Collaborative Intervention in Early Childhood offers guidance for those working as consultants in education, as well as those providing assistance in other settings. The combination of theoretical and real-world application fills a gap in the existing literature, and is an invaluable resource for parents and teachers of children 3-7.
Collaborative Intervention in Early Childhood offers guidance for those working as consultants in education, as well as those providing assistance in other settings. The combination of theoretical and real-world application fills a gap in the existing literature, and is an invaluable resource for parents and teachers of children 3-7.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Deborah Hirschland, M.S.W., is on the faculty of the Boston University School of Social Work's Postgraduate Program in Clinical Work with Children, Adolescents, and Families, and teaches through the Connected Beginnings Training Institute. A consultant to and trainer for the Together for Kids Project and programs of the Community Partnerships for Children, she presents frequently on early childhood issues.
Inhaltsangabe
* Part I. Foundations for Understanding * 1: When Young Children Need Help: What Do We See? What Do We Think? What Do We Do? * 2: Seven Building Blocks of Development: Understanding Core Emotional, Behavioral, and Social Competencies * 3: The Contribution of Constitution: Understanding a Child's Temperament and Neurodevelopmental Profile * 4: The Contribution of Family Life: Understanding a Family's History and Patterns of Interaction * Part II. Foundations for Intervention * 5: Setting the Stage for Mastery: Developing a Working Hypothesis, Goals for Growth, and a Plan of Action * 6: Home-Based Strategies: Helping Parents Set Effective Behavioral Expectations * 7: Classroom-Based Strategies: Mentoring Teachers in the Skills of Developmental Scaffolding * Part III. Specific Approaches for Specific Difficulties * 8: Helping the Shy, Cautious, or Withdrawn Child: Getting to Work When a Youngster Holds Back from Connections, Play, and Conversation * 9: Helping the Child with Language and Information Processing Issues: Getting to Work When a Youngster Struggles to Understand and Be Understood * 10: Helping the High-Energy and/or Inattentive Child: Getting to Work When a Child Has Trouble Slowing Down or Tuning In * 11: Helping the Easily Frustrated, Impulsive Child: Getting to Work When a Child Doesn't Calm Down and Think Before Acting * 12: Helping the Anxious Child: Getting to Work When a Child's Worries, Fears, or Sensory Sensitivities Take Over Daily Life * 13: Helping the Disengaged, Offbeat, or Gifted but Rigid Child: Getting to Work When a Child Has Trouble Relating with Interest and Flexibility * Part IV. Questions and Conclusions * 14: Additional Issues: Addressing Trauma and Loss, Monitoring Media Choices, Providing Guidance During Crises and More * 15: Elementary School and Beyond: Perspectives for the Long Haul
* Part I. Foundations for Understanding * 1: When Young Children Need Help: What Do We See? What Do We Think? What Do We Do? * 2: Seven Building Blocks of Development: Understanding Core Emotional, Behavioral, and Social Competencies * 3: The Contribution of Constitution: Understanding a Child's Temperament and Neurodevelopmental Profile * 4: The Contribution of Family Life: Understanding a Family's History and Patterns of Interaction * Part II. Foundations for Intervention * 5: Setting the Stage for Mastery: Developing a Working Hypothesis, Goals for Growth, and a Plan of Action * 6: Home-Based Strategies: Helping Parents Set Effective Behavioral Expectations * 7: Classroom-Based Strategies: Mentoring Teachers in the Skills of Developmental Scaffolding * Part III. Specific Approaches for Specific Difficulties * 8: Helping the Shy, Cautious, or Withdrawn Child: Getting to Work When a Youngster Holds Back from Connections, Play, and Conversation * 9: Helping the Child with Language and Information Processing Issues: Getting to Work When a Youngster Struggles to Understand and Be Understood * 10: Helping the High-Energy and/or Inattentive Child: Getting to Work When a Child Has Trouble Slowing Down or Tuning In * 11: Helping the Easily Frustrated, Impulsive Child: Getting to Work When a Child Doesn't Calm Down and Think Before Acting * 12: Helping the Anxious Child: Getting to Work When a Child's Worries, Fears, or Sensory Sensitivities Take Over Daily Life * 13: Helping the Disengaged, Offbeat, or Gifted but Rigid Child: Getting to Work When a Child Has Trouble Relating with Interest and Flexibility * Part IV. Questions and Conclusions * 14: Additional Issues: Addressing Trauma and Loss, Monitoring Media Choices, Providing Guidance During Crises and More * 15: Elementary School and Beyond: Perspectives for the Long Haul
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