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Tales From Time-Out Paperback – January 17, 2007
This is a lovely little book, very easy to read, very enjoyable. Dr. Roth's descriptions make clear the two-fold nature of his efforts: In the discussions with the "time-outers", he helps them to develop their inner strength through increasing understanding of themselves. At the same time he does not neglect the importance of providing limits and consequences for destructive behavior. Too often people feel that the one precludes the other.
I like very much the deep respect for these "time-outers" that runs through the book. Dr. Roth's emphasis on the humor seems to be a reflection of that. These are never "bad" kids or "wise guys" whose behavior has to be reformed -- they are always children who need help to master behavior that hurts both others and themselves.
I also liked the degree of involvement that a principal can have with his students and staff that this book reflects. This is a great model for leaders. --Jacquelyn Seevak Sanders, Ph. D., Former Director of the Sonia Shankman Orthogenic School at the University of Chicago, and Senior Lecturer in the Department of Education
Tales From Time-Out is a must-read for any special educator or child care professional working with troubled children. Dr. Roth masterfully demonstrates how to decode children's behavior, in particular their humor, to gain understanding of the student's psychological state and how best, in crisis situations, to respond to them in an effective manner. Moreover, Dr. Roth does not shy away from demonstrating how even an experienced professional can be caught in the power of a youngster s emotions and sometimes make inappropriate responses. --Robert B. Bloom, Ph.D., Executive Director, Jewish Child & Family Services of Chicago, and Former Chairman, Department of Special Education at the College of William and Mary
This is a delightful, wise and important guide for parents and teachers. It is a great book and fun to read as well. The examples in this book really ring true, and help us to see how we can help children. This book is must-reading not just in helping troubled children but in helping all children at school and at home. --Bertram J. Cohler, Ph. D., William Rainey Harper Professor in the Social Sciences at The University of Chicago, and Former Director of the Sonia Shankman Orthogenic School at the University of Chicago
About the Author
Henry J. Roth, Ph. D., has been the Principal of the Jewish Children's Bureau Therapeutic Day School in Chicago, Illinois, since 1989, and also served as the interim Executive Director of the Sonia Shankman Orthogenic School and the University of Chicago from 2005-2008. Before moving to the Chicago area, Dr. Roth was principal of the Duke University Child Psychiatry Day School, from 1975 - 1989. Dr. Roth has written and published more than sixty articles in professional journals in the area of working with children and adolescents with emotional and behavioral disorders. He is the author of a textbook on working with orthodox religious students who have learning or emotional difficulties in school, Climbing Jacob's Ladder: Teaching and Counseling Orthodox Students. Dr. Roth has taught classes on occasion in the Department of Special Education at Northeastern Illinois University since 1991. Before moving to Illinois, Dr. Roth was a Clinical Associate Professor at Duke University in Durham, North Carolina, from 1982-1989. Dr. Roth received his Ph. D. degree from Duke University in 1977. He graduated with his Bachelors degree in Psychology from DePaul University in Chicago, in 1971; a Masters degree in Special Education from Northeastern Illinois University in 1972; and a Masters in Human Development from Governor's State University, in Park Forest, Illinois, in 1974.
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Top customer reviews
The book is set up in a way that you hear about a student encounter, then he breaks down the underlying truths behind what he perceives the child is really trying to say.
There were a few grammatical errors and some misplaced spacing, but nothing to take away from the overall concept. As a principal, I would be embarrassed for someone to read this and see those errors, but each to his own.
What I'm not quite sure about is who the intended audience is. The explanations are often common sense. If you have been around children, particularly ones with emotional needs, the explanations aren't needed. For teachers or parents, I'm not sure what you will get out of this. Perhaps if you are having a problem with a particular student, this may be beneficial. Or if you are someone that likes to analyses the inner thoughts of another, this would be interesting. I wish he would have specified who the audience was initially.
I would have enjoyed more information about the school as a whole.
helpful in preparing you for intervention.