Description
Why Students Underachieve: What Educators and Parents Can Do about It is designed for all educators (teachers, administrators, and school support personnel) to easily access real stories of stressed or traumatized students in order to understand them, what they look like in the classroom and on the playground, and what their particular needs are. This book is full of personal stories, case examples, and most importantly, effective and easy-to-use tools that can be implemented immediately with stressed or traumatized students in order to first, do no harm, and second, provide them with a real chance for a promising future.
Kathryn Goria, M.A., O.T.R., Occupational Therapist, Behavioral Specialist –
Dr. Melrose’s reader-friendly book offers a hopeful alternative to the formulaic and often ineffectual anger management curriculum employed in our schools. She addresses not only the psychological, emotional and social implications associated with trauma, but the physiological complexities as well – a critical and often overlooked component in working with this population. Her work is a bold and innovative “must read” for anyone who is serious about interrupting the tired cycle that leaves many of our young people traveling aimlessly through their lives without options.
Jacob A. Burack, Ph.D., Professor, McGill University –
This provocative and informative volume is an invaluable guide for today’s educators. Dr. Melrose’s wonderful synthesis of scientific evidence and applied insights about the traumas faced by a generation of children is often revelatory and always helpful.
Susan Mumper, Parent, Resource Specialist Teacher, Adapted Physical Educator –
Using clear explanation, example, and remedy, Dr. Reggie Melrose steers us all towards better understanding and supporting of the unbalanced individual.
Kenneth Owens, School Counselor –
Dr. Melrose has written a concise and relevant book on childhood trauma and its long-lasting effects. As a practicing school counselor, I found the book both informative and practical. With the catch-all label of ADHD being attached to children by everyone from school administrators to teachers to grocery clerks, it is encouraging to know that someone has taken the time to look deeper, more thoughtfully, at the whole child. The book’s use of narratives helps to illustrate the concepts presented and integrate the modalities suggested. Particularly invaluable to the school counselor are the “Tools for Tolerance” presented in Chapter 7. Throughout the book, Dr. Melrose strikes the perfect balance between the presentation of historical perspective, which allows the reader to employ their own theoretical framework to the matter at hand, and practical mediating approaches that give the practitioner – be they school counselor, psychologist, social worker, therapist or teacher – the tools to assist this heretofore mishandled population.
Karen “Charlie” Matsui, Psy.D., School Psychologist, Autism Specialist –
A beautifully written yet easily read book that has the potential to so positively impact a child’s life. I can’t think of a more important contribution on behalf of children. The practical interventions contained here can turn a tragedy into triumph…and just in time.
Alberto Restori, Ph.D., Assistant Professor, California State University, Northridge –
Melrose seamlessly integrates cutting edge research with practice. I could not imagine teaching a course in crisis intervention without this text.
Judith A. McBride, Ph.D., School Psychologist, Adjunct Faculty, California State University, Long Beach –
I have been a school psychologist for 25 years, and I am currently teaching child development to potential teachers, and supervising beginning school psychologists. Throughout my career I have worked extensively with students with a variety of emotional and behavioral problems. Dr. Melrose’s excellent, insightful guide to effective understanding of troubled and troubling students is the book I’ve waited years to read and recommend to teachers and school support personnel! Her description of the students and their acting out of their traumas is so authentic one can almost hear their cries for help, but Dr. Melrose doesn’t stop there. She suggests innovative, creative, natural interventions that teachers and school support personnel can effect to truly assist the traumatized student to regain the equilibrium and regulation necessary to once again function in harmony with her/his environment. I cannot recommend this book highly enough.
Grace Iarocci, Ph.D., R. Psych, Assistant Professor, Simon Fraser University –
Why Students Underachieve: What Educators and Parents Can Do about Itis a formidable accomplishment. Dr. Melrose cleverly interweaves diverse literatures including clinical psychology, special education and neurophysiology with vivid clinical narratives to explain the learning challenges that children with traumatic histories encounter in the classroom. This book inspires compassion for traumatized children as well as tremendous appreciation for the teachers and clinicians who mentor them. I am confident that this book will become a resource for teachers and guide training teachers and clinicians to understand the many manifestations of trauma in school age children.
M. Donnelly (Amazon Customer) –
I chose this book for a book report assignment in my Child Psychology class and I can’t believe how much I enjoyed it. Dr. Melrose writes in a way that is engaging, easy to understand, and in-depth. The book thoroughly describes the affects of trauma and how it impacts the lives of children in every aspect of his or her life with concrete examples of resolution and methods of identification. With each page, Dr. Melrose writes with heartfelt empathy and a genuine interest in helping the children of our world heal. I would strongly recommend this book to teachers, parents, and anyone with an interest in child development.