We are proud to feature books and book chapters authored and/or edited by LSCI Trainers! In the section below, please browse from our comprehensive selection of professionally-written and published works.
Showing 1–12 of 15 results
Author: Gerrit De Moor
Where evolutionary theory, history, education, (ortho)pedagogy, philosophy and anthropology meet, the sense and nonsense of punishment in parenting and education is thoroughly analyzed. And what about rewarding? It turns out that rewarding is based on the same principles as punishment. That is why the author introduces connectedness as the origin and goal of human relations. Sanctioning is next introduced as an alternative for punishment and rewarding.
Author: Signe Whitson
Children often struggle to cope with anger, and angry feelings can boil over into aggression and destructive behavior. This resource takes a different approach to anger, teaching children how to be angry effectively, rather than telling them not to be angry at all. This group program provides step-by-step guidelines for building anger management and assertive emotional expression skills through tailored lessons, group activities and thought-provoking discussions. Participants will learn specific skills such as: -Using I-Statements -Standing Up to Bullies -Disagreeing without Arguing -Making and Refusing Requests -Responding to Anger -Finding Win–Win Solutions Suitable for use with children and teenagers aged 5 – 18, this engaging resource will help children to overcome self-destructive patterns of passive, aggressive, and passive aggressive behavior. It will be of great use to educators, counselors, social workers, youth care professionals, psychologists and parents.
Authors: JC Chambers & Mark Freado
This is a book designed to encourage and assist counselors, parents, teachers and youth workers. The reader will find a description of what is meant by the term “KId Whipsering” as well as important assumptions. The reader is then guided through a discussion of critical concepts that will equip them to be more effective at understanding kid's costumes, reaching beyond that costume, addressing the inside kid, appreciating the young person's story and challenging youth to make more effective, positive choices.
Available at: Amazon
Authors: Lori Desautels & Michael McKnight
There's never been a more chaotic and tenuous time in our nation's educational story. Learning is the most natural thing human beings do. Yet, it seems the “harder” we work in schools helping our students to acquire the learning they need, the academic performances stay stagnant or lessen. Schools are not machines. Schools are a network of human beings who feel, think, behave, and function within a human system that is alive and never static. Schools are living systems! This system is wired to thrive, even through difficult times – Lori and Michael believe that we can begin to create wholeness and connection within our schools mindfully and by design. We can create places where all children thrive.
Authors: Paul Baker, Meredith White-McMahon
Over the past two decades, significant advancement has been made in
understanding the role the brain plays in human behavior. Along with
this new and exciting information emerges a responsibility for
therapeutic professionals to have a solid understanding of the “brain
basics” needed to support the lives of troubled children and youth. The
Hopeful Brain authors provide a common-sense look at modern neuroscience
and its application to positive youth development, psychology and
educational support. Baker and White-McMahon take on the often daunting
world of complex neuroscience and provide readers with practical
strategies that are easy to use and apply across a variety of settings.
This book explores the importance of using strength-based interventions and
creating structured opportunities to “reimburse” troubled children and
youth with positive experiences that teach and transform.
Available at: Thepersonbrain.com
Authors: Dr. Cynthia Ford & Dr. Paul Baker
According to Collaborative for Academic, Social, and Emotional Learning (CASEL) http://www.casel.org/social-and-emotional-learning/ social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, skills, and attitudes that can enhance personal development, establish satisfying interpersonal relationships, and lead to effective and ethical work and productivity. These include the competencies to understand and manage emotions, set and achieve positive goals, feel and show caring and concern for others, establish and maintain positive relationships, and make responsible decisions.
Research indicates that there is a direct link between social and emotional skills and academic learning. According to CASEL many risky behaviors can be prevented or reduced when social and emotional learning is integrated into the curriculum. This is best done through explicit instruction and through student-centered learning approaches that help students engage in the learning process and develop analytical, communication, and collaborative skills.
The Minded Brain is a “hands-on” educational curriculum designed to enhance the social, emotional and cultural needs of students through target experiential learning activities. It uses targeted instructional techniques to support social emotional learning within an easy-to-use NeuroRelational framework.
