Christy Reece

ECED 302
Dr. Hawani Negussie
May 2, 2020
Supporting Social and Emotional Development Action Plan

Part 1 - Supporting Yourself in Supporting Others

To complete this section, review your Positive Climate and Behavior Support Self-Assessment results.
To find resources for strategies, utilized any of the resources for this assignment, including Bilmes (2012), Hancock
(2016), Raikes (2009), CA ECE Competencies, CSEFEL Resources, and others that provide strategies for creating
positive climate.

Choose ONE of your stated priority areas, and fill out the following form to create an action plan

Action Plan for Creating a Positive Climate

What specific steps must you take to achieve your goal? Include your
entire plan strategy in this section, not just the aspect you are
implementing for this course.

Goal: State your goal in a measurable sentence. For example:

Define expectations to support positive behavior
My goal is: Identify patterns of behavior to support positive
social/emotional development.

Action Steps - What are the steps you need to take to complete your Expected Costs, constraints, considerations
goal? be specific, include expected completion date, costs, time completion
involved, etc. (Add more rows if needed) date

Use assessment tools to collect observation data on child. 5/8-5/15/20 May need to use a couple different
assessment tools

Use collected data to identify patterns of behavior. 5/8-5/15/20 My time to reflect and identify
Invite family to reflect on best practices that child will respond to 5/8-5/15/20 Set up appointment with family
positively.
Create a positive social/emotional behavior action plan in partnership 5/15-5/22/20 Set up appointment with family
with family.

Adjust environmental setting. (e.g. move comfy chair to a more 5/15/-5/22/20 Items may be too heavy for one person,
secluded space, etc.) may have to wait for someone to assist.

Order/purchase/create necessary resources to implement the plan. 5/15-5/22/20 Research time, order books $23.99, print
materials, laminate, $20.02 clear slot
daily classroom chart.

Practice teaching approach and coping strategies to child for growth in 5/8-present Ongoing
positive social behavior

How will you know you have made progress toward your goals? What
will you look for?

Progress is tracked after meeting with parents, goal plan set, and I will look for partnership with the family and
adjustments have been made in the classroom to promote child’s noticeable improvement in the child’s social fluency.
positive social behavior. Reassessments and parent feedback confirm
improved social/emotion behavior.
 OBSTACLES/CHALLENGES
What obstacles stand in the way of you achieving your plan?
Obstacle/Challenges
Classroom space can limit setting plan. Budget can hinder ideas.
Other issues: gauging how much time and effort it might take to
teach coping strategies and emotional control techniques to child
How will you address the obstacles or challenges if/when
they arise?
Keep observing and assessing to make new adjustments.
Have ongoing communication to update parents. Look for
additional strengths in child.

Information may not be adequate. Need to go to parent to ask more detailed questions.

Part 2 - Supporting a Child

In this section, you will create a social/emotional development action plan for your observed child. Base this plan on your
reflection and analysis sections of the Week 4 Child Observation, your Week 4 Reflective Journal and the feedback from
the family about their child from the Week 5 Family Interview. Use the course resources to find specific research-based
strategies for the child, including the CDE resources, CSEFEL, Bilmes and others.

Social/Emotional Development
Action Plan for a Child
What specific steps must you take to
achieve your goal? Include your entire
plan strategy in this section, not just the
aspect you are implementing for this
course.
6 Life Skills: Which two Life Skills did
you determine to focus on for this child?
1. Self-Regulation
2. Adaptability
Steps to Achieve Strategy Goals
To achieve the self-regulation goal, I will
start by guiding and coaching his
behavior. I will figure out if he is able to
understand and label his emotions. To
do this, I will ask him to show me his
angry, happy, sad, or excited face. I will
show him pictures of different facial
expressions. I will also practice modeling
behavior and attitude toward others. For
instance, model enthusiasm when
working alongside the child. I plan to
encourage and acknowledge any
empathetic expressions I see from him.
To achieve the adaptability goal, I plan to
rearrange the class or suggest to the
parent to organize play areas for ease of
access and visibility of toys. For instance,
de-clutter corners, use see -through
plastic bins, colorful labels, or tape a
picture of the toy item inside. I will
Goals cont’d
I will also use some classroom culture
strategies to help develop these life skills.
In order to support conflict-resolution in
the class or home, I will invite the child to
solve the issue, guide the language, and
behavior. Teach and model how to wait,
take turns, and share. Help children learn
how to name their emotions and teach
ways to gain emotional control. For
instance, post emotion faces, and teach the
“turtle” coping strategy.
Additionally, I need to create classroom
environmental strategies to help develop
these skills. I will strive to incorporate
teacher-invented play themes that will
promote cooperation and play in both large
and small peer groups. In this case with his
sister. This will give them both a chance to
work together, socialize, and build social
 create a positive environment by and play skills. Direct them by staging
modeling proper behavior and verbally instructed social skills. It could be through
assist the child in resolving conflicts. One puppet play, or picture images. Once the
way is to express my pleasure in his good children acquire this knowledge, say, “You
behavior. I will point it out by saying “I got it!” for encouragement.
see how patiently you were waiting to
use the blue crayon.” To avoid any
resistance, I can also watch the child and
become aware of the task or play they
are engaged it and be flexible to allow
him to finish up his work.

