bluuebunny/crossref_metadata_2025_split huggingface dataset:
Trauma-Responsive Practice in Schools
Authors: Cox Tory , Walkley Meg A. 
Published: March 2024

Abstract
This chapter explores the rationale and strategies for building a trauma-responsive school environment. It presents an all-school, systemic approach for creating an environment that promotes resilience and healing. It stresses being informed in order to connect behaviors in the school to the developmental stage and stage of brain development when the trauma occurred. The chapter examines in some detail the impact of stress and trauma on brain development so that perceptions of challenging behaviors can shift from “what’s wrong with you?” to “what happened to you?” It presents strategies for building resiliency experiences into school relationships and routines, as well as resources and specific points of training on trauma and neurodevelopment for school staff and other stakeholders in the school community.
Suicide Assessment
Authors: Szlyk Hannah S. , Hutchison Courtney 
Published: March 2024

Abstract
Suicidality (e.g., suicidal ideation, behavior, and attempts) is a problem that many school-aged youth experience. School providers need to be prepared to identify and assess students for suicide risk and to connect youth to the appropriate level of care when needed. This chapter describes youth warning signs for suicidality, standardized tools to use for suicide risk assessment, and strategies for determining the necessary level of intervention. The chapter also discusses how to practice intersectional and inclusive youth suicide risk assessment and to continue suicide prevention remotely during times of social distancing. Finally, the lessons from the chapter are integrated into a practice example.
Students With Eating Disorders
Authors: Mermelstein Sarah 
Published: March 2024

Abstract
The prevalence of eating and feeding disorders is on the rise among adolescents and young adults, and the age of onset is declining. The medical and psychological implications of experiencing an eating or feeding disorder are far-reaching and often carry over into the school environment, having significant impact on students’ experiences as well as cognitive and emotional functioning. This chapter focuses on the important role educators can and should play in early recognition and interventions for students with eating disorders and how to create an environment that is supportive of those in recovery while promoting healthy dialogues about nutrition and health for all students. It will review risk factors and presentation warning signs for development of an eating disorder. Treatment options, including therapeutic modalities, levels of care, and evidence for specific pharmacotherapies, are examined. Finally, opportunities for schools and educators to promote body positivity and use of health-focused, rather than weight-focused, curricula are discussed.
Students With Autism Spectrum Disorder
Authors: Ballan Michelle , Grosser Sarah 
Published: March 2024

Abstract
This chapter begins with an introduction to autism spectrum disorder. It reviews recent research and empirically supported treatments for autism spectrum disorder interventions in schools. Special attention is paid to specifically supported school-based interventions for children and adolescents. Specific examples include applied behavioral analysis, joint attention intervention, and modeling. These interventions are illustrated through a case example. This chapter promotes social justice for autistic and other neurodivergent individuals. This includes, but is not limited to, implementing trauma-informed practices and culturally responsive lessons that center respect for the wants and needs of neurodivergent individuals and the community at large.
Solution-Focused Brief Therapy for Students Who Are at Risk
Authors: Franklin Cynthia , Sucher Katharine , Kim Johnny , Tripodi Stephen 
Published: March 2024

Abstract
This chapter introduces the application of solution-focused brief therapy techniques with students identified as at risk for leaving school prematurely. The chapter provides a critique of the term “at risk” and describes the type of students that are commonly considered to fall into this category. It goes on to provide a brief history of the use of solution-focused brief therapy in school settings and the research to support its effectiveness. The chapter outlines the solution-focused brief therapy process including the types of questions and skills used in solution-focused brief therapy. A case demonstrates these skills in action and resources for further learning are provided.
School Safety and Climate in Evolving Contexts
Authors: Benbenishty Rami , Astor Ron Avi 
Published: March 2024

Abstract
This chapter presents the conceptual model of school violence, bullying, and climate in evolving contexts, a socioecological model that puts the school, rather than the individual student, in the center. The chapter outlines the importance of understanding and, where possible, changing the multiple contexts in which the school is embedded. It emphasizes that although these external contexts have major influences, they do not predetermine the school’s processes and outcomes. School climate is the internal context that can buffer, moderate, or exacerbate these external influences. The chapter identifies three interrelated components of school climate: social-relational, academic, and organizational. School practitioners can help improve these dimensions of climate and help the school community, students, teachers, and parents achieve better outcomes. Practitioners can employ a range of interventions and practices—some of them formal and structured evidence-based programs and others that are locally developed grassroots interventions—adapted to the school’s needs. Practitioners should monitor and assess the implementation and effectiveness of the range of interventions and practices employed in the school. This should be a continuous process, responding to changes that may require modifications of the methods used and additional data collection opportunities. Most importantly, monitoring needs to be perceived as an opportunity to listen to the voices of the school community, students, staff, and parents; include them in the process of making sense of the information gathered; and empower them to take part in school improvement efforts designed to prevent violence, increase safety, and improve the well-being of all school constituents.
School Disciplinary Practices and Staff–Student Relationships
Authors: Dupper David R. 
Published: March 2024

