Working with Students with Emotional and Behavioral Disorders

A Guide for K-12 Teachers and Service Providers

Daniel T. Sciarra, Hofstra University and Vance L. Austin, Manhattanville College

This text is designed to help teachers and service providers work successfully with children who exhibit emotional and behavioral disorders by affording them a repertoire of valuable, evidence-based treatment strategies. Furthermore, because the book represents a synthesis of expertise, written from the dual perspectives of an experienced clinician and an educator, the school professional who reads it will better understand the role of both teacher and service provider, thus optimizing the coordination and effectiveness of the services that are critical to the success of these students. ‘Working with Students with Emotional and Behavioral Disorders: A Guide for K-12 Teachers and Service Providers’ explores the most prevalent behavioral disorders encountered by school professionals as they work with today’s students. These high-incidence behavioral disorders are addressed by type, and each includes a discussion of the relevant characteristics, causes, prevalence, and treatment strategies. Features that are unique to this book include its acknowledgement of the need for a collaborative approach to these problems by all school professionals, as well as the coordination of services provided by the classroom teacher and other service providers working with these students. To date, few books, if any, have provided this holistic perspective. This book is designed to help K-12 teachers and related service providers (i.e., school psychologists, school social workers, speech-language pathologists, guidance counselors, and occupational therapists) work successfully with children who exhibit emotional and behavioral disorders by affording them a repertoire of valuable, evidence-based treatment strategies.

Food for thought: Nutrition and the aging brain

Richard A. Dienstbier, University of Nebraska

"Food for Thought: Nutrition and the Aging Brain" presents and analyzes the research on nutrition’s impacts on the aging brain, on possibly-declining cognitive abilities, and on changing emotional dispositions. With 40 pages of references, the depth of coverage of the underlying science makes the book appropriate for scientists in fields such as nutrition, geriatrics, and psychology. However, the book was also designed to be understandable for lay readers wanting a deeper understanding than can be found in typical books on food-brain relationships. To make this book useful for non-scientists and for students, the first three chapters provide background. They sketch relevant brain structure and neurochemistry, and then discuss in only slightly more detail how aging and stress affect neurochemistry, brain structure, cognitive capacities, and resilience. The third chapter introduces basic nutrition research issues, and the extensive Glossary provides additional explanations of scientific concepts. The subsequent 14 chapters consolidate modern research on impacts of nutrition on brain and cognitive capacities. The research shows how much various nutrients can affect cognition in aging people, and then how those impacts are achieved—that is, how genes are affected that in turn have impacts on neural structures and neurochemistry. That series of 14 chapters begins with analyses of general diets such as the Mediterranean and the MIND, but subsequent chapters examine impacts of specific classes of nutrients. Chapter 18 describes nutrition that affects resilience, interpreted as stress tolerance, and resistance to both anxiety and depression. Chapter 19 describes how other types of activities that affect brain and cognition, such as programs of physical exercise and cognitive stimulation, can interact with nutrition to build brain and sharpen cognition. The final chapter summarizes the information on nutrition impacts on brain and cognition, and extends the discussion of interactions of nutrition with other brain-enhancing activities.

Guide to Personal Knowledge: The Philosophy of Michael Polanyi

Tacit Knowledge, Emergence and the Fiduciary Program

Dániel Paksi, Budapest University of Technology and Economics (BUTE), Hungary and Mihály Héder, Budapest University of Technology and Economics (BUTE), Hungary

This book will help readers understand the most important book of Michael Polanyi, ‘Personal Knowledge’, and help them grasp the essence of his philosophical thinking. In this volume, Polanyi’s goals are first reconstructed, and then his main philosophical arguments are introduced. The discussion is limited to the most crucial ideas that are indispensable for the arc of his book: tacit knowledge, emergence and the fiduciary program. The thirteen chapters of this volume explain the essence of the thirteen chapters of ‘Personal Knowledge’. The page numbers in this book work just as well with the 2015 ‘Enlarged Edition‘ of ‘Personal Knowledge‘ as with the original issues. Whether you just want to get the key quotation and the context right on tacit knowledge, emergence or the fiduciary program, or want to have a deep dive for your scholarly research in philosophy and management, this book is for you.

Researching the Teaching of Drawing

Edited by Raymond M. Klein, Nova Scotia College of Art and Design University

The Drawing Laboratory at NSCAD University was founded with funding from the Social Sciences and Humanities Research Council of Canada in 2005 as a collaboration between psychological scientists from Dalhousie and drawing instructors at NSAD. The Drawing Lab is thus a unique place where scientists and artists collaborate on interdisciplinary research about the complex intellectual and practical act of drawing from observation. By bringing the scientific method to bear on how drawing processes unfold, those involved seek to improve drawing education while furthering research on the cognitive processes involved in drawing. The chapters in this book describe that research. ‘Perceptual and Cognitive Processes in Drawing from Observation’ will hold much interest for drawing instructors and students, psychologists and neuroscientists with a specialism in art, as well as those with a general interest in art and science. Authors of this volume are Amanda Burk, John Christie, Tim Fedak, Raymond Klein, Geniva Liu, Bryan Maycock, Mathew Reichertz and Jack Wong.

Researching the Teaching of Drawing

Edited by Raymond M. Klein, Nova Scotia College of Art and Design University

The Drawing Laboratory at NSCAD University was founded with funding from the Social Sciences and Humanities Research Council of Canada in 2005 as a collaboration between psychological scientists from Dalhousie and drawing instructors at NSAD. The Drawing Lab is thus a unique place where scientists and artists collaborate on interdisciplinary research about the complex intellectual and practical act of drawing from observation. By bringing the scientific method to bear on how drawing processes unfold, those involved seek to improve drawing education while furthering research on the cognitive processes involved in drawing. The chapters in this book describe that research. ‘Perceptual and Cognitive Processes in Drawing from Observation’ will hold much interest for drawing instructors and students, psychologists and neuroscientists with a specialism in art, as well as those with a general interest in art and science. Authors of this volume are Amanda Burk, John Christie, Tim Fedak, Raymond Klein, Geniva Liu, Bryan Maycock, Mathew Reichertz and Jack Wong.