Family Perspective: What did you learn

from the family about the child and their
goals for their child? How does this
impact your assessment?
The family’s goals for their son is verbal
development, successful potty training,
finalize big boy bed transition, learn
proper table manners, consistently put
toys away, and solve the lack of social
interactions with peers his age. They
want him to be able to take turns, share,
and cooperate with others. They also
hope for him to become a musician, work
with his hands, and find a sport to play.
They also believe he learned hitting and
pushing behaviors and are working with
him on it.

This knowledge will help guide and

support development in the above-
named areas. I will look for strengths in
the child and start to build on them there.
He already is being taught steps and skills
in many of these areas and I will partner
with the family on their efforts.

What are possible social/emotional risks

for this child? Any red flags?

For his age/stage of development, he

lacks verbal skills to articulate what he is
wanting or feeling. He can act out
physically by running away, pushing and
hitting when agitated. Red flags: He is
persistent and uses crying, hitting, and
pushing to get what he wants.

Choose one of the two life skills, and

write an action plan to support it.
Which life skill will you use? What is Action Plan Goal
your goal for the child based on this life
skill? State in measurable terms

Life Skill: Self-Regulation. Help child For the plan, I would first prepare I chose to focus on this life skill because it
learn how to positively name and label materials. I will make emotions cards by supports the family’s goal of improving
folding a white sheet of paper in half, their child’s verbal skills and building
his emotions to increase his self-control.
Strategies for Life Skill Goal 1
In this section, you will create specific
research-based strategies to support the
Life Skill 1 Goal. (You began thinking
about these strategies in your Week 4
Child Observation assignment. Here, you
will work to build them in more detail)
Support Aspect
How will you strengthen your bond with
this child?
What one teacher interaction or
relationship strategy would you use to
support this life skill?
Which classroom culture or emotional
creating four sections. Next, draw four
different simple emotion faces (happy,
angry, sad, scared) with crayons
separately in each section. Then, I plan
to read the Just for Me story book to the
child. He’s at his best when he is well
rested and just up from a nap. I will wait
for the parent to initiate the right time
and with them in the room, I will calmly
hold the book inviting the child to read. I
pause and linger to reflect on each page
and image with the child. I will point out
what feeling the little girl in the story is
having and back toward him to
demonstrate a feeling face giving each a
name (happy, sad, angry). After naming
each emotion, each time, I will
immediately ask the child to repeat the
name of the emotion, looking directly at
him and make the facial expression. For
reinforcement, I will hold up and say,
“she’s feeling like this, right?” I will
continue on reading and use the
illustrations and storyline as a way to
convey a message to the child.
Strategy written out specifically
I will use the child’s first name by warmly
greeting and say farewell daily. Mention
that it is good to see him. Get to know
the child well by asking the parents
details and spending time with the child.
Interact with affection, and promote
safety and security.
I will practice modeling behavior and
attitude toward others. For instance,
model enthusiasm when working
alongside the child. I plan to encourage
and acknowledge any empathetic
expressions I see from him.
Support conflict-resolution in the class or
positive social skills in turn taking, sharing,
and cooperation. In doing so, this increases
strength in a protective factor called,
Knowledge of Parenting and Child
Development for the family. This
connection will improve my competency in
Positive Goal-Oriented Relationships as an
educator.
Rationale and Research backing this
strategy
When children have healthy relationships
with significant adults, they do the
following: •Look to them for love and
affection. •Depend on them for safety and
security. •Count on them for knowledge,
wisdom, and guidance. •Accept their help
and comfort. (Bilmes, 2012)
“Adults also encourage the development of
peer interaction skills by helping children
understand the feelings of other children,
suggesting and modeling interaction skills,
