Research suggests that as many as a quarter of all undergraduate students may find themselves on academic probation during their collegiate years. If students on probation choose to return to their institutions the semester following notification, they find themselves in a unique transitional period between poor academic performance and either dismissal or recovery. Effectively supporting students through this transition may help to decrease equity gaps in higher education. As recent literature implies, the same demographic factors that affect students’ retention and persistence rates (e.g., gender, race and ethnicity, age) also affect the rate at which students find themselves on academic probation. This book serves as a resource for practitioners and institutional leaders. The volume presents a variety of interventions and institutional strategies for supporting the developmental and emotional needs of students on probation in the first year and beyond. The chapters in this book are the result of years of dedication and passion for supporting students on probation by the individual chapter authors. While the chapters reflect a culmination of combined decades of personal experiences and education, collectively they amount to the beginning of a conversation long past due. Scholarship on the impact of academic recovery models on student success and persistence is limited. Historically, attention and resources have been directed toward establishing and strengthening the first-year experience, sophomore programs, and student-success efforts to prevent students from ending up on academic probation. However, a focus on preventative measures without a consideration of academic recovery program design considering the successes of these programs is futile. This volume should be of interest to academics and practitioners focused on creating or refining institutional policies and interventions for students on academic probation. The aim is to provide readers with the language, tools, and theoretical points of view to advocate for and to design, reform, and/or execute high-quality, integrated academic recovery programs on campus. Historically, students on probation have been an understudied and underserved population, and this volume serves as a call to action.

Published in partnership with NACADA: The Global Community for Academic Advising Academic advisors help students learn to make the most of their college years, not merely by completing requirements toward a degree but also by growing intellectually and developing all aspects of their identity. Yet, many professional and faculty advisors are new to academic advising and may feel ill-equipped to do more than help students register for classes. This new edited collection provides an overview of the theory and best practice undergirding advising today while exploring the transition challenges of a wide-range of first-year college students, including those attending two-year colleges, coming from underrepresented backgrounds, entering underprepared for college-level work, and/or experiencing academic failure.

This book examines the factors leading to America's recent recession, describing the monetary policy, tax practices, subprime mortgages and lack of regulation that contributed to the crisis. The book also considers the the prospects for economic recovery in North America, Europe, Asia, and South America as well as the extent of U.S. and EU regulatory proposals.

What does it feel like to walk into your school? Is it a welcoming place, where everyone feels valued? Most school improvement efforts focus on academic goals, instructional models, curriculum, and assessments. But sometimes what can make or break your learning community are the intangibles--the relationships, identity, and connections that make up its culture. Authors Fisher, Frey, and Pumpian believe that no school improvement effort will be effective unless school culture is addressed. They identify five pillars that are critical to building a culture of achievement: 1. Welcome: Imagine if all staff members in your school considered it their job to make every student, parent, and visitor feel noticed, welcomed, and valued. 2. Do no harm: Your school rules should be tools for teaching students to become the moral and ethical citizens you expect them to be. 3. Choice words: When the language students hear helps them tell a story about themselves that is one of possibility and potential, students perform in ways that are consistent with that belief. 4. It's never too late to learn: Can you push students to go beyond the minimum needed to get by, to discover what they are capable of achieving? 5. Best school in the universe: Is your school the best place to teach and learn? The best place to work? Drawing on their years of experience in the classroom, the authors explain how these pillars support good teaching and learning. In addition, they provide 19 action research tools that will help you create a culture of achievement, so that your school or classroom is the best it can be. After reading this book, you'll see why culture makes the difference between a school that enables success for all students and a school that merely houses those students during the school day.

The authors introduce a strengthened model of RTI that emphasizes formative assessment and core instruction rather than multiple layers of intervention. They also describe what undermines most approaches to RTI and how an effective RTI effort can lead to improved curriculum and instruction for all students.

In the 1960s, as illegal drug use grew from a fringe issue to a pervasive public concern, a new industry arose to treat the addiction epidemic. Over the next five decades, the industry's leaders promised to rehabilitate the casualties of the drug culture even as incarceration rates for drug-related offenses climbed. In this history of addiction treatment, Claire D. Clark traces the political shift from the radical communitarianism of the 1960s to the conservatism of the Reagan era, uncovering the forgotten origins of today's recovery movement. Based on extensive interviews with drug-rehabilitation professionals and archival research, The Recovery Revolution locates the history of treatment activists' influence on the development of American drug policy. Synanon, a controversial drug-treatment program launched in California in 1958, emphasized a community-based approach to rehabilitation. Its associates helped develop the therapeutic community (TC) model, which encouraged peer confrontation as a path to recovery. As TC treatment pioneers made mutual aid profitable, the model attracted powerful supporters and spread rapidly throughout the country. The TC approach was supported as part of the Nixon administration's "law-and-order" policies, favored in the Reagan administration's antidrug campaigns, and remained relevant amid the turbulent drug policies of the late twentieth and early twenty-first centuries. While many contemporary critics characterize American drug policy as simply the expression of moralizing conservatism or a mask for racial oppression, Clark recounts the complicated legacy of the "ex-addict" activists who turned drug treatment into both a product and a political symbol that promoted the impossible dream of a drug-free America.

Integrating 12 Steps and Psychotherapy: Helping Clients Find Sobriety and Recovery presents a practical and applied approach to working with substance dependent clients. Designed to be accessible to a wide and multidisciplinary audience of helpers at all skill levels, this text helps future practitioners fully understand the clinical challenges with substance dependence, adjust their thinking and technique in order to match their client′s phase of recovery, and optimize client retention and treatment outcomes. Utilizing educator, training, and practice perspectives, authors Kevin A. Osten and Robert Switzer explore relevant theory and techniques in integrating 12-Steps across a broad range of clinical issues including: the assessment and treatment of resistant and ambivalent pre-recovery clients; boundary setting, undoing antisocial adaption; processing counter transference reactions; and the intersection between biological functioning and ability in early recovery.