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Exposing readers to "what works" across a wide range of practice domains, Readings in Evidence-Based Social Work meets a growing need within schools of social work to incorporate the latest research on evidence-based practice into the curriculum. This one-of-a-kind reader synthesizes current knowledge, adds editorial commentary and questions, and presents state-of-the-art material to help students better understand which social work interventions work and why.

• Sales Rank: #462689 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2008-11-12
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x .80" w x 6.90" l, 1.30 pounds
• Binding: Paperback
• 344 pages

Features

• Used Book in Good Condition

About the Author
Michael Vaughn, Ph.D. is Assistant Professor in the School of Social Work at Saint Louis University. He is the author of over 50 articles and book chapters. Currently, he has three funded projects. Two of which involve developing databases of empirical studies for quantitative synthesis on adolescent substance abuse treatment and adolescent antisocial behavior. In addition, he is writing numerous articles on the topic of serious juvenile offending, transitions to adulthood for foster youth and applications of a biosocial dynamic framework to antisocial behavior and substance abuse.

Matthew Howard, Ph.D. is the Frank Daniels Distinguished Professor of Social Work at the University of North Carolina. Nationally acknowledged as an expert in psychiatric comorbidity of substance use disorders and evidence-based practice, he has published more than 100 articles in these areas and has served as PI or co-PI on several federally-funded grants. His recent research has examined predictors of major depression and anxiety disorders in adolescent inhalant and ecstasy users, racial and gender differences in the prevalence and predictors of substance-induced psychiatric disorders, self-medication of psychiatric disorders with alcohol and illicit drugs, and long-term health outcomes of polydrug dependent adults with comorbid mental health disorders.

Bruce Thyer is currently a Professor and former Dean with the College of Social Work at Florida State University.  Dr. Thyer spent the years 1987 - 2002 with the University of Georgia, where he earned the rank of Distinguished Research Professor.  He is a Licensed Clinical Social Worker and a Board Certified Behavior Analyst.  In 2012 he was elected to the Social Work Academy of the National Academies of Practice. Dr. Thyer is the founder and current editor of one of social work's premier journals, RESEARCH ON SOCIAL WORK PRACTICE, and is the author of over 250 articles, 80 chapters and he had authored or edited over 25 professional books.  His research interests involve the promotion of evidence-based practice, evaluation research, applied behavior analysis, and social work theory.

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0 of 0 people found the following review helpful.
excellent
By Tom Vicknair
complete thorough and readable. helped a lot in understanding meta analysis and systematic research synthesis. would highly recommend this book

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After collecting qualitative data from in-depth interviews, focus groups, or field observations, students and researchers often struggle to make sense of them. This step-by-step guide draws on the authors' many years of experience carrying out qualitative research and conducting workshops on the subject. Their book describes how to analyze qualitative data in a systematic and rigorous way. The authors introduce and outline applied thematic analysis, an inductive approach that draws on established and innovative theme-based techniques suited to the applied research context. Chapters follow the sequence of activities in the analysis process and also include discussions of mixed methods, choosing the most appropriate software, and how to write up and present the results.

• Sales Rank: #865659 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2011-11-09
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x 7.75" w x .75" l, 1.55 pounds
• Binding: Hardcover
• 320 pages

Features

• Used Book in Good Condition

Review
“There are few qualitative texts that really present a step-by-step process of how to analyze qualitative data in a systematic and rigorous way. It is very well written, students will find this text helpful. The examples are great.” (Howard K. Butcher)

“I like that it is practice focused. The real world examples are key and the real world problems make the text more useful. The exercises are nice to pick from for in-class activities or small projects.” (Natoshia M. Askelson)

I really think that this is the book that was very much needed. Thematic analysis in my experience is one of the most popular techniques that students use in their dissertations, but there has been little written about methodological foundations and the actual process and procedures of this kind of analysis. I think this book fills this gap very well and provides the description of actual analytical techniques to make the process more structured and rigorous. The book also incorporates examples from NVivo which is a very popular software with many institutions at the moment. The second section is about quantifying qualitative findings – and integrating quantitative and qualitative data. I find the description interesting and there are a couple of very useful tables and classifications of how to do it which no doubt will be useful for students. The section on writing up findings is really useful and I think can be used as a teaching material even if one is not using thematic analysis. Overall the book is very good and I would definitely recommend it to students on Dissertation Writing modules and/or PG Research Methods. (Maria Karepova)

