Understanding how chronic stress affects child development with step-by-step guidelines for conducting trauma-informed assessments and interventions Children exposed to early negative and adverse experiences may not think, feel, process emotions, behave, respond to, or relate to others the same way that typically developing children do. If psychologists do not appreciate and understand the effects of trauma in the lives of children, they may be working in ways that are not efficient or effective and may actually be providing a disservice to the children and families they serve. This volume provides an overview of the deleterious effects of adverse childhood experiences (also referred to as complex trauma, toxic stress or developmental trauma) on children's functioning, adjustment, cognitive, social-emotional, behavioral, academic, and neuropsychological outcomes. Complex trauma can alter brain structure and function and throw children off a normal developmental trajectory resulting in a myriad of negative outcomes. In addition, step-by-step guidelines are provided for conducting trauma-informed assessments, treatments, and interventions. Understand how early stressors can affect influence normal development and influence child psychopathology Learn how exposure to early life adversity affects the biological stress systems which can compromise normal brain development Become familiar with the functions and neuropsychological constructs associated with brain regions affected by chronic stress. Identify risk factors that can negatively influence children’s behavioral, social, emotional, cognitive, and academic functioning Identify and use trauma-sensitive assessment instruments and protocols Gather background and family history from a trauma perspective Use evidence-based interventions to best meet each child's unique needs Essentials of Trauma-Informed Assessment and Interventions in the Schools is essential reading for school, clinical, and related psychologists and their trainers.

The general public often views early childhood education as either simply “babysitting” or as preparation for later learning. Of course, both viewpoints are simplistic. Deep understanding of child development, best educational practices based on development, emergent curriculum, cultural competence and applications of family systems are necessary for high-quality early education. Highly effective early childhood education is rare in that it requires collaboration and transitions among a variety of systems for children from birth through eight years of age. The SAGE Encyclopedia of Contemporary Early Childhood Education presents in three comprehensive volumes advanced research, accurate practical applications of research, historical foundations and key facts from the field of contemporary early childhood education. Through approximately 425 entries, this work includes all areas of child development – physical, cognitive, language, social, emotional, aesthetic – as well as comprehensive review of best educational practices with young children, effective preparation for early childhood professionals and policy making practices, and addresses such questions as: · How is the field of early childhood education defined? · What are the roots of this field of study? · How is the history of early childhood education similar to yet different from the study of public education? · What are the major influences on understandings of best practices in early childhood education?

School, Family, and Community Partnerships: Preparing Educators and Improving Schools addresses a fundamental question in education today: How will colleges and universities prepare future teachers, administrators, counselors, and other education professionals to conduct effective programs of family and community involvement that contribute to students' success in school? The work of Joyce L. Epstein has advanced theories, research, policies, and practices of family and community involvement in elementary, middle, and high schools, districts, and states nationwide. In this second edition, she shows that there are new and better ways to organize programs of family and community involvement as essential components of district leadership and school improvement. THE SECOND EDITION OFFERS EDUCATORS AND RESEARCHERS: A framework for helping rising educators to develop comprehensive, goal-linked programs of school, family, andcommunity partnerships. A clear discussion of the theory of overlapping spheres of influence, which asserts that schools, families, and communitiesshare responsibility for student success in school. A historic overview and exploration of research on the nature and effects of parent involvement. Methods for applying the theory, framework, and research on partnerships in college course assignments, classdiscussions, projects and activities, and fi eld experiences. Examples that show how research-based approaches improve policies on partnerships, district leadership, andschool programs of family and community involvement. Definitive and engaging, School, Family, and Community Partnerships can be used as a main or supplementary text in courses on foundations of education methods of teaching, educational administration, family and community relations, contemporary issues in education, sociology of education, sociology of the family, school psychology, social work, education policy, and other courses that prepare professionals to work in schools and with families and students.

