Jennifer Katz

Ensouling Our Schools

A Universally Designed Framework for Mental Health, Well-Being, and Reconciliation

• Broschiertes Buch

Produktbeschreibung

Canada, non-fiction, education, inclusion, indigenous

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Produktdetails

• Verlag: Portage & Main Press
• Seitenzahl: 258
• Erscheinungstermin: 13. April 2018
• Englisch
• Abmessung: 264mm x 203mm x 18mm
• Gewicht: 680g
• ISBN-13: 9781553796831
• ISBN-10: 1553796837
• Artikelnr.: 51298808

Autorenporträt

Jennifer Katz, PhD, taught for 16 years in diverse classrooms from K to 12, including special education and inclusive classrooms in Winnipeg and Vancouver. She has also served as a resource teacher and counsellor. Her work as an advocate of inclusive education has spanned several countries, provinces, and territories, and multiple audiences, including students, parents, teachers, educational leaders, and curriculum and policy development ministries. Dr. Katz received the MCEC Outstanding Achievement Award for Leadership, 2016. She now serves as an Assistant Professor of Inclusive Education at the University of British Columbia.

Inhaltsangabe

* Foreword ix
* Preface xiii
* Acknowledgments xvii
* Introduction 1
* Are Schools an Archaic Institution? 3
* Health Promoting Schools 6
* Weaving the Threads 9
PART I
1. Ensouled Learning Communities: Finding Meaning and Purpose in Schools and
Schooling 11
2. Chapter 1: Spirit and Soul in Education 13
* What Do We Mean by Soul/Spirit? 13
* The History 13
* Communities of Care 13
* Social and Emotional Learning 15
* Teachers as Change Agents 17
* The Vision of Spiritual Education 18
* Why Spiritual Education Is Critical in the 21st Century 19
* Bringing It All Together 20
3. Chapter 2: Neurology, Trauma, Well-Being, and Mental Health in Our Schools
21
* Indigenous Views of Mental Health and Well-Being 22
* Mino-Pimatisiwin 22
* The Four Spirits 24
* The Circle of Courage 25
* Mental Health: Contemporary Western Views 26
* Mental Health and Social and Emotional Learning (SEL) 26
* Positive Mental Health 27
* The Role of Trauma, and the Promise of Plasticity 30
* School-Based Mental-Health Services and Programs 34
* Teacher Impacts 36
* Impacts on Families and Communities 38
4. Chapter 3: The TRC and Indigenous Worldviews of Education for Well-Being 43
* Context and Relationship 43
* The Indian Act 46
* The Truth and Reconciliation Commission 47
* The Role of Schools and Teachers in Reconciliation 50
* Education as a Way Forward 51
5. Chapter 4: Leadership for Inclusion and UDL 53
* Universal Design for Learning 53
* The Three-Block Model of Universal Design for Learning 53
* Leadership in an Inclusive Culture 56
* Effective Leadership for Inclusive Education 57
* Building Powerful Forms of Teaching and Learning 60
6. Chapter 5: Weaving the Threads 65
* From Distress to Success 65
* The Connections 66
* It’s All About Relationships 66
* Neurology 66
* Designed for Some, Of Benefit to All: Reconciliation as Reflecting
the Values of UDL 66
* The Science and the Art of Ensouling Our Schools 68
* The Gift of Plasticity and the Hope of Reconciliation: We Can Grow
and Change 69
* Framing Well-Being 69
PART II
7. How to Build Flourishing Learning Communities 73
8. Chapter 6: Classroom-Based Programming for Social-Emotional Learning 75
* Response to Intervention 75
* Universal Design for Learning 77
* Tier l of RTI in the Three-Block-Model of Universal Design 79
* Social and Emotional Learning: Block One of the TBM 81
* Strategy One: The Respecting Diversity (RD) Program 82
* Strategy Two: Spirit Buddies 101
* Strategy Three: Creating Democratic Classrooms 102
9. Chapter 7: Addressing Mental-Health Needs with All Students 107
* A Framework for Well-Being 107
* Mental-Health Literacy 111
* The Brain Unit: Mental-Health Literacy the UDL Way 112
* Strategies for Well-Being 131
* Breathing and Its Effects on the Brain 132
* Managing Our Environment 134
* Dialectical Behaviour Therapy (DBT) 135
* Tier 2/3: How Do I Know When to Be Concerned? 161
10. Chapter 8: Programming for Reconciliation and Education for Reconciliation
165
* TRC Resources and Lesson Ideas 166
* The Medicine Wheel and Well-Being 173
* Calls to Action and Teacher Responsibilities 175
11. Chapter 9: Moving Toward Joy 177
* Joy, Neurology, and Engagement 177
* Finding Meaning and Purpose 177
* Indigenous Perspectives on Connecting with the Whole 179
* Instructional Practices for Well-Being and Joy 180
* Connecting Mental-Health Programming with Curriculum Across the
School Year 182
* A Sample Unit Connecting Mathematics and Well-Being 185
* Scheduling Programming Across the Year 188
* Elementary School 188
* High School 189
12. Chapter 10: School Culture and Staff Well-Being 195
* Building Staff Culture 195
* Team Building: The RD Program for Staff 195
* Setting the Vision: School Plans for Well-Being 196
* Building and Supporting Collaborative Practice and Teacher Leadership
202
* Supporting Teacher Professional Learning 206
* Finally, Make It Fun! 207
13. Conclusion: A Story of Hope 209
14. A Story of Hope 209
15. Appendices 213
* Appendix A: Resource List 215
* Appendix B: Multiple Intelligences Surveys 219
* Appendix C: Brain Diagram (for teacher and students) 233
* Appendix D: The Brain and the Senses 235
* Appendix E: Brain Unit Rubric 236
* Appendix F: The Neuron (for teacher and students) 238
* Appendix G: Emotion and Mental Health Words 240
* Appendix H: Mental Illnesses 241
* Appendix I: Warning Signs of a Mental Illness 242
* Appendix J: Mental-Health Scenarios 243
* Appendix K: Rubrics for Treaty Education 245
16. References 249
17. Index 255