Six Pathways to Healthy Child Development and Academic Success : the Field Guide to Comer Schools in Action.

Ensure that all school decisions are made in the best interest of children and their success with this first-ever published field guide promoting child development and learning. <br />

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Comer, James P.
Otros Autores: Joyner, Edward T., Ben-Avie, Michael
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Thousand Oaks : SAGE Publications, 2004.
Temas:
Comer, James P.
Yale School Development Program.
Yale School Development Program
Child development > United States.
Home and school > United States.
Academic achievement > United States.
Enfants > Développement > États-Unis.
Academic achievement
Child development
Home and school
United States
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Contents
  • Foreword
  • Preface
  • Acknowledgments
  • About the Authors
  • Part I
  • Child Development = Education
  • Chapter 1
  • The School is Preventive and Promotive
  • Children are Immersed in Their Social Networks
  • Children from Poorly Functioning Families are Likely to Enter School without Adequate Preparation
  • Healthy Development Prepares Children to Meet Life's Tasks
  • The School is a Continuous Presence in the Life of Children and Adolescents
  • Chapter 2
  • Essential Understandings of the Yale School Development Program
  • SDP and the Comer Process
  • Six Developmental Pathways
  • An Operating System
  • This Field Guide
  • Responsibilities of the School Community
  • Chapter 3
  • Schools in Society
  • A tough Brooklyn Neighborhood
  • Our Child Study Team Has a Systematic Process
  • Being on a Team Helps Us to Cope
  • Interventions That Work
  • The Alarm Clock Program
  • Support for Social and Emotional Development
  • Ongoing Support after Crisis Intervention
  • The in-House Suspension Program and Acts of Kindness
  • Action-Oriented Self-Assessment
  • We are on the Right Track
  • Chapter 4
  • Child Development is the Foundation of Education
  • Meeting the Needs of Every Child
  • The Six Developmental Pathways
  • Physical Pathway
  • Cognitive Pathway
  • Psychological Pathway
  • Language Pathway
  • Social Pathway
  • Ethical Pathway
  • Rationale for the Pathways Framework
  • Using the Pathways Framework to Address Student Issues
  • Training Activity 4.1: Using the Pathways to Identify Student Issues and Behaviors at your school
  • Additional Examples of Using the Pathways Framework
  • Training Activity 4.2: Using the Pathways for Curriculum, Instruction, and Classroom Management
  • Writing Lesson Plans Using the Pathways Framework
  • Training Activity 4.3: Aligning your Lesson Plans with the Pathways.
  • Using the Pathways Framework to Address Adult Issues
  • Training Activity 4.4: Using the Pathways to Assess your Own Well-Being and Interactions with Students
  • Using the Pathways Framework to Create a Culture for the School Community
  • The School Planning and Management Team
  • The Student and Staff Support Team
  • The Parent Team
  • Working Together to Ensure That all Children Develop to Their Full Potential
  • Chapter 5
  • Promoting Youth Leadership Development in Comer Schools
  • How Far Do the Changes Reach?
  • "Proud to be a Comer Kid"
  • Comer Kids' Councils
  • Comer Kids' Leadership Academy
  • The Comer Process for Kids: What Students Should Know and be Able to Do
  • Students Should Know Who Dr. Comer is and Why He Developed SDP
  • Student Activity 5.1: Dr. Comer is a Child Psychiatrist
  • Student Activity 5.2: James's Friends Were Not as successful as He Was
  • Student Activity 5.3: The Members of the Comer Teams Work Together to Make Good Decisions for Children
  • Students Should Know about the Six Developmental Pathways
  • Student Activity 5.4: How Do We Grow up?
  • Student Activity 5.5: Comercise! Social and Physical Pathways for Young Children
  • Students Should Know the Three Guiding Principles, "The Comer Golden Rules for Classroom Interaction"
  • Student Activity 5.6: Teamwork is important
  • Student Activity 5.7: Open lunch-Problem Solving Using all Three Guiding Principles
  • Students Should Know the Goals in Their School's Comprehensive School Plan
  • Planning for Success
  • Student Activity 5.8: A Lesson in Effective Decision Making
  • Setting up a Comer Kids' Council
  • Getting Started
  • Purpose of the Council
  • Role of the Council
  • Team Meetings
  • Relationship to Classroom Practice
  • Selection of Student Representatives to the Council
  • Composition of the Comer Kids' Leadership Council.
  • SPMT Roles and Responsibilities for the Council
  • Encouraging Students' Responsibility for Their Own Learning and Development
  • Promoting Parent Involvement in Youth Development: "I Too Have a Dream"
  • Building Capacity through Student Leadership
  • Setting up Your Own Leadership Academy
  • Pre-Academy Activities
  • The Trip to the Academy
  • Student Activity 5.9: Sample Travel Curriculum for an Academy Meeting
  • Academy Agenda and Activities
  • The Academy Awards
  • Post-Academy Activities
  • Positive Outcomes and Profound Impact
  • Student Essay: "What it Meant to become a Comer Kid"
  • Chapter 6
  • Children Must be Taught to Deal with Anger
  • Signs of Trouble
  • Infants and Young Children
  • School-Age Children
  • Adolescence
  • Chapter 7
  • Children with Special Needs: Special Education and the Comprehensive School Plan
  • Schoolwide Preventive Planning
  • Creating a Unified Educational System
  • A Districtwide Comprehensive School Plan for CSD 17
  • Consensus, Collaboration, and No-fault Problem Solving
  • Regular Education Early Intervention Teams
  • Collaborative Problem Solving and the Home-School Collaboration
  • The PPT Process
  • Using Contracts to Help Students Understand Choices and Consequences
  • Behavior Intervention Plans
  • Using the Pathways as a Common Language for Behavior
  • The Student as Problem Solver, Not Problem Child
  • PPT Process Case Vignettes
  • Basic Guidelines for Changing Behavior
  • Chapter 8
  • Inclusiveness for Children with Special Needs
  • Least Restrictive Environments
  • Accommodations for Regular Classroom Settings
  • Part II
  • Children Need Healthy Adults
  • Balanced Development
  • Development Into Adulthood
  • Chapter 9
  • Teaming and Team Building
  • Effective Teams
  • Building Relationships
  • Teaming and Team Building
  • Team Building, Teaming, and Training Resources.
  • Chapter 10
  • A Team Approach to Educational Change
  • Two Models for Understanding People's Concerns
  • P + E + O + F + R = M: A Framework for Understanding Why and How People See the World Differently
  • Methods for Strengthening the Work of Teams
  • The Concept of the Container
  • Activation of Team Roles
  • Role Expectation Cards
  • Feedback Description Guides
  • Chapter 11
  • Establishing a Foundation: A Principal's View of Task and Process
  • How Our School Used to be
  • Introducing the Comer Process to the Staff
  • Introducing the Six Developmental Pathways
  • Introducing the Teams
  • Introducing the Guiding Principles
  • Maintaining the Guiding Principles While Thinking Strategically: "We Don't Vote"
  • Reflections on the "We Don't Vote" Story: A Conversation about Relationships, Teams, Meetings, and Trust
  • Chapter 12
  • It's all about Effective Relationships: Frameworks for Understanding Ourselves and Others
  • A Human Relationship Scenario
  • Making Sense of Relationships
  • Tensions
  • Evolving Stages
  • Creating Strength from Diversity
  • Understanding Our Own Behavior in Relationships
  • Relationship Framework 1: The Jo-Hari Window
  • A Framework for Developing Trust and Healthy Relationships in Schools
  • Public Self and Private Self
  • Facilitating Trust
  • The Blind Self
  • Feedback in the Jo-Hari Window
  • Working with Our Awareness of Self and Others
  • Relationship Framework 2: Three Models of Personality Types-A Short Course in Understanding People
  • The Myers-Briggs Type Indicator
  • The Enneagram
  • Archetypes
  • Chapter 13
  • Three Guiding Principles for Interactions on Teams
  • No-Fault Problem Solving
  • Consensus Decision Making
  • Collaborative Relationships
  • The Challenges of Working with the Three Guiding Principles
  • Part III
  • A Time to Act
  • Chapter 14
  • Children and Trauma
  • Trauma's Impact on Child Development.
  • Posttraumatic Symptoms
  • Parents and Caregivers
  • Mental Health Providers
  • School-Based Interventions
  • Chapter 15
  • Children during Wartime
  • Modern Warfare and its Refugees
  • Teaching the Children of War
  • Chapter 16
  • Children of the World: How We Created a Full-Service School
  • Daily Crisis Management
  • Creating the Healthy Learners Program
  • RAIN (Referral and Information Network) is Born
  • Home Intervention Teams
  • The Homework Club
  • Head Start Initiative
  • The Children of the World Health Center
  • Cool School
  • The Raindrop Center
  • Index.

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