Abstract
Promoting positive school outcomes requires thoughtful consideration of the research in resilience. A foundation to applied practice in schools comes from the resilience research showing that children can succeed despite growing up in very adverse living conditions (Doll & Cummings, 2007; Doll et al., 2009; Werner, 2006). The actual application of resilience research to school practice, however, has remained elusive (Prince-Embury & Saklofske, 2013). A pioneering effort to translate resilience research into applied practice in schools effectively and efficiently is the ClassMaps Consultation (CMC) framework (Doll et al., 2009; Doll, Zucker, & Brehm, 2004; Song, Doll, & Marth, 2013). The purpose of this chapter is to illustrate how the CMC is implemented in schools by describing its theoretical model of resilience together with the consultation model, and then presenting a case study example. The areas of implementation and professional development are also discussed.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Brock, L. L., Nishida, T. K., Chiong, C., Grimm, K. J., & Rimm-Kaufman, S. E. (2008). Children’s perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the responsive classroom approach. Journal of School Psychology, 46(2), 129–149.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Caldarella, P., Shatzer, R. H., Gray, K. M., Young, K. R., & Young, E. L. (2011). The effects of school-wide positive behavior support on middle school climate and student outcomes. Research in Middle Level Education Online, 35(4), 1–14. http://0-search.ebscohost.com.library.unl.edu/login.aspx?direct=true&db=aph&AN=72369688&site=ehost-live
Christenson, S. L., Reschly, A. L., Appleton, J. J., Berman, S., Spanjers, D., & Varro, P. (2008). Best practices in fostering student engagement. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (Vol. 5, pp. 1099–1120). Bethesda, MD: NASP.
Council for Exceptional Children. (2008). Safe and positive school climate. Teaching Exceptional Children, 40(6), 41–42.
Denton, P., & Kriete, R. (2000). The first six weeks of school. Turners Falls, MA: Northeast Foundation for Children.
Doll, B., & Brehm, K. (2010). Resilient playgrounds. New York: Routledge.
Doll, B., Brehm, K., & Zucker, S. (in press). Resileint classrooms: Creating healthy environments for learning (2nd ed.). New York: The Guilford Press.
Doll, B., & Cummings, J. A. (2007). Transforming school mental health services: Population-based approaches to promoting the competency and wellness of children. Thousand Oaks, CA: Corwin Press.
Doll, B., Jones, K., Champion, A., Osborne, A., Zummbrun, S., Collaro, A., et al. (2011). The classmaps framework for data-based classwide classroom management. In M. A. Bray & T. J. Kehle (Eds.), The oxford handbook of school psychology (pp. 593–606). Oxford, NY: Oxford University Press.
Doll, B., Spies, R. A., Champion, A., Guerrero, C., Dooley, K., & Turner, A. (2010). The classmaps survey: A measure of middle school science students’ perceptions of classroom characteristics. Journal of Psychoeducational Assessment, 28(4), 338–348. doi:10.1177/0734282910366839.
Doll, B., Spies, R. A., LeClair, C. M., Kurien, S. A., & Foley, B. P. (2010). Student perceptions of classroom learning environments: Development of the classmaps survey. School Psychology Review, 39(2), 203–215.
Doll, B., Spies, R. A., Thomas, A., Sikorski, J. D., Chadwell, M., Chapla, B. A., et al. (in press). Classmaps consultation: Integrating evaluation into classrooms to promote positive environments. In R. Gilman, S. Huebner, & M. Furlong (Eds.), Handbook of positive psychology in the schools. Mahwah, NJ: Lawrence Erlbaum Associates.
Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172–186.
Jacob, S. (2008). Best practices in developing ethical school psychological practice. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed., Vol. 6, pp. 1921–1932). Bethesda, MD: NASP.
Kriete, R. (2002). The morning meeting book. Turners Falls, MA: Northeast Foundation for Children.
Lohrmann, S., Forman, S., Martin, S., & Palmieri, M. (2008). Understanding school personnel’s resistance to adopting schoolwide positive behavior support at a universal level of intervention. Journal of Positive Behavior Interventions, 10(4), 256–269. doi:10.1177/1098300708318963.
Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205–220. doi:10.1037/0003-066X.53.2.205.
Pianta, R. C., & Walsh, D. J. (1996). High-risk children in schools: Constructing sustaining relationships. New York: Routledge.
Prince-Embury, S., & Saklofske, D. (2013). Resilience in children, adolescents and adults: Translating resiliency theory for clinical application. W. Allenhurst, NJ: Springer.
Rusby, J. C., Crowley, R., Sprague, J., & Biglan, A. (2011). Observations of the middle school environment: The context for student behavior beyond the classroom. Psychology in the Schools, 48(4), 400–415. doi:10.1002/pits.20562.
Safer, N., & Fleischman, S. (2005). Research matters/how student progress monitoring improves instruction. Educational Leadership, 62(5), 81–83.
Song, S. Y., Doll, B., & Marth, K. (2013). Classroom & peer ecological resilience: Practical assessment for intervention. In S. Prince-Embury & D. Saklofske (Eds.), Resilience in children, adolescents and adults: Translating research into practice. W. Allenhurst, NJ: Springer.
Werner, E. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, NY: Cornell University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media New York
About this chapter
Cite this chapter
Song, S.Y., Sikorski, J., Doll, B., Sikorski, M. (2014). Enhancing Classroom Resilience with ClassMaps Consultation. In: Prince-Embury, S., Saklofske, D. (eds) Resilience Interventions for Youth in Diverse Populations. The Springer Series on Human Exceptionality. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-0542-3_10
Download citation
DOI: https://doi.org/10.1007/978-1-4939-0542-3_10
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4939-0541-6
Online ISBN: 978-1-4939-0542-3
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)