About the Author
Greg Guest received his Ph.D. in anthropology from the University of Georgia.  Over the past 15 years, he has designed and managed public health research studies in more than 15 countries.  Greg is currently the Director of Research and Evaluation in the Economic Development and Livelihoods department at FHI 360.  In this capacity he oversees multisite, mixed methods, research and evaluation activities across multiple fields of public health.  Guest's other books include two edited volumes―Globalization, Health and the Environment: An Integrated Perspective (AltaMira, 2005) and Handbook for Team- Based Qualitative Research (AltaMira 2008)―and two co-authored monographs Applied Thematic Analysis (Sage 2012) and Collecting Qualitative Data: A Field Manual for Applied Research (Sage 2013). He's published articles in journals such as Field Methods, Journal of Mixed Methods Research, American Journal of Public Health, JAIDS, AIDS Care, AIDS Education and Prevention, African Journal of AIDS Research, AIDS and Behavior, Journal of Family Planning and Reproductive Health Care and Journal of Health Communication.  Guest is also owner of the research consulting firm Social Research Solutions, which specializes in methodological training and consultation (www.socialresearchsolutions.com).

Kathleen M. MacQueen is a Senior Social Scientist and Coordinator of Interdisciplinary Research Ethics at Family Health International in Durham, NC. She is also adjunct faculty with the University of North Carolina at Chapel Hill in the Department of Social Medicine, School of Medicine and in the Health Behavior and Health Education Program, School of Public Health. She has a Ph.D. in anthropology from Binghamton University and MPH from the Rollins School of Public Health at Emory University.  Dr. MacQueen has been working in the area of applied research ethics and HIV prevention for over 15 years, with a strong emphasis on qualitative research methods. Both domestically and internationally she has provided leadership on the social, behavioral, and ethical dimensions of trials of HIV vaccines, microbicides, and the prophylactic use of antiretrovirals to prevent acquisition of HIV.  Before coming to FHI in 2001, she worked ten years at the Centers for Disease Control and Prevention as a research anthropologist and science director in the National Center for HIV, STD, and TB Prevention. Her scientific publications have appeared in journals as diverse as Medical Anthropology Quarterly, Annual Review of Anthropology, American Journal of Public Health, American Journal of Preventive Medicine, and AIDS Care Journal.

Emily E. Namey, MA, has over 10 years’ experience applying her skills in project management and knowledge of research methods to the design, implementation, conduct, monitoring, and dissemination of public health research. Emily recently  rejoined FHI 360, where she manages domestic and international qualitative and mixed methods projects related to health disparities and HIV prevention. Prior to her work at FHI 360, she spent over 5 years at Duke University, splitting time among the Institute for Genome Sciences and Policy, the Department of Obstetrics and Gynecology, and the Trent Center for Bioethics. At Duke, Emily implemented qualitative research on subjects ranging from maternity care to vaccine trial participation to ethical approaches to genomic research recruitment to the use and understanding of Certificates of Confidentiality. She has experience in the private sector as well, having completed projects at Intel Corporation and Nike, Inc. Emily has designed and led qualitative research training courses in more than a dozen countries and has co-authored several methodological publications, including Collecting Qualitative Data (Sage 2012), Applied Thematic Analysis (Sage 2012), Qualitative Research Methods: A Data Collector’s Field Guide (Family Health International, 2005) and “Data reduction techniques for large qualitative datasets” in Handbook for Team-based Qualitative Research (AltaMira  2008).  Her publications also include articles in Social Science & Medicine, Fertility and Sterility, AIDS Care, IRB, and the Journal of Empirical Research on Human Research Ethics. Emily received her MA in applied anthropology from Northern Arizona University.

Most helpful customer reviews

6 of 6 people found the following review helpful.
Great book
By LMFT Reader
If you are looking for a practical book on how to actually DO qualitative research, this book is likely to be helpful for you. It includes an overview of what applied thematic analysis is, and gives good step-by-step detail on how to actually do it. As a PhD student doing a qualitative study using general qualitative techniques, this book has been a huge help and added a lot to my methods section. I've combined it with Wengraph's book on qualitative research interviewing (a must if you are not an experienced research interviewer!) and Auerbach & Sliverstein's book on Qualitative Data. I feel that between these three books, I was able to build enough knowledge of methods to design a solid research protocol that will be defensible.

