Resilient Classrooms, First Edition: Creating Healthy Environments for Learning(The Guilford Practical Intervention in the Schools Series)

About the Book

Grounded in cutting-edge theory and research, this book presents innovative, classroom-based strategies for promoting the academic competence and mental health of students at risk. Easy-to-implement procedures are described that enlist the involvement of school practitioners, teachers, and students in creating nurturing, success-oriented classroom environments. Readers are guided step by step to understand what makes a classroom a healthy place to learn; recognize when essential socio-emotional supports are missing; intervene to put those supports in place; and demonstrate the positive effects on student learning and development. The volume is designed for maximum ease of use with a large-size format and lay-flat binding. Special features include helpful reproducible worksheets and forms.

Table of Contents:
Introduction to the Resilient Classroom. What Are Resilient Classrooms? Relationship Characteristics of Resilient Classrooms. Self-Agency Characteristics of Resilient Classrooms. Assessing the Resilience of Classrooms. Convening the Systems for Change. Including the Classroom's Students in Planning and Decision Making. Developing and Implementing Strategies for Classroom Change. Evaluating the Impact on Students. Integrating the Resilient Classroom with Existing School Mental Health Services. Appendix A: The Class Maps Surveys. Appendix B: The Worksheets.

About the Author :
Beth Doll, PhD, is Professor and Director of the school psychology program at the University of Nebraska-Lincoln. She has directed several training grants preparing teachers and school psychologists to support the success of students with disabilities in regular classrooms. Her research addresses models of school mental health that enhance the well-being of students in naturally occurring communities, and program evaluation strategies that demonstrate the impact of school mental health services.

Steven Zucker, PhD, is Assistant Professor and Coordinator of the school psychology program at the University of Colorado at Denver. As a practicing school psychologist, he developed a noncategorical service delivery model that allowed at-risk students to receive support services without disability labels. His current research explores the efficacy of classroom-based interventions that foster academic and social competence.

Katherine Brehm, PhD, is Associate Professor of School Psychology in the Department of Educational Psychology and Special Services at the University of Texas at El Paso. A practicing school psychologist, her research interests include consultation and contextual intervention to support emotionally and academically successful students in culturally diverse classrooms.

Review :
"Provides practical, powerful, easy-to-apply tools for helping school psychologists, trainers, administrators, and teachers make classrooms into more caring learning environments. The authors have translated the research into clear recommendations for classroom practices and dynamics that can improve the academic achievement of all children."--Kevin P. Dwyer, MA, NCAP, past president, National Association of School Psychologists

"This book presents a comprehensive program for school-based social and academic competence enhancement. Using an ecological systems approach, and drawing on resilience research, the book describes ways to establish, maintain, and evaluate a classroom climate that helps children adapt and thrive. A 'must-read' text for preservice teachers and an excellent professional development resource for educators and school practitioners."--Anne Pierce Winsor, MS, Director, Project A.C.T. Early, University of Georgia

"The authors have made a significant contribution to the literature on school-based mental health. By situating the locus of change within the classroom, rather than the individual child, the authors have opened powerful avenues for promoting children's social-emotional development and school success. The blend of theory and practical implementation advice will make this an invaluable resource for school-based professionals."--Jean A. Baker, PhD, School Psychology Program, Michigan State University

"I quite enjoyed the book in both its content and the way that it was structured. It is an ideal 'how to' book for teachers or facilitators who are concerned about every student in their class, and in particular the vulnerable ones. It is clear, well referenced, has many useful examples that are appropriately detailed. The references with the annoted bibliographies for many of the chapters are extremely beneficial as well. I believe that treating people equitably results in all students having more opportunities to learn; this book epitomizes that philosophy."--"Education Book Reviews"
"The authors of this volume manage to pack a lot of information into a slim, usable format. The book is well organized, and contains a variety of worksheets to be used in the implementation process as well as annotated bibliographies to point the reader to additional resources. This volume presents an excellent resource for consultants, teachers and administrators thinking about effecting change to build the type of classrooms that will help students succeed....The reader of this volume will be on his or her way to becoming an informed implementer creating a solution-focused classroom community."--"Social Work with Groups"