Bullying and Teasing

Social Power in Children’s Groups

Gayle L. Macklem

Current research demonstrates that bullying affects all children in schools, not simply the several students who may be most visibly involved in an individual incident. In order to prevent escalation or to stop the action, something different must happen. The victim or bully must change, but this may not be easy. Importantly the classmates or the adults who witness the interaction have the power to change the interaction as well. Bullying and Teasing: Social Power in Children's Groups frames bullying and teasing as part of the critical foundations of elementary and middle school planning that will allow children to experience the sense of personal safety needed to learn and grow. Bullying and Teasing is designed for school psychologists and other school mental health workers, including school counselors, social workers and school nurses, who want to address the ways bullying and teasing impact both individual students and the school as a whole. The book will also be of interest to school administrators, health coordinators, special educators and school board members.

Preventive Mental Health at School

Evidence-Based Services for Students

Gayle L. Macklem

Some engage in high-risk behaviors. Others need help with emotional skills. Many are affected by mental disorders. While every school has its share of students needing comprehensive mental health services, personnel struggle to address these needs effectively in an era of scarce resources and dwindling budgets. Preventive Mental Health at School gives school-based practitioners and researchers an accessible, nuanced guide to implementing and improving real-world proactive programs and replacing outmoded service models. Based firmly in systems thinking and an ecological-public health approach, the book outlines the skills needed for choosing evidence-based interventions that are appropriate for all students, and for coordinating prevention efforts among staff, educators, and administration. As schools become more and more diverse, school-based practitioners must become knowledgeable in regard to the critical racial and cultural differences that affect students, their families, and enrich our schools. Research currently available to help meet the needs of various groups of children and their families is included as each topic is addressed. In addition, the author provides a theoretical groundwork and walks readers through the details of assessing resources and needs, applying knowledge to practice, and evaluating progress. Instructive case examples show these processes in action, and further chapters address questions of adapting programs already in place for greater developmental or cultural appropriateness. Included in the coverage: Student engagement, motivation, and active learning. Engaging families through school and family partnerships. Evidence-based prevention of internalizing disorders. Social emotional learning. Adapting programs for various racial and ethnic populations. Adapting programs for young children. Preventive Mental Health at School offers solid guidance and transformative tools to researchers, graduate students, and professionals/practitioners/clinicians in varied fields including clinical child and school psychology, social work, public health and policy, educational policy and politics, and pediatrics.

Evidence-Based School Mental Health Services

Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy

Gayle L. Macklem

The challenges of providing mental health services to school children are numerous and diverse, ranging from staffing shortages to insufficient funding to family resistance to administrative indifference. Yet with the U.S. Surgeon General estimating that approximately 20% of young people display signs of psychological problems, the need for such services – particularly for interventions that not only address mental health issues but also reinforce protective factors – is considerable. Evidence-Based School Mental Health Services offers readers an innovative, best-practices approach to providing effective mental health services at school. The author draws on the widely used and effective three-tiered public health model to create a school-based system that addresses the emotional and behavioral needs of students most at risk for experiencing, or showing strong signs and symptoms of, emotional problems or disabilities. This prevention-oriented program adapts cognitive behavioral and other clinical therapies for use in primary through high school settings. In several concise, easy-to-read chapters, the author addresses such important topics as: The rationale for building a three-tier mental health system in schools. The importance of making emotion regulation training available to all students. Designing strategies for adding affect education and emotion regulation training at each tier. Providing empirical support for implementing CBT in school settings. Preparing young children to benefit from school-based CBT. Also included is an Appendix of specific group activities and exercises that can be put to use in the school setting. Evidence-Based School Mental Health Services is a must-have resource for researchers, scientist-practitioners, and graduate students in school psychology, clinical child psychology, pediatrics, psychiatry, social work, school counseling, education as well as for those who develop or influence public policy. And it is essential reading for any professional who is responsible for and interested in children’s well-being and development.

Practitioner's Guide to Emotion Regulation in School-Aged Children

Gayle L. Macklem

Emotion regulation skills should be mastered by early childhood, but many enter school with deficits that may not have been addressed effectively or early enough. This vital new text presents in-depth background and practical information on the subject so school professionals can craft interventions that are developmentally appropriate and timely. It also offers practical tools that can be taught to children and shared with parents and teachers.