such as turn-taking, encouraging the use of
words when disagreements arise, and
reinforcing cooperative efforts.” (CDE,
2010, p.63)
The biggest reason for using conflict
environment strategy would you use to
help develop this life skill?
What will you specifically do to the
classroom environment, the physical
space, for this child, to help reach the
goal?
What one curriculum adaptation or
intervention can you implement to
support this life skill? How can you use
the child’s interests to scaffold and build
strength?
How will you address any challenging
behavior related to the development of
this life skill?
How will you help support the
development of initiative and self-efficacy
in this child?
How will you help this child to recognize
and manage their emotions and enhance
peer relationships?
How will you individualize support for this
child in a manner respectful to his/her
family’s beliefs and expectations?
home. Model and guide the language
and behavior. Teach him how to wait,
take turns, and share. Help child learn
how to name his emotions and teach
ways to gain emotional control.
Post emotion face cards and picture
schedules on the wall. Designate a calm
down spot together (e.g. comfy area) to
gain self-regulation.
Provide opportunities to practice the
skills using the child’s interests. Create
and demonstrate how to use a “Solutions
Kit” and teach the “turtle” coping
strategy.
Guide the language, and behavior. Teach
him coping skills through a step by step
process to resolve conflicts.
Once the children acquire this
knowledge, give positive feedback and
say, “You got it!” for encouragement.
Help him label his emotions and teach
him to verbally express his feelings. I will
ask him to show me his angry, happy,
sad, or excited face. When he is in a
conflict with a peer, I will teach him how
to use the cards in the “Solutions Kit.”
Incorporate teacher-invented play
themes that will promote cooperation
and play in both large and small peer
groups. In this case with his sister. This
will give them both a chance to work
together, socialize, and build social and
play skills. Direct them by staging
instructed social skills. It could be
through puppet play, or picture images.
resolution is to help children learn how to
do the process. (Bilmes, 2012)
Help children learn to appreciate taking
some time to calm themselves down.
Instead of using it as a tool to punish
children who have disappointed, hurt, or
frustrated you, present time-out as an
essential life strategy, a gift for children and
adults who need to “take a moment.”
(Bilmes, 2012)
“An important teaching practice at the
acquisition stage of learning is providing
multiple opportunities for a child to learn a
skill in meaningful contexts—that is, in
activities that are part of the child’s natural
play or routines.” (Fox, et al, 2006, p. 4)
“Coach young children, step by step, as
they learn conflict resolution skills. Model a
predictable, effective sequence of steps
children can eventually use on their own:
acknowledge feelings, gather information
about the conflict, restate the problem, ask
children to suggest possible solutions, help
them choose one to try, and then check
back with them soon after as they
implement their solution.” (CDE, 2010, p.
67)
“Give positive feedback. When children
first learn a new skill, they need feedback
and specific encouragement on their
efforts to use the skill…Feedback may
provide the support a child needs to persist
in practicing a newly learned skill.” (Fox, et
al., 2006, p. 4)
When you hear a sentence that expresses a
feeling, reflect the feeling back. Name the
feeling in your answer to help children
begin to build an emotional vocabulary.
(Bilmes, 2012)
“Use books, puppet stories, and group
discussions to reinforce children’s social
interaction skills. Select materials and
topics that relate to what children in the
group are encountering frequently in their
interactive play or skills they are struggling
to master.” (CDE, 2010, p. 68)
What will you do specifically to involve
the family on a plan to develop this skill?
Set up regular meetings to discuss As you work with other people’s children,
progress stay conscious that your strategies must
respect and support the family’s goals for
their child at the same time you prepare
children to be successful in a mainstream
school setting. (Bilmes, 2012)

What is one children’s book you will use How will you use the book? What are Rationale and Research that supports the
to support this life skill goal for this some curricular activities you will use to use of books for emotional literacy?
child? add meaning to the book?

