- Series: The Guilford Practical Intervention in the Schools Series
- Paperback: 179 pages
- Publisher: The Guilford Press; Second Edition, Lay-Flat Paperback edition (January 13, 2014)
- Language: English
- ISBN-10: 1462513344
- ISBN-13: 978-1462513345
- Product Dimensions: 8 x 0.5 x 10.5 inches
- Shipping Weight: 14.4 ounces (View shipping rates and policies)
- Average Customer Review: 1 customer review
- Amazon Best Sellers Rank: #1,094,705 in Books (See Top 100 in Books)
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Resilient Classrooms, Second Edition: Creating Healthy Environments for Learning (The Guilford Practical Intervention in the Schools Series) Second Edition, Lay-Flat Paperback Edition
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"This book provides a link between schoolwide and individual service models by addressing the classroom community as the focus of assessment, prevention, and intervention. Well-developed case studies serve as implementation guidelines for practitioners and can also be used to provide training for preservice educational professionals at both graduate and undergraduate levels. Resilient Classrooms, Second Edition, is required reading for those engaged in consultation and intervention, especially in multi-tiered service systems."--Jean A. Boyer, PhD, School Psychology Program, Temple University
"This book combines a strong theoretical and empirical foundation with a how-to guide for educators and consultants. A highlight is the inclusion of strategies and examples of how children can participate in building resilient classrooms. The book contains an invaluable range of resources for educators interested in creating environments that facilitate children's learning. I highly recommend this second edition for graduate students and professionals who work directly in classrooms or work with teachers as consultants."--Bonnie K. Nastasi, PhD, Department of Psychology, Tulane University
"This book offers a welcome classroom-centered approach to school problem solving. Shifting the focus from targeting individual student deficits, Doll, Brehm, and Zucker present a user-friendly model built on classroom meetings and teacher-student collaboration. The resilient classrooms model combines respect for student perspectives with practical, everyday strategies that teachers can use to improve learning environments and promote positive social relationships. Written in a clear, accessible style, this is a great resource for school psychologists, counselors, teachers, and administrators, as well as school psychology trainers."--Stephanie H. McConaughy, PhD, Departments of Psychiatry and Psychology (Emerita), University of Vermont
About the Author
Katherine Brehm, PhD, is a practicing school psychologist with experience in the Ysleta Independent School District (Texas) and Denver Public Schools (Colorado). She has been a member of the school psychology faculty at the University of Texas at El Paso and the University of Colorado at Denver. As a school psychologist, Dr. Brehm led her district in developing cross-disciplinary roles for school psychologists that increase the relevance of mental health services to learning, provided inservice training on teaching children with attention deficits, and planned for the district's implementation of standards-based education. She has conducted research in consultation, has coauthored a book on interventions for school emotional and behavioral problems, has published nationally on the topic of resilience, and has completed postdoctoral training in family therapy and neurological practices.
Steven Zucker, PhD, is a private consultant in school psychology in the Denver metropolitan area. He was a member of the faculty of the University of Colorado at Denver, practiced as a school psychologist for 17 years in the Cherry Creek Public Schools (Colorado), and was instrumental in creating a school environment that valued the full inclusion of students with disabilities. Dr. Zucker co-crafted Colorado's Blueprint for the Future, the state's agenda for integrated educational and mental health services for students. He has presented statewide and nationally on resilience, systems change, and inclusive practices. Dr. Zucker co-developed the ClassMaps model with Dr. Doll and served as a coordinator on the first ClassMaps project. His experience as a practitioner with inclusion, systems change, and school mental health has been invaluable in the preparation of this book.