For those using other qualitative techniques (e.g. Narrative, Phenomenology, etc), this book can supplement the theory and philosophy of those books with information that will ensure you have good technique (e.g. proper audit trails, analysis steps, etc.)

1 of 1 people found the following review helpful.
Must have for qualitative research
By Rene L.
This is an excellent book -- gets to the point and easy to read. It is a must have for any qualitative researcher who is expanding their viewpoint and wants a solid broad perspective on qualitative methods.

0 of 2 people found the following review helpful.
Not all I had hoped.
By Christine Haedtke
The book doesn't help you actually do a thematic analysis, so you will need further resources if that is your intention.

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This unique handbook provides information on common mental health disorders and intervention strategies that busy school counselors need to help students succeed.

• Sales Rank: #1202066 in Books
• Brand: Corwin
• Published on: 2010-12-30
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .60" w x 7.00" l, .95 pounds
• Binding: Paperback
• 216 pages

Features

• Methods for addressing many disorders, including anxiety and autism
• Intervention strategies that work
• Effective ways to collaborate with families from various culturesRick Auger describes the disorders and
• Title - The School Counselor"s Mental Health Sourcebook
• Sub Title - Strategies to Help Students Succeed

Review
"This book is a focused hard-worker: a resource eager to improve the quality of school life for all students. I plan to purchase it for each of my twelve counselors, everyone in special education, the clinicians, our three principals, and the campus media centers. It’s just that good! Everyone in the schoolhouse needs a copy to red-line, highlight, and flag the corners of almost every page." (Marian White-Hood, Principal 2010-07-20)

"This is an excellent sourcebook with useful and practical tips on how to assist students, parents, teachers and counselors to work with the students who need our assistance the most." (Carol U. Cox, Elementary School Counselor 2010-07-20)

"Practitioners will find this book easy to follow, comprehensible, and most importantly, helpful for improving the lives children and adolescents navigating the K-12 years. And isn’t that, after all, what education should be all about?" (Walter B. Roberts Jr., Professor of Counselor Education 2010-08-03)

"Rick Auger reviews some of the more common mental health disorders that educators might encounter and provides school counselors with recommendations for how they might approach intervention. His propensity toward cognitive and behavioral approaches matches well with school counselors’ ability to provide school-based intervention. The examples are specific enough to be helpful but also broad enough to allow for flexibility when accommodating individual student difference. School counselors will find this a useful resource as they develop counseling intervention plans as well as when they serve as a consultant to parents and teachers." (Amy Milsom, Associate Professor, Counseling 2010-08-25)

This book provides a solid foundation of information on mental health disorders and their potential impact on student success. It serves as a very useful tool for new professionals learning to navigate the school system, as they support student needs and foster home-school relationships. (Amy Runningen, School Social Work Journal, March 2012 2012-04-27)

About the Author
Rick Auger has been involved in the field of children's mental health for over twenty-five years. He was a school psychologist in an urban school district, a predoctoral intern in several outpatient mental health clinics, editor of "Professional School Counseling," and has been a faculty member in the Department of Counseling and Student Personnel at Minnesota State University, Mankato since 2000. He lives in Mankato, Minnesota.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Easy to read, concise, and practical! Highly recommended!
By Chelsie Gransee
This was an excellent, succinct, and practical book that I would recommend to any future or current school counselor. Auger writes in a manner easily accessible by all, and caters to those who are new to the field by not making assumptions about the existing knowledge base of his readers. The text is filled with nuggets of research-informed interventions for a variety of mental health issues that children and adolescents present within the schools. I'm sure I'll be pulling this text frequently off my shelf in the coming school year. It is clear that Auger is passionate about the field, but more importantly, for the individual students who will be indirectly impacted by this text.

*Disclaimer: While I am a current graduate student of Dr. Auger's at Minnesota State University, Mankato, I am choosing to write this review out of my own regard for this text. But of course, I am probably a bit biased! :)

0 of 0 people found the following review helpful.
School Book, What Can I Say......
By J. Jones
eBooks are fast and easy to use! I was hoping for an app to allow me to listen to the book when I'm driving so I can get the reading done this summer.

