A psychology professor and author investigates the different ways the human brain learns best at every age and uses social neuroscience and interpersonal neurobiology to demonstrate what good teachers do to maximize brain stimulation in difficult students.
Creating a healthy, social classroom environment. This book explains how the brain, as a social organism, learns best throughout the lifespan, from our early schooling through late life. Positioning the brain as distinctly social, Louis Cozolino helps teachers make connections to neurobiological principles, with the goal of creating classrooms that nurture healthy attachment patterns and resilient psyches. Cozolino investigates what good teachers do to stimulate minds and brains to learn, especially when they succeed with difficult or “unteachable” students. He explores classroom teaching from the perspectives of social neuroscience and interpersonal neurobiology, showing how we can use the findings from these fields to maximize learning and stimulate the brain to grow. The book will have relevance to anyone concerned with twenty-first century learners and the social and emotional development of children.
A new model of addiction that incorporates neurobiology, social relationships, and ecological systems. Understanding addiction is no longer just about understanding neurons or genes, broken brain functioning, learning, or faulty choices. Oliver J. Morgan provides a fresh take on addiction and recovery by presenting a more inclusive framework than traditional understanding. Cutting- edge work in attachment, interpersonal neurobiology, and trauma is integrated with ecological- systems thinking to provide a consilient and comprehensive picture of addiction. Humans are born into connection and require nourishing relationships for healthy living. Adversities, however, bring fragmentation and create the conditions for ill health. They create vulnerabilities. In order to cope, individuals can turn to alternatives, “substitute relationships” that ease the pain of disconnection. These can become addictions. Addiction, Attachment, Trauma, and Recovery presents a model, a method, and a mandate. This new focus calls for change in the established ways we think and behave about addiction and recovery. It reorients understanding and clinical practice for mental health and addiction counselors, psychologists, and social workers, as well as for addicts and those who love them.
An orientation to affective neuroscience as it relates to educators. In this ground-breaking collection, Mary Helen Immordino-Yang—an affective neuroscientist, human development psychologist, and former public school teacher—presents a decade of work with the potential to revolutionize educational theory and practice by deeply enriching our understanding of the complex connection between emotion and learning. With her signature talent for explaining and interpreting neuroscientific findings in practical, teacher-relevant terms, Immordino-Yang offers two simple but profound ideas: first, that emotions are such powerful motivators of learning because they activate brain mechanisms that originally evolved to manage our basic survival; and second, that meaningful thinking and learning are inherently emotional, because we only think deeply about things we care about. Together, these insights suggest that in order to motivate students for academic learning, produce deep understanding, and ensure the transfer of educational experiences into real-world skills and careers, educators must find ways to leverage the emotional aspects of learning. Immordino-Yang has both the gift for captivating readers with her research and the ability to connect this research to everyday learning and teaching. She examines true stories of learning success with relentless curiosity and an illuminating mixture of the scientific and the human. What are feelings, and how does the brain support them? What role do feelings play in the brain's learning process? This book unpacks these crucial questions and many more, including the neurobiological, developmental, and evolutionary origins of creativity, facts and myths about mirror neurons, and how the perspective of social and affective neuroscience can inform the design of learning technologies.
A private conversation about the culture of education related to Black Americans always yields poignant and sometimes painful truths. As the reader of this text, you are on the receiving end of a personal dialogue based on experiential polemics unrestrained by the politics of academic marketing. In this treatise of thought on the intersectionality of education, society, and Black Americans, Alonzo DeCarlo engages the reader with textbook flair in some places and subtle diatribes in others about a philosophy of Being Black in the United States while pursuing educational mainstays. In a world where the legal and constitutional support promises so much yet delivers so little, this book is in part a research text that specifically puts Black American education at front and center. It polemically discusses the academic enterprise in the United States. It offers novel insights for all parties involved in the educational ecosystem, which continues to disfavor Black Americans and others in the general population. The book can be thought of as a flowchart that connects factors, which contribute to underachievement in many educational domains and over-representation in institutions that wittingly or unwittingly stifle Black American’s socioeconomic mobility. It explores within-group and between-group differences on an array of issues that affect Black Americans’ educational state and well-being. A discussion on topics as diverse as psychiatry, sexual orientation, religion, culture, social justice, neuroscience, identity, psychology, and technology is undertaken, as they correlate with Black Americans traversing the academic enterprise from preschool through pre-med. This is admittedly as intriguing as it is ambitious. It is what distinguishes the text from others surrounding it on the bookseller’s shelves. In sum, this book is a result of thoughts and ideas compiled from observations on the connectedness of many areas related to and affected by the education of Black Americans.
The first teacher's guide to the proven counseling approach known as motivational interviewing (MI), this pragmatic book shows how to use everyday interactions with students as powerful opportunities for change. MI comprises skills and strategies that can make brief conversations about any kind of behavioral, academic, or peer-related challenge more effective. Extensive sample dialogues bring to life the "dos and don'ts" of talking to K–12 students (and their parents) in ways that promote self-directed problem solving and personal growth. The authors include the distinguished codeveloper of MI plus two former classroom teachers. User-friendly features include learning exercises and reflection questions; additional helpful resources are available at the companion website. Written for teachers, the book will be recommended and/or used in teacher workshops by school psychologists, counselors, and social workers. This book is in the Applications of Motivational Interviewing series, edited by Stephen Rollnick, William R. Miller, and Theresa B. Moyers.