Brief SEL Interventions at School

Integrating Research into Practice

Gayle L. Macklem

This book explores the social-emotional learning (SEL) movement in the United States and the current situation in schools that both supports and impedes the infusion of programs and strategies that actually work for children and adolescents. The volume describes overarching issues to include what the term evidence-based should mean as well as the confusing and sometimes ill-advised proliferation of programs that become components of the many barriers to the success of the SEL movement. The book examines why it may be necessary to take a step back when considering nonacademic interventions in schools. This book explores the need to – and the process of – vetting interventions before trying to implement them in the classroom. In addition, the volume examines the various frameworks and standards involving SEL to shape a thoughtful approach that makes a difference in each student’s academic success. It offers a scientific approach to selecting brief, easy to implement SEL strategies for school psychologists, teachers, and related mental health and educational professionals. The book describes each strategy in detail and addresses how to use these strategies, when to use them, and for whom they are likely to work. The volume concludes recommended implementation and dissemination strategies. This book is a must-have resource for researchers, clinicians/practitioners, and graduate students in child and school psychology, educational psychology, social work as well as all interrelated sub disciplines.

Boredom in the Classroom

Addressing Student Motivation, Self-Regulation, and Engagement in Learning

Gayle L. Macklem

This brief synthesizes current findings on the many aspects of chronic student boredom, its relationship with negative academic, emotional, and health outcomes, and what professionals can do to best address it. Citing the complexity of this common student emotion, the author spotlights boredom susceptibility during the critical K-12 years. The brief analyzes cognitive and emotional attributes of boredom and identifies emotional skills that can be strengthened to counteract it. In addition, the volume features strategies for educators and school counselors to reduce boredom, both internally and in class. This stimulating volume: Argues that boredom shouldn't be ignored or dismissed as a passing phase. Examines various types of boredom as well as gender and cultural differences. Explores boredom in the contexts of anxiety and depression and in non-school situations. Provides theory on causes of boredom in students. Details how student self-regulation, motivation, and engagement can be improved. Describes specific roles teachers and mental health professionals can play in controlling boredom. Boredom in the Classroom is an essential resource for researchers, scientist-practitioners, clinicians, and graduate students in the fields of child and school psychology, educational psychology, social work, and related disciplines.

Kurze SEL-Interventionen in der Schule

Soziales und emotionales Lernen - Integration der Forschung in die Praxis

Gayle L. Macklem

Dieses Buch untersucht die Bewegung des sozial-emotionalen Lernens (SEL) in den Vereinigten Staaten und die aktuelle Situation in den Schulen, die die Einführung von Programmen und Strategien, die für Kinder und Jugendliche tatsächlich funktionieren, sowohl unterstützt als auch behindert. Der Band beschreibt übergreifende Themen, darunter die Bedeutung des Begriffs "evidenzbasiert" sowie die verwirrende und manchmal unkluge Verbreitung von Programmen, die zu den vielen Hindernissen für den Erfolg der SEL-Bewegung gehören. Das Buch untersucht, warum es notwendig sein kann, bei der Betrachtung nicht-akademischer Interventionen in Schulen einen Schritt zurückzutreten. Dieses Buch untersucht die Notwendigkeit - und den Prozess - der Überprüfung von Interventionen, bevor man versucht, sie im Klassenzimmer zu implementieren. Darüber hinaus untersucht der Band die verschiedenen Rahmenwerke und Standards, die sich mit SEL befassen, um einen durchdachten Ansatz zu entwickeln, der für den akademischen Erfolg jedes Schülers einen Unterschied macht. Es bietet einen wissenschaftlichen Ansatz für die Auswahl kurzer, leicht umsetzbarer SEL-Strategien für Schulpsychologen, Lehrer und verwandte Fachleute für psychische Gesundheit und Bildung. Das Buch beschreibt jede Strategie im Detail und geht darauf ein, wie diese Strategien anzuwenden sind, wann sie anzuwenden sind und für wen sie wahrscheinlich geeignet sind. Der Band schließt mit Empfehlungen für die Umsetzung und Verbreitung von Strategien. Dieses Werk ist ein unverzichtbares Hilfsmittel für Forscher*innen, Kliniker*innen/Praktiker*innen und Studierende der Kinder- und Schulpsychologie, der pädagogischen Psychologie, der Sozialarbeit sowie aller damit zusammenhängenden Unterdisziplinen.

Open Circle Curriculum Grade 3

Reach Out to Schools Social Competency Program

Pamela Seigle, Lois Lange, Gayle L. Macklem, Stone Center for Developmental Services and Studies

Description unavailable for this volume in the current provider response.

Reach Out to Schools Social Competency Program

Open Circle Curriculum Grade 4

Pamela Seigle, Gayle L. Macklem, Lois Lange, Stone Center for Developmental Services and Studies

Description unavailable for this volume in the current provider response.

학교 따돌림의 지도와 상담

Gayle L. Macklem

Description unavailable for this volume in the current provider response.

A Variation of a Sidman Schedule and Its Applicability to the Study of Temporal Approach and Avoidance Gradients

Gayle L. Macklem

Description unavailable for this volume in the current provider response.