Abstract
This chapter first discusses not only the racialized ramifications of exclusionary discipline practices in public education but also factors that contribute to the issue. For example, the chapter discusses issues such as suspension, expulsion, and contact with the juvenile justice system and explores a theoretical explanation for said contributions. Further, critical race theory is discussed as a possible explanation. Next, the chapter exposes the reader to the number of approaches and programs that have shown to be effective in preventing or reducing behavior problems in school settings before these behaviors result in harsh disciplinary measures. These include schoolwide positive behavior interventions and supports.
School Threat Assessment
Authors: Cornell Dewey G. , Warren Emily 
Published: March 2024

Abstract
This chapter describes the benefits to students and schools when primary and secondary schools adopt the Comprehensive School Threat Assessment Guidelines. This model uses a five-step decision tree to determine the seriousness of a student threat and formulate appropriate actions intended to help the student and reduce the risk of violence. The chapter discusses benefits of using threat assessment as an alternative to zero tolerance policies. The chapter provides some case examples to illustrate its graduated approach.
Best Practice Grief Work With Students in the Schools
Authors: Goldman Linda 
Published: March 2024

Abstract
This chapter presents a synthesis of best practice grief work that educators can offer to facilitate a student’s grief journey. The foundation of best practice griefwork is to provide a safe haven for expression of feelings, a respect for the grief process, and an acknowledgment that a child is a recognized mourner. One must understand the nature of grief at each developmental stage and utilize techniques, practices, and age-appropriate language that can enhance creative outlets for grief as well as promote dialogue. Student exposure by the media to vicarious grief events daily becomes an overlay for children’s pre-existing grief experiences.
Groups With Adolescents
Authors: Gross Ondine 
Published: March 2024

Abstract
This chapter examines school practitioners meeting the emotional needs and concerns of student in a positive, supportive environment. Due to the adolescent developmental stage that brings about major physical, cognitive, and social-emotional change in individuals, the author argues the imperative need of school practitioners to construct mental health approaches that will help these students within said stage. The author argues that in order to enable students to grow toward a healthy sense of identity, which results in school success and connectedness, school practitioners must address mental health issues. The chapter specifically lays out best practices for delivering mental health group services.
Groups With Children
Authors: LeCroy Craig Winston 
Published: March 2024

Abstract
The chapter presents the importance of a strong relationship among the social, emotional, and cognitive development of children. To promote the healthy psychosocial development of children, this chapter discusses helping children learn social competence skills and how they can be a protective factor that helps them respond to difficult situations and build coping skills to promote mental health. Thus, the process of teaching social competence is detailed. Next, the chapter presents the use and ease of utilizing groups to administer skills to promote social competence among children and presents a framework to promote effective group treatment.
Social Skills Groups
Authors: Landguth Joan D. , Harris Mary Beth 
Published: March 2024

Abstract
Social interaction skills and issues, including communication and functional language issues, are fundamental in forming and maintaining relationships. Schools use a social-emotional learning (SEL) framework with social skills groups as an integral part. Presented here is an applied psychoeducational social skills group intervention with a curriculum to allow the practice of specific social skills. The curriculum is based on concepts from M. A. K. Halliday’s model of systemic functional linguistics (SFL). Halliday’s functional concepts have been redefined as a social conceptual model using the terms “sensory/experiential skills,” “regulatory skills,” “narrative skills,” “interrogative skills,” “analytic skills,” “synthesizing skills,” and “expository skills.” Definitions of these terms and a curriculum for a psychoeducational group exercise are presented.
Strategies to Promote and Support Parent and Guardian Involvement in Schools
Authors: Joyce Hilary D. , Lasseigne Amber , Ward Hilary , Sterling Karen , Anderson-Butcher Dawn 
Published: March 2024

Abstract
This chapter explores best practices for working with different types of families and provides guidance for removing barriers that may prevent or discourage parents from engaging in school. Strategies discussed in this chapter are deemed critical to the recruitment of parents. These strategies include (a) assessing parent and family needs, (b) addressing needs through services and supports, (c) building relationships, (d) viewing parents as experts, (e) having parents as leaders, (f) creating spaces for parents, (g) creating meaningful activities, and (h) culturally competent practices. The strategies are discussed and detailed with examples. A case example demonstrates how one school made parent/guardian engagement a reality as the school implemented these strategies.
Defying the Legacy of Racialized Oppression in K–12 Education in the 21st Century
Authors: Fitzgerald Terence D. 
Published: March 2024