Just for Me I will show the child the book and invite Children need to see guiding principles in
him to read it. I will plan a time when he many different contexts if they are to
By Jennifer Hansen Rolli is well rested and before he is at his internalize them as their own standards.
busiest. A meaningful curricular activity Use your normal story time to reinforce
would be to use puppets to reenact kind these principles as one way to weave the
sharing and turn taking. I could set up a guiding principles of behavior into your
sharing opportunity with a child-sized tea daily curriculum. (Bilmes, 2012)
set. Invite child and his sister to a tea
party. It will be a teacher-led activity
using verbal prompts to guide them to
take turns using the items. Another is to
play a bean bag toss game where each
child waits to take turns.

How will you know you have made progress toward your goals?
What will you look for?

Progress will be made when the child demonstrates an ability to
control his emotions whenever sharing or turn taking is required. I
will look for a quicker ability to cope, calm down, and decease crying
with or without teacher guided support. Also progress will be
identified whenever activities are provided for group play, and he is
able to use simple vocabulary to solve any sharing and turn taking
issues. Progress will be made when the child demonstrates an ability
to control his emotions whenever sharing or turn taking is required.
I will look for a quicker ability to cope, calming skills, and
ceases crying with or without teacher guided support.
Also, progress will be identified whenever activities are
provided for group play, and he is able to use simple
vocabulary to solve any sharing and turn taking issues.

OBSTACLES/CHALLENGES
What obstacles stand in the way of you achieving your plan
for the child?
How will you address the obstacles or challenges if/when they
Obstacle/Challenges
arise?
A challenge could be teaching the concepts properly to the I need to study and understand the concepts well so I can teach
children. them properly to the children.
Difficulty for child to learn words and vocabulary to express Work with them daily to build vocabulary and understanding
thoughts and feelings words for emotions

Part 3 - Supporting a Family

 Review the analysis from your Self-Assessment in Family Partnerships and use what you learned from the Week 5
Family Interview - Getting to Know a Family to create a responsive relationships action plan for this particular family.

Responsive Relationships Action Plan for a

Family
What specific steps must you take to achieve your
goal? Include your entire plan strategy in this
section, not just the aspect you are implementing
for this course.
5 Protective Factors: Which two Protective
Factors did you determine to focus on for this
family?
1. Social Connections
2. Knowledge of Parenting and Child Development
What did you learn from the family that lead you
to choose these protective factors?
The mother was concerned with the lack of
socialization with her child. She wants her child to
learn turn taking, sharing, and cooperation. Also,
she would like him to build more communication
skills.
Steps to Achieve Strategy Goals
To achieve the Social Connections
protective factor in the classroom, I would
offer classroom events, parties, or open
houses that would provide a safe place for
introductions and social connections
amongst the parents. Another idea would
be to invite community agencies and
service organizations to a scheduled
weekend event for families to attend and
become familiar with what they have to
offer.
A few strategies to promote Knowledge of
Parenting and Child Development, would
be to research local parenting workshops
and hand out fliers and promotion
materials to the families. Another idea is
to organize a parenting education forum
where I can invite a panel of parenting
experts, medical providers, and teachers
for parents to ask questions. I could be
the host.
Support Plan to Achieve
Protective Factors
A strength-based attitude called,
“Families are our partners with
a critical role in their family’s
development,” would be one I
need to support implementation
of the strategies. A way I could
develop it would be to schedule
private family interviews and
ask storytelling questions to
establish trusting respectful
relationships between teacher
and parent.
Another way to support my
strategy goals, is to incorporate
a relationship based practice
called, “Observe and describe
the child's behavior to open
communication with the
family.” I would use
observation tools to acquire
documentation for each child.
Once I acquire documentation, I
can schedule one-on-one
meetings with the parents to
discuss what I have observed
and ask if they would be willing
to assist in creating a goal
setting plan for the welfare of
their child.

Which one protective factor could have the most

impact on for this family?
Knowledge of Parenting and Child Development

What are the three competencies (knowledge,

skills, and actions) did you decide to address as a
result of your Family Partnerships self-
assessment?

Competency: Positive Goal-oriented Relationships.

1. Demonstrates the ability to jointly develop and

follow up on goals that are meaningful for families
and individualizes services for parents and
expectant mothers and fathers.

