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Marcel Lebrun Surviving School Stress (Hardback) (UK IMPORT)
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eBay-objectnummer:276280323527
Specificaties
- Objectstaat
- Book Title
- Surviving School Stress
- Publication Name
- Surviving School Stress : Strategies for Well-Being in Today's Complex World
- Title
- Surviving School Stress
- Subtitle
- Strategies for Well-Being in Today's Complex World
- ISBN-10
- 147582047X
- EAN
- 9781475820478
- ISBN
- 9781475820478
- Publisher
- Rowman & Littlefield Publishers, Incorporated
- Format
- Hardcover
- Release Year
- 2016
- Release Date
- 12/10/2016
- Language
- English
- Country/Region of Manufacture
- US
- Item Height
- 0.7 in
- Item Length
- 9.4 in
- Item Width
- 6.3 in
- Item Weight
- 14.1 Oz
- Contributor
- Eric Mann (Contributions by)
- Genre
- Society & Culture
- Subject
- Educational Psychology, Professional Development, Student Life & Student Affairs, Self-Management / Stress Management, Philosophy, Theory & Social Aspects
- Subject Area
- Education, Self-Help
- Publication Year
- 2016
- Type
- Textbook
- Number of Pages
- 174 Pages
Over dit product
Product Identifiers
Publisher
Rowman & Littlefield Publishers, Incorporated
ISBN-10
147582047X
ISBN-13
9781475820478
eBay Product ID (ePID)
4038376326
Product Key Features
Number of Pages
174 Pages
Publication Name
Surviving School Stress : Strategies for Well-Being in Today's Complex World
Language
English
Publication Year
2016
Subject
Educational Psychology, Professional Development, Student Life & Student Affairs, Self-Management / Stress Management, Philosophy, Theory & Social Aspects
Type
Textbook
Subject Area
Education, Self-Help
Format
Hardcover
Dimensions
Item Height
0.7 in
Item Weight
14.1 Oz
Item Length
9.4 in
Item Width
6.3 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2016-039448
Reviews
I have implemented the curriculum with a middle school group and a high school group. In both groups the vocabulary of persistence, resilience and dwelling have been an awesome tool, both when processing in group and in individual counseling. In both groups we were able to have rich discussions from the initial Managing Stress Survey., I am going to be starting session 9 next week. So far it has been great. I combined session 1 and 2 and had students go through their own surveys and summarize it themselves. This was great because they could reflect on themselves. We had great discussions regarding this. Overall this has been a great program with wonderful information., I like how easy the curriculum is to present. I don't have time in my schedule to create a thoughtful curriculum. This includes everything I need; logically organized, step by step. The checklists early in the program allow students to reflect and have a deeper understanding of their values and stressors without the added anxiety of having to share out in a group they may not trust yet. Later, when students have grown to trust the group, they are able to share personal thoughts and feelings, making the experience powerful for all of them., We have had much success with the Managing Stress curriculum. Our students check in each morning and have been able to, over time, see the link between a good night of sleep, breakfast, talking about their stress and having a good day. Many times, students will link their weekly goals to the areas on their morning check in that seem to be troublesome (going to bed at the same time each night, having breakfast or simply asking to stay with us during advisory)."The learning and language allows us (adults) to assess student needs before they become so big that the kids get overwhelmed and shut down. They have all noted to us as well that they like to be able to talk about little things before they become bigger issues., I trialed the Managing Stress Curriculum with a class of nine middle school students that have emotional and behavioral disabilities. The lessons were engaging and easily adapted towards the various needs of the students. The students could relate to the topics discussed and appreciated the time spent on issues they experience on a daily basis. It was a meaningful experience for the staff in the classroom, as well, and encouraged open and honest communication and understanding., It's great to have found a curriculum that students of all ages can really buy into! Students are taking charge of their choices and goals!, We have had much success with the Managing Stress curriculum. Our students check in each morning and have been able to, over time, see the link between a good night of sleep, breakfast, talking about their stress and having a good day. Many times, students will link their weekly goals to the areas on their morning check in that seem to be troublesome (going to bed at the same time each night, having breakfast or simply asking to stay with us during advisory). The learning and language allows us (adults) to assess student needs before they become so big that the kids get overwhelmed and shut down. They have all noted to us as well that they like to be able to talk about little things before they become bigger issues., Many of the activities have opened up discussion about stressors teens can experience. Even students that may not be verbally sharing are listening to the conversation. I believe it helps them to know that they are not the only ones experiencing these things., I have implemented the curriculum with a middle school group and a high school group. In both groups the vocabulary of persistence, resilience and dwelling have been an awesome tool, both when processing in group and in individual counseling. In both groups we were able to have rich discussions from the initial Managing Stress Survey., We have had much success with the Managing Stress curriculum. Our students check in each morning and have been able to, over time, see the link between a good night of sleep, breakfast, talking about their stress and having a good day. Many times, students will link their weekly goals to the areas on their morning check in that seem to be troublesome (going to bed at the same time each night, having breakfast or simply asking to stay with us during advisory).The learning and language allows us (adults) to assess student needs before they become so big that the kids get overwhelmed and shut down. They have all noted to us as well that they like to be able to talk about little things before they become bigger issues., One very simple aspect of MS3 that I like is the use of the word "stress." Kids and adults alike can relate to this word!, One very simple aspect of MS3 that I like is the use of the word 'stress.' Kids and adults alike can relate to this word!, I think this curriculum has helped students identify what they do and feel, and gives it a name. Students are starting to identify on their own some goal supporting and goal defeating behavior. They explain how they can turn negative self-talk around to positive self-talk. They are starting to identify their stress and what they can do about it.
Dewey Edition
23
Illustrated
Yes
Dewey Decimal
371.713
Table Of Content
PREFACE PART 1 STRESS: BELIEFS, INFLUENCES, and SOLUTIONS Chapter 1 Types of Stress: Definitions and Understandings Chapter 2 Anxiety Disorders Chapter 3 Trauma Chapter 4 Mental Health Issues and Stress Chapter 5 Anger Management Chapter 6 Interventions and Classroom Strategies Chapter 7 Personal Journeys PART 2 MANAGING STRESS FOR SCHOOL SUCCESS Introduction: Eric Mann Small Group Lessons 1-10 Whole Classroom Lessons 1-10 CONCLUSION APPENDICES Appendix A: Managing Stress for School Success: Survey Appendix B: Manage it! Address the Stress! Appendix C: Goals, Values and Bucket List Appendix D: Values Assessment (Middle-High School) Appendix E: Values Assessment (Elementary School) Appendix F: Managing Stress for School Success: Self-Assessment Data Summary References
Synopsis
Surviving School Stress provides the reader with fundamental components of different types of stress, stressors, and strategies for interventions. In Part I, Dr. Lebrun breaks down the individual components of each type of stress and provides readers with a clear understanding of the key concepts and essential questions needed to be able to effectively intervene with children and adolescents within a school or home setting. Part II of the book provides a framework for educators to use to guide small and large group lessons in a school setting. Each lesson can be individually presented. The small group lessons are meant to guide students in a very focused direction. The general classroom lessons can be adapted depending on the needs of the group within that particular classroom. This resource is suitable for all special education teachers, general classroom teachers at the K-12 levels, behavior consultants, and school mental health counselors.
LC Classification Number
LB3430
ebay_catalog_id
4
Copyright Date
2016
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