Conclusion and Future Directions -- Acknowledgment -- References -- Chapter 6: Intermittent Explosive Disorder and the Impulse-Control Disorders -- Intermittent Explosive Disorder (IED) -- Kleptomania -- Pyromania -- Conclusions -- References -- Chapter 7: Related Personality Disorders Located within an Elaborated Externalizing Psychopathology Spectrum -- Personality Disorders -- Disruptive Behavior Disorders, Personality Disorders, and the Externalizing Spectrum -- Antisocial/Psychopathic Personality Disorder -- Borderline Personality Disorder -- Narcissistic Personality Disorder -- Paranoid Personality Disorder -- Dimensional Personality Traits: A Developmentally Sounder Way Forward -- Conclusion -- References -- Part 3: Etiological and Maintenance Factors: Child-Level Factors -- Chapter 8: Genetic and Gene-Environment Influences on Disruptive Behavior Disorders -- Heritability of DBDs -- Genetic Studies and DBDs -- Genome-Environment Interaction Studies -- Limitations of Approaches -- Summary and Recommendations -- Conclusion -- References -- Chapter 9: The Neurobiology of Oppositional Defiant Disorder and Conduct Disorder -- Brain Structure -- Diffusion Tensor Imaging -- Functional Brain Imaging -- Functional Connectivity -- Neurotransmitters -- Stress Response System -- Conclusion -- References -- Chapter 10: Cognitive Functions -- Intellectual Functioning -- Language -- Executive Functioning -- Conclusion -- References -- Chapter 11: Temperament -- Definition of Temperament -- Theoretical Models of Temperament and Psychopathology -- Research on Temperament and Disruptive Behavior Disorders -- Limitations of Current Literature -- Implications -- Conclusion -- References.Chapter 12: Prenatal and Perinatal Risk Factors -- Prenatal Risk Factors -- Perinatal Risk Factors -- The Role of Genetics in Prenatal and Perinatal Risk -- Conclusion -- References -- Chapter 13: Attachment and Disruptive Disorders -- Attachment -- Future Directions -- Conclusion -- References -- Chapter 14: Emotion Regulation -- Defining Emotion Regulation -- Implications for Prevention and Intervention -- Conclusions -- References -- Chapter 15: "It's Gonna End Up with a Fight Anyway": Social Cognitive Processes in Children with Disruptive Behavior Disorders -- A General Model of Social Cognition in Disruptive Behavior Problems -- Online Social-Cognitive Processing -- Offline Processes -- Socialization and the Development of Social-Cognitive Dispositions -- Clinical Implications -- Research Directions -- Conclusion -- References -- Etiological and Maintenance Factors: Family Factors -- Chapter 16: Family Poverty and Structure -- Interpreting the Evidence -- Family Poverty -- Family Structure -- Conclusions -- References -- Chapter 17: Parent Psychopathology -- Parent Psychopathology -- Conclusions, Clinical Implications, and Future Directions -- References -- Chapter 18: Relationship Discord, Intimate Partner Physical Aggression, and Externalizing Problems of Children -- Relationship Discord -- Intimate Partner Aggression -- The Association of Relationship Discord and Intimate Partner Violence -- Prevalence of ODD/CD -- Association of Marital Discord/Conflict and ODD/CD -- Meta Analyses of the Association of Marital Discord/Conflict and Externalizing Behavior -- The Relationship between IPA and Externalizing Problems of Children -- Conclusions and Future Research Directions -- References -- Chapter 19: Parenting Practices and the Development of Problem Behavior across the Lifespan -- History of Parenting Literature -- Parenting across the Lifespan.Parenting Skills as a Target of Interventions -- Parenting Skills That Affect the Development of Problem