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People with autism often experience difficulty in understanding and expressing their emotions and react to losses in different ways or in ways that carers do not understand. In order to provide effective support, carers need to have the understanding, the skills and appropriate resources to work through these emotional reactions with them. Autism and Loss is a complete resource that covers a variety of kinds of loss, including bereavement, loss of friends or staff, loss of home or possessions and loss of health. Rooted in the latest research on loss and autism, yet written in an accessible sty

Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University. ; Teaching children with autism presents an enormous challenge to educators. Professionals who have students with autism in their classrooms must decide how they will structure their curriculum to meet the special needs of these students. Current research suggests that educators should focus on developing the social behaviors of children with autism. In fact, much of the research on teaching autism does not focus on strategies and theories for teaching students specific subjects. Instead, most articles suggest that social learning serves as a foundation for all other learning in the education system. This type of research and philosophy seemed to be making headway in America's schools until the implementation of the No Child Left Behind Act of 2001(NCLB). This powerful piece of federal legislation intends to level the playing field for all demographic groups, including special education groups. Contrary to its own goals, the NCLB actually places students with autism at a disadvantage because of its emphasis on academic standards and goals at the expense of social aspects of education for students with autism. Under NCLB, educators have very few opportunities to build a solid social behavior foundation within their students with autism. In short, children with autism seem to be back where they started prior to the Individuals with Disabilities Act (IDEA) provision of a Free and Appropriate Education (FAPE). ; Dean of Faculties and School of Education, Indiana Univeristy

While there are many books on crisis negotiation, most of the current literature focuses on the history and mechanics of this dynamic process, leaving out critical elements that are required for a successful encounter with a hostage-taker or other malfeasant. Psychological Aspects of Crisis Negotiation, Second Edition explores the methods and strategies for confronting the nine types of subjects typically encountered in hostage/suicide sieges by correctional staff and law enforcement crisis negotiators. Drawn from articles published by Thomas Strentz while serving at the FBI Academy* along with written versions of lectures developed and delivered since his retirement, the book highlights psychological dynamics of negotiations as they apply to the negotiator, the hostage, and the subject. It discusses the predictors of surrender versus the need for a tactical intervention and examines the phases of a hostage crisis and the changing focus as the crisis develops. Referencing historical events such as The Bay of Pigs invasion and the Challenger and Columbia incidents, the book demonstrates how faulty group decision making can spell tragedy. Enhanced with case studies to put the material into context, this second edition also includes new chapters on the first responder, hostage survival, and the Islamic belief system and culture. Steeped in sage advice from a national expert, this volume arms those tasked with confronting dangerous offenders with the knowledge and tools they need to subvert disaster and ensure the preservation of human life. *Articles were reviewed by the Academy Editorial/Review Board and approved by the Bureau for publication.