Adolescents spend considerable amounts of time using digital media and social media. Although risks and benefits exist, clinicians, teachers, and parents have grown concerned about problematic use, or excessive use that interferes with adolescents’ health, well-being, and development. In this chapter, we explain the difference between problematic and normative media use, and review existing prevention and treatment approaches for problematic social media use. Although we could not identify published prevention or intervention programs specific to problematic social media use, we present results from a pilot study and other digital media interventions and provide guidance on how clinicians should screen for problematic media use. As this research is still in its early stages, we conclude with directions for future research. Research needs to expand beyond simple measures of amount of social media use and recruit more diverse adolescents (including adolescents with comorbid mental health concerns).

This chapter introduces the concept of the institutionalization of knowledge broadly, and its history within South African universities when radical curriculum changes were attempted in the past. How the institutionalization of knowledge works is described in relation to the scant literature on the subject including the writings of Sarah Ahmed and Larry Cuban. And the stability of curriculum’s ideological commitments is explained in relation to two prominent examples, the English language and formal assessment, both of which remain undisturbed as objects of radical criticism in institutional life.

This chapter draws together many of the ideas discussed in other chapters by looking at the points to consider when doing curriculum design on the vocabulary component of a language course. It also describes important vocabulary principles by seeing how learners can be encouraged to take control of their vocabulary learning. This chapter follows a traditional model of curriculum design consisting of goals, needs analysis, environment analysis, principles of vocabulary learning, format and presentation, content and sequencing, monitoring and assessment and evaluation. It also considers how the essential vocabulary learning conditions of repetition and quality of processing can be built into a language course, and presents eight practical recommendations for improving the opportunities for repetition and quality of processing of the target vocabulary in a course. The chapter also explores how learners can be helped to become autonomous in their vocabulary learning using principles based on the parts of the curriculum design model.

Chapter Abstract: This chapter explores how to cultivate wisdom through public education. To educate for wisdom, we need to be clear about our target outcome. We suggest a wise student is one who is healthy and well-integrated physically, personally, intellectually and socially—what Rogers called “a fully functioning person.” Educational programs need specific indicators of progress, so we propose six connections to being, feeling, and thinking. These connections are established and strengthened by curricula that include: studying inspirational exemplars; teaching strategies to become like those exemplars (e.g., journaling); teaching concepts related to wisdom (e.g., critical thinking); and building real and virtual educational environments. Although the best teachers already teach for wisdom, many (perhaps most) teachers in public education do not. Making teaching for wisdom more common requires changes to current teacher education, student assessment and educational policy.

The epidemiology, aetiology, differential diagnosis, assessment, tretment and care of people with dementia is covered.

How to assess and differentiate between depression, dementia and delirium in late life.

This chapter reviews assessment research with the goal of helping all readers understand how to design and use effective assessments. The chapter begins by introducing the purposes and contexts of educational assessment. It then presents four related frameworks to guide work on assessment: (1) assessment as a process of reasoning from evidence, (2) assessment driven by models of learning expressed as learning progressions, (3) the use of an evidence-centered design process to develop and interpret assessments, and (4) the centrality of the concept of validity in the design, use, and interpretation of any assessment. The chapter then explores the implications of these frameworks for real-world assessments and for learning sciences research. Most learning sciences research studies deeper learning that goes beyond traditional student assessment, and the field can contribute its insights to help shape the future of educational assessment.

This chapter reviews the implications of learning sciences (LS) research for schools, including assessment, curriculum, teaching practice, and systemic transformation. A central theme of this review is the role of technology in education – its history, its failings and successes, and how future technology designs can be grounded in LS. The chapter then describes some trends and opportunities in the field of LS research, including the integration of individual and sociocultural research approaches; the ways that LS research can contribute to equity and diversity in learning and in schools; and the sociology and history of LS as a discipline.

Addressing sexual health and sexual problems of patients, needs and education, and training in patient-centered, non-judgmental communication to help patients talk about intimate issues in an open way, thus providing emotional relief, feelings of acceptance and helping patients to understand the factors which contribute to problems, and the possible solutions

Prevalence, forms of sexual violence, causes, care for victims, prevention

This chapter explores how behavioural difficulties and attendance at school can affect each other in different ways and aims to help practitioners to think more about what it is the child is communicating through their behaviour. The chapter considers behaviour in the context of normal development and defining behavioural difficulties and disorders. It moves on to consider behavioural difficulties in relation to attendance and exclusion from school. The chapter emphasises the need to avoid taking behaviours at face value and exploring the child’s individual needs, in the context in which this behaviour is arising, through thinking about adverse childhood experiences, attachment and wider influences. In thinking about the possible needs of the child through holistic assessment the chapter ends with some considerations around moving forward and what we can do to support a more positive trajectory. We hope that practitioners will see the importance of remaining open and curious about behaviour to further understand and support the children and young people they work alongside.