Behavior -- Culture and Parenting -- Conclusion -- Acknowledgment -- References -- Etiological and Maintenance Factors: Peer Factors -- Chapter 20: Peer Rejection and Disruptive Behavioral Disorders -- Operationalization of Peer Acceptance and Rejection -- The Complex Relationship of Peer Rejection with Externalizing Problems -- Comorbidity with ADHD -- The Mechanisms for Peer Rejection's Effect on CD/ODD -- Conclusion -- References -- Chapter 21: The Role of Deviant Peers in Oppositional Defiant Disorder and Conduct Disorder -- Conduct Disorder, Oppositional Defiant Disorder, and Deviant Peers -- A Developmental-Ecological Perspective -- Risk Factors for Deviant Peer Involvement -- Mechanisms of Peer Influence -- Moderators of Deviant Peer Influence -- Conclusion and Future Directions -- References -- Etiological and Maintenance Factors: Broader Social Context -- Chapter 22: The Broader Context School and Neighborhood Factors Contributing to ODD and CD Symptomatology -- School Factors -- Neighborhood Factors -- Conclusion -- References -- Part 4: Assessment Processes -- Chapter 23: Problem-Solving Structure of Assessment -- General Issues -- An Overview of the Assessment Procedure -- Written Information -- Initial Interview with the Parents and the Child or Adolescent -- Hypotheses regarding Possible Diagnoses and Comorbidities -- Interview and Observation of the Child or Adolescent -- Additional Assessments -- DSM-5 Orientated Interview -- Categorical Diagnosis, Diagnostic Formulation, and the Treatment Plan -- Discussion of Diagnosis and Treatment Plan with the Parents, and Use of Psychoeducation in Order to Improve Treatment Engagement -- Conclusion -- References -- Part 5: Treatment and Prevention.Chapter 24: Engaging Families in Treatment for Child Behavior Disorders: A Synthesis of the Literature -- Prevalence of Disruptive Behavior Disorders and Families at Risk -- The Relationship between Poverty and Child Disruptive Behavior Disorders -- Treatments for DBDs and Parent Engagement -- Treatment Engagement Difficulties for Poverty-Affected Families -- The Need to Engage with Support Services -- Future Directions -- Conclusion -- References -- Chapter 25: Pharmacotherapy of Disruptive and Impulse Control Disorders -- Pharmacologic Treatment of ODD/CD -- Pharmacologic Treatment of Maladaptive Aggression and Irritability -- Strategies for Treatment -- Conclusions and Future Directions -- References -- Chapter 26: Psychosocial Treatment and Prevention of Conduct Problems in Early Childhood -- The Behavioral Model of Psychosocial Treatment for Early-Onset CPs -- Treatment Formats for the Psychosocial Treatment of Early-Onset CPs -- Leading Psychosocial Intervention Protocols for the Treatment of Early-Onset CPs -- Promising Trends and Innovations in the Psychosocial Treatment of Early-Onset CPs -- Conclusions -- References -- Chapter 27: Psychosocial Treatment and Prevention in Middle Childhood and Early Adolescence -- Universal Prevention Programs -- Indicated Prevention and Treatment Programs -- Conclusions and Future Directions -- Acknowledgment -- References -- Chapter 28: Psychosocial Treatment and Prevention in the Adolescent Years for ODD and CD -- Interventions That Are Child-Focused -- Interventions That Are Parent-Focused -- Interventions Delivered to Youth and their Parents -- Conclusion -- References -- Chapter 29: Factors Influencing Intervention Delivery and Outcomes -- Dissemination to Real-World Settings -- Factors at the Intervention Program Level -- Factors at the Client Level.Factors at the Level of the Clinician and the Practice Setting.Description based on publisher supplied metadata and other sources.
