UPDATED: Links and Resources for coping with (and preventing) tragedy - Sandy Hook and beyond

I have spent much of my adult life as a school psychologist,  working with children, teens, young adults, and those who care about them. This Sandy Hill Elementary tragedy hit close to home, because among those killed was a fellow school psychologist, Mary Sherlach.  My heart goes out to everyone who has been touched by this event in some way, especially the families of those who lost their lives. 

Before going on to the rest of my post, I encourage you to take a few moments to listen to the children singing Silent Night in honor of those who lost their lives on Friday, December 14, 2012.

 


RESOURCES AND LINKS

Over the past few days, members of the National Association of School Psychologists  (NASP) have been providing information and resources for the public to assist with coping with the tragedy, and Twitter and Facebook have proven to be great ways to spread the word. 

Some of the information below is appropriate for those who are directly involved with the children who attend Sandy Hook Elementary or those who attend other elementary schools in the community.   Other articles have suggestions that would be appropriate for parents, teachers, and support staff in schools around the nation (and world).  There are other articles below that are good for those responsible for planning longer-term safe school strategies

Leading School Psychologist Advises How to Talk to Kids about Sandy Hook ShootingNASP: A National Tragedy: Helping Children Cope - Tips for Parents and Teachers 
NASP: Managing Strong Emotional Reactions to Traumatic Events: Tips for Parents and Teachers (pdf)
NASP: Threat Assessment at School: A Primer for Educators (pdf)
NASP: Threat Assessment: An Essential Component of a Comprehensive Safe School Program (pdf)
NASP: Helping Children Cope With Crisis: Care for Caregivers (pdf)
NASP: Tips for School Administrators for Reinforcing School Safety (pdf)
NASP: School Safety and Violence Prevention (Multiple links on topics such as mental health, suicide prevention, bullying, violence prevention planning, crisis prevention and intervention, and behavior/discipline). 
NASP: National Emergency Assistance Team (NEAT)
North Carolina Dept. of Justice: Keeping North Carolina Schools Safe & Secure (pdf)

If you are a parent or concerned member of your community, check your school district's website to learn more about what local safe school policies are in place. There may be a section with tips for parents. (Additional related resources can be found in the body of the comments below and at the end of this post.)

REFLECTIONS

Violence prevention is a complex problem.
From my point of view, preventing or minimizing tragedies such as the one experienced at Sandy Hook Elementary will take a systems approach, and involve people from a number of disciplines. I am convinced that it will take a larger number of people, who can commit to sustaining their efforts over a long period of time. 

What troubles me in this case is that the perpetrator was homicidal, suicidal. and matricidal. He had the wherewithal to know that the school most likely had a school safety plan in place.  He did the unthinkable - he  used a powerful weapon to gain access by blasting through the entry doors. And he would not stop until he had killed 20 young children and a good handful of caring adults.

The problem of protecting schools from intruders can't be solved by making schools more prison-like. Sandy Hook school reportedly had a video surveillance system, locked front doors, a policy for visitors to be buzzed in, and a safe schools policy that required that all teachers (and students) receive training in what to do in an emergency requiring a school lock-down.  If these things were not in place, many more lives would have been lost.  

Firearms:  The Elephant in Our Nation's Living-Room
The elephant that is taking up a huge space in our country's living room?  Weapons that are appropriate for military and law enforcement use, such as the semi-automatic rifle that was in the hands of this young man, are readily available in most communities. We know that the perpetrator did not own the weapons he brought to Sandy Hook Elementary School.  We know that he had easy access to it because it was purchased legally by his mother, and apparently was kept in his home.  

This topic is a political hot potato, but worthy of serious study.  With "Big Data", advanced analytics, and some engaging information visualizations, I am sure something positive can emerge from the 'debate'.   (Nate Silver, author of the New York Times FiveThirtyEight blog, might have a few words to say on this topic, judging from his December 14th post, "In Public 'Conversation' on Guns, a Rhetorical Shift".)


Need for Research - Co-Morbidity - Identification, Evidence-based Treatment, and Prevention

At the time of this post, it was not certain if the perpetrator had a disability, a personality disorder, or a mental health disorder that may have contributed to his violent acts. We do not know if he was receiving treatment, or if he had ever been hospitalized or prescribed medication.  

Whatever the case, I am sure that the tragedy that happened at the Sandy Hook elementary school has caused additional worry for a number of parents of teens and young adults who struggle from mental health problems and other disorders.  Having worked with a number of young people with challenging mental health concerns over the years, including psychiatric patients with a history of serious violence, my heart goes out to these parents. I am sure some of them wonder if the next crisis that flashes on the news is something that was initiated by their child, no matter what the child's age.

Not everyone is aware that serious mental health disorders can crop insidiously during the early teens. The "red flags" might be attributed to puberty, and not be interpreted as precursors to something more serious.  Some mental illnesses become full -blown during the later teen years or during young adulthood, often past the age where a school psychologist or similar professional in the education system can step in to intervene, or provide resources and information for parents. 

Many families have struggled to obtain an appropriate level of care for their teen or young adult child, only to find that these services have been reduced due to budget cuts to mental health and transition-to-adulthood programs in their communities.  Many of these young people have good potential, but their mood states, unusual mannerisms, or periods of erratic thought processes make it difficult to interview for jobs and keep them unless they receive consistent support in the form of counseling, job coaching, and/or medical management. 

There is a need for more research and support that focuses on the needs of teen to young adult age group. This includes research in psychological treatment,group counseling approaches, psychopharmacology, mental health education, and more.   

Update: 
For a graphic description of what this might be like for a parent of a teen who struggles with emotional/behavioral issues at time, see the blog post that has been circulating around the internet.  The mother, Liza Long, wrote the post  immediately after she learned of the Sandy Hook shootings. Her post triggered hundreds of comments, some of them critical.  In response, an anonymous school psychologist reflected on some experiences with a student in need of support.  I do not think the school psychologist's story exaggerates reality in any way. 

Role of technology in Intervention and Prevention:
Interactive digital media, such as serious games, might play a role in this effort.  For example, the Australian National University developed the MoodGym training program, an interactive, free web-based application that use a cognitive-behavior approach to cope with anxiety and depression, and E-Couch, an online program for preventing and coping with depression, generalized anxiety disorder, and social anxiety disorder.  

For middle-school children, the PBS ItsMyLife website provides a number of activities, games, and videos that explore topics such as emotions, school, friendships, bullying, and more. The website includes lesson plans for teachers and tips for parents. 

More research is underway to support the use of interactive digital technology to support mental health.  One example is the work of Stanford University's Calming Technology lab. Another example is the use virtual reality for treating post-traumatic stress disorder. The USC Institute of Creative Technologies has been involved in this area for a number of years. MindHabits, a suite of games developed by psychologists in Canada, was based on research and aims to help people reduce stress. 

Coincidentally, Connecticut's Southwest Regional Mental Health Board is developing a web-based resource for young adults with mental health concerns, if the information from a job posting for the project is correct:

"The goal of this project is to design or adopt an electronic/virtual system to engage young adults in mental health services.  This system would assist young adults in enhancing their own mental health, and addressing mental health issues as they arise or develop via an interactive, multi-media electronic platform.  This platform would integrate social networking and information media which may include website, facebook, You-Tube, Skype, blog, chat room, texting and phone apps.  Development of this platform will be informed by Connecticut youth and young adults and advised by an advisory group of statewide young adult leaders in the mental health and addiction fields."

It is my hope that the power of the "social" web will support efforts to collaborate and tackle this problem, on many levels.

RELATED

Mental Health Issues - Co-morbidities
After I learned that it was speculated (but not confirmed) that the perpetrator of the Sandy Hook Elementary School shootings may have had Asperger's Syndrome,  I thought it would be helpful to include additional on the topic of Asperger's Syndrome and co-morbid mental health disorders.  

Mazzone, Luigi, Ruta, Liliana, Reale, Laura.   Psychiatric comorbidities in Asperger syndrome and high functioning autism:  diagnostic challenges. Annals of  General  Psychiatry. 2012; 11: 16.

Published online 2012 June 25. doi:  10.1186/1744-859X-11-16

Link to online publication: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3416662/

Link from publication:

Summary of studies published between 2000-2011 exploring psychiatric comorbidity in Asperger syndrome and high functioning autism:  http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3416662/table/T1/

Taylor, Julie Lounds, Seltzer, Marsha Mailick. Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood Journal of Autism and Developmental Disorders© Springer Science+Business Media, LLC 201010.1007/s10803-010-1070-3

Link to online publication: http://link.springer.com/article/10.1007/s10803-010-1070-3/fullte

Mental Health Issues: Funding
State Mental Health Cuts: A National Crisis (pdf) (2011) National Alliance on Mental Illness

Systems Approach/Prevention
The following resources are from various disciplines:

Systems Theory (Wikipedia)


2012 National Strategy for Suicide Prevention: Goals and Objectives for Action (pdf)
A Report of the U.S. Surgeon General and of the National Action Alliance for Suicide Prevention

Pinder-Amaker S, Bell C. A bioecological systems approach for navigating the college mental health crisis Harvard Medical School

Source

Sprague, J. and Nisioka, V.  Skills for Success: A Systems Approach to Delinquency Prevention and School Success (pdf)

Institute on Violence and Destructive Behavior, University of Oregon

Center for Disease Control and Prevention: Violence Prevention

Dynamical Systems Theory (as applied to psychology research) Front Psychol. 2012; 3: 382. Published online 2012 October 4. doi:  10.3389/fpsyg.2012.00382

MIT Partnership for a Systems Approach to Safety (PSAS)

National Children's Mental Health Awareness Day: May 6, 2010

"An estimated 4.5 to 6.3 million children and youth in the United States face mental health challenges. About two thirds do not receive needed mental health services due to the high costs and limited availability of services in many communities. Families are challenged
with obtaining services, and youth are left at risk for difficulties in school and/or the community." -SAMHSA


The following information is from the US Dept. of Health and Human Services Substance Abuse and Mental Health Services Administration:

National Children's Mental Health Awareness Day (Awareness Day) is a day for everyone to promote positive youth development, resilience, recovery, and the transformation of mental health services delivery for children and youth with serious mental health needs and their families. Awareness Day raises awareness of effective programs for children's mental health needs; demonstrates how children's mental health initiatives promote positive youth development, recovery, and resilience; and shows how children with mental health needs thrive in their communities.

On Thursday, May 6, 2010, Awareness Day will mark its 5th anniversary, as well as a first-time focus on the topic of early childhood. Communities across the country will observe the day with events, youth demonstrations, and social networking campaigns to raise awareness about the importance of mental health and increase understanding of the mental health needs of children and their families.

Awareness Day efforts will encourage the following actions:

• Integrate mental health into every environment that impacts child development from birth
• Nurture the social and emotional well-being of children from birth
• Look for and discuss milestones of a child's social and emotional development from birth.

The following publication provides information about ways systems of care can improve situations for youth who experience mental health difficulties.  Students who receive appropriate support have a lower rate of repeating a grade in school or dropping out of school. Suicide attempts decrease, and emotional and behavioral functioning improves. Students who receive support also show an improvement in attendance and grades. Youth who are at the highest level of academic risk make strong gains.

RELATED

Working Together to Help Youth Thrive in Schools and Communities (pdf)

The Awareness Day Youth Action

The SAMHSA website has a wealth of information and statistics regarding mental health, children, and youth.

There are plenty of ways to prevent serious emotional-behavioral problems from increasing.
Maurice Elias, the director of the Social-Emotional Learning Lab at Rutgers, has quite a bit to say about this topic and how schools can help.  He shares his wisdom via his blog on the Edutopia website.  Here are links to some of his posts:

Giving Visibility to Students with Emotional-Behavioral Challenges
Advocating for Social and Emotional Learning at Your School
Use Music to Develop Kids' Skills and Character

School-Based Social and Emotional Learning Programs (pdf)

Edublogging, Classroom 2.0, support and resources for educators...

