| Description |
1 online resource (217 pages) |
| Contents |
Cover -- Contents -- Foreword -- Preface -- Acknowledgments -- About the Authors -- Part I -- Child Development = Education -- Chapter 1 -- The School is Preventive and Promotive -- Children are Immersed in Their Social Networks -- Children from Poorly Functioning Families are Likely to Enter School without Adequate Preparation -- Healthy Development Prepares Children to Meet Life's Tasks -- The School is a Continuous Presence in the Life of Children and Adolescents -- Chapter 2 -- Essential Understandings of the Yale School Development Program -- SDP and the Comer Process -- Six Developmental Pathways -- An Operating System -- This Field Guide -- Responsibilities of the School Community -- Chapter 3 -- Schools in Society -- A tough Brooklyn Neighborhood -- Our Child Study Team Has a Systematic Process -- Being on a Team Helps Us to Cope -- Interventions That Work -- The Alarm Clock Program -- Support for Social and Emotional Development -- Ongoing Support after Crisis Intervention -- The in-House Suspension Program and Acts of Kindness -- Action-Oriented Self-Assessment -- We are on the Right Track -- Chapter 4 -- Child Development is the Foundation of Education -- Meeting the Needs of Every Child -- The Six Developmental Pathways -- Physical Pathway -- Cognitive Pathway -- Psychological Pathway -- Language Pathway -- Social Pathway -- Ethical Pathway -- Rationale for the Pathways Framework -- Using the Pathways Framework to Address Student Issues -- Training Activity 4.1: Using the Pathways to Identify Student Issues and Behaviors at your school -- Additional Examples of Using the Pathways Framework -- Training Activity 4.2: Using the Pathways for Curriculum, Instruction, and Classroom Management -- Writing Lesson Plans Using the Pathways Framework -- Training Activity 4.3: Aligning your Lesson Plans with the Pathways |
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Using the Pathways Framework to Address Adult Issues -- Training Activity 4.4: Using the Pathways to Assess your Own Well-Being and Interactions with Students -- Using the Pathways Framework to Create a Culture for the School Community -- The School Planning and Management Team -- The Student and Staff Support Team -- The Parent Team -- Working Together to Ensure That all Children Develop to Their Full Potential -- Chapter 5 -- Promoting Youth Leadership Development in Comer Schools -- How Far Do the Changes Reach? -- "Proud to be a Comer Kid" -- Comer Kids' Councils -- Comer Kids' Leadership Academy -- The Comer Process for Kids: What Students Should Know and be Able to Do -- Students Should Know Who Dr. Comer is and Why He Developed SDP -- Student Activity 5.1: Dr. Comer is a Child Psychiatrist -- Student Activity 5.2: James's Friends Were Not as successful as He Was -- Student Activity 5.3: The Members of the Comer Teams Work Together to Make Good Decisions for Children -- Students Should Know about the Six Developmental Pathways -- Student Activity 5.4: How Do We Grow up? -- Student Activity 5.5: Comercise! Social and Physical Pathways for Young Children -- Students Should Know the Three Guiding Principles, "The Comer Golden Rules for Classroom Interaction" -- Student Activity 5.6: Teamwork is important -- Student Activity 5.7: Open lunch-Problem Solving Using all Three Guiding Principles -- Students Should Know the Goals in Their School's Comprehensive School Plan -- Planning for Success -- Student Activity 5.8: A Lesson in Effective Decision Making -- Setting up a Comer Kids' Council -- Getting Started -- Purpose of the Council -- Role of the Council -- Team Meetings -- Relationship to Classroom Practice -- Selection of Student Representatives to the Council -- Composition of the Comer Kids' Leadership Council |
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SPMT Roles and Responsibilities for the Council -- Encouraging Students' Responsibility for Their Own Learning and Development -- Promoting Parent Involvement in Youth Development: "I Too Have a Dream" -- Building Capacity through Student Leadership -- Setting up Your Own Leadership Academy -- Pre-Academy Activities -- The Trip to the Academy -- Student Activity 5.9: Sample Travel Curriculum for an Academy Meeting -- Academy Agenda and Activities -- The Academy Awards -- Post-Academy Activities -- Positive Outcomes and Profound Impact -- Student Essay: "What it Meant to become a Comer Kid" -- Chapter 6 -- Children Must be Taught to Deal with Anger -- Signs of Trouble -- Infants and Young Children -- School-Age Children -- Adolescence -- Chapter 7 -- Children with Special Needs: Special Education and the Comprehensive School Plan -- Schoolwide Preventive Planning -- Creating a Unified Educational System -- A Districtwide Comprehensive School Plan for CSD 17 -- Consensus, Collaboration, and