Subjects: Electronic books.; Behavior disorders in children--Handbooks, manuals, etc.;
On-line resources: CGCC online access;
unAPI

Making Decisions About Diverse Learners : A Guide for Educators. by Aefsky, Fern.;
Cover -- Title Page -- Copyright Page -- Dedication -- Preface -- Introduction -- Table of Contents -- 1. Understanding the Special Education Maze -- The Eligibility Process -- Referral -- Timelines -- Evaluation Components -- Psychoeducational Evaluations -- Psychological Assessment -- Educational Evaluations -- Understanding Test Results -- Grade Equivalent Scores -- Standard Scores -- Percentiles -- Stanines -- Additional Psychological Evaluations -- Behavioral and Projective Assessments -- Adaptive Behavior Scales -- Projective Assessments -- Fine Motor and Visual Perception -- Social History -- Classroom Observation -- Medical Examination -- Related Service Evaluations and Purpose -- Speech and Language Therapy -- Occupational and Physical Therapy -- Occupational Therapy -- Physical Therapy -- Therapy for Students with Hearing Impairments -- Therapy for Students with Visual Impairments -- Assistive Technology -- Counseling -- Eligibility Determination -- Eligibility Meeting -- Members of the Eligibility Committee -- Classification -- Services and Implementation of the Individual Educational Plan -- Common Terms -- Testing Terms -- Legal Terms -- Common Abbreviations for Classifications -- Related Services -- Test Modifications/Grading -- Test Exemptions -- Annual Reviews -- 2. Laws Governing Special Education in Public Schools -- Legal Compliance -- IDEA Concepts -- Entitlements under IDEA -- Least Restrictive Environment -- Inclusion and the Least Restrictive Environment -- Section 504 -- Discipline -- Documentation -- Financing Special Education -- Roles of Stakeholders -- Superintendents and Boards of Education -- 3. Educational Issues and Special Education -- District Administration -- Building Administrators -- Organizational Change -- Educational Reforms -- Scheduling -- Block Scheduling and Schools-within-a-School (House Plans).Clustering/Grouping Students -- Teacher Training -- Team Teaching -- Grading -- Implementing Test Modifications in Regular Classes -- Suggestions for Test Modifications in the Classroom -- Grading Homework Assignments with Modifications -- A Teacher Guide for Classroom Modifications -- Preparing, Reviewing, and Taking Tests -- Uses and Adaptations for the Tape Recorder -- Taking Tests -- Different Types of Test Items -- Responsibilities of the Special-Education Teacher -- Responsibilities of Regular-Education Teacher -- Parents -- Community -- 4. Inclusion-The "I" Word -- Administrative and Teaching Considerations -- Strategies That Make Inclusion Work -- Successful Secondary Inclusion Models -- A Guide to Special Education in the Regular Class (SEIRC) -- The Students-Our Focus -- Students -- 5. Staff Development -- Staff-Development Activities -- Activity 1. Establishing a Shared Vision -- Faculty -- Students -- Activity 2. Hook Project -- Faculty -- Students -- Activity 3. Creating a Social Hierarchy -- Faculty -- Students -- Activity 4. Setting the Tone of the Learning Environment -- Faculty -- Students -- Activity 5. Beach Ball Toss -- Faculty -- Students -- Activity 6. Color-Coding -- Faculty -- Students -- Resource Sharing -- Forms for Eligibility Meetings -- Teaching Strategies for Preferred Learning Modalities -- 6. A Positive School Experience for All: Students, Faculty, Parents, and Community -- The Five Ms of Leadership -- Maintaining a Peaceful Environment -- Motivating Adult Learners -- Managing Details -- Modeling Practices -- Maximizing Staff Potential -- Future Considerations -- Classroom Climate -- Class Vision -- Benefits of Team Building -- Classroom Organization -- Visual and Auditory Attention -- Technology -- Home Economics -- Computers -- Summary -- Reference Resources for Practitioners -- Leadership and Change Process.Inclusion/Diversity -- Discipline -- Standards and Assessment -- Teacher Resources -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E -- Appendix F -- Appendix G -- References.This book is for building level administrators who work with students (and their families) who have been classified as educationally disabled. It provides practical information about programming options, ranging from self-contained special education classes to inclusive classrooms. It also contains activities, worksheets, and report templates to assist you as you deal with these difficult issues.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; School principals -- United States -- Handbooks, manuals, etc.; Special education -- United States -- Administration.;
