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The Developing Place of Portugal in the European Union
by Jose Magone"After decades of isolation and a turbulent transition to democracy, Portugal's integration into the European Union has given political, economic, social, and cultural stability to a country that had to overcome the trauma of losing an empire. This volume clearly is a major contribution to the study of how Portugal became part of the European Union as a political system and its development towards Europeanization and domestication.Magone first lays a theoretical framework for the study of Europeanization and discusses political parties, the political system, and Portuguese society in terms of Europeanization. He then examines public administration, how the European Union and the OECD impacted on the modernization agenda, and includes a discussion of the national EU policy coordination. Magone also considers the Portuguese Euro-elite and how they interacted with the Portuguese presidency and the processes of decision-making going on among the different levels of the governance system of the European Union. He highlights a case study of the Portuguese presidency of the European Union, which took place in the first half of 2003. In addition, Magone discusses the impact of the EU structural funds on Portugal, and scrutinizes Portuguese foreign and defense policies, in particular its reconstructed foreign policy, which was clearly instrumental in achieving the independence of East Timor. He reviews the growing integration of Portugal into the emerging structures of the Common Foreign and Security Policy (CFSP), concluding with the challenges that Portugal will face in the future in the education, health, and business sectors.An interesting finding is the growing alienation of the population from the political class, who clearly make all the decisions in relation to the European Union without proper consultation of the population through referenda. In sum, this book is vital to understand one of the oldest nation-states of the world.JosÚ M. Magone is senior lecturer"
The Developing Place of Portugal in the European Union
by Jose Magone"After decades of isolation and a turbulent transition to democracy, Portugal's integration into the European Union has given political, economic, social, and cultural stability to a country that had to overcome the trauma of losing an empire. This volume clearly is a major contribution to the study of how Portugal became part of the European Union as a political system and its development towards Europeanization and domestication.Magone first lays a theoretical framework for the study of Europeanization and discusses political parties, the political system, and Portuguese society in terms of Europeanization. He then examines public administration, how the European Union and the OECD impacted on the modernization agenda, and includes a discussion of the national EU policy coordination. Magone also considers the Portuguese Euro-elite and how they interacted with the Portuguese presidency and the processes of decision-making going on among the different levels of the governance system of the European Union. He highlights a case study of the Portuguese presidency of the European Union, which took place in the first half of 2003. In addition, Magone discusses the impact of the EU structural funds on Portugal, and scrutinizes Portuguese foreign and defense policies, in particular its reconstructed foreign policy, which was clearly instrumental in achieving the independence of East Timor. He reviews the growing integration of Portugal into the emerging structures of the Common Foreign and Security Policy (CFSP), concluding with the challenges that Portugal will face in the future in the education, health, and business sectors.An interesting finding is the growing alienation of the population from the political class, who clearly make all the decisions in relation to the European Union without proper consultation of the population through referenda. In sum, this book is vital to understand one of the oldest nation-states of the world.JosÚ M. Magone is senior lecturer"
Developing Practice Competencies: A Foundation for Generalist Practice
by D. Mark RaggPraise for Developing Practice Competencies A Foundation for Generalist Practice "This is the textbook I have been waiting for. The author engages the reader from the very beginning. It includes comprehensive coverage of EPAS standards and practice behaviors that any social work instructor would be delighted with. Mark Ragg's explanation of social work concepts and practice skills is very readable and well illustrated. This textbook will enhance social work students' self-confidence in their skills as beginning practitioners. This is an author who clearly knows how to engage and excite social work students about contemporary social work. Strongly recommended for generalist practice programs!" —Mary Fran Davis, LCSW Austin Peay State University, Clarksville, Tennessee An applied, experiential introduction for the development of generalist practice skills in the helping professions Designed to help students in social work and human services programs establish a solid skill foundation for professional practice, Developing Practice Competencies holistically organizes this content knowledge through a consistent framework integrated throughout the book. Developing Practice Competencies explores: How to build on current interpersonal skills to develop a professional identity and a specialized repertoire of intervention skills How to work competently with diverse client groups taking into account the cultural and social contexts of each client situation Ways to engage individuals and larger client systems in focused work toward client-specific goals Successfully managing the nuances and challenges of the helping relationship Combining specific skills for use in evidence-based models Filled with rich examples, role-plays, and exercises, Developing Practice Competencies covers the foundation competencies necessary for students preparing to work with individuals, families, groups, organizations, and communities on behalf of underserved and socially compromised people. An accompanying DVD offers video of the practice skills in action and electronic versions of exercises for classroom discussions.