0 of 0 people found the following review helpful.
Five Stars
By Beth Graham
Very insightful

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Featuring interactive exercises and user-friendly tools, this research-based guide helps educators leverage resources and build teams to improve student behavior and academic achievement schoolwide.

• Sales Rank: #2183609 in Books
• Brand: Corwin
• Published on: 2009-03-02
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .50" w x 6.90" l, .88 pounds
• Binding: Paperback
• 184 pages

Features

• Vignettes showing how educators can address behavioral issues with RTI"s three tiers
• Guidance on building teams and leveraging resources to effectively reach at-risk students
• Advice on the role of behavioral assessment within RTI, including universal screening and progress
• Interactive exercises, reproducibles, and other toolsUse RTI to address behavioral and academic
• Title - A Comprehensive RTI Model

Review
“A must-read for every educator. Not only does Cara Shores provide the background information on RTI for academic achievement and behavior, she also takes the reader step-by-step through effectively integrating the two processes.” (Ronda Shelvan, Special Education Teacher 2008-11-05)

"I recommend Cara Shores’ book to all educators as they strive to raise student achievement in their schools! This is a great resource for school psychologists, teacher educators, teachers, and administrators for developing their RTI structure and supports. This book offers research-based methods and interventions in a user-friendly format." (Donna Lee, Program Specialist 2008-11-05)

"The information flows succinctly and is well written for both RTI novices and experts to understand the important role that behavior plays in the RTI process and in overall student achievement. It’s an excellent road map for building sustainable reform." (Cassandra Allen Holifield, Author, National Presenter, Behavior Specialist, and Special Educator 2008-11-12)

"This book provides schools that are implementing RTI with clear and practical ideas on how to integrate behavior and academics into one comprehensive model. The book includes examples, case studies, and resources that are very useful for teachers and administrators." (Judy Rockley, State Trainer 2008-12-08)

About the Author
Cara Shores began her career as a special education teacher and taught children in both pullout and inclusive classrooms. Shores has trained thousands of teachers and administrators across the United States on practical strategies for inclusion, co-teaching, and increasing achievement for all students through differentiated instruction and RTI. She provides regional and national training for the Council for Exceptional Children. She is co-author of Response to Intervention: A Practical Guide for Every Teacher. Shores now serves as the president of Wesley Educational Services. She received her master’s degree and educational specialists’s degree from the University of West Georgia and has served as student support services coordinator and district director of special education.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Good info on RTI
By Stella
I would recommend this book for those studying RTI. It's introductory, so if you already have a good understanding or foundation, than it would not be useful.

0 of 0 people found the following review helpful.
Textbook
By Christine Bialczak
This was a typical textbook with some information that was new and a lot of repeat from other texts. This was nothing to be surprised at. The quality of the book was fine.

0 of 1 people found the following review helpful.
Comes from a nationally-known expert
By Midwest Book Review
Cara Shores' A COMPREHENSIVE RTI MODEL: INTEGRATING BEHAVIORAL AND ACADEMIC INTERVENTIONS comes from a nationally-known expert who shows how schools have successfully used RTI to improve behavior in general education. From basic issues with RTI's tier system to tips on building teams and using RTI effectively, this is a fine pick for any education collection.

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* Free Ebook Rethinking Classroom Management: Strategies for Prevention, Intervention, and Problem SolvingFrom Corwin

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Provides new real-life examples, intervention techniques, and ready-to-use worksheets for addressing potential problems before learning is disrupted and demonstrates ways to foster student leadership in your classroom.

• Sales Rank: #782933 in Books
• Brand: Corwin
• Published on: 2009-12-07
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .70" w x 8.40" l, 1.50 pounds
• Binding: Paperback
• 248 pages

Features

• Provides an interactive process that allows teachers to foster leadership in themselves and their students
• Includes classroom connections, personal connections, examples, checklists, and reflective
• Title - Rethinking Classroom Management
• Sub-Title - Strategies for Prevention, Intervention, and Problem Solving
• Editor - Patricia Sequeira Belvel

Review
"Many of today’s discipline problems are student responses to outdated practices. This book lives up to its title, providing innovative approaches that demonstrate leadership rather than management. Teachers discover creative and proactive ways to engage students in the development of learning environments that are positively charged, cooperatively structured, and self-governed.” (Dutchess Maye, Fellow for Instructional Design 2009-07-23)

“For the past twenty years, I have used the tenets of Rethinking Classroom Management to support new teachers and work as a teacher on special assignment and later as an administrator. In my current role, I consistently refer principals to the RTI strategies found in Belvel’s work. Ultimately these strategies lead to strengthened relationships and positive social behaviors. Students problem solve solutions that guide them to make constructive behavior choices so they can focus on academics.” (Fran Johnson, Administrative Leadership Coach 2009-07-24)

"Provides classroom teachers with a framework of techniques and strategies―anchored in prevention, intervention, and problem solving―that develop engaged, self-directed students with the social and critical thinking skills for the world ahead. The format is user-friendly and the scenarios and examples are excellent tools for exploring beliefs and management style, a first step in creating a positive learning environment where the teacher is a leader and facilitator of learning rather than a manager and controller.” (Andrea Lichter, Director 2009-07-24)

“This teacher guidebook gracefully weaves together theory, practice, and common sense about creating positive classrooms where students are active participants in their own learning and where teachers lead their students in developing academic and social skills for school and for life. It connects classroom management and instructional design, demonstrating that students attend to learning when they are engaged and when classroom rules and procedures are well established, make sense, and reflect both teacher and student desires for a nurturing and productive learning environment.” (Deborah Walker, President & CEO, Collaborative for Teaching and Learning 2009-07-24)

“I have used these strategies for nearly twenty years as a speech-language therapist, GATE teacher, and professional developer presenting the strategies to teachers. Recently, I have been working with colleagues in broadening my understanding and application of Response to Instruction and Intervention (RTI2), which is a framework and philosophy that can help in assisting Program Improvement Schools and Districts. Rethinking Classroom Management is a perfect match with RTI2 in both academic and behavioral realms. I would highly recommend this book to any school or district needing to enhance and strengthen RTI2.” (Liz Talbot, Director, Special Programs 2009-07-24)

“As a university instructor, I found Rethinking Classroom Management to be one of the best resources for preservice teachers. This book guides teacher candidates to solidify their values and beliefs about classroom management. They begin their teaching career with a solid foundation on how to develop a positive classroom learning environment.” (Ruth Ann Costanzo, Director of Clinical Work K-12 2009-08-18)

About the Author

Patricia Sequeira Belvel is a mother, teacher, educational consultant, and leadership coach for teachers and families. As founder and president of Training & Consulting Institute, Inc., Belvel's mission is to promote leadership skills that will impact and shift management strategies from those that rely on the motivation of reward and punishment to those that invite internal control. She has been leading classroom leadership and family leadership workshops for the past 30 years, encouraging educators to initiate and support a learning environment (both at home and at school) that invites young people to become responsible, caring, peaceful leaders. She is well known for her compassionate, no-blame approach in working with teachers and students. Currently, she contracts with school districts and individual school sites to support teachers' use of these strategies in their classrooms. She is also an adjunct faculty member, lecturer, and supervisor of student teachers at San Jose State University in California. Educators from many cultures and dis­tricts endorse her work because of the positive impact of the workshop and follow-up coaching sessions for both students and teachers. She holds a BA from Holy Names University in Oakland, California, and an MA from the University of Santa Clara, California. You can contact Pat through her Web site at www.trngedu.com.

Most helpful customer reviews

5 of 6 people found the following review helpful.
not my style of management
By A Customer
I'm sure that this book has several excellent qualitites, but I was introduced to it by a professor who used these strategies exactly as they were outlined in the book. I constantly felt micromanaged, controlled, and manipulated. When I read the book after it was recommended by the professor, I saw exactly where these strategies were coming from. Since I as a student didn't like them at all, I wouldn't inflict these same strategies on my own students. I am a fairly new teacher with only about 4 years of experience, but I still feel like I know the difference between pressuring my students to behave in a particular group pattern and teaching them to think for themselves. I felt like this book took that power away from both the students and the teacher.

1 of 1 people found the following review helpful.
Classroom Strategies That Make Sense
By Elizabeth P. Talbot
I have been a presenter for Classroom Management using Pat Belvel's materials for the past five years. Previously we had used a manual with mostly the overheads of the content. The wonderful aspect of this book is that it provides insights and adecdotes to which we can all relate. In this way, teachers can understand the strategies without extensive workshops. Although workshops with follow-up coaching is ideal. I recommend this book to new teachers as well as experienced. Within the workshop series, I have had new teachers comment about how they had never really thought about all of what goes into managing a classroom. Experienced teachers have expressed gratitude in reminding them of what works!

1 of 1 people found the following review helpful.
A Must Read!
By LoveThyNeighbor
As a parent, I was quite interested to see if this book would assist me with my recent career as a full-time mommy. From the first words, I could tell that this was a gem of a book full of stories, analogies and practical strategies for classroom teachers and parents. The first story is about an extrinsically motivated class who didnt "behave" for subs. I put myself in the shoes of that teacher and thought. How come my children behave differently for babysitters than me? Immediately I applied what this teacher learned to my home life. This book is also deemed worthy of being on a university campus as a required text. Thanks, Vonny (teacher, grad student, happy mom of two)

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Personality Theories: Critical Perspectives is the groundbreaking, final text written by Albert Ellis, long considered the founder of cognitive behavioral therapies. The book provides students with supporting and contradictory evidence for the development of personality theories through time. Without condemning the founding theorists who came before him, Ellis builds on more than a century of psychological research to re-examine the theories of Freud, Jung, and Adler while taking an equally critical look at modern, research-based theories, including his own.

• Sales Rank: #296019 in Books
• Published on: 2008-08-14
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x 1.20" w x 7.40" l, 2.15 pounds
• Binding: Paperback
• 720 pages

Review
"Finally, an empirically based, critical examination of personality theories." (Richard W. Williams, Ph.D. 2009-09-21)

About the Author

Albert Ellis, Ph.D., was the intellectual founder of all clinical approaches that now fall under the rubric of cognitive behavior therapy, and he is generally regarded as one of the most influential psychologists of the 20th century. His Rational Emotive Behavior Therapy is now practiced and taught throughout the world, along with the numerous similar therapies that it spawned. Dr. Ellis wrote 70 books and more than 600 journal articles and monographs. At the Albert Ellis Institute, which he founded and managed for more than half a century, he personally trained or supervised thousands of clinicians. As a practicing psychologist, he personally helped more than 10,000 people lead less painful and more productive lives. Dr. Ellis received dozens of awards from organizations like the American Psychological Association and American Counseling Association for his tireless work in advancing psychology, counseling, and social work. When he received his Ph.D. from Columbia University in 1947, he had already established himself as the most renowned sex therapist in the first half of the 20th century, and he then went on to revolutionize the field of clinical psychology. Dr. Ellis died July 24, 2007, while this book was in the final stages of preparation.

Mike Abrams, Ph.D., ABPP is a practicing psychologist with 30 years experience. He is a board certified Diplomate of the American Board of Professional Psychology, a Supervisor, Fellow and Diplomate of the Albert Ellis Institute. He is on the graduate psychology faculty of New York University where he has taught graduate courses in sexuality and psychotherapy.  His work on sex related issues began with his work at GMHC with people with AIDS; he was the first non-gay psychologist to volunteer to do such work in the mid 1980’s.  He spebt nearly 4 years helping, pro-bono, afflicted individuals along with their lovers and families.

Dr. Abrams studied under, and for 17 years collaborated with, the prolific author and founder of sex therapy, Dr. Albert Ellis, who is also the founder of cognitive behavior therapy. Dr. Abrams is credited with extending Dr. Ellis' theory of human personality and his methods of sex therapy. He had worked closely with Dr. Ellis in extending Ellis’ model of human sexuality to include current evolutionary psychology. Dr. Abrams also studied psychoanalysis with Robert Langs, MD.  He holds three graduate degrees in psychology, a Masters degree in business administration, a degree in educational administration and an advanced certificate in quantitative methods.  His current research includes the role of childhood sexual abuse in adult pathology, and the role of the Internet in changing sexual mores. He has published numerous journal articles on topics ranging from sexual problems to the cognitive foundations of psychoanalysis.

In addition to his writing and teaching, Dr. Abrams practices clinical psychology with his wife of 25 years Dr. Lidia Abrams.  His practice centers on relationship, sexual, mood, and personality problems. He estimates that he has worked with more than 1100 people experiencing problems with sex or intimacy.  More recently, Dr. Abrams has received commendations from the Governor of New Jersey, the Hudson County Executive, and the Mayor of Jersey City for his work with chronically ill, indigent, and disabled persons.  Prior to his professional work in psychology, Dr. Abrams earned an MBA degree and worked in organizations such as the New York Stock Exchange, Merrill Lynch, and Citigroup, where he typically performed analytical and research projects. He has also consulted to numerous organizations and governmental agencies.

Dr. Abrams lives with his wife and two college age daughters.

 

Lidia Dengelegi Abrams, Ph.D., is the executive director of Resolve Community Counseling Center, Inc., a private, nonprofit mental health agency. She also maintains a private clinical psychology practice and consults for the New Jersey Division of Youth and Family Services, the New Jersey Office of Parental Representation, and the New Jersey Division of Vocational Rehabilitation. Dr. Abrams has co-authored one other book with Dr. Ellis and has published research in the areas of AIDS education and prevention, eating disorders, and comparative psychotherapy efficacy. For several years, she conducted research on health care utilization at Rutgers University’s Institute for Health, Health Care Policy, and Aging Research. She has a master’s degree in psychology from New York University and a Ph.D. in psychology from Temple University. She is a fellow and supervisor of the Albert Ellis Institute. Dr. Abrams has taught at New Jersey City University.

Most helpful customer reviews

11 of 11 people found the following review helpful.
Ellis and his co-authors did an outstanding job
By Paul Cantwell
The people at Sage were kind enough to give me a review copy at APA and I was pleasantly surprised. This is by far the best I have read by Ellis and among the better texts that I have reviewed. Despite its sometimes cynical tone when discussing some classic figures in personality, it is very balanced and among the most comprehensive in the field. The book is exceptionally well researched and it succeeds in clarifying many complex topics that many other texts avoid or cover superficially. I will likely adopt this book for the Spring semester.

11 of 11 people found the following review helpful.
I read this textbook and actually enjoyed it.
By C. Music
It covers everything in detail and still is a pleasure to read. With two degrees in psychology, I learned a great deal from this readable and entertaining book. If you want to learn about personality, human development, clinical psych, this is the book.

5 of 5 people found the following review helpful.
adopting this book
By Dale Floody
very comprehensive, informative and entertaining introduction to personality theories. i've taught Introduction to Personality Theories a number of times over the years, and have adopted this text for the course next semester. I'm really looking forward to sharing it with my students.

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Incorporate social networking into instruction, no matter your level of technological expertise or Internet access!

With appropriate guidance, students’ social networking skills can be harnessed for teaching and learning in the 21st century. William Kist demonstrates how pioneering teachers have successfully integrated screen-based literacies into instruction and provides: 

• Real-world activities and lesson examples for Grades 5–12, with assignment sheets, assessments, and rubrics
• Ideas on fostering collaborative learning using blogs, wikis, nings, and other interactive media.
• Tips on Internet safety, blogging etiquette, protected blogging sites, and more
• Blog entries from classroom teachers

• Sales Rank: #1285523 in Books
• Brand: Corwin
• Published on: 2009-10-21
• Original language: English
• Number of items: 1
• Dimensions: 9.98" h x .37" w x 7.10" l, .71 pounds
• Binding: Paperback
• 152 pages

Features

• Real-world activities and lesson examples with assignment sheets, assessments and rubrics.
• Ideas on fostering collaborative learning using blogs, wikis, nings and other interactive media.
• Tips on Internet safety, blogging etiquette, protected blogging sites and more.
• Blog entries from classroom teachers.With this accessible guide for Grades 5 - 12, teachers of all
• Sub-Title - Teaching in the New Media Age.

Review
"Kist chronicles his journey in both the classroom and online, as well as that of many other teachers navigating these new spaces with their students. He writes as a learner should, sharing what he discovers along the way. I appreciate the notes from the road, and I suspect educators will find much to take back to their classrooms. I like even more that he asks important questions while capturing how he and several other master teachers have attempted to ask and answer them with their own students. You will, too." (Bud Hunt, Blogger at Bud the Teacher 2009-07-15)

"The innovative classroom activities in this engaging book will inspire teachers to help students acquire digital-media literacies for collaborating on and sharing their work―literacies essential for participation in a networked world." (Richard Beach, Professor of English Education 2009-06-25)

"A veritable smorgasbord of ideas and suggestions. This text grabbed me right away, and I started flagging all sorts of ideas even in the earliest chapters. It is as if Bill Kist met me in the hallway, took me by the hand, and simply said, 'Come here, I want to show you something.'"
(Sheila M. Gragg, Technology Integration Coach 2009-05-26)

"This book marks our place in the whirlwind transformation of Internet technology that launched users in a surprisingly sudden (and often unnoticed) leap from Web 1.0 to Web 2.0. Kist shows educators both a mirror and a map, explaining where we are and where we might go in this vastly rich frontier of knowledge and learning. The paths he shows us spill into layered networks of inter-crossing connections and intersections―a true 'web' of knowledge―replacing old, tired, and narrow paths." (Sharon Elin, Instructional Technology Integrator 2009-05-26)

"I loved this book. I learned a great deal about 'texts' and about how to teach 'texts' to students in the digital age. But what was so compelling about this book was the genuineness of the author; he cares passionately about his students and passionately about the subject matter. As Dewey points out, effective education must have an emotional component; indeed, the book’s credibility and authority derives from its core emotional energy." (Elliot Soloway, Arthur F. Thurnau Professor 2009-05-26)

"This book is totally compelling and geared to a slice of the teaching profession that is in desperate need of the kind of guidance and insight that Kist offers. By sharing his creative teaching methods, he points out the openings in teachers’ practice where shift can happen." (Sue Collins, Integration Technology Specialist 2009-05-26)

"This book is the push that many educators need to seriously think about why and how they 'do' technology in schools and implement the changes necessary to ensure our students are networked and connected 21st-century learners. It should be in the hands of all teachers and teacher-librarians." (Joanne de Groot 2011-10-11)

About the Author

William Kist, Ph.D., is an associate professor at Kent State University. Previously, a middle school and high school English teacher and a Language Arts and Social Studies curriculum supervisor, Dr. Kist has become a sought-after consultant and trainer for school districts across the United States, primarily in the area of 21st century classrooms. With years of experience in imaginatively using instructional technology himself, Dr. Kist has also described the new media uses of teachers across the globe in three books and over 50 articles. His books demonstrate how teachers are making Web 2.0 applications, including social networking, work for them in their classrooms. His expertise in curriculum mapping and his knowledge of the Common Core performance assessment has been drawn upon by such organizations as the National Council of Teachers of English and the Ohio Department of Education . For his expertise on 21st century classrooms, Dr. Kist has been interviewed by publications such as U.S. News and World Report, The Observer (UK), and Education Week’s Digital Directions, and Tech & Learning Magazine.

Dr. Kist maintains an active blogosphere and Twitter presence. Find his blog at www.williamkist.com. Follow him on Twitter at: www.twitter.com/williamkist.

Dr. Kist holds a PhD in curriculum and instruction from Kent State University. He received a master of arts in educational administration and a bachelor of arts in secondary education from the University of Akron.

Presentation Titles

· Updating the Standards: Bridging the Gaps

· Writing in a Digital Age

· New Literacies in Action

• The Socially Networked Classroom
• Motivating the Unmotivated Adolescent Reader
• Curriculum Audits

Other Possible Topics:

· Mapping the Common Core

· Aligning high school curricula and college readiness standards

· Integrating the anchor standards through all academic areas

· Energizing the high school classroom

Most helpful customer reviews

5 of 6 people found the following review helpful.
With or without classroom Technology, outstanding resource!
By interested reader
This text is an outstanding resource for educators from K-12, whether they are beginners or entrenched in using Web 2.0 resources and tools in their classroom teaching. With appropriate and particularly useful games, activities, and lesson ideas, Kist has captured my interest, and the interest of my school colleagues, motivating us to think more about the 'new media age' and the need to harness the social networking tools that students are unanimously engaging with in today's world. The Socially Networked Classroom: Teaching in the New Media Age

jjfreo, Australia

3 of 4 people found the following review helpful.
Socially Networked: OK
By Diane Musick
Good, hands-on book. I especially liked the coffee titles that walk a teacher up the technological ladder, from novice to adept user of new media.

0 of 0 people found the following review helpful.
Great Resource
By Matt K.
"The Socially Networked Classroom" gives a plethora of practical advice for classroom technology integration. I like the way the chapters are organized, starting with classrooms barely equipped for technology and concluding with ideas for schools that have lots of hardware and very little filtering. This is a text I will reference quite often.

See all 5 customer reviews...

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