On-line resources: CGCC online access;
unAPI

Making Decisions About Diverse Learners : A Guide for Educators. by Aefsky, Fern.;
Cover -- Title Page -- Copyright Page -- Dedication -- Preface -- Introduction -- Table of Contents -- 1. Understanding the Special Education Maze -- The Eligibility Process -- Referral -- Timelines -- Evaluation Components -- Psychoeducational Evaluations -- Psychological Assessment -- Educational Evaluations -- Understanding Test Results -- Grade Equivalent Scores -- Standard Scores -- Percentiles -- Stanines -- Additional Psychological Evaluations -- Behavioral and Projective Assessments -- Adaptive Behavior Scales -- Projective Assessments -- Fine Motor and Visual Perception -- Social History -- Classroom Observation -- Medical Examination -- Related Service Evaluations and Purpose -- Speech and Language Therapy -- Occupational and Physical Therapy -- Occupational Therapy -- Physical Therapy -- Therapy for Students with Hearing Impairments -- Therapy for Students with Visual Impairments -- Assistive Technology -- Counseling -- Eligibility Determination -- Eligibility Meeting -- Members of the Eligibility Committee -- Classification -- Services and Implementation of the Individual Educational Plan -- Common Terms -- Testing Terms -- Legal Terms -- Common Abbreviations for Classifications -- Related Services -- Test Modifications/Grading -- Test Exemptions -- Annual Reviews -- 2. Laws Governing Special Education in Public Schools -- Legal Compliance -- IDEA Concepts -- Entitlements under IDEA -- Least Restrictive Environment -- Inclusion and the Least Restrictive Environment -- Section 504 -- Discipline -- Documentation -- Financing Special Education -- Roles of Stakeholders -- Superintendents and Boards of Education -- 3. Educational Issues and Special Education -- District Administration -- Building Administrators -- Organizational Change -- Educational Reforms -- Scheduling -- Block Scheduling and Schools-within-a-School (House Plans).Clustering/Grouping Students -- Teacher Training -- Team Teaching -- Grading -- Implementing Test Modifications in Regular Classes -- Suggestions for Test Modifications in the Classroom -- Grading Homework Assignments with Modifications -- A Teacher Guide for Classroom Modifications -- Preparing, Reviewing, and Taking Tests -- Uses and Adaptations for the Tape Recorder -- Taking Tests -- Different Types of Test Items -- Responsibilities of the Special-Education Teacher -- Responsibilities of Regular-Education Teacher -- Parents -- Community -- 4. Inclusion-The "I" Word -- Administrative and Teaching Considerations -- Strategies That Make Inclusion Work -- Successful Secondary Inclusion Models -- A Guide to Special Education in the Regular Class (SEIRC) -- The Students-Our Focus -- Students -- 5. Staff Development -- Staff-Development Activities -- Activity 1. Establishing a Shared Vision -- Faculty -- Students -- Activity 2. Hook Project -- Faculty -- Students -- Activity 3. Creating a Social Hierarchy -- Faculty -- Students -- Activity 4. Setting the Tone of the Learning Environment -- Faculty -- Students -- Activity 5. Beach Ball Toss -- Faculty -- Students -- Activity 6. Color-Coding -- Faculty -- Students -- Resource Sharing -- Forms for Eligibility Meetings -- Teaching Strategies for Preferred Learning Modalities -- 6. A Positive School Experience for All: Students, Faculty, Parents, and Community -- The Five Ms of Leadership -- Maintaining a Peaceful Environment -- Motivating Adult Learners -- Managing Details -- Modeling Practices -- Maximizing Staff Potential -- Future Considerations -- Classroom Climate -- Class Vision -- Benefits of Team Building -- Classroom Organization -- Visual and Auditory Attention -- Technology -- Home Economics -- Computers -- Summary -- Reference Resources for Practitioners -- Leadership and Change Process.Inclusion/Diversity -- Discipline -- Standards and Assessment -- Teacher Resources -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E -- Appendix F -- Appendix G -- References.This book is for building level administrators who work with students (and their families) who have been classified as educationally disabled. It provides practical information about programming options, ranging from self-contained special education classes to inclusive classrooms. It also contains activities, worksheets, and report templates to assist you as you deal with these difficult issues.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; School principals -- United States -- Handbooks, manuals, etc.; Special education -- United States -- Administration.;
On-line resources: CGCC online access;
unAPI