Developing Practice Competencies: A Foundation for Generalist Practice
by D. Mark RaggPraise for Developing Practice Competencies A Foundation for Generalist Practice "This is the textbook I have been waiting for. The author engages the reader from the very beginning. It includes comprehensive coverage of EPAS standards and practice behaviors that any social work instructor would be delighted with. Mark Ragg's explanation of social work concepts and practice skills is very readable and well illustrated. This textbook will enhance social work students' self-confidence in their skills as beginning practitioners. This is an author who clearly knows how to engage and excite social work students about contemporary social work. Strongly recommended for generalist practice programs!" —Mary Fran Davis, LCSW Austin Peay State University, Clarksville, Tennessee An applied, experiential introduction for the development of generalist practice skills in the helping professions Designed to help students in social work and human services programs establish a solid skill foundation for professional practice, Developing Practice Competencies holistically organizes this content knowledge through a consistent framework integrated throughout the book. Developing Practice Competencies explores: How to build on current interpersonal skills to develop a professional identity and a specialized repertoire of intervention skills How to work competently with diverse client groups taking into account the cultural and social contexts of each client situation Ways to engage individuals and larger client systems in focused work toward client-specific goals Successfully managing the nuances and challenges of the helping relationship Combining specific skills for use in evidence-based models Filled with rich examples, role-plays, and exercises, Developing Practice Competencies covers the foundation competencies necessary for students preparing to work with individuals, families, groups, organizations, and communities on behalf of underserved and socially compromised people. An accompanying DVD offers video of the practice skills in action and electronic versions of exercises for classroom discussions.
Developing Professional Practice in Health and Social Care (PDF)
by Adam BarnardAddressing the changing world of professionalism, this text combines theory, research and practice, using real case studies, to investigate the process of becoming professional. Mapping the journey from allied or associate practitioner positions through qualifying and into advanced practitioner status, it is a valuable companion for health and social care, social work and allied health students from the beginning of their studies. Developing Professional Practice in Health and Social Care is an accessible text, including case studies, reflective exercises and activities, chapter aims and summaries and further reading boxes throughout. It covers: the context for professional practice, including historical perspectives, policy and discussion of relevant competencies and frameworks the concept of professionalism, exploring what it means to be a professional values and ethics underpinning professional practice professional identity development, including formation and changes in identity professional practice in complex environments, paying particular attention to working in organisations becoming a critical and globally aware practitioner the role of evidence and knowledge in professional practice working with supervision. Maintaining a strong focus on the ethical dimensions of professional practice, this text emphasises how health and social care practitioners can contribute to social justice and challenge social exclusion.
Developing Public Managers for a Changing World (Critical Perspectives on International Public Sector Management #5)
by Klaus Majgaard Jens Carl Nielsen Brid Quinn John RaineVolume 5 of Critical Perspectives in International Public Sector Management is comprised of three parts. The need for experimental learning in public management development, experimental learning formats and innovative teaching and transfer and value creation. This international, interdisciplinary volume is valuable for leadership, management, public management and education scholars.
Developing Public Sector Leadership: New Rationale, Best Practices and Tools
by Petri Virtanen Marika TammeaidThis book presents tools, techniques, and best practices to develop public-sector leadership. Based on scholarly research as well as the authors’ professional experience as leadership trainers and consultants, it offers guidance and practical know-how for public-sector managers, civil servants and policymakers in public administration on how to create and develop leadership skills and practice. By analyzing the particular nature of political processes and public policy decision-making as well as the complex challenges of public organizations, the authors identify competencies, leadership skills and methods required for successful governance, administration, and management of public organizations. The authors also discuss different leadership styles and philosophies, cover topics such as public sector leadership training of 2020’s, and present case studies on successful public-sector leadership development and future-oriented leadership models. Balancing public-sector leadership theory with practical illustrations and examples, tools and techniques, the book helps managers master the art of public-sector leadership.