There is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world. In particular the book aims to: Inform those studying early years about perspectives in other countries Encourage critical thinking about issues, influences and the complexities of early years provision around the world Promote critical reflection on students’ own provision and the current context of that provision Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners. Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision. Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years. Contributors: Verity Campbell-Barr, Federica Caruso, Carmen Dalli, Rebecca Carter Dillon, Annie Davy, Chandrika Devarakonda, Alena Drzalová, Hasina Banu Ebrahim, Susan Edwards, Dora Ho, Valerie Huggins, Anne Hunt, Kerstin Kööp, Éva Kovácsné Bakoski, Caroline Leeson, Beth Marshall, Nancy McDermott, Julia Morgan, Joce Nutall, Elin Eriksen Ødegaard, Philip Selbie, Paolo Sorzio, Manabu Sumida, Keang-ieng (Peggy) Vong, Karen Wickett “The book rightly challenges common assumptions about the value of Western perspectives of ECEC and skilfully enables the reader to recognize the various social, political and economic drivers and processes that have shaped early years pedagogy on a global level.” Dr Janet Rose, Early Years Education Award Leader, Bath Spa University, UK “Given the ever increasing interest and importance of global early childhood education and care, this critically informed book offers valuable and challenging internationalised comparative arguments for students and academics at all levels.” Dr Guy Roberts-Holmes, Senior Lecturer, Early Years and Primary Education Department, University of London, UK

Most Americans will agree that, among other things, a quality education begins with meaningful interaction between families and schools. Yet as the contributors to this volume point out, several aspects of contemporary American society undermine the critical relationship among schools, families and their communities, and these conditions contribute

Available Open Access under CC-BY-NC licence. Disasters are an increasingly common and complex combination of environmental, social and cultural factors. Yet existing response frameworks and emergency plans tend to homogenise affected populations as ‘victims’, overlooking the distinctive experience, capacities and skills of children and young people. Drawing on participatory research with more than 550 children internationally, this book argues for a radical transformation in children’s roles and voices in disasters. It shows practitioners, policy-makers and researchers how more child-centred disaster management, that recognises children’s capacity to enhance disaster resilience, actually benefits at-risk communities as a whole.

Now firmly established as the standard text on the subject, Cognitive Behaviour Therapy for Children and Families, 3rd edition incorporates new and updated material on many topics not covered in previous editions, including the use of low intensity treatment methods with families, the use of new technologies to deliver cognitive behaviour therapy (CBT), the development of mindfulness techniques for children and the use of CBT with ethnic minority groups. The international panel of contributors ensures the highly authoritative and relevant nature of the content, making this text an invaluable source for all child and adolescent mental health professionals, including psychologists, psychiatrists, mental health nurses, family and individual psychotherapists, paediatricians and general psychiatrists.

This unique book examines the physical, psychological, social, and environmental factors that support or undermine healthy development in American Indian children, including economics, biology, and public policies. The reasons for mental health issues among American Indian and Alaska Native children have not been well understood by investigators outside of tribal communities. Developing appropriate methodological approaches and evidence-based programs for helping these youths is an urgent priority in developmental science. This work must be done in ways that are cognizant of how the negative consequences of colonization contribute to American Indian and Alaska Native tribal members' underutilization of mental health services, higher therapy dropout rates, and poor response to culturally insensitive treatment programs. This book examines the forces affecting psychological development and mental health in American Indian children today. Experts from leading universities discuss factors such as family conditions, economic status, and academic achievement, as well as political, social, national, and global influences, including racism. Specific attention is paid to topics such as the role of community in youth mental health issues, depression in American Indian parents, substance abuse and alcohol dependency, and the unique socioeconomic characteristics of this ethnic group.

Now in its second edition, Speech and Language Therapy: the decision-making process when working with children reveals how recent research and changes in health and education services have affected the decision-making process in the assessment and management of children with speech and language problems. With individual chapters written by experts in their field, this book: Illustrates how the decisions made by practitioners may vary within different work settings Shows how these decisions may need to be adapted when working with specific client groups Explores how such decisions are part of effective evidence-based practice Offers an overview of the skills required by the developing professional Provides insight into working as a newly qualified therapist in the current job market. Rigorously underpinned with current research and revised legislation, this is an important textbook for speech and language therapy students, potential students and specialist teachers in training. Speech and Language Therapy: the decision-making process when working with children will also be relevant to newly qualified therapists, therapists returning to the profession, specialist teachers and Special Educational Needs Coordinators.