Foreword |
|
xiii | |
|
Preface |
|
xv | |
|
Acknowledgments |
|
xvii | |
About the Authors |
|
xxi | |
|
Part I. Child Development = Education |
|
|
1 | (2) |
|
The School Is Preventive and Promotive |
|
|
3 | (12) |
|
|
Children Are Immersed in Their Social Networks |
|
|
4 | (3) |
|
Children From Poorly Functioning Families Are Likely to Enter School Without Adequate Preparation |
|
|
7 | (2) |
|
Healthy Development Prepares Children to Meet Life's Tasks |
|
|
9 | (3) |
|
The School Is a Continuous Presence in the Life of Children and Adolescents |
|
|
12 | (3) |
|
Essential Understandings of the Yale School Development Program |
|
|
15 | (10) |
|
SDP and the Comer Process |
|
|
15 | (1) |
|
Six Developmental Pathways |
|
|
16 | (2) |
|
|
18 | (4) |
|
|
22 | (1) |
|
Responsibilities of the School Community |
|
|
22 | (3) |
|
|
25 | (6) |
|
|
A Tough Brooklyn Neighborhood |
|
|
25 | (1) |
|
Our Child Study Team Has a Systematic Process |
|
|
26 | (1) |
|
Being on a Team Helps Us to Cope |
|
|
27 | (1) |
|
|
27 | (3) |
|
|
28 | (1) |
|
Support for Social and Emotional Development |
|
|
28 | (1) |
|
Ongoing Support After Crisis Intervention |
|
|
29 | (1) |
|
The In-House Suspension Program and Acts of Kindness |
|
|
29 | (1) |
|
Action-Oriented Self-Assessment |
|
|
30 | (1) |
|
We Are on the Right Track |
|
|
30 | (1) |
|
Child Development Is the Foundation of Education |
|
|
31 | (18) |
|
|
|
Meeting the Needs of Every Child |
|
|
31 | (1) |
|
The Six Developmental Pathways |
|
|
32 | (2) |
|
|
32 | (1) |
|
|
32 | (1) |
|
|
33 | (1) |
|
|
33 | (1) |
|
|
34 | (1) |
|
|
34 | (1) |
|
Rationale for the Pathways Framework |
|
|
34 | (1) |
|
Using the Pathways Framework to Address Student Issues |
|
|
35 | (5) |
|
Training Activity 4.1: Using the pathways to identify student issues and behaviors at your school |
|
|
35 | (2) |
|
Additional Examples of Using the Pathways Framework |
|
|
37 | (1) |
|
Training Activity 4.2: Using the pathways for curriculum, instruction, and classroom management |
|
|
37 | (3) |
|
Writing Lesson Plans Using the Pathways Framework |
|
|
40 | (2) |
|
Training Activity 4.3: Aligning your lessons plans with the pathways |
|
|
40 | (2) |
|
Using the Pathways Framework to Address Adult Issues |
|
|
42 | (1) |
|
Training Activity 4.4: Using the pathways to assess your own well-being and interactions with students |
|
|
42 | (1) |
|
Using the Pathways Framework to Create a Culture for the School Community |
|
|
43 | (4) |
|
The School Planning and Management Team |
|
|
43 | (1) |
|
The Student and Staff Support Team |
|
|
43 | (2) |
|
|
45 | (2) |
|
Working Together to Ensure That All Children Develop to Their Full Potential |
|
|
47 | (2) |
|
Promoting Youth Leadership Development in Comer Schools |
|
|
49 | (20) |
|
|
How Far Do the Changes Reach? |
|
|
49 | (1) |
|
``Proud to Be a Comer Kid'' |
|
|
50 | (1) |
|
|
50 | (1) |
|
Comer Kids' Leadership Academy |
|
|
50 | (1) |
|
The Comer Process for Kids: What Students Should Know and Be Able to Do |
|
|
51 | (1) |
|
Students Should Know Who Dr. Comer Is and Why He Developed SDP |
|
|
51 | (4) |
|
Student Activity 5.1: Dr. Comer is a child psychiatrist |
|
|
52 | (1) |
|
Student Activity 5.2: James's friends were not as successful as he was |
|
|
53 | (1) |
|
Student Activity 5.3: The members of the Comer teams work together to make good decisions for children |
|
|
53 | (2) |
|
Students Should Know About the Six Developmental Pathways |
|
|
55 | (2) |
|
Student Activity 5.4: How do we grow up? |
|
|
55 | (1) |
|
Student Activity 5.5: Comercise! Social and physical pathways for young children |
|
|
55 | (2) |
|
Students Should Know the Three Guiding Principles, ``The Comer Golden Rules for Classroom Interaction'' |
|
|
57 | (1) |
|
Student Activity 5.6: Teamwork is important |
|
|
57 | (1) |
|
Student Activity 5.7: Open lunch---Problem solving using all three guiding principles |
|
|
58 | (1) |
|
Students Should Know the Goals in Their School's Comprehensive School Plan |
|
|
58 | (3) |
|
|
59 | (1) |
|
Student Activity 5.8: A lesson in effective decision making |
|
|
60 | (1) |
|
Setting Up a Comer Kids' Council |
|
|
61 | (2) |
|
|
61 | (1) |
|
|
61 | (1) |
|
|
61 | (1) |
|
|
61 | (1) |
|
Relationship to Classroom Practice |
|
|
62 | (1) |
|
Selection of Student Representatives to the Council |
|
|
62 | (1) |
|
Composition of the Comer Kids' Leadership Council |
|
|
62 | (1) |
|
SPMT Roles and Responsibilities for the Council |
|
|
62 | (1) |
|
Encouraging Students' Responsibility for Their Own Learning and Development |
|
|
63 | (1) |
|
Promoting Parent Involvement in Youth Development: ``I Too Have a Dream'' |
|
|
63 | (1) |
|
Building Capacity Through Student Leadership |
|
|
64 | (3) |
|
Setting Up Your Own Leadership Academy |
|
|
64 | (1) |
|
|
64 | (1) |
|
|
65 | (1) |
|
Student Activity 5.9: Sample travel curriculum for an academy meeting |
|
|
65 | (1) |
|
Academy Agenda and Activities |
|
|
66 | (1) |
|
|
66 | (1) |
|
|
67 | (1) |
|
Positive Outcomes and Profound Impact |
|
|
67 | (2) |
|
Student Essay: ``What it meant to become a Comer Kid'' |
|
|
67 | (2) |
|
Children Must Be Taught to Deal With Anger |
|
|
69 | (4) |
|
|
70 | (1) |
|
Infants and Young Children |
|
|
70 | (1) |
|
|
71 | (1) |
|
|
71 | (2) |
|
Children With Special Needs: Special Education and the Comprehensive School Plan |
|
|
73 | (12) |
|
|
|
|
|
Schoolwide Preventive Planning |
|
|
74 | (1) |
|
Creating a Unified Educational System |
|
|
74 | (1) |
|
A Districtwide Comprehensive School Plan for CSD 17 |
|
|
74 | (1) |
|
Consensus, Collaboration, and No-fault Problem Solving |
|
|
75 | (1) |
|
Regular Education Early Intervention Teams |
|
|
75 | (5) |
|
Collaborative Problem Solving and the Home-School Collaboration |
|
|
75 | (1) |
|
|
76 | (4) |
|
Using Contracts to Help Students Understand Choices and Consequences |
|
|
80 | (2) |
|
Behavior Intervention Plans |
|
|
80 | (1) |
|
Using the Pathways as a Common Language for Behavior |
|
|
80 | (2) |
|
The Student as Problem Solver, Not Problem Child |
|
|
82 | (1) |
|
PPT Process Case Vignettes |
|
|
82 | (1) |
|
Basic Guidelines for Changing Behavior |
|
|
83 | (2) |
|
Inclusiveness for Children With Special Needs |
|
|
85 | (2) |
|
|
Least Restrictive Environments |
|
|
85 | (1) |
|
Accommodations for Regular Classroom Settings |
|
|
86 | (1) |
|
Part II. Children Need Healthy Adults |
|
|
87 | (70) |
|
|
|
87 | (1) |
|
Development Into Adulthood |
|
|
88 | (1) |
|
Teaming and Team Building |
|
|
89 | (8) |
|
|
|
|
|
|
|
90 | (1) |
|
|
91 | (1) |
|
Teaming and Team Building |
|
|
92 | (4) |
|
Team Building, Teaming, and Training Resources |
|
|
96 | (1) |
|
A Team Approach to Educational Change |
|
|
97 | (16) |
|
|
Two Models for Understanding People's Concerns |
|
|
98 | (1) |
|
P + E + O + F + R = M: A Framework for Understanding Why and How People See the World Differently |
|
|
98 | (2) |
|
Methods for Strengthening the Work of Teams |
|
|
100 | (7) |
|
The Concept of the Container |
|
|
100 | (4) |
|
|
104 | (3) |
|
|
107 | (2) |
|
Feedback Description Guides |
|
|
109 | (4) |
|
Establishing a Foundation: A Principal's View of Task and Process |
|
|
113 | (16) |
|
|
|
|
How Our School Used to Be |
|
|
113 | (1) |
|
Introducing the Comer Process to the Staff |
|
|
114 | (1) |
|
Introducing the Six Developmental Pathways |
|
|
115 | (1) |
|
|
116 | (1) |
|
Introducing the Guiding Principles |
|
|
117 | (1) |
|
Maintaining the Guiding Principles While Thinking Strategically: ``We Don't Vote'' |
|
|
118 | (1) |
|
Reflections on the ``We Don't Vote'' Story: A Conversation About Relationships, Teams, Meetings, and Trust |
|
|
119 | (10) |
|
It's All About Effective Relationships: Frameworks for Understanding Ourselves and Others |
|
|
129 | (20) |
|
|
A Human Relationship Scenario |
|
|
130 | (1) |
|
Making Sense of Relationships |
|
|
131 | (3) |
|
|
132 | (1) |
|
|
132 | (1) |
|
Creating Strength From Diversity |
|
|
133 | (1) |
|
Understanding Our Own Behavior in Relationships |
|
|
133 | (1) |
|
Relationship Framework 1: The Jo-hari Window |
|
|
134 | (7) |
|
A Framework for Developing Trust and Healthy Relationships in Schools |
|
|
135 | (1) |
|
Public Self and Private Self |
|
|
135 | (2) |
|
|
137 | (1) |
|
|
138 | (1) |
|
Feedback in the Jo-hari Window |
|
|
138 | (2) |
|
Working With Our Awareness of Self and Others |
|
|
140 | (1) |
|
Relationship Framework 2: Three Models of Personality Types---A Short Course in Understanding People |
|
|
141 | (8) |
|
The Myers-Briggs Type Indicator |
|
|
143 | (2) |
|
|
145 | (1) |
|
|
146 | (3) |
|
Three Guiding Principles for Interactions on Teams |
|
|
149 | (8) |
|
|
|
150 | (1) |
|
Consensus Decision Making |
|
|
151 | (2) |
|
Collaborative Relationships |
|
|
153 | (2) |
|
The Challenges of Working With the Three Guiding Principles |
|
|
155 | (2) |
|
|
157 | (22) |
|
|
|
159 | (6) |
|
|
Trauma's Impact on Child Development |
|
|
161 | (1) |
|
|
162 | (1) |
|
|
163 | (1) |
|
|
163 | (1) |
|
School-Based Interventions |
|
|
163 | (2) |
|
|
165 | (4) |
|
|
Modern Warfare and Its Refugees |
|
|
166 | (1) |
|
Teaching the Children of War |
|
|
167 | (2) |
|
Children of the World: How We Created a Full-Service School |
|
|
169 | (10) |
|
|
|
169 | (1) |
|
Creating the Healthy Learners Program |
|
|
170 | (1) |
|
RAIN (Referral and Information Network) Is Born |
|
|
171 | (3) |
|
|
174 | (1) |
|
|
174 | (1) |
|
|
175 | (1) |
|
The Children of the World Health Center |
|
|
175 | (1) |
|
|
176 | (1) |
|
|
177 | (2) |
Index |
|
179 | |