Bill Saunders

If you consult a psychiatrist for assistance with a mental health problem you will be subjected to the "What's wrong with you?" approach. You will be assessed, diagnosed and then treated, most commonly with a pill to combat your purportedly biologically based ill.But what if this is a hazardous and flawed paradigm? What if psychiatrists are inherently unable to reliably diagnose what ails you? Or, despite the listing of over 250 'mental illnesses' in the Diagnostic and Statistical Manual of Mental Disorders, what if there are only eight different types of interventions available to treat this myriad of different 'mental illnesses'Furthermore, what if you take pills that change your brain biochemistry, but the biological basis of all the purported 'mental illnesses' are unknown?Could there be an alternative? And just maybe, are we being asked the wrong question?With over 40 years as a practicing psychologist and educator, Dr. Bill Saunders takes us on an open, honest, heartfelt and sometimes confronting journey of human experience. In his book, Bill challenges some of the 'truths' we know about mental health, sharing real stories that will make you laugh and cry, and sometimes leave you in shock So, if you want to know what Mental Health is really about this is the book to read.

The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.

The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.