Developing Research Based Social Work Practice (PDF)
by Joan Orme David ShemmingsDeveloping Research Based Social Work Practice explores how research can improve the quality of social work. It provides an overview of the core theoretical concepts and the processes and practices in undertaking research. Locating the place of social work research within the social sciences, this innovative book promotes critical debate to strengthen both the research base and day-to-day practice. It is designed to encourage 'reflective research practitioners' - professionals who are both critically reflective and research aware - and does so by: ? presenting a range of approaches within research; ? highlighting distinctive aspects of social work research, such as emancipatory research and researching sensitive topics; ? reflecting on the strengths of research and identifying how to utilize findings; ? introducing beginning researchers to the rationales for undertaking research. Highlighting the importance of how research informs practice, this book is essential reading for students on qualifying and post-qualifying courses, practitioners, managers and policy makers.
Developing Resilience for Social Work Practice (PDF)
by Louise Grant Gail KinmanThe term 'resilience' refers to a person's capacity to handle difficulties, demands and pressure without experiencing negative effects. Traditionally, social work has focused on the nature and impact of resilience in children and adults who have experienced traumatic events, but it is increasingly recognised that social workers need to develop personal resilience to manage the emotional demands of the job effectively and sustainably. Developing Resilience for Social Work Practice provides social workers with a tool-box of strategies to help them enhance their resilience and protect their wellbeing. Written by experienced practitioners in the field, the book draws on key research to present a series of evidence-based interventions. These strategies are designed to help social work students and practitioners develop important qualities that underpin resilience, such as self-awareness, time management, relaxation skills and empathy as well enable them to gain support from their personal and professional networks. Grounded in both theory and practice, each chapter explores how the various resilience techniques can be applied to help social workers manage the complexities and challenges they face in everyday practice. The use of relevant and engaging case studies throughout is particularly useful in bringing the book to life for the reader.
Developing Scholars: Race, Politics, and the Pursuit of Higher Education
by Domingo MorelOver the past fifty years, debates concerning race and college admissions have focused primarily on the policy of affirmative action at elite institutions of higher education. But a less well-known approach to affirmative action also emerged in the 1960s in response to urban unrest and Black and Latino political mobilization. The programs that emerged in response to community demands offered a more radical view of college access: admitting and supporting students who do not meet regular admissions requirements and come from families who are unable to afford college tuition, fees, and other expenses. While conventional views of affirmative action policies focus on the "identification" of high-achieving students of color to attend elite institutions of higher education, these programs represent a community-centered approach to affirmative action. This approach is based on a logic of developing scholars who can be supported at their local public institutions of higher education. In Developing Scholars, Domingo Morel explores the history and political factors that led to the creation of college access programs for students of color in the 1960s. Through a case study of an existing community-centered affirmative action program, Talent Development, Morel shows how protest, including violent protest, has been instrumental in the maintenance of college access programs. He also reveals that in response to the college expansion efforts of the 1960s, hidden forms of restriction emerged that have significantly impacted students of color. Developing Scholars argues that the origin, history, and purpose of these programs reveal gaps in our understanding of college access expansion in the US that challenge conventional wisdom of American politics.
Developing Scholars: Race, Politics, and the Pursuit of Higher Education
by Domingo MorelOver the past fifty years, debates concerning race and college admissions have focused primarily on the policy of affirmative action at elite institutions of higher education. But a less well-known approach to affirmative action also emerged in the 1960s in response to urban unrest and Black and Latino political mobilization. The programs that emerged in response to community demands offered a more radical view of college access: admitting and supporting students who do not meet regular admissions requirements and come from families who are unable to afford college tuition, fees, and other expenses. While conventional views of affirmative action policies focus on the "identification" of high-achieving students of color to attend elite institutions of higher education, these programs represent a community-centered approach to affirmative action. This approach is based on a logic of developing scholars who can be supported at their local public institutions of higher education. In Developing Scholars, Domingo Morel explores the history and political factors that led to the creation of college access programs for students of color in the 1960s. Through a case study of an existing community-centered affirmative action program, Talent Development, Morel shows how protest, including violent protest, has been instrumental in the maintenance of college access programs. He also reveals that in response to the college expansion efforts of the 1960s, hidden forms of restriction emerged that have significantly impacted students of color. Developing Scholars argues that the origin, history, and purpose of these programs reveal gaps in our understanding of college access expansion in the US that challenge conventional wisdom of American politics.
