Social/Emotional Trauma and Trauma-Informed Strategies for Exceptional Students

This chapter is a case study about a 4th grade student who has some exceptionalities. His mother has requested he be tested for many years, but school personnel will not agree to provide any screenings because Ethan is not a problem child, and his work is average. Ethan complains of a stomachache often, and his mother notes that she struggles to get him to do his work. There are multiple key statements in the scenarios that should provide data for preservice teachers to use when making an informed decision about the needs of Ethan. There are also questions and activities to aid the preservice teacher in recognizing and avoiding bias, finding resources to support Ethan's exceptionalities, and advocating for his/her students.

RESEARCH ON ADOLESCENT FEELINGS OF LONELINESS IS ONE OF THE MEASURES OF SUICIDE PREVENTION

Suicidal behavior among adolescents is now becoming a global problem. Child suicide is a tragedy. Each such situation shows that the fear of life overcomes the fear of death. There are many reasons for suicide among adolescents, and one of the reasons that teachers, psychologists, parents do not pay special attention to is the adolescent's feeling of loneliness. The authors of the article point out that one of the reasons for suicide among adolescents may be loneliness. At this age, they really need support, understanding of others (especially peers). The aim of the study is to prove that the cause of suicide among adolescents may be loneliness, the importance of studying and preventing the feeling of loneliness in adolescents. In an empirical study of the peculiarities of loneliness in adolescence, the authors used the method "Diagnostics of the level of subjective feeling of loneliness" by D. Russell and M. Ferguson, and also conducted a thorough analysis of the research results. Along with this survey, the authors provide a number of questions to identify the causes of loneliness among students, to help those who feel lonely. As a result of such studies, the authors found that most adolescents experience loneliness to some extent and that this feeling has a certain positive or negative impact on each of them. The scientific novelty of the study lies in the fact that school psychologists, teachers and class teachers are offered an effective methodology and questionnaires for the study and prevention of feelings of loneliness in adolescents. In adolescence, the state of loneliness is very pronounced. This condition may be associated with an increase in the social need inherent in this age. Ambiguity, spiritual isolation, melancholy, the need for communication, the closeness of people-all this leads to a painful state and stress. And untimely prevention of this problem can lead to serious, irreparable consequences.

“Problem Children” and “Children with Problems”: Discipline and Innocence in a Gentrifying Elementary School

This article examines the ways Hazel, a white girl entering kindergarten, became known as a child with a problem rather than a problem child in her gentrifying school. Building on a year of classroom observations and interviews with students, school staff, and parents, author Alexandra Freidus identifies the role of racialized discourses related to disposition, medicalization, family, and community in shaping Hazel’s reputation and contrasts Hazel’s reputation with that of Marquise, a Black boy in her class. Hazel’s and Marquise’s storylines teach us that to fully understand and address the differences in how Black and white children are disciplined, we need to look closely at the allowances and affordances we make for some students, as well as how we disproportionately punish others. By examining the ways educators in a gentrifying school construct white innocence and Black culpability, this study illustrates the relational nature of the “school discipline gap” and helps us understand how and why some children are disproportionately subject to surveillance and exclusion and others are not.

Clinical trials: from problem child to the driving force of medical advancement

Clinical trials are conducted to find better ways to prevent, screen for, diagnose or treat human disease. The development of clinical trials throughout history has built the foundation for ethically and scientifically robust research. As our healthcare needs have evolved, so have clinical trials and the standards by which they are run. Vanessa Raymont and colleagues explore the past, present and future of the clinical trial.

Discovery

This short chapter considers the various reforms to the procedural problem child of disclosure. History shows that disclosure reform is difficult. This is because the basic principle of disclosure, that each side has to disclose everything relevant, even the documents that might show them in a very bad light, is a critical foundation of the Rule of Law. It underpins the whole concept of a fair trial in this country, and it is one of the reasons why England is a centre for international litigation. The key features of the disclosure pilot were fully consulted on and will be properly evaluated. They hold out the potential for better balancing the need for both sides to disclose everything that is relevant, whilst also ensuring that disclosure does not become an exercise that is too expensive and too enormous.

“Problem Children” and “Children with Problems”: Discipline and Innocence in a Gentrifying Elementary School

This article examines the ways Hazel, a white girl entering kindergarten, became known as a child with a problem rather than a problem child in her gentrifying school. Building on a year of classroom observations and interviews with students, school staff, and parents, author Alexandra Freidus identifies the role of racialized discourses related to disposition, medicalization, and family and community in shaping Hazel’s reputation and contrasts Hazel’s reputation with that of Marquise, a Black boy in her class. Hazel’s and Marquise’s storylines teach us that to fully understand and address the differences in how Black and white children are disciplined, we need to look closely at the allowances and affordances we make for some students, as well as how we disproportionately punish others. By examining the ways educators in a gentrifying school construct white innocence and Black culpability, this study illustrates the relational nature of the “school discipline gap” and helps us understand how and why some children are disproportionately subject to surveillance and exclusion when others are not.