Available at: www.thepersonbrain.com
Long before most school programs begin anti-bullying campaigns, young girls are getting a full education in social aggression. Girls as young as age five are experiencing acts of bullying, disguised as friendship, that shake the carefully laid foundations of their self-image, personal values, and beliefs about peer relationships. Based on thought-provoking discussions, engaging games, strength-discovering exercises, and confidence-boosting fun, the hands-on activities in Friendship and Other Weapons build critical knowledge and friendship survival skills such as: Recognizing the Red Flags of Girl Bullying Responding Assertively to Bullying Behavior Realizing Personal Strengths Becoming an Ally to Others Facing Bullying Resolving Conflicts Directly Using Technology and Social Media Ethically This photocopiable resource book provides educators, social workers and counsellors with a complete, ready-to-use group curriculum to help young girls aged 5 11 build constructive and fulfilling friendships.
Tackling an all-too-prevalent problem among kids with 8 smart, practical strategies.
Groundbreaking books have peered into the psychology of bullying and the cultural climate that―seemingly now more than ever―gives rise to such cruelty and aggression. But few have been able to synthesize what we know into 8 simple, targeted “keys” that equip educators, professionals, and parents with practical strategies to tackle the issue head-on. This book answers that call. In 8 core strategies, this book details how to establish meaningful connections with kids, create a positive school climate, address cyberbullying, build social emotional competence, reach out to kids who bully, empower bystanders, and much, much more.
Available at: Amazon
Organized around the groundbreaking principles of 8 Keys to End Bullying, this two-book program builds key social-emotional skills in young readers, empowering them to cope with conflict and end bullying in their communities and schools. Kids can complete the activities independently or alongside a caring adult.
The 8 Keys to End Bullying Activity Book for Kids & Tweens: Activities, Quizzes, Games, & Skills for Putting the Keys Into Action offers dozens of simple worksheets, games, and targeted resources to cultivate (1) assertiveness, emotion management, and friendship skills in kids vulnerable to bullying, (2) problem-solving skills for kids who witness bullying, and (3) empathy and kindness skills in kids who are likely to bully their peers.
The 8 Keys to End Bullying Activity Book Companion Guide for Parents & Educators, a “leader’s manual” for the Activity Book, provides helpful guidelines and vital background information for leading kids through each lesson.
This edition of the Journal of Child and Youth Care work provides a rich portrait for the evolving strengths of trauma-informed care across practice settings of our field; from program informed by policy to the most recent advances in direct care tools and techniques.
2015, 247 pages, 6″ x 9″ soft cover
Author: James Freeman
Freeman, J. (2015). Trauma and relational care: Integrating an awareness of trauma into the characteristics of relational child and youth care. Journal of Child and Youth Care Work, 25, 120-132.
Available at: www.nrcys.ou.edu
Editors: Thom Garfat Ph.D, Leon Fulcher Ph.D and John Digney Ph.D
ISBN e-book 978-1-928212-07-2 / Softcover 978-0-9921940-2-4
In this volume, CYC practitioners, educators and trainers demonstrate the applicability of a Daily Life Events (dle©) approach across various settings and practice areas. It demonstrates the breadth and depth of the Child & Youth Care field and how it has evolved. This is an excellent student or professional development volume.
Author: James Freeman
Freeman, J. (2013). Reflections on daily life events in child and youth care. In T. Garfat, L. Fulcher & J. Digney (Eds.), Making moments meaningful in child and youth care practice (pp. 34-40). Cape Town, South Africa: Pretext.
Available at: www.press.cyc-net.org
Editors: Thom Garfat, PhD and Leon Fulcher, PhD
Author: James Freeman
Freeman, J. (2012). From coercion to connection: Shifting an organizational culture. In T. Garfat & L. Fulcher (Eds.), Child and youth care in practice (pp. 152-160). Cape Town, South Africa: Pretext.
Available at: http://press.cyc-net.org/books/CYCiP.aspx