Developing Social Equity in Australian Adult Education: Lessons from the Past
by Pamela OsmondDeveloping Social Equity in Australian Adult Education: Lessons from the Past presents a case study of the trajectory of an Australian adult basic education program in New South Wales from its humanist, social justice beginnings, through forty years of destabilising change. It identifies the influences and influencers that have directed this change; those that were responsible for the creation of the field in its foundation years, and that were displaced by other, more powerful actors representing the global influence of the neoliberal ideology. The story is told largely through archival evidence and the voices of those practitioners who helped shape the discourse and practice of the foundation years, and who were required to respond to constantly changing policies and socio-economic contexts. It discusses some lessons that might be learnt from the past in order that a new set of actors might be mobilised to promote an alternate discourse. This book will appeal to students and scholars of social justice and adult education, and practitioners involved in adult education.
Developing Social Equity in Australian Adult Education: Lessons from the Past
by Pamela OsmondDeveloping Social Equity in Australian Adult Education: Lessons from the Past presents a case study of the trajectory of an Australian adult basic education program in New South Wales from its humanist, social justice beginnings, through forty years of destabilising change. It identifies the influences and influencers that have directed this change; those that were responsible for the creation of the field in its foundation years, and that were displaced by other, more powerful actors representing the global influence of the neoliberal ideology. The story is told largely through archival evidence and the voices of those practitioners who helped shape the discourse and practice of the foundation years, and who were required to respond to constantly changing policies and socio-economic contexts. It discusses some lessons that might be learnt from the past in order that a new set of actors might be mobilised to promote an alternate discourse. This book will appeal to students and scholars of social justice and adult education, and practitioners involved in adult education.
Developing States, Shaping Citizenship: Service Delivery and Political Participation in Zambia (African Perspectives)
by Erin HernAt the nexus of political science, development studies, and public policy, Developing States, Shaping Citizenship analyzes an overlooked driver of political behavior: citizens’ past experience with the government through service provision. Using evidence from Zambia, this book demonstrates that the quality of citizens’ interactions with the government through service provision sends them important signals about what they can hope to gain from political action. These interactions influence not only formal political behaviors like voting, but also collective behavior, political engagement, and subversive behaviors like tax evasion. Lack of capacity for service delivery not only undermines economic growth and human development, but also citizens’ confidence in the responsiveness of the political system. Absent this confidence, citizens are much less likely to participate in democratic processes, express their preferences, or comply with state revenue collection. Economic development and political development in low-capacity states, Hern argues, are concurrent processes. Erin Accampo Hern draws on original data from an original large-N survey, interviews, Afrobarometer data, and archival materials collected over 12 months in Zambia. The theory underlying this book’s framework is that of policy feedback, which argues that policies, once in place, influence the subsequent political participation of the affected population. This theory has predominantly been applied to advanced industrial democracies, and this book is the first explicit effort to adapt the theory to the developing country context.
Developing Successful Leadership (Studies in Educational Leadership #11)
by Brent Davies Mark BrundrettResearch has shown that school leadership is second only to classroom teaching in its effect on pupil learning. As the demands on management teams become ever more complex, this volume offers a fresh and expansive view on the challenges to be met in developing a leadership career. With contributions from some of the most accomplished commentators on school leadership and management from around the world, this book moves away from the simple ‘how to’ of becoming a principal, focusing instead on the wider issues of becoming a successful leader. The central aim has been to assemble powerful statements from international authorities that encapsulate leading-edge thinking on a group of interconnected themes based on the notion of developing successful leadership in, and beyond, schools. In so doing the text examines strategies for existing leaders developing their full capacity as well as enhancing the skills of those new to, or aspiring to, a leadership role. The chapters contributed by a carefully selected group of leading educationalists present insights on a number of central themes, including: developing new skill sets in leadership, the ethical and moral dimensions of leading an organisation, Leadership for instructional and pedagogical success, developing leadership capacity and capability through strategic activity. Rather than taking a technical approach of how to undertake the managerial or administrative tasks, the authors seek instead to develop critical leadership perspectives and skills, with chapters on vitally important topics such as strategies for maximizing the potential of the leadership team as a whole. They draw not only upon the literature in the field of educational leadership but also a wider literature in the field of business and management. This diversity of perspective ensures this book’s appeal to a broad international readership.
