A Practical Guide to Service Learning: Strategies for Positive Development in Schools by Felicia L. WilczenskiA Practical Guide to Service Learning: Strategies for Positive Development in Schools by Felicia L. Wilczenski

A Practical Guide to Service Learning: Strategies for Positive Development in Schools

byFelicia L. Wilczenski, Susan M. Coomey

Paperback | November 4, 2010

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The ultimate goal for school psychologists, teachers, and other allied mental health and educational professionals is to ensure that all children are able to achieve academic success in the classroom. Still, a significant number of schoolchildren feel caught in an academic, social-emotional vortex that can be demoralizing, isolating, and disorienting. Some may be cognitively impaired. Others may simply be bored. Many are well-adjusted but overwhelmed with academic and extracurricular demands.Ensuring that all students achieve their full academic potential is no small feat. Service learning - an experiential approach to education that involves students in meaningful, real-world activities - can advance social, emotional, and academic curricula goals while simultaneously benefiting the students and their communities. It supports character development by providing situations in the community in which caring, helping, and collaboration as well as sensitivity to culture and social justice issues become integral parts of the educative process.A Practical Guide to Service Learning: Strategies for Positive Development in Schools is a valuable resource that:Describes how service learning - an intervention that can be both remedial or preventive and individual or systemic - can enable school psychologists and other educational and counseling professionals to expand their roles beyond working with special populations to serving students within the academic mainstream.Highlights the connections between the positive psychology movement, the nurturing of purpose in youth, and the benefits of service learning.Introduces case studies of school-based mental health professionals who have implemented service learning.Provides practical materials and forms to guide mental health practitioners in organizing and assessing service learning activities.School psychologists, counselors, allied educational and mental health practitioners - and anyone who works with children in schools - will find this volume a must-have reference.
Felicia L. Wilczenski, Ed.D., is an Associate Professor on the faculty of the School Psychology Program and Director of the School Counseling Program in the Department of Counseling and School Psychology in the Graduate College of Education at the University of Massachusetts Boston. She is author of numerous articles addressing social ...
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Title:A Practical Guide to Service Learning: Strategies for Positive Development in SchoolsFormat:PaperbackDimensions:197 pages, 9.25 × 6.1 × 0.03 inPublished:November 4, 2010Publisher:Springer USLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:144194284X

ISBN - 13:9781441942845

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Table of Contents

Service Learning and Social-Emotional Resiliency.- Toward Practicing Positive Psychology in Schools.- The Link Between Social-Emotional Learning and Academic Development.- Creating Contexts for Social-Emotional Learning.- Service Learning Interventions for All Students.- Is Service-Learning Effective?.- Facilitating Change Processes in Schools.- Partnering with Community Agencies.- Examples of Service Learning Projects.- Case Studies.- Appendices.

Editorial Reviews

From the reviews:"The text has several positive features. First, the authors' writing style is engaging . . Second, the authors do a good job of describing the different theories, conceptualizations, and principles of service learning . . Third, this text is a good repository of practical tips and helpful guidelines. . makes an important contribution in recognizing service learning as a potentially important intervention with relevance for researchers, educators and school mental health staff. . It should be useful for anyone wishing to augment students' educational development." (Joseph A. Durlak and Christine I. Celio, PsycCRITIQUES, March, 2008)