Journey With Children In Conflict With Law Entering A New Paradigm

THIS BOOK IS OUR ATTEMPT TO CHALLENGE THE CONTEMPORARY SOCIAL PERCEPTION AND EXISTING IDEAS ABOUT THE WELL-BEING OF CHILDREN IN CONFLICT WITH LAW (CCL). IT WOULD SEEK TO FURTHER THE GOAL OF ATTAINING A HOLISTIC AND COMPREHENSIVE PERSPECTIVE AND AN INTEGRATED PLAN OF ACTION FOR THEM THROUGH THE AMALGAMATION OF MUSIC AND PSYCHOLOGY. A NEW PARADIGM OF THOUGHT AND SUBSEQUENT SCIENTIFIC STEPS WERE FELT TO BE INDESPENSABLE TO ADDRESS THE EMERGING NEEDS AND DIFFICULTIES OF THE CCL. ALL THE CHAPTERS OF THIS BOOK HAVE BEEN SUITABLY DEVELOPED TO HELP READERS UNDERSTAND THIS MARGINALISED SECTION FROM ALL ASPECTS DEEMED TO BE OF THERAPEUTIC RELEVANCE.

The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.

Outlines a breakthrough approach to conflict resolution and creative problem solving that draws on the techniques of thinkers from a broad range of disciplines to explain how to incorporate diverse viewpoints for win-win solutions.

This book will prepare social workers, psychologists, and counselors for psychosocial work with individuals and groups who are experiencing distress and trauma resulting from historical and current sociopolitical oppression and violence. Sociopolitical oppression is a sustained, systematic catastrophe, which results from social targeting and discrimination such as racism, sexism and misogyny, homophobia, and anti-immigrant fervor. The consequences are profound and debilitating. In some ways, they are similar to reactions to a single event disaster (e.g., hurricane, earthquake, terrorist attack) but even more insidious because the social targeting and harassment have been ongoing and will continue. As a guide for direct clinical practice, this book offers new models for understanding the nature and consequences of sociopolitical disasters as well as guiding a range of interventions – clinical, psychoeducational, advocacy, and social justice – for use on a micro, mezzo, and macro level. Drawing on indigenous and BIPOC knowledge and scholarship and using case studies from around the world, it criticizes while also adapting and integrating knowledge and theory from the fields of disaster mental health, psychosocial capacity building, trauma therapy, psychodynamic theory, cognitive behavioral theories, and theories of resilience and positive psychology, linking them to an understanding of historical and social oppression, social justice, and intergroup conflict and reconciliation. The book offers critiques of dominant Western, Eurocentric visions of personhood and models of intervention and questions assumptions about the roles of "client" and "worker," proposing more egalitarian, collaborative relationships and extensive use of training of trainers. It will prepare graduate students and practitioners across the helping professions for work that promotes the collective and individual strength and efficacy of affected people, while also responding directly to vulnerability, stress, and trauma.

Adolescence is a distinct, yet transient, period of development between childhood and adulthood characterized by increased experimentation and risk-taking, a tendency to discount long-term consequences, and heightened sensitivity to peers and other social influences. A key function of adolescence is developing an integrated sense of self, including individualization, separation from parents, and personal identity. Experimentation and novelty-seeking behavior, such as alcohol and drug use, unsafe sex, and reckless driving, are thought to serve a number of adaptive functions despite their risks. Research indicates that for most youth, the period of risky experimentation does not extend beyond adolescence, ceasing as identity becomes settled with maturity. Much adolescent involvement in criminal activity is part of the normal developmental process of identity formation and most adolescents will mature out of these tendencies. Evidence of significant changes in brain structure and function during adolescence strongly suggests that these cognitive tendencies characteristic of adolescents are associated with biological immaturity of the brain and with an imbalance among developing brain systems. This imbalance model implies dual systems: one involved in cognitive and behavioral control and one involved in socio-emotional processes. Accordingly adolescents lack mature capacity for self-regulations because the brain system that influences pleasure-seeking and emotional reactivity develops more rapidly than the brain system that supports self-control. This knowledge of adolescent development has underscored important differences between adults and adolescents with direct bearing on the design and operation of the justice system, raising doubts about the core assumptions driving the criminalization of juvenile justice policy in the late decades of the 20th century. It was in this context that the Office of Juvenile Justice and Delinquency Prevention (OJJDP) asked the National Research Council to convene a committee to conduct a study of juvenile justice reform. The goal of Reforming Juvenile Justice: A Developmental Approach was to review recent advances in behavioral and neuroscience research and draw out the implications of this knowledge for juvenile justice reform, to assess the new generation of reform activities occurring in the United States, and to assess the performance of OJJDP in carrying out its statutory mission as well as its potential role in supporting scientifically based reform efforts.

This book presents a functional taxonomy to see, understand, and manipulate the roots of life's conflicts. You will have the background, the principles, and a collection of tricks to manage and ideally avoid dangerous conflicts. You may not realize that your reactions to conflict are subconscious, scripted, and for the good of the group. Once recognized, you can take actions that will reduce your being caught up in conflicts.--Publisher.

Vols. for 1963- include as pt. 2 of the Jan. issue: Medical subject headings.