Developing Successful Schools: A Holistic Approach
by Stephen P. GordonThis book identifies and emphasizes the need for a holistic approach to school improvement when it comes to both the development of the whole child and the relationships among student, family, and community development. In recent years, the emphasis in PK-12 education in the United States has been on the measurement of student and school performance by high-stakes achievement tests. This emphasis has resulted in a narrowed curriculum emphasizing lower-level cognitive learning, with little attention paid to the moral, social, and creative development of students, families, and communities. This book argues that PK-12 education needs to shift its focus to holistic qualities of the successful school, qualities that reflect a moral rather than a technical approach to education while also improving students’ academic performance.
Developing Sustainable Careers Across the Lifespan: European Social Fund Network on 'Career and AGE (Age, Generations, Experience)
by Ans De Vos Jean-Marie Dujardin Tim Gielens Caroline MeyersThis book offers insights into facilitating sustainable careers through the study of a wide interdisciplinary range of policy investigations and assessment of ongoing practices in the field. By assessing and comparing the transferability of policies and good practices between firms in ten countries and regions of the European Union this book considers the development of sustainable careers across the lifespan at the levels of individuals, organizations and systems. This book is the culmination of a research project from the international European Social Fund network on ‘Career and Age, Generation, Experience(AGE)’. It discusses and offers observations on key concerns at the European level: How to make people work longer, remain employable, develop sustainable competencies ? How to adapt the work environment and human resource management policies at employer’s level ? And finally, how can public authorities take measures and incentives to support sustainable careers for individuals?
Developing Technology Managers in the Pacific Rim: Comparative Strategies
by Karen Minden Wong Poh KamOffering an approach outside the mainstream of Management of Technology (MOT) thought, the objective of this text is to inform decision-makers, policy-makers and educators/students about the range of management technology, policies and programmes in each region.
Developing Technology Managers in the Pacific Rim: Comparative Strategies
by Karen Minden Wong Poh KamOffering an approach outside the mainstream of Management of Technology (MOT) thought, the objective of this text is to inform decision-makers, policy-makers and educators/students about the range of management technology, policies and programmes in each region.
Developing the Blue Economy
by Robert C. BrearsTraditionally, the ocean economy is viewed solely as a mechanism for economic growth. In this business-as-usual approach, large-scale industrial economies have developed the ocean economy through the exploitation of maritime and marine resources, often without consideration of how those activities impact the future health or productivity of those same resources. This has led to aquatic ecosystems being viewed and treated as limitless resources; the marine environment becoming a dumping ground for waste; overfishing diminishing fishing stocks; ocean habitats being degraded from coastal developments; sea-level rise impacting coastal communities and infrastructure; increasing ocean acidification; and the marginalisation of poor coastal communities.Recognising the failings of the traditional ocean economy, there is a transition underway around the world towards the Blue Economy. This concept moves beyond the business-as-usual approach with economic development and ocean health complementary to one another. In the Blue Economy, the environmental risks of and ecological degradation from economic activity are mitigated or significantly reduced. Therefore, economic activity is in balance with the long-term capacity of the ocean ecosystems to support this activity and remain healthy and resilient. This book will provide an overview of the various technologies used to promote cross-sectoral and multi-scalar collaboration, facilitate the integrated management of sectors and resources, foster partnerships between governments and industry, encourage R&D in new technologies in resource use and management, and scale-up innovative financing mechanisms in the development of a Blue Economy. Also, the book will contain in-depth case studies that illustrate how locations, of differing climates, lifestyles and income levels, have implemented technologies to facilitate the development of the Blue Economy.Developing the Blue Economy will provide an accessible resource for practitioners and researchers working in the field on the various innovative technologies being implemented around the world to create a Blue Economy.