Along with development, parents and children are involved in reciprocal exchanges within which both co-adapt their emerging relationships. With this transactional assumption, the eco-cultural approach stimulates researchers to study parenting from a complex perspective and to consider multiple influences shaping children’s and families’ lives. This book offers a wide, concrete eco-cultural perspective on parenting, addressing current issues such as wellbeing and emotional security, sibling relationships, vulnerable children, family-school partnerships, digital parenting, adolescence and risks, resilience in adversity, and immigration and cultural diversity. Written by researchers from all over the world, the twelve chapters in this volume testify to the strength of the plurality method for approaching parenting.
This handbook addresses the educational uses of mindfulness in schools. It summarizes the state of the science and describes current and emerging applications and challenges throughout the field. It explores mindfulness concepts in scientific, theoretical, and practical terms and examines training opportunities both as an aspect of teachers’ professional development and a means to enhance students’ social-emotional and academic skills. Chapters discuss mindfulness and contemplative pedagogy programs that have produced positive student outcomes, including stress relief, self-care, and improved classroom and institutional engagement. Featured topics include: A comprehensive view of mindfulness in the modern era. Contemplative education and the roots of resilience. Mindfulness practice and its effect on students’ social-emotional learning. A cognitive neuroscience perspective on mindfulness in education that addresses students’ academic and social skills development. Mindfulness training for teachers and administrators. Two universal mindfulness education programs for elementary and middle school students. The Handbook of Mindfulness in Education is a must-have resource for researchers, graduate students, clinicians, and practitioners in psychology, psychiatry, education, and medicine, as well as counseling, social work, and rehabilitation therapy.
"The integration of CACREP Standards, school counseling strategies, and specific developmental issues make this a great text for teaching child and adolescent counseling courses." - Janet Froeschle, Texas Tech University Counseling Children and Adolescents: Connecting Theory, Development, and Diversity reviews the most relevant theoretical approaches for counseling children and focuses on connecting key theories to application using case studies. The book’s approach is broad, addressing a range of ages, approaches, and interventions that are applicable to varied settings. Sondra Smith-Adcock and Catherine Tucker have laid out an integrated framework that focuses on development and diversity. In addition, a unique aspect of this text is its focus on neuroscience, the developing brain, and the impact of early childhood trauma on development. Each chapter in the text includes a set of case illustrations, guided activities for the student to apply independently and in the classroom, and a list of resources in print, on the web, and on film. Counseling Children and Adolescents: Connecting Theory, Development, and Diversity is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). To learn more about each text in the series, please visit www.sagepub.com/cpiseries.
There is a growing interest in embodied approaches to psychotherapy internationally. This volume focuses on the respective focal professions of dance movement psychotherapy (DMP) and body psychotherapy (BP), addressing the psychotherapeutic need for healing throughout the lifespan. Within embodied clinical approaches, the therapist and client collaborate to discover how the body and movement can be used to strengthen positive relational skills, attending to the client's immediate and long-term needs through assessment, formulation, treatment and evaluation. Both DMP and BP are based upon the capacity and authority of the body and non-verbal communication to support and heal patients with diverse conditions, including trauma, unexplained bodily symptoms and other psychological distress, and to develop the clients’ emotional and relational capacities by listening to their bodies for integration and wellbeing. In The Routledge International Handbook of Embodied Perspectives in Psychotherapy, world leaders in the field contribute their expertise to showcase contemporary psychotherapeutic practice. They share perspectives from multiple models that have been developed throughout the world, providing information on theoretical advances and clinical practice, as well as discourse on the processes and therapeutic techniques employed individually and in groups. Presented in three parts, the book covers underpinning embodiment concepts, potentials of dance movement psychotherapy and of body psychotherapy, each of which is introduced with a scene-setting piece to allow the reader to easily engage with the content. With a strong focus on cross- and interdisciplinary perspectives, readers will find a wide compilation of embodied approaches to psychotherapy, allowing them to deepen and further their conceptualization and support best practice. This unique handbook will be of particular interest to clinical practitioners in the fields of body psychotherapy and dance movement psychotherapy as well as professionals from psychology, medicine, social work, counselling/psychotherapy and occupational therapy, and to those from related fields who are in search of information on the basic therapeutic principles and practice of body and movement psychotherapies and seeking to further their knowledge and understanding of the discipline. It is also an essential reference for academics and students of embodied psychotherapy, embodied cognitive science and clinical professions.
This book consists of thirteen chapters covering many facts like psycho-social intervention on emotional disorders in individuals, impact of emotion and cognition on blended theory, theory and implication of information processing, effects of emotional self esteem in women, emotional dimension of women in workplace, effects of mental thinking in different age groups irrespective of the gender, negative emotions and its effect on information processing, role of emotions in education and lastly emotional analysis in multi perspective domain adopting machine learning approach. Most of the chapters having experimental studies, with each experiment having different constructs as well as different samples for each data collection. Most of the studies measure information processing within altered mood states, such as depression, anxiety, or positive emotional states, with mental ability tasks being conducted in addition to the experiments of quasi-experimental design.
This book presents an innovative relational and community based therapeutic model to ensure children's essential attachment needs are catered for in intensive mental health care. The text combines an overview of theory relating to attachment and trauma before laying out a model for working with children and adolescents in an attachment-informed way. The approach applies to a diverse range of settings - from in-patient psychiatric settings, through to schools-based programs, and provides the reader with the knowledge and guidance they need to introduce the approach in their own service. It also addresses the complexities of working with specific clinical populations, including children with ADHD, ASD, RAD and psychosis. Accessible for entry level clinical caretakers, yet sophisticated enough for clinical supervisors, this book is essential reading for professionals looking to improve the effectiveness of child and adolescent treatment programs.