I'm a member of Classroom 2.0, "the social network for educators using collaborative technologies". As of this morning, there are 5,244 members. Classroom 2.0 has smaller groups that members can join. It also provides a variety of resources, such as the Classroom 2.0 Wiki that is divided into topics. Members of Classroom 2.0 are encouraged to contribute to the Wiki by posting video clips, lesson plans, resources, and links.

A common thread among the members of Classroom 2.0 is the fact that they all understand that good teaching and effective technology integration are important components of the "engaged learning" mix.

From what I've seen so far, Classroom 2.0 can play a very important role in supporting teachers that are just beginning to broaden their technology integration skills. It also is a good support network for people who are new to teaching. New teachers have easy access to a range of experienced educators who are willing to share their wisdom and teaching-learning strategies.

For those of you working in the schools who might not work directly in a classroom, Classroom 2.0 is worth joining. I'm sure that administrators, curriculum specialists, school counselors, school psychologists, special education coordinators, media specialists, school board members will find that Classroom 2.0 is a great resource.

I recently started a discussion topic on Classroom 2.0. to encourage members to share links to their blogs. I was amazed at the response and plan to spend some time taking it all in.

I'll share some of the highlights and specific examples of interesting uses of technology by Classroom 2.0 members in some of my future TechPsych posts. I will also post some information on my Interactive Multimedia Technology blog.

Today, I'm highlighting a a post from Kevin, a sixth grade teacher who recently spent two weeks with his students, immersed in a variety of technologies. His post includes links to all of his resources, a plus for busy blog-readers!

Wow! Two Weeks of Tech with Students!

Of the many things covered in the post, I especially liked the story about the creation of a PeaceBuilders Pledge website. The students used the MakeBeliefs Comics site to create comics that highlighted the concepts in the PeaceBuilders Pledge. (If you are a school counselor or school psychologist working on school-wide positive behavior supports, this is something to consider for your school.)

Peacebuilders "is the research-validated violence prevention youth program approved for the federally funded Safe and Drug-Free Schools Act. It is a comprehensive programs launched in organizations that shifts the entire climate to a peaceful, productive, and safe place for children, teenagers, parents, staff, and faculty."

I have so much more to share, so check back soon, or subscribe to my blog!

Link to post: Chill in an on-line tropical paradise from Unity3d

Take a moment to read my post on the Interactive Multimedia Technology blog about a free on-line virtual tropical paradise. If you work with young people who have stress and anxiety, or need tools for calming down when agitated, this application might be worth a try. I'm planning on using it with some of the students I work with who have autism spectrum disorders.

This application would be great on an interactive whiteboard or display to teach a few lessons about landforms and tropical climates!

About Literacy: Children of the Code Website, links

I came across this website today and thought I'd share it- if you are familiar with Children of the Code project, please leave a comment, since I haven't yet explored the entire site.

Childrenof thecode.org is an on-line multi-media resource that is part of a public/social education project to that aims to spread information and education about "The Code and the Challenge of Learning to Read it"

The project has four main components:

1. A three hour Public Television, DVD and Web documentary series;
2. A ten-hour college, university, and professional development DVD series;
3. A series of teacher and parent presentations and seminars;
4. A cross-indexed website/database containing audio, video and transcripts with the world's leading experts in fields related to reading.

The website includes over 100 interviews of people from a wide range of disciplines who are committed to promotion of health, education, and well-being of children, youth, and in turn, communities and society.

Here is the project's abstract:

"Abstract: Our children's cognitive and emotional development, self-esteem, academic, and later social and economic success, all depend on how well they learn - on the health of their learning. Whether we are involved in parenting, teaching, cognitive science, psychology, pedagogy, curriculum design, instructional design, direct instruction, constructivism, assessment, multiple intelligences, learning styles, learning differences, learning disabilities, learning theory, learning communities, organizational learning, preschool, elementary school, middle school, high school, home school, unschooling, college, university... we all share the responsibility of stewarding the health of our children's learning."


I'd recommend starting with the on-line video tour of the project:
http://www.childrenofthecode.org/Tour/index.htm

The following is a quote from an interview with David Boulton, the director of the Children of the Code project:

"The mission of the Children of the Code project is to catalyze and resource a transformation in how our society thinks about the "code" of our written language and the "challenges involved in learning to read it.". I think we're living in the "Stone Age of Literacy." Our lack of understanding of what is involved and what is at stake in acquiring literacy is wreaking havoc on the lives of our population, including children"

"..the first think I hope i that it (the project) changes the mental lens through which parents and teachers see struggling learners. I want them to see someone who is struggling as somebody who is struggling with an artificially confusing technology (written language) and somebody who is in significant emotional and cognitive danger.

"What I hope is that people realize that if children and adults struggle too long with the process of acquiring literacy, it can seriously affect how they develop and grow and learn. Struggling to read causes many, many people to grow up feeling ashamed of their mind.."

Here is a list of direct links to many of the interviews you'll find on the site:

Grover (Russ) Whitehurst
Director, Institute of Education Science, U.S. Department of Education
Mel Levine Author: A Mind at a Time, The Myth of Laziness & Ready or Not Here Life Comes
Jack Shonkoff
Chair, The National Scientific Council on the Developing Child

James J. Heckman
Nobel Prize Winner in Economic Sciences, Lead Author: The Productivity Argument for Investing in Young Children
Sally Shaywitz
Neuroscientist, Department of Pediatrics, Yale University, Author: Overcoming Dyslexia
Maryanne Wolf
Director, Center for Reading & Language Research; Professor of Child Development, Tufts University
Nancy Hennessy
President, 2003-2005, International Dyslexia Association
Tim Shanahan
Chair, National Literacy Panel, Member of National Reading Panel (NRP)
Louisa Moats
Reading Scientist, Sopris West - Author: Language Essentials for Teachers of Reading and Spelling
Reid Lyon
Ex-Branch Chief, National Institute of Child Health and Human Development
Marilyn Jager Adams
Senior Scientist, Soliloquy Learning, Author: Beginning to Read: Thinking and Learning About Print
Edward Kame'enui
Commissioner for Special Education Research, Institute of Education Sciences Director
Keith Stanovich
Chair, Applied Cognitive Science, U. Toronto, Author: Reading Matters: How Reading Engagement Influences Cognition
Todd Risley
Professor Emeritus of Psychology, University of Alaska, Co-author: Meaningful Differences in the Everyday Experience of Young American Children
James Wendorf
Executive Director, National Center for Learning Disabilities
Paula Tallal
Board of Governor's Professor of Neuroscience Rutgers University,, Co-Founder, Scientific Learning Corporation
Keith Rayner
Distinguished Professor, University of Massachusetts, Author: Eye Movements in Reading and Information Processing
Rick Lavoie
Learning Disabilities Specialist, Creator: How Difficult Can This Be?: The F.A.T. City Workshop & Last One Picked, First One Picked On: The Social Implications of Learning Disabilities
Richard Allington
Reading Researcher, President, International Reading Association
Richard Venezky
Professor of Educational Studies, Information Sciences & Linguistics, U. Delaware - Author: The Structure of English Orthography & The American Way of Spelling
Sharon Darling
President, National Center for Family Literacy
Kimberly Thompson
Director, Kids Risk Project, Department of Health Policy and Management - Harvard School of Public Health
Robert Sweet
Professional Staff, U.S. House of Representatives - Co-Founder, National Right to Read Foundation
Pat Lindamood & Nanci Bell
Founders of Lindamood-Bell Learning Processes
Carol H. Rasco
President, Reading is Fundamental
Chris Doherty
Ex-Director Reading First, U.S. Department of Education
Sandra Feldman
Past-President, American Federation of Teachers
Robert Wedgeworth
President, ProLiteracy
Lesley M. Morrow
Past-President, International Reading Association
George Farkus
Professor of Sociology, Demography, & Education, Penn State
Susan H. Landry
Director, Center for Improving the Readiness of Children for Learning and Education; Chief, Division of Developmental Pediatrics, University of Texas at Houston
Sarah Greene
Executive Director, National Head Start Association
Peter E. Leone
Director, National Center on Education, Disability & Juvenile Justice
Slyvia O. Richardson
Past President, International Dyslexia Association
Jones Kyazze
Director, UNESCO
Martin Haberman
Distinguished Professor, Depart. of Curriculum & Instruction, UWM - Creator, National Teacher Corp
Donald Nathanson
Professor of Psychiatry & Human Emotion, Jefferson Medical Center, Author: Shame and Pride
Terrence Deacon
Cognitive Anthropologist, Berkeley, Author: The Symbolic Species, The Co-Evolution of Language and the Brain
Siegfried Engelmann
Professor of Instructional Research, University of Oregon, Creator of Direct Instruction
Richard Olson
President (2001-2003), Society for the Scientific Study of Reading, Professor, Department of Psychology , University of Colorado
Anne Cunningham
Director, Joint Doctoral Program in Special Education, Berkeley
Steve Reder
Chair, Department of Applied Linguistics, Portland State University
Mike Merzenich
Chair of Otolaryngology, Integrative Neurosciences, UCSF, Member National Academy of Sciences
Patrick Groff
Professor Emeritus, San Diego State University, NRRF Board Member & Senior Advisor
Stephen Krashen
Emeritus Professor of Education, University of Southern California
Johanna Drucker
Chair of Media Studies, University of Virginia, Author: The Alphabetic Labyrinth
Thomas Cable
Professor of English, Co-Author: A History of the English Language
John H. Fisher
Medieval Language Historian, Author: The Emergence of Standard English
Naomi Baron
Linguist, Director TESOL, American University, Author: From Alphabet to Email: How Written English Evolved and Where It's Heading
David Abram
Ecologist and Philosopher, Author: The Spell of the Sensuous
Ray Kurzweil
1999 National Medal of Technology, Inventor of OCR & Speech Recognition
Robert Logan
Professor of Physics, University of Toronto, Author: The Alphabet Effect
Malcolm Richardson
Chair, Department of English, Louisiana State University - Researching: The Textual Awakening of the English Middle Classes, 1380-1520
Bruce Thornton
Greek Historian, Fresno State University, Author: How the Greeks Invented Western Civilization
Frank Moore Cross, Jr.
Professor Emeritus of Hebrew & Other Oriental Languages, Harvard
Leonard Shlain
Historian, Author: The Alphabet vs. the Goddess
Doug Engelbart
2000 National Medal of Technology, Computer & Internet Pioneer, Inventor of the 'Mouse'
...and many others...
(see interview list)

Teaching in the Digital Age: Project-based learning and assessment

Edutopia is offering a video that profiles exemplary project-based learning programs in a mini-documentary format.

Project-based learning requires a broader means of assessing student progress, through portfolios, multimedia reports, and more. In the era of RTI(Response to Intervention), project-based learning and assessment practices appear to have promise.

The Neuroscience of Joyful Education: ASCD article by Judy Willis, teacher and former neurologist

Judy Willis, a former neurologist, currently a middle school teacher, has written an article, "The Neuroscience of Joyful Education". This article can be found in the on-line version of Educational Leadership, Summer 2007, "Educating the Whole Child". It is well worth taking the time to read this article and discuss it with a colleague.

Much has been written about the importance of "brain-based" educational practices, which are much different than "teach to the test" practices that have been encouraged in some of our nation's classrooms. Judy's background as a neurologist gives additional support to the "educating the whole child" approach.

Despite the focus on raising educational outcomes - mostly in the form of test scores - our nation has a high school drop-out rate of about 70%. The "teach to the test" approach might help raise student test scores from one grade to another, but doesn't seem to ensure broader educational outcomes such as high school graduation among a large percentage of our nation's youth.

Resources from Judy's article are worth reviewing:

"Teachers can find valuable background materials and human interest connections in textbooks published in the 1990s, before many publishers dropped such information to make room for practice test questions. The Internet is a source of many teacher-shared lesson plans and links to Web sites that provide resources for student activities and information databases that bring the more fact-heavy lessons to life. These are just a few Web sites that teachers can mine for ideas:

• The Jason Project: a multimedia, interdisciplinary science program for grades 4–9, www.jasonproject.org
• NASA Education: resources and information for K–12 teachers, http://education.nasa.gov
• PBS Teachers: multimedia resources for preK–12 educators, www.pbs.org/teachersource
• A to Z Teacher Stuff: a teacher-created site designed to help teachers find online resources, http://atozteacherstuff.com
• Edhelper: theme units, lesson plans, and worksheets, www.edhelper.com"

Judy Willis is the author of Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist/Classroom Teacher (ASCD, 2006; http://shop.ascd.org/productdisplay.cfm?productid=107006) and Brain-Friendly Strategies for the Inclusion Classroom (ASCD, 2007; http://shop.ascd.org/productdisplay.cfm?productid=107040).

Judy's website: http://radteach.com/

Technology in Prevention Blog

I came across the Technology in Prevention blog recently. It is hosted by LaDonna Coy, who is interested in virtual learning and social media focusing on using Web 2.0 technologies for prevention and social change.

Those of you interested in technology's use in prevention should take a look at Ladonna's first post, from December 2005, that addresses issues related to integrating technology into the work of prevention:

RippleEffects Update: Help with early interventon of behavior problems and school-wide PBIS...

RippleEffects has updated information on their website. This interactive multimedia software, according to the site, helps students succeed by:

"* Providing research-validated and comprehensive positive behavioral interventions and supports (PBIS)
* Easily building individualized interventions to build student's resilience, social and emotional competency, and connection to the community
* Ensuring fidelity to proven effective cognitive-behavioral training methods
* Matching training to each student's learning strengths
* Automatically monitoring student progress – reducing paperwork

Try it: order a risk-free 30 day preview of the full program."













RippleEffects for Kids RippleEffects for Teens

Mega-List of Resources and References: Technology, Psychology, Intervention & Prevention

4Teachers.org. (2006). Website: http://www4teachers.org.

AACE Association for the Advancement of Computers in Education. (2006). Website: http://www.aace.org/

AACE Journal: International Forum on Information Technology in Education. (2006). Website: http://www.aace.org/pubs/aacej/

AACE Journal of Educational Multimedia and Hypermedia (JEMH). (2006). Website: http://www.aace.org/pubs/jemh/

AACE Journal of Interactive Learning Research. (2006). Website: http://www.aace.org/pubs/jilr/default.htm

Aldrich, C. (2005). Learning by Doing : A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-Learning and Other Educational Experiences. San Francisco: Wiley

Alliance for Excellence in Education. (2003). Crime Factoids. http://www.all4ed.org/publications/Crime%20Factoids%20for%20Website.doc

Alliance for Excellence in Education. ( ). Reading next: A vision for action and research in middle and high school literacy. http://www.all4ed.org/publications/ReadingNext/ReadingNext.pdf ; http://www.all4ed.org/adolescent_literacy/index.html

Alternative Education Project. (2004). Training modules. Alternative Education Website. San Jose State University. http://alternativeed.sjsu.edu/index.html

Alvermann, D. E. (2001). Effective literacy instruction for adolescents. Executive summary and paper commissioned by the National Reading Conference. Chicago, IL: National Reading Conference. http://www.nrconline.org/publications/alverwhite2.doc

Alvermann, D. E. (2003). Seeing themselves as capable and engaged readers: Adolescents and re-mediated instruction. North Central Regional Educational Laboratory. http://www.ncrel.org/litweb/readers/readers.pdf .

Alvermann, D.E., Hagood, M.C., Williams, K.B. (2001.) Image, language, and sound: Making meaning with popular culture texts. Reading Online, 4(11). http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/action/alvermann/index.html .

Arnheim, R. (1974). Art and visual perception: A psychology of the creative eye. Berkeley: University of California Press.

Association for Supervision and Curriculum Development. ASCD. (2006). Website: http://www.ascd.org

Atwell, J. Savill-Smith, C. (Eds.). (2004). Learning with mobile devices: Research and Development. Learning and Skills Development Agency

Ayers, K.M. & Langone, J. (2002). Acquisition and generalization of purchasing skills using a video enhanced computer-based instructional program. Journal of Special Education Technology, 17(4) 14-28.

Bacccus, J. R., Baldwin, M.W., & Packer, D.J. (2003). Increasing implicit self-esteem through classical conditioning. Mcgill. http://www.selfesteemgames.mcgill.ca/research/psychsci.pdf

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