Developing the Mekong: Regionalism and Regional Security in China–Southeast Asian Relations (Adelphi series)
by Evelyn GohIn Southeast Asia, China’s growing economic and political strength has been accompanied by adept diplomacy and active promotion of regional cooperation, institutions and integration. Southeast Asian states and China engage in ‘strategic regionalism’: they seek regional membership for regime legitimation and collective bargaining; and regional integration to enhance economic development, regarded as essential for ensuring national and regime security. Sino-Southeast Asian regionalism is exemplified by the development plans for the Mekong River basin, where ambitious projects for building regional infrastructural linkages and trade contribute to mediating the security concerns of the Mekong countries. However, Mekong regionalism also generates new insecurities. Developing the resources of the Mekong has led to serious challenges in terms of governance, distribution and economic externalities. Resource-allocation and exploitation conflicts occur most obviously within the realm of water projects, especially hydropower development programmes. While such disputes are not likely to erupt into armed conflict because of the power asymmetry between China and the lower Mekong states, they exacerbate Southeast Asian concerns about China’s rise and undermine Chinese rhetoric about peaceful development. But the negative security consequences of developing the Mekong are also due to the shared economic imperative, and the Southeast Asian states’ own difficulties with collective action due to existing intramural conflicts.
Developing the Mekong: Regionalism and Regional Security in China–Southeast Asian Relations (Adelphi series)
by Evelyn GohIn Southeast Asia, China’s growing economic and political strength has been accompanied by adept diplomacy and active promotion of regional cooperation, institutions and integration. Southeast Asian states and China engage in ‘strategic regionalism’: they seek regional membership for regime legitimation and collective bargaining; and regional integration to enhance economic development, regarded as essential for ensuring national and regime security. Sino-Southeast Asian regionalism is exemplified by the development plans for the Mekong River basin, where ambitious projects for building regional infrastructural linkages and trade contribute to mediating the security concerns of the Mekong countries. However, Mekong regionalism also generates new insecurities. Developing the resources of the Mekong has led to serious challenges in terms of governance, distribution and economic externalities. Resource-allocation and exploitation conflicts occur most obviously within the realm of water projects, especially hydropower development programmes. While such disputes are not likely to erupt into armed conflict because of the power asymmetry between China and the lower Mekong states, they exacerbate Southeast Asian concerns about China’s rise and undermine Chinese rhetoric about peaceful development. But the negative security consequences of developing the Mekong are also due to the shared economic imperative, and the Southeast Asian states’ own difficulties with collective action due to existing intramural conflicts.
Developing Transformative Spaces in Higher Education: Learning to Transgress (Routledge Research in Higher Education)
by Sue JacksonHigher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being. Working in and through spaces of transgression, the contributors to this volume develop frameworks for the possibilities of transformative spaces in learning and teaching in higher education. The book critiques the ways in which Western higher education culture determines the academic agenda in relation to dialogue on social differences, minority groups and hierarchical structures, including issues of representation among different groups in the population. It also explores the personal and political costs of transgression and outlines ways in which transitions can be transformative. The book should be of interest to academics, researchers and postgraduate students engaged in the study of higher education, education studies, teacher training, social justice and transformation. It should also be essential reading for practitioners working in post-compulsory education.
Developing Transformative Spaces in Higher Education: Learning to Transgress (Routledge Research in Higher Education)
by Sue JacksonHigher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being. Working in and through spaces of transgression, the contributors to this volume develop frameworks for the possibilities of transformative spaces in learning and teaching in higher education. The book critiques the ways in which Western higher education culture determines the academic agenda in relation to dialogue on social differences, minority groups and hierarchical structures, including issues of representation among different groups in the population. It also explores the personal and political costs of transgression and outlines ways in which transitions can be transformative. The book should be of interest to academics, researchers and postgraduate students engaged in the study of higher education, education studies, teacher training, social justice and transformation. It should also be essential reading for practitioners working in post-compulsory education.
Developing Trauma-Responsive Approaches to Student Discipline: A Guide to Trauma-Informed Practice in PreK-12 Schools (Routledge Research in Education)
by Kirk Eggleston Erinn J. Green Shawn Abel Stephanie Poe Charol ShakeshaftBuilding on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline.Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.