Competency: Family Well-Being and Families as

Learners:

2. Connect families with opportunities that support

safety, financial literacy, health, and family
wellness.

Competency: Family Connections to Peers and

Community.

3. Is skilled at coordinating training and education

opportunities for parents (e.g. adult education, life
skills, parenting courses, family literacy,
employment training).

Which of these competencies do you feel is most

connected, or would have the most impact on
promoting the chosen protective factor for this
family? Why?

Out of the competencies, I feel the one that would

have the most impact is, Positive Goal-oriented
Relationships. The reason is, the mother has very
specific goals she has set for her child. For instance,
she already guides him through coping strategies to
develop control over his emotions. And he is being
taught steps to improve his potty skills. The mother
has a step by step process she involves her son to
take ownership in. He is rewarded for each step
accomplished. This builds his cognitive skills. The
reason why is because I would like to focus on
working and supporting her in her efforts and offer
any advice for future decisions with the child.

What is your plan for growth in this competency?

Please be specific and write the steps you will take Steps to Develop Competency
to develop this competency.

My plan for growth is to learn how to offer
exceptional support to families. I want them to feel
encouragement, support, and hope. I will learn
what resources are available to be able to offer
assistance and solutions to meet their
individualized needs. Additionally, I plan to hold
informational events and workshops to help
families learn about child development.
The steps necessary to develop this
competency is, in the classroom, I will
show interest in the family. First, I will
demonstrate a friendly demeanor. This
will include, welcoming the parent and
child by name and going out of my way to
say goodbye each day. Also, I will spend
time getting to know their family and the
goals they have for their child. I will use
many communication avenues, such as
scheduling interviews where I can ask

Strategies for Responsive and Supportive
Relationships
In this section, you will create specific research-
based strategies to support one protective factor
for a family and one competency that will best
impact this protective factor. (You began thinking
about these ideas in your Week 3 Family
Partnership Self Assessment and your Week 5
Family Interview more detail)
Support Aspect
What will you specifically do to advance your skill in
the chosen competency?
How will this skill impact your ability to support the
family in the chosen protective factor?
Which one of strength based attitudes on page 10
of Family Engagement and Positive Goal-Oriented
Relationships would you most likely need to
develop to support the strategy chosen? How will
you develop it?
respectful storytelling questions to draw
their story out. I will begin regular texts
and emails to give daily updates. I will
explain that I want to jointly make a
positive behavior action plan for the child.
This will be with observations and setting
up meetings with the parents. To begin
organizing informational events and
workshops, I will begin researching and
seeking out community services to
become aware what is available. From
this, I will be able to define my plan and
begin implementing and setting dates.
Strategy written out specifically and in
steps
Create opportunities to get to know the
family’s aspirations and goals.
Set up meetings. Show interest and
respect for their family and culture. Use
meaningful questions that draw out the
story. Actively listen. Demonstrate ability
to work together and follow up on action
plan.
In advancing my skills in getting to know
families, this will build trusting
relationships between us and out of that
relationship I can begin fostering guidance
and meaningful support toward their
goals for their child.
Families are our partners with a critical
role in their family’s development. This
would be one I would most likely need to
support this strategy. A way I could
develop it would be to schedule private
family interviews and ask storytelling
questions.
Rationale and Research backing
this strategy
Builds relationships with
families to ensure meaningful
two-way collaboration,
supporting the children’s
learning and development and
helping families to understand
child development. (CDE, 2011,
p. 40)
Positive relationships between
parents and providers are
important as families make
progress toward other goals,
such as improved health and
safety, increased financial
stability, and enhanced
leadership skills. Strong
partnerships can provide a safe
place where families can
explore their hopes, share their
challenges, and let us know how
we can help. (ECLKC, 2018, p. 5)
Strong relationships with
families also make it easier to
have conversations involving
uncomfortable feelings or
challenging topics. (ECLKC, 2018,
p. 9)
Which one of the relationship based practices on
page 11 of Family Engagement and Positive Goal-
Oriented Relationships would you most likely need
to develop to support the strategies chosen? How
will you develop it?
What is one specific way you will strengthen your
relationship with this family?
What is one specific way you will nurture leadership
in this family?
What school culture strategy can you use to
support development of the protective factor?
What is one specific strategy you can plan to build
relationships in the community that will support
this family?
How will you know you have made progress
toward your goals? What will you look for? How
will you be held accountable and how will you
know you have achieved each goal?
I know I have made progress when I have met with
the parents, heard their goals, observed the child,
and we set a meeting to create an action plan
together. Also, if I held a parenting forum and
Observe and describe the child's behavior
to open communication with the family.
This would be one I would most likely
need to support the strategy chosen.
Observe and document child’s behavior.
Once I acquire documentation, I can
schedule one-on-one meetings with the
parents to discuss what I have observed
and ask if they would be willing to assist in
creating a goal setting plan for the welfare
of their child.
Learn and respect the family’s values and
beliefs, culture, and traditions, structure,
and circumstances.
Plan to set goals together in partnership
for their child’s well being.
Provide social opportunities for the family
to create a way for their child to interact
with other peers and to get to know them
in a different setting.
Organize a parenting education forum
where I can invite a panel of parenting
experts, medical providers, and teachers
for parents to ask questions.
What I will look for is if there is a
trustworthy 2-way reciprocal relationship
with the family. Also, if have found
reliable and trustworthy local resources
Collaborates formally and
informally with families and
staff to share observations,
describe children’s
accomplishments, plan for
children individually and as a
group, and address concerns
about children. Supports
families as decision makers for
and educators of their children.
(CDE, 2011, P. 40)
Refers to and uses pertinent
family information when
responding to needs of children
and families. Learns about each
family’s values, beliefs, and
practices by observing and
engaging family members in
conversation or by
communicating with other staff
members as appropriate. (CDE,
2011, p. 40)
Understanding child
development and parenting
strategies that support physical,
cognitive, language, social and
emotional development. (CSSP,
2015, p. 2)
Often, parents in relationship-
based programs express the
view that other parents are their
main support community. This
gives them a feeling of security
and well-being as parents.
(Raikes,2009, p. 159)
Demonstrates familiarity with
community resources to support
children and families. Responds
to requests from families about
community resources and is
able to refer questions to
appropriate staff members.
Protects the confidentiality and
privacy of families. (CDE, 2011,
p. 53)
To be able to track progress I
will be accountable to a
colleague, letting them know my
professional plan. Set meetings
families give feedback that it helped them through
a survey I give them to fill out. I will
and organizations. And when I have
actually set dates for social and
community events in a reasonable time
frame that will be beneficial to families.
with them to go over my check
list. Invite them to observe my
interactions with the family to
look for cohesion in my role and
relationship skills.

OBSTACLES/CHALLENGES
What obstacles stand in the way of you achieving your
relationships plan?
How will you address the obstacles or challenges if/when they
Obstacle/Challenges
arise?
When I try and set up meetings with the family out schedules I would then arrange my schedule to accommodate their
don’t mesh up, causing delays. schedule.
Event planning with agencies and organizations may conflict. Keep researching and finding different agencies and
Time delays. organizations that are available.

No goals set for the child. Demonstrate authentic interest and care about their child in
order to get to know the family better.

References

California Department of Education. (2011). California early childhood educator competencies. Sacramento. CDE Publications.
Retrieved from https://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf

CDE. (2010). California preschool curriculum framework (Vol. 1). Sacramento, CA: California Department of Education.
http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf

Center for the Study of Social Policy. (2015). Core meanings of the strengthening families protective factors. Washington, D.C.
Center for the Study of Social Policy. Retrieved from: https://cssp.org/resource/core-meanings-of-the-strengthening-families-
protective-factors/

CSEFEL Solution Kit cards retrieved from http://csefel.vanderbilt.edu/modules/2006/solutionkit.pdf

CSEFEL retrieved from http://csefel.vanderbilt.edu/scriptedstories/tuckerturtle.ppt

Fox, L., & Lentini, R. H. (2006). "You Got It!" Teaching Social and Emotional Skills. YC Young Children, 61(6), 36.

Head Start:Early Childhood Learning & Knowledge Center (2018). Building partnerships:guide to developing relationships with
families. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/building-partnerships-developing-relationships-
families.pdf

Raikes, H.H., Edwards, C.P. & Gandini, L. (2009). Extending the dance in infant and toddler caregiving. Baltimore, MD., Brooks
Publishing.