Abstract
Broadly, this chapter gives context to understand the current racialized and oppressive terrain within U.S. public schools. A discussion involving the oppressive rationalization created by U.S. founding elite White males is presented. The 21st-century ramification of said rationale is explained in relation to children of color in public education. The chapter presents a historical and contemporary analysis involving the motivation for systemic racism in the institution of U.S. public education. Finally, the chapter presents a proposition and consequential strategies involving cultural competence and cultural humility. Both are potential tools for school service professionals to exploit as a means to combat systemic oppression in their school setting.
Thomas Jefferson, Notes on the State of Virginia, Query XIV
Authors: Jones Douglas A. 
Published: March 2024

Abstract
In this query, Thomas Jefferson posits Africans and African-descended persons are inherently deficient cultural producers, social peers, and political actors. He argues free black people are unassimilable into a democratic polity such as Virginia. His evidence for these claims is a pseudoscientific analysis of black bodies, including a bewildering reading of black female sexuality, and a dismissive view of black rhetoric and literary culture, including the poetry of Phyllis Wheatley.
The Black Woman of the South
Authors: Jones Douglas A. 
Published: March 2024

Abstract
In this speech, leading African American intellectual Alexander Crummell explores the condition of rural black women in the post-Reconstruction South. He argues that the effects of chattel slavery were worse for black women than black men. He calls for teams of women to be dispatched across the South to train rural black women in the domestic arts and industrial sciences. Crummell also makes a distinction between educated and better-off “colored people” and the masses of the uneducated and indigent “negro population.”
Anna Julia Cooper, “Womanhood: A Vital Element in the Regeneration and Progress of a Race”
Authors: Jones Douglas A. 
Published: March 2024

Abstract
In this essay, Cooper explores the interplay of race and gender in America. Of particular interest is how these dynamics play out among black men and women themselves. “Womanhood” theorizes how African Americans should organize their political communities internally and in relation to the broader American polity. Cooper also takes aim at Alexander Crummell’s theory about different types of black people. His limited understanding of the lives of black women hampers his analysis, she argues.
Selections from Mary Ann Shadd Cary: Open Letter to Frederick Douglass
Authors: Jones Douglas A. 
Published: March 2024

Abstract
Mary Ann Shadd Cary was the first African American woman to edit a newspaper in North America. She was also a leading emigrationist who believed free blacks in the United States were better off moving to Canada, as she did. In these selections she lays out several reasons why black people cannot thrive in America, discusses the limitations of black women’s citizenship, and calls for the creations of jobs for young black men.
Religion and the Pure Principles of Morality, the Sure Foundation on Which We Must Build
Authors: Jones Douglas A. 
Published: March 2024

Abstract
“Religion and the Pure Principles of Morality” quickly established Stewart as a major voice in abolitionist circles and in black Boston. It was her first published essay, and she wrote it in the aftermath of the recent deaths of her husband, James W. Stewart, and mentor, David Walker. The essay calls on African Americans to adopt Christian-based ethics and refuse to mimic the immoral behaviors of broader American society. Stewart also explains what compelled her public social criticism: it was a call from God.
Sufferings During the War
Authors: Jones Douglas A. 
Published: March 2024

Abstract
This short autobiographical sketch covers Stewart’s later years from her time in Baltimore, where she moved in the 1850s, to Washington, D.C., where she moved during the Civil War and lived the rest of her life. Stewart describes how she made ends meet and built thriving relationships in her new city. She wrote this sketch to be part of a reissue of her earlier writings.
A Socratic Device
Authors: McPherson Lionel K. 
Published: March 2024

Abstract
Multidisciplinary scholarship and philosophical argument drive Part I’s pivotal theme: Western commitments to exploiting non-European peoples and resources principally explain race intrigue, not the other way around. The idea of continental races licensed pseudo-rationalizations for slavery, colonialism, and subsequent social inequality. Part I shows how race ideology is a grave distraction from gross injustice. A demystifying alternative is proposed for interpreting Western practices of attaching importance to visible continental ancestry—the concept of geoancestry, for Africa-identified, Europe-identified, or Asia-identified groupings of people. This anti-metaphysical deflation of race inquiry, combined with unmasking White America’s colored law, lends deep support to a shadow tradition of viewing race as a caste hierarchy. American color caste, Part I shows, is rooted not in weird beliefs or feelings about some contested “race” thing but in inherited slavery and enforced segregation of Black Americans as descendants of American slavery.
Some “Race” Things
Authors: McPherson Lionel K. 
Published: March 2024

Abstract
Despite persistent efforts to arrive at a best account of major races, there remains no consensus about the conceptual basis. This section emphasizes that various meanings for “race” may fit some things that are biologically or socially real about continental groupings of people. The argument recommends deflationary “race” pluralism: races might intelligibly be said to exist, or not, depending on what different speakers believe the “race” thing is. More important, for example, Black Americans are an Africa-identified national people (generally of “mixed” Afro-Anglo heritage) as descendants of American slavery—a fact of social lineage distinguishing them from Africa-identified persons (“blacks”) of immigrant background. “Racial” beliefs, the section contends, have been a distraction from circumstances of gross injustice.
(Sub)continent-Wide Human Types?
Authors: McPherson Lionel K. 
Published: March 2024

Abstract
French physician François Bernier in 1684 introduced classification of people by continental ancestry and appearance—calling these groupings “races,” which he saw as slightly more than skin deep. German philosopher Immanuel Kant later began the tradition of using continental race classification to biologize anti-black/African stereotypes. Africa-identified skin color became racial color and (alleged) evidence of lesser mentality that meant lesser humanity. This section argues that such conjecture about racial mind/brain is what drove scientific racialism. From Kant and Hume to Jefferson and the US Supreme Court, race was dishonestly claimed to be relevant to the merits of slavery, colonialism, and segregation. The section contends that this normalized color-conscious oppression that Westerners have culturally bracketed as perhaps not obviously wrong. Familiar apologetics for Western supremacy icons would otherwise sound absurd.
Racism versus Racialism
Authors: McPherson Lionel K. 
Published: March 2024

Abstract
A philosophical-historical survey of the modern idea of race illustrates why notions of racial nature arouse interest. This section argues that for hundreds of years, the main business of the race concept has been to sponsor Western ideological-rhetorical pretexts for subjugation, exploitation, and nonrepair of other-raced peoples. It emphasizes that the content of race ideology-rhetoric is far less consequential than this overarching function it serves; an elusive racial factor can cast indefeasible doubt on a people’s worthiness for social equality. The section interprets racism as racialism’s unruly, activist twin. For as long as the theme that “blacks” might be mentally inferior to “whites” has work to do—in America, normalizing White power and perpetual Black social disadvantage—fervent interest in racial mentality will endure.
From Racial Theology to “Race” Optimism
Authors: McPherson Lionel K. 
Published: March 2024

Abstract
Segments of American Christianity (e.g., Southern Baptist, Catholic, Mormon) stayed with the tradition of applying race myth to divine agency. Yet contemporary Christian leadership, like current race science, seeks to distance itself from explicit anti-black ideology. This section shows the following about the continuity of religious and scientistic racial thinking: slavery was the prime source of American antiblackness, which precedes the modern idea of race as continental groups; race intrigue has not been sustained by serious empirical inquiry; and racialism lives on among scientists and other educated people. The race concept carries old (super)naturalist suspicions that whatever race is, it naturally goes beyond shallow or incidental differences. Popular and specialist notions of race are steeped in a hodgepodge of beliefs, assumptions, and attitudes about nature.
Renewed Race Science
Authors: McPherson Lionel K. 
Published: March 2024

Abstract
Any biology of familiar racial groupings will proceed from some preconceived racial geography, searching for genetic traits that individuals within a race’s boundaries have in common. This section argues that this may call for (re)adjusting the boundaries or the race concept itself to get the desired fits. The notion of race populations presupposes that descendants of out-of-Africa migrants evolved into distinct subspecies/races, each on its own (sub)continent. Physical features would have been the only evidence that non-Negroid populations had come into being, yet qualities unrelated to physical features might be truer to racial boundaries. The section explains that renewed race science tries to redeem the race concept by first implying that there are innate differences of narrow consequence. Old-school and new-school race categories would coincide, supported by a mysterious race calculus.
Racial Metaphysics of Distraction
Authors: McPherson Lionel K. 
Published: March 2024

Abstract
This section shows that metaphysical race inquiry is marginal to understanding Western practices of attaching importance to visible continental ancestry. Theorizing the existence of races inevitably projects Western “racial” impressions onto the world, flat blackness especially, despite the non-Western world’s own varying responses to continental (skin) color. Ascribed membership in “the black race,” for example, covers up the specificity of Black American social lineage—as Du Bois’s (super)naturalist early use of the race concept illustrates. The section argues that the core function of race ideology is to exert social influence beyond reason in service of distraction from subjugation, exploitation, and nonrepair. Inherited slavery, not any “race” thing, was White America’s basis for constructing an Africa-identified slave caste. There is little to gain by philosophizing over the metaphysics and semantics of what “race” refers to.