Mark T. Greenberg - Böcker

This collection of original articles by leading specialists in child development brings together work from diverse backgrounds and disciplines to establish, for the first time, the importance of the preschool period (eighteen months to four years)for parent-child attachment relationships. Balancing theoretical, research-oriented, and clinical papers, Attachment in the Preschool Years provides valuable data and approaches for those working in a wide range of fields, including developmental psychology and psychopathology, child psychiatry, family therapy, pediatrics, nursing, and early childhood education. "There is a wealth of information and thought in this book; it does not have a weak or uninteresting chapter, starting with the Preface by Emde, and as a whole, it forms a sort of seminar."--John E. Bates, Contemporary Psychology

Universal school-based social and emotional learning (SEL) interventions seek to improve the social-emotional competencies (e.g. self-awareness, self-management, social awareness, relationship skills, responsible decision-making) of students through explicit instruction in the context of learning environments that are safe, caring, well-managed and participatory. In recent years, SEL has become a dominant orthodoxy in school systems around the world. In this important new book, leading researchers provide a comprehensive overview of the field, including conceptual models of SEL; the assessment of social and emotional competence in children and young people; key issues in the implementation of SEL interventions; the evidence base on the efficacy of SEL in improving students’ outcomes; and critical perspectives on the emergence of SEL. It will be essential reading for anyone interested in the role of schools in promoting children's wellbeing. This book was originally published as a special issue of the Cambridge Journal of Education.

Universal school-based social and emotional learning (SEL) interventions seek to improve the social-emotional competencies (e.g. self-awareness, self-management, social awareness, relationship skills, responsible decision-making) of students through explicit instruction in the context of learning environments that are safe, caring, well-managed and participatory. In recent years, SEL has become a dominant orthodoxy in school systems around the world. In this important new book, leading researchers provide a comprehensive overview of the field, including conceptual models of SEL; the assessment of social and emotional competence in children and young people; key issues in the implementation of SEL interventions; the evidence base on the efficacy of SEL in improving students’ outcomes; and critical perspectives on the emergence of SEL. It will be essential reading for anyone interested in the role of schools in promoting children's wellbeing. This book was originally published as a special issue of the Cambridge Journal of Education.

During the past decade, a rising interest has emerged in aspects of the broad construct of executive function (EF) in childhood. This has transpired as research has discovered that the development of EF is particularly rapid during early childhood, and that the healthy development of EF appears to play a key role in children’s developing social competence and academic and social readiness to attend school. The articles presented in this special issue help advance our understanding of the development of EF, as well as the challenges researchers face when attempting to characterize an aspect of cognition in very young children. Ultimately, this special issue illuminates the many ways in which children come to exhibit age-appropriate levels of social and cognitive competence.

This is Volume 11, Issue 1 2000 of 'Journal of Educational and Psychological Consultation' and this special issue journal looks at the implementation of prevention programs. This special issue represents several years of joint efforts between the Collaborative to Advance Social and Emotional Learning (CASEL) and the Society for Community Research and Action (SCRA) of the American Psychological Association. It includes articles on: supporting prevention as an integral aspect of school improvement; discussion of a theory of change approach; issues related to program diffusion that those working in rural communities face; problems that may be associated with full-service schools and integrated service delivery systems; ideas that can guide consultants in implementing programs in partnership with other stakeholders. and concludes with an article of implementing, and evaluating prevention programs.

During the past decade, a rising interest has emerged in aspects of the broad construct of executive function (EF) in childhood. This has transpired as research has discovered that the development of EF is particularly rapid during early childhood, and that the healthy development of EF appears to play a key role in children’s developing social competence and academic and social readiness to attend school. The articles presented in this special issue help advance our understanding of the development of EF, as well as the challenges researchers face when attempting to characterize an aspect of cognition in very young children. Ultimately, this special issue illuminates the many ways in which children come to exhibit age-appropriate levels of social and cognitive competence.

"This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policymakers." -Charles Bruner, Director, Child and Family Policy Center"Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention-and read this book." -Mathieu Aubuchon, Preschool Coordinator The Early Childhood Center at Gregory Hill, Westminster, CO Your research-based reference for developing quality early educational experiences! School and district administrators, as well as policymakers, are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality of life. But which programs and services should be operated and funded? To answer that question, this book highlights the principles that characterize effective practices and programs for children ages 3-8. Written specifically for busy administrators, Evidence-Based Practices and Programs for Early Childhood Care and Education synthesizes what works, what doesn′t, and what we still need to know based on the reviews of scientific literature by an expert panel of contributors. Key topics include: Definition and assessment of readiness of children and schools Early intervention for children in poverty, English language learners, and students with special needs Publicly funded, home-based, school-age, and out-of-schooltime programs The future of personnel preparation and professional developmentThe result is a highly readable presentation of the evidence needed to make informed practice, program, and policy decisions in early care and education.

