Counselling and care of students Books

Book SynopsisArgues that schools, and children, can only be saved by radically retooling teaching methods. Based on his work on choice theory, this work offers teaching techniques which emphasize co-operation and creativity. It provides ideas for improving the success of teachers and the enthusiasm of students.

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Book SynopsisThis book tackles the important question of how we can understand and learn from the school rampage killings that have been prevented. In the flood of recent accounts and analyses of deadly school rampage killings that plague society and inspire widespread public fear, very little attention has been given to the incidents that almost were. Building on Madfis’ previous book, The Risk of School Rampage: Assessing and Preventing Threats of School Violence (2014), this vital work addresses key gaps in school violence scholarship through the examination of averted school rampage incidents in the United States and advances existing knowledge through ground-breaking insights from the latest research on mass murder, violence prevention, bystander intervention, disciplinary policy, and threat assessment in school contexts. This empirical study utilizes in-depth interviews conducted with school and police officials (administrators, counselors, security guards, police officers, and teachers) directly involved in averting potential school rampages to explore the processes by which threats are assessed and school rampage plots are thwarted. Madfis finds that many common contemporary school violence prevention policies and practices are ineffective at preventing rampage attacks and may actually increase the likelihood of their occurrence. Rather than uncritically adopting such problematic approaches, Madfis argues that schools must model prevention practices upon what has proven successful in averting potentially deadly incidents. Trade Review“In addition to making an important contribution to the scholarly literature on the topic, the inclusion of discussion questions … as well as a methodological appendix, makes this book a useful resource for students at both the undergraduate and graduate levels. … How to Stop School Rampage Killing: Lessons from Averted Mass Shootings and Bombings is a timely and valuable piece of scholarship … it acts as a springboard for future research in this area.” (Erica Bower, Critical Criminology, Vol. 29, 2021)Table of ContentsDEDICATION AND ACKNOWLEDGEMENTS………………………..…………FOREWORD by Jack Levin ………………………………………………….……..FOREWORD by Kristina Anderson ………………………………………………....AUTHOR’S INTRODUCTION TO THE SECOND EDITION……………………. CHAPTERSI. INTRODUCTION ……………………………………………...….….….. Research Questions and Background on Incidents……………………Explaining and Reacting to School Rampage….………...…...……….Understanding School Criminalization and Risk Assessment............... II. ASSESSING SCHOOL RAMPAGE ………………………………….…. Distinguishing Terms and Risks……………….……………...………The Assessment of Evidence in Averted Rampage…………………...Assessing the Plot’s Detail…………………………………………….Appraising the Role of Weaponry……………………………………..Assessing the Role of Personal and Group Characteristics……………Conclusion……………………………………………………………..III. CONFIDENCE AND DOUBTS ABOUT ASSESSING RAMPAGE…… Certainty Based on a Convergence of Risk Assessment Criteria……...Certainty Based on a Lack of Threat Assessment Criteria…………….Certainty Based on a Presence of Threat Assessment Criteria………...Remaining Uncertainty despite Risk Assessment……………………..Conclusion……………………………………………………………..IV. PREVENTING SCHOOL RAMPAGE ……………………...………….. Problematic Rampage Prevention Practices………………………….. A Diminished Student Code of Silence…………………………..……Interventions through Leakage………………………………………...The Persistence of Bystander Inaction…………………………….......Implications of Findings………………………………………………Conclusion……………………………………………………………. V. CONCLUSION …………………………………………….……………..Summary and Implications of Findings…………………………...….Emergent Areas to Prevent and Stop School Rampage Killing……….Suggested Areas for Future Research……………………………….... VI. METHODOLOGICAL APPENDIX…………...……………………….. Operationalizing School Rampage………………………………........ Research Design and Sample……………………………………...…. Complications of Media-Based Sampling Frame………………......… On Qualitative Methodology……………………………………...….. Generalizability in Qualitative Research……………………………...REFERENCES ……………………………………………………………………….INDEX…………………………………………………………………………………

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Book SynopsisThis book delves deep into the hidden population of former gang members who share their positive and negative experiences of being gang members. Their stories of violence, hopelessness, despair, and loneliness also offer a seed of hope – they contain the building blocks for prevention. By understanding why they each turned to gangs, how they turned to gangs, and what went wrong for some along their pathways during childhood, as well as how and why they chose to leave the gang lