By Stanley Crouch
As a cultural and political commentator, Stanley Crouch in unapologetically contentious and delightfully iconoclastic. even if he's writing at the area of expertise of the yank South, the loss of life of Tupak Shakur, the O.J. Simpson verdict, or the wear performed via the Oklahoma urban bombing, Crouch's high-velocity trade with American tradition is carried out with scrupulous allegiance to the reality, even if it hurts--and it always does. And with reference to jazz--from Sidney Bechet to Billy Strayhorn, Duke Ellington to Miles Davis--there isn't any another articulate, impassioned, and encyclopedic in his wisdom than Stanley Crouch.
Crouch methods every thing in his direction with head-on strength, stressed intelligence, and a fresh religion within the collective scan that's America--and he does so in a virtuosic prose kind that's by no means below exciting.
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Extra info for Always in Pursuit: Fresh American Perspectives
This student will require interventions that have a greater percentage of strategies focusing on behavioral components. We are not suggesting that cognitive techniques are inappropriate for use with younger children or those with severe behaviors but, instead, that cognitive interventions will be less directly relied on for those students at a lower developmental level or who display an increased level of behavior (Christner, Allen, & Maus, 2004; Mennuti & Christner, in press). When looking at developmental level, it is important to note that the developmental level is not always consistent with chronological age.
Thus, equally if not more important is understanding factors that serve a protective role for children and adolescents and increase their likelihood of being resilient. Coie et al. (1993) indicated these protective factors serve one of the following purposes: (1) to decrease risk directly, (2) to serve as a buffer through interaction with risk factors, (3) to disrupt the chain reaction from risk factors to disorder, or (4) to prevent the initial occurrence of the risk factor. , quality schools).
Within each of the domains, a number of generic risk factors exist that may be found individually or in combination to affect a specific child. Of particular concern are risk factors such as poverty, minimal parent education, marital discord or family dysfunction, ineffective parenting, child maltreatment, poor physical health of the child or parents, parent mental illness or inadequacy, and large family size (Doll & Lyons, 1998). Although many of these specific factors are out of our control, they provide information that may help school-based professionals identify students at risk and offer interventions that may serve protective functions.