"This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policymakers." -Charles Bruner, Director, Child and Family Policy Center"Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention-and read this book." -Mathieu Aubuchon, Preschool Coordinator The Early Childhood Center at Gregory Hill, Westminster, CO Your research-based reference for developing quality early educational experiences! School and district administrators, as well as policymakers, are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality of life. But which programs and services should be operated and funded? To answer that question, this book highlights the principles that characterize effective practices and programs for children ages 3-8. Written specifically for busy administrators, Evidence-Based Practices and Programs for Early Childhood Care and Education synthesizes what works, what doesn′t, and what we still need to know based on the reviews of scientific literature by an expert panel of contributors. Key topics include: Definition and assessment of readiness of children and schools Early intervention for children in poverty, English language learners, and students with special needs Publicly funded, home-based, school-age, and out-of-schooltime programs The future of personnel preparation and professional developmentThe result is a highly readable presentation of the evidence needed to make informed practice, program, and policy decisions in early care and education.

From leading authorities, this volume presents a unique evidence-based group intervention for the 10–15% of children who are challenged by peer difficulties in elementary school. The book features 145 engaging full-color reproducible handouts, posters, and other tools. In addition to teaching core social skills (participation, communication, cooperation, good sportsmanship, conflict resolution), Friendship Group promotes emotional understanding and empathy, self-control, and effective coping with social stressors. Two complete sets of sessions are provided (grades K-2 and 3–5), including step-by-step implementation guidelines. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.See also the authors' Fast Track Program for Children at Risk: Preventing Antisocial Behavior, which describes the landmark study that used Friendship Group in tandem with other school- and family-based interventions.

This unique volume reports on the largest long-term preventive intervention study ever conducted with children at risk for serious violence and poor life outcomes. From first through 10th grade, Fast Track provided multicomponent interventions to support children, families, and schools in achieving positive social, emotional, and academic outcomes. The book explores the developmental processes associated with early aggression, describes how each component of FastTrack was developed and implemented, and summarizes outcomes up to 20 years later. Vivid case studies track the impact of comprehensive school- and family-based programming on children's pathways through the elementary and high school years. The concluding chapter offers recommendations for using Fast Track components in future violence prevention initiatives.See also the authors' Social and Emotional Skills Training for Children: The Fast Track Friendship Group Manual, a step-by-step guide to implementing one of the core components of Fast Track.

Synthesizing the latest theory, research, and practices related to supporting early attachments, this volume provides a unique window into the major treatment and prevention approaches available today. Chapters address the theoretical and empirical bases of attachment interventions; explore the effects of attachment-related trauma and how they can be ameliorated; and describe a range of exemplary programs operating at the individual, family, and community levels. Throughout, the authors consider cross-cutting issues such as the core components of effective services and appropriate outcome measures for attachment interventions. Also discussed are policy implications, including how programs to enhance early child-caregiver relationships fit into broader health, social service, and early education systems.

In addition to introducing readers to the field of family-based prevention science, Family-Based Prevention Programs for Children and Adolescents highlights the distinctive contributions of a set of exemplary programs in terms of their foundational theory, design, delivery mechanisms, performance, and unique opportunities for future research. It is organized into three sections to orient readers to: the existence of different types of family-based programs targeting families with children of different ages; the strategies and challenges that arise when attempting large-scale dissemination of prevention programs; and, the emerging innovations that promise to push the field forward into uncharted territories. Each chapter is written by a preeminent program developer, including: Gene H. BrodyRichard F. CatalanoPatricia ChamberlainThomas J. DishionMarion S. ForgatchKevin P. HaggertyCleve RedmondMatthew R. SandersRichard L. SpothCarolyn Webster-StrattonContributors review the state of the research and then provide a summary of their own program, including research and dissemination efforts. They also discuss take-home lessons for practitioners and policymakers, and provide their view of the future of program development and research in their area. As an important signpost signifying the noteworthy achievements of the field to date, as well as an arrow pointing the field toward significant growth in the future, this book is a must-have primary resource for graduate students in developmental or clinical psychology, counseling, family sciences, social work, or health policy, and an essential guide for practitioners and policymakers in the field of family-based prevention, family service delivery, or public health.