Today, advances in young people’s learning must support a number of disciplines that have been identified as vital to their success. The key factor for success—in school and in life— is resilience. Especially for young people who may struggle to maintain their balance in our fast paced world, studies indicate that nearly 70% of them learn to thrive by overcoming many of their most difficult challenges. Resilience Education, written by helping professionals, educators and researchers, presents principles and practical applications to help people who live or work with young people make a difference in their lives now and well into the future.

Series Overview: Confluent education is the term for the integration of the cognitive, affective, and behavioral domains in education. Confluent educators have a rich 25-year tradition of developing theory and practice which recognize the centrality of the learner to the educational process. In a confluent model, deep learning is achieved by facilitating self-awareness and personal responsibility, and by understanding the dynamics of planned change. Although many have discussed these ideas, few have developed them into a comprehensive and effective educational model. Around the world principles of confluent education have proven relevant in a variety of social contexts such as education, health services, law, industry, social services, the military, multicultural concerns, labor relations, and religion.

This volume draws from the first generation of Confluent Educators (George Brown, Laurence lannaccone, and Stewart Shapiro) as well as second generation of researchers and practitioners. Integrating Consciousness for Human Change is a research-based and process-oriented volume that explores the philosophical, psychological, and organizational / political aspects of awareness, responsibility, and change. It solidifies and deepens our understanding of an effective educational process at the individual and group levels within various social contexts.

Confluent education is the term for the integration of the cognitive, affective, and behavioral domains in education. Confluent educators have a rich 25-year tradition of developing theory and practice which recognize the centrality of the learner to the educational process. In a confluent model, deep learning is achieved by facilitating self-awareness and personal responsibility, and by understanding the dynamics of planned change. Although many have discussed these ideas, few have developed them into a comprehensive and effective educational model. Around the world principles of confluent education have proven relevant in a variety of social contexts such as education, health services, law, industry, social services, the military, multicultural concerns, labor relations, and religion.

The authors are adding and contributing to the merging of multicultural and confluent education from their own unique perspectives. Within various social contexts, the contributors’ unique perspectives further define educational meaning and relevance through exploration of the intrapersonal and interpersonal domains. The Confluence of these domains help us better understand young people’s educational and learning experiences. Similarly, ME encourages the understanding of individual and societal diversity, thereby facilitating deep learning and the formation of a positive youth identity. In a Confluent-Multicultural educational process, among multiple cultures and in increasingly diverse educational settings, it is this fundamental educational integration of the cognitive, affective and behavioral dimensions along multiple domains that facilitates deep learning and a positive youth identity.

A critical, comprehensive and integrated examination of drug prevention from leading scientists who challenge this field’s conventional wisdom.