The Educationalization of Student Emotional and Behavioral Health

Alternative Truth
1. Auflage 2018
ISBN: 978-3-319-93063-3
Verlag: Palgrave Pivot

Buch, Englisch, 117 Seiten, Format (B × H): 148 mm x 210 mm, Gewicht: 313 g

This book examines the current political, social, and economic positions that push the responsibility for the emotional health of students onto schools. The context of recent education reform asks schools to mitigate adverse emotional health of students by developing and implementing broad programming, curriculum, and policies immersed in cognitive behavioral approaches. The design plan is intended to build resilience and develop strategies in students that will enable them to succeed despite adverse structural conditions. The swindle of education reform is that it deflects and blames families, youth, and the school system for the social ills of society. From the perspective of a thirty year Massachusetts educator and high school principal emerges an alternative reality that not only challenges decades of education reform entrenched in victim blaming but also exposes a serious responsibility gap.

Zielgruppe

Research

Autoren/Hrsg.

Sullivan, Teresa L.

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie

Inhaltsverzeichnis

Chapter 1. Deflecting and Blaming.- Chapter 2. Schools Can Fix It.- Chapter 3. The Swindle of Education Reform.- Chapter 4. Schools Stretching the Safety Net.- Chapter 5. Premise: Students are Weak.- Chapter 6. Resolve: Fix the Student.- Chapter 7. Alternative Context.

Über Autor(innen)

Teresa L. Sullivan is a veteran high school principal and advocate for social justice and youth-at-risk. Her research, publications, workshops and conference engagements contest education reform dogma as complicit in the deceitful and dangerous narrative that promotes the educationalization of student emotional health.