附註:Includes bibliographical references (pages 221-223) and index.
pt. 1. First things first : understanding children's social and emotional needs. The development of personhood -- Teaching ourselves to read in the early years : recognizing signs of distress and addressing psychosocial history -- Saving kindergarten -- pt. 2. The emotionally safe school environment. Teacher, teacher! : the teacher's role in the emotionally responsive classroom -- Creating a healing environment : the role of the principal -- The role of the school-based clinician in schools that heal -- pt. 3. Possibilities for emotionally responsive practice. A staff-development approach to responsive practice -- The power of teacher-focused mental health in public schools -- The tools of emotionally responsive classrooms -- A room with a view : preventive practice in the early-grade classroom -- pt. 4. A challenge for policymakers. The danger of institutional denial : the "as if" school in the community -- The responsive school during crisis : what we are learning from September 11 -- A question of standards -- [Handouts]. Inviting and containing workshop -- Inviting and containing workshop : which is which? -- Inviting and containing : a menu of interventions -- Why gather stories? -- Story-gathering day -- Confidentiality statement, story-gathering information -- Guide to creating emotionally responsive books -- Drawing technique.
摘要:"In a world where children are beset by violence and stress, Lesley Koplow provides educators with clear, level-headed advice on how to construct therapeutic learning environments for all children. This is a book about integrating preventive mental health practice into public schools (preschool through grade 5). Koplow, a psychotherapist, discusses the mandate for violence prevention and offers an intervention framework for teachers, administrators, and school-based clinicians who want to improve the emotional climate in their school." "This volume: helps educators read the signs of distress or problematic social/emotional development as they are likely to manifest themselves in the school setting; introduces a practice model that calls for strengthened teacher-child connections; addresses, in separate chapters, the roles of the teacher, principal, and school-based clinician, providing guidance and effective strategies for each; demonstrates that interventions can be done effectively by existing school personnel; describes a project to facilitate teacher gathering of psycho-social history that can be used to inform constructive curricular practice; poses compelling questions for policymakers, including concerns about the effect that the current focus on standards and test scores is having on the emotional tone of schools; and includes a chapter addressing what we've learned from the recent tragic events of September 11th in New York City."--Jacket.
