First Published in 2005. This is a dual edition of Volume 16 of the Journal of Educational & Psychological Consultation, double issue from Margaret R. Rogers and Bernice Lott. The aim of this special issue is to explore issues of equity within the context of school-based consulting with nonmainstream parents and their children. This volume proposes that several entities within the education system have a major responsibility to recognize and then to challenge unresponsive and neglectful educational environments.
First Published in 2005. This is a dual edition of Volume 16 of the Journal of Educational & Psychological Consultation, double issue from Margaret R. Rogers and Bernice Lott. The aim of this special issue is to explore issues of equity within the context of school-based consulting with nonmainstream parents and their children. This volume proposes that several entities within the education system have a major responsibility to recognize and then to challenge unresponsive and neglectful educational environments.
Clinical Interviewing, Fifth Edition blends a personal and easy-to-read style with a unique emphasis on both the scientific basis and interpersonal aspects of mental health interviewing. It guides clinicians through elementary listening and counseling skills onward to more advanced, complex clinical assessment processes, such as intake interviewing, mental status examination, and suicide assessment. Fully revised, the fifth edition shines a brighter spotlight on the development of a multicultural orientation, the three principles of multicultural competency, collaborative goal-setting, the nature and process of working in crisis situations, and other key topics that will prepare you to enter your field with confidence, competence, and sensitivity.
"It is a delight to see the Fourth Edition of Sommers-Flanagans's excellent work. They understand counseling and therapy, their writing is clear, and this book will be enjoyed by students and faculty alike." Allen E. Ivey, EdD, ABPP, Professor Emeritus, University of Massachusetts Amherst Updated with a new accompanying DVD The classic text presenting practical strategies for conducting effective interviews now reflecting the latest interviewing guidelines Updated to reflect the emerging field of online and other non face-to-face interventions, Clinical Interviewing, Fourth Edition 2012 2013 Update blends a personal and easy-to-read style with a unique emphasis on both the scientific basis and interpersonal aspects of interviewing. John and Rita Sommers-Flanagan thoroughly explore clinical interviewing from the very basics of listening to the latest skills needed as a practitioner. Now with a new accompanying DVD illustrating interviewing skills and common interviewing situations, this Updated Edition adds: A new chapter covering non face-to-face assessment and interviewing via email, telephone, texting, videoconferencing/Skype, instant messaging, and online chatting New structured interview protocol with step-by-step guidance through a mental status examination whether face-to-face or not Guidance on the evidence base, treatment outcomes, and ethical issues for non face-to-face assessment and intervention Complete with real-world case examples, Clinical Interviewing, Fourth Edition 2012 2013 Update equips readers with a realistic yet intuitive guide to mastering the skills necessary to be an effective interviewer today. Instructor Site: www.wiley.com/go/clinicalinterviewing Student Resource Site: www.wiley.com/go/clinicalinterviewing
"The purpose of this paper is to review the literature on CRS [Culturally responsive services in schooling (Culturally Responsive Schooling)]. While special focus is given to this issue, for the schooling of Aboriginal and Torres Strait Islander children and young people in Australia the review also draws on literature from around the world, particularly from the large body of evidence in the United States of America on American Indian and Alaskan Native children.'--Executive summary.
Provides help for educators in meeting the challenge of involving parents and extended families of at-risk children with ideas on how to communicate with low-income, nonwhite, and non-English-speaking parents.
The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.
Fixing the Broken Promise of Education for All, published by the UNESCO Institute for Statistics and UNICEF, presents the latest statistical evidence from administrative records and household surveys to better identify children who are out of school and the reasons for their exclusion from education. It aims to inform the policies needed to reach these children and finally deliver the promise of Education for All. Based on a series of national and regional studies and policy analysis by leading experts, the report explains why better data and cross-sector collaboration are fundamental to the design of effective interventions to overcome the barriers facing out-of-school children and adolescents. While highlighting the way forward for system-wide policies to improve educational quality and affordability, the report also presents the information needed for targeted approaches to address the compounding effects of disadvantage faced by children caught up in armed conflict, girls, working children, children with disabilities, or members of ethnic or linguistic minorities. This report presents a roadmap to improve the data, research and policies needed to catalyse action for out-of-school children as the world embarks on a new development agenda for education.