No-fault Problem Solving -- Regular Education Early Intervention Teams -- Collaborative Problem Solving and the Home-School Collaboration -- The PPT Process -- Using Contracts to Help Students Understand Choices and Consequences -- Behavior Intervention Plans -- Using the Pathways as a Common Language for Behavior -- The Student as Problem Solver, Not Problem Child -- PPT Process Case Vignettes -- Basic Guidelines for Changing Behavior -- Chapter 8 -- Inclusiveness for Children with Special Needs -- Least Restrictive Environments -- Accommodations for Regular Classroom Settings -- Part II -- Children Need Healthy Adults -- Balanced Development -- Development Into Adulthood -- Chapter 9 -- Teaming and Team Building -- Effective Teams -- Building Relationships -- Teaming and Team Building -- Team Building, Teaming, and Training Resources |
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Chapter 10 -- A Team Approach to Educational Change -- Two Models for Understanding People's Concerns -- P + E + O + F + R = M: A Framework for Understanding Why and How People See the World Differently -- Methods for Strengthening the Work of Teams -- The Concept of the Container -- Activation of Team Roles -- Role Expectation Cards -- Feedback Description Guides -- Chapter 11 -- Establishing a Foundation: A Principal's View of Task and Process -- How Our School Used to be -- Introducing the Comer Process to the Staff -- Introducing the Six Developmental Pathways -- Introducing the Teams -- Introducing the Guiding Principles -- Maintaining the Guiding Principles While Thinking Strategically: "We Don't Vote" -- Reflections on the "We Don't Vote" Story: A Conversation about Relationships, Teams, Meetings, and Trust -- Chapter 12 -- It's all about Effective Relationships: Frameworks for Understanding Ourselves and Others -- A Human Relationship Scenario -- Making Sense of Relationships -- Tensions -- Evolving Stages -- Creating Strength from Diversity -- Understanding Our Own Behavior in Relationships -- Relationship Framework 1: The Jo-Hari Window -- A Framework for Developing Trust and Healthy Relationships in Schools -- Public Self and Private Self -- Facilitating Trust -- The Blind Self -- Feedback in the Jo-Hari Window -- Working with Our Awareness of Self and Others -- Relationship Framework 2: Three Models of Personality Types-A Short Course in Understanding People -- The Myers-Briggs Type Indicator -- The Enneagram -- Archetypes -- Chapter 13 -- Three Guiding Principles for Interactions on Teams -- No-Fault Problem Solving -- Consensus Decision Making -- Collaborative Relationships -- The Challenges of Working with the Three Guiding Principles -- Part III -- A Time to Act -- Chapter 14 -- Children and Trauma -- Trauma's Impact on Child Development |
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Posttraumatic Symptoms -- Parents and Caregivers -- Mental Health Providers -- School-Based Interventions -- Chapter 15 -- Children during Wartime -- Modern Warfare and its Refugees -- Teaching the Children of War -- Chapter 16 -- Children of the World: How We Created a Full-Service School -- Daily Crisis Management -- Creating the Healthy Learners Program -- RAIN (Referral and Information Network) is Born -- Home Intervention Teams -- The Homework Club -- Head Start Initiative -- The Children of the World Health Center -- Cool School -- The Raindrop Center -- Index |
| Summary |
Ensure that all school decisions are made in the best interest of children and their success with this first-ever published field guide promoting child development and learning. <br /> |
| Notes |
Print version record |
| Subject |
Comer, James P
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| SUBJECT |
Comer, James P. fast |
| Subject |
Yale School Development Program.
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| SUBJECT |
Yale School Development Program fast |
| Subject |
Child development -- United States
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Home and school -- United States
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Academic achievement -- United States
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Academic achievement
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Child development
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Home and school
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United States
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| Form |
Electronic book
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| Author |
Joyner, Edward T
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Ben-Avie, Michael
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| ISBN |
9781412905084 |
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1412905087 |
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