This book, updated since initial publication in 1989, offers explanations, practical tips, and encouragement for teachers and families of preschool children facing the excitement--and stress--of separation. Topics discussed include ambivalence about separation and attachment, the comfort of routines, understanding the child perspective, supporting…

Emphasizes the importance of a "check-out" place within a professional therapist's life to prevent burnout and promote positive wellness and self-renewal. Recommends specific metaphorical and poetic exercises that clinicians can use in dealing with the past, the present, and the future. (RS)

"Resiliency" is is the ability to personally or professionally succeed despite adversity. To develop resiliency, adolescents need to be cared for and supported by adults in school, at home, and in the community. In this article, the author discusses ways to foster resiliency by developing a supportive school environment for both students and…

Television has a pervasive presence in our lives and connects us to a larger world. Children spend more time watching television than any other activity (except sleeping). According to Bernard Percy, television can have a positive effect on children: it can build vocabulary, stimulate interests and motivate actions. Parents should consider doing…

Noting that the most assistance adults can provide to a child during a disaster is to be calm, honest, and caring, this brochure provides suggestions for helping children cope with natural and other disasters. The brochure details how children's typical reactions vary with their age, describes how families can prepare for disasters, and suggests…

This book is intended to help parents, teachers, and counselors of school-age children who did not experience the loss of someone close to them in the terrorist attacks of September 11, 2001, but who are still at risk for prolonged anxiety reactions. Although every child will react in a different way to these events, concerned adults must help…

The authors explore the emotional response of handicapped children to the ending school year and the programs which follow the school calendar. Children sometimes respond to the end of the program year by regressing; this can be alleviated through helping children process the ending and preparing them to move on to new experiences. (PHR)

Discusses the psychology of anger as a basis for dealing with anger-related problems that arise at camp. Camp staff may have problems with anger that are not identified by staff screening. The camp staff manual should contain a written policy regarding overt displays of anger. Guidelines suggest the use of anger during conflict resolution. (CDS)

Schools are among the safest places in America, however, every year school children are affected by stressful events. Whether there is war in another country or death in the schoolyard, these events can interfere with learning and may have long-term effects on children and communities. "Crisis Prevention and Intervention in the Classroom" will…

Poetry comes to a person from outside, but for it to live, the person must come to it and meet it and complete it. Poetry is new every day because it is seen in different ways by different people. It makes possible the deepest kind of personal possession of the world. The first true encounter with poetry should be simple and should involve…

Encourages Montessori educators and others to consider the importance of talking with children about loss and death and helping them to identify the basic process of grief and the coping skills used for proceeding with grief work in one's lifetime. Describes helpful activities, such as using children's books, keeping journals, and creating a grief…

A video recording about the college that evokes a nostalgic response can be extremely effective in a fund-raising campaign and can even be used to openly solicit donations. Older, affluent alumni are the prime target audience. Producing an effective video requires attention to technical, financial, and aesthetic factors. (MSE)

Guidelines for telling ghost stories at camp involve considering children's fears at different ages, telling age appropriate stories, determining appropriate times for telling ghost stories, and minimizing fear when a child becomes frightened by a ghost story. Includes tips on the selection, preparation, and presentation of ghost stories. (LP)

The paper outlines the operative principles for understanding learning and discusses how these principles can help in planning a functional program for a severely or profoundly brain-damaged child. Discussed are: (1) the role of memory in learning; (2) simple associative learning (Pavlovian Conditioning and Operant Conditioning); (3) Piaget's…

This pamphlet offers practical guidance to parents of young children who have experienced the death of a close relative or other loved one. It is intended to explain the child's emotional needs and assist the parent in planning for the child's involvement in the various stages of the death-funeral-mourning process. The text is presented as answers…