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• Title:Ensouling our schools : a universally designed framework for mental health, well-being, and reconciliation / Jennifer Katz ; with Kevin Lamoureux ; foreword by Ry Moran.
  
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• Author/Creator:Katz, Jennifer, author.
  
• Other Contributors/Collections:Lamoureux, Kevin, 1977- author.
  Moran, Ry, 1978- writer of foreword.
  
• Published/Created:Winnipeg, Manitoba : Portage & Main Press, [2018]
  ©2018
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LC1203.C2 K38 2018
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Inclusive education--Canada.
  Educational sociology--Canada.
  
• Description:xvi, 260 pages : color illustrations ; 27 cm
  
• Series:Katz, Jennifer. Teaching to diversity.
  
• Summary:"Author Jennifer Katz weaves together methods of creating schools that engender mental, spiritual, and emotional health while developing intellectual thought and critical analysis. Expert Kevin Lamoureux contributes his wisdom regarding Indigenous approaches to mental and spiritual health that benefits all students and addresses the TRC calls to action. Katz provides examples of flourishing learning communities that can serves as models for effective growth and change, and describes the roles of students, families, staff, teachers, and administration."-- Provided by publisher.
  
• Notes:Includes bibliographical references (pages 249-253) and index.
  
• ISBN:9781553796831 (paperback)
  1553796837
  
• Contents:Foreword
  Preface
  Introduction
  Are Schools an Archaic Institution?
  Health Promoting Schools
  Weaving the Threads
  PART I: Ensouled Learning Communities: Finding Meaning and Purpose in Schools and Schooling
  Chapter 1: Spirit and Soul in Education
  What Do We Mean by Soul/Spirit?
  The History
  Communities of Care
  Social and Emotional Learning (SEL)
  Teachers as Change Agents
  The Vision of Spiritual Education
  Why Spiritual Education Is Critical in the 21st Century
  Bringing It All Together
  Chapter 2: Neurology, Trauma, Well-Being, and Mental Health in Our Schools
  Indigenous Views of Mental Health and Well-Being
  Mino-Pimatisiwin
  The Four Spirits
  The Circle of Courage
  Mental Health: Contemporary Western Views
  Mental Health and Social and Emotional Learning (SEL)
  Positive Mental Health
  The Role of Trauma, and the Promise of Plasticity
  School-Based Mental Health Services and Programs
  Teacher Impacts
  Impacts on Families and Communities
  Chapter 3: The TRC and Indigenous Worldviews of Education for Well-Being
  Context and Relationship
  The Indian Act
  The Truth and Reconciliation Commission
  The Role of Schools and Teachers in Reconciliation
  Education as a Way Forward
  Chapter 4: Leadership for Inclusion and UDL
  Universal Design for Learning
  The Three-Block Model of Universal Design for Learning
  Leadership in an Inclusive Culture
  Effective Leadership for Inclusive Education
  Building Powerful Forms of Teaching and Learning
  Chapter 5: Weaving the Threads
  From Distress to Success
  The Connections
  It's All About Relationships
  Neurology
  Designed for Some, Of Benefit to All: Reconciliation as Reflecting the Values of UDL
  The Science and the Art of Ensouling Our Schools
  The Gift of Plasticity and the Hope of Reconciliation: We Can Grow and Change
  Framing Well-Being
  PART II: How to Build Flourishing Learning Communities
  Chapter 6: Classroom-Based Programming for Social-Emotional Learning
  Response to Intervention
  Universal Design for Learning
  Tier l of RTI in the Three Block Model of Universal Design
  Social and Emotional Learning: Block One of the TBM
  Strategy One: The Respecting Diversity Program (nine lessons)
  Strategy Two: Spirit Buddies
  Strategy Three: Creating Democratic Classrooms
  Chapter 7: Addressing Mental-Health Needs with All Students
  A Framework for Well-Being
  Mental-Health Literacy
  The Brain Unit: Mental-Health Literacy the UDL Way (seven lessons)
  Strategies for Well-Being
  Breathing and Its Effects on the Brain
  Managing Our Environment
  Dialectical Behaviour Therapy (DBT) (seven lessons)
  Assessment of Well-Being: An Oxymoron or a Necessity?
  Tier 2/3: How Do I Know When to be Concerned?
  Chapter 8: Programming for Reconciliation and Education for Reconciliation
  TRC Resources and Lesson Ideas
  The Medicine Wheel and Well-Being
  Calls to Action and Teacher Responsibilities
  Chapter 9: Moving Toward Joy
  Joy, Neurology, and Engagement
  Finding Meaning and Purpose
  Indigenous Perspectives on Connecting with the Whole
  Instructional Practices for Well-Being and Joy
  Connecting Mental-Health Programming With Curriculum Across the School Year
  A Sample Unit Connecting Mathematics and Well-Being
  Scheduling Programming Across the Year
  Elementary School
  High School
  Chapter 10: School Culture and Staff Well-Being
  Building Staff Culture
  Team Building: The RD Program for Staff
  Setting the Vision: School Plans for Well-Being
  Building and Supporting Collaborative Practice and Teacher Leadership
  Supporting Teacher Professional Learning
  Finally, Make It Fun!
  Conclusion: A Story of Hope
  Appendices
  Appendix A: Resource List
  Appendix B: Multiple Intelligences Surveys
  Appendix C: Brain Diagram (for teacher and students)
  Appendix D: The Brain and the Senses
  Appendix E: Brain Unit Rubric
  Appendix F: The Neuron (for teacher and students)
  Appendix G: Emotion and Mental Health Words
  Appendix H: Mental Illnesses
  Appendix I: Warning Signs of a Mental Illness
  Appendix J: Mental-Health Scenarios
  Appendix K: Rubrics for Treaty Education
  References
  Acknowledgments