Details

<p><span>This collection provides secondary (6-12) educators background information pertaining to a variety of mental health themes, along with specific pedagogical approaches for engaging readers in developing their mental health literacy. </span></p>

<p><span>CHAPTER 1</span></p>
<p><span>Introduction: Preparing to Engage with Mental Health Themes in Adolescent Literature</span></p>
<p><span>Jason S. Frydman and Brooke B. Eisenbach</span></p>
<p></p>
<p><span>CHAPTER 2</span></p>
<p><span>What’s Mined is Ours: Mental Health and American Rurality in Kristin Russell’s </span><span>A Sky For Us </span></p>
<p><a></a><span>Alone</span></p>
<p><a></a><span>Jeff Spanke and Sara Tyner</span></p>
<p><span> </span></p>
<p><span>CHAPTER 3</span></p>
<p><span>Literacy and Loss: Examining Loss and Grief through Characterization in </span><span>The Boy in the Black </span></p>
<p><span>Suit</span></p>
<p><span>Sherri Harper Woods and Terri Benton</span></p>
<p><span>CHAPTER 4</span></p>
<p><span>First Person Perspective: Understanding Adolescent Eating Disorders Through the Text</span><span> Good </span></p>
<p><span>Enough</span></p>
<p><span>Laura L. Wood, MaryBeth DeGennaro, and Brooke B. Eisenbach</span></p>
<p><span>CHAPTER 5</span></p>
<p><span>Secrecy, Silence, and Transgenerational Trauma: Conflict and Character Development in </span><span>I Am </span></p>
<p><span>Not Your Perfect Mexican Daughter</span></p>
<p><span>Daniela Bustamante and Katie Sciurba</span></p>
<p><span> </span></p>
<p><span>CHAPTER 6</span></p>
<p><span>Exploring graphic memoir trajectories: Processing the effects of substance use disorder and </span></p>
<p><a></a><span>healing through art in </span><span>Hey, Kiddo</span></p>
<p><span>Grace Enriquez and Michelle Pate</span></p>
<p><span> </span></p>
<p><span>CHAPTER 7</span></p>
<p><span>Teaching </span><span>When Reason Breaks: </span><span>Understanding Depression and Interrogating Bias through </span></p>
<p><span>Character Analysis</span></p>
<p><span>Elsie Lindy Olan, Kia Jane Richmond, and Mary Mae Kelly</span></p>
<p><span>CHAPTER 8</span></p>
<p><span>“I’m Not Like </span><span>That</span><span>”: Reading </span><span>Heroine </span><span>to Engage Students in Conversations and Research About </span></p>
<p><span>Opioid Use Disorder</span></p>
<p><span>Amanda Rigell, Arianna Banack, and Allen Rigell</span></p>
<p><span>CHAPTER 9</span></p>
<p><a></a><span>Reading A Hero’s Journey through </span><span>OCDaniel</span></p>
<p><a></a><span>Caitlin Corrieri and Elyanna Genovese</span></p>
<p><a></a></p>
<p><a></a><span>CHAPTER 10</span></p>
<p><span>Exploring Mental Health Literacy through Book Clubs</span></p>
<p><span>Lesley Roessing and Jessica Traylor</span></p>
<p><span>ABOUT THE CONTRIBUTORS</span></p>
<p><span>SUBJECT INDEX</span></p>
<p><span>ADDITIONAL RESOURCES ON MENTAL HEALTH</span></p>
<p></p>

<p><span>Brooke Eisenbach</span><span> is a former middle school teacher and current associate professor of middle and secondary education at Lesley University where she teaches courses in young adult literature, as well as middle school and high school methods of instruction</span></p>
<p></p>
<p><span>Jason S. Frydman</span><span> is a nationally certified school psychologist, registered drama therapist, and assistant professor of psychology at Lesley University. His research focuses on trauma-informed programming in educational settings and school-based creative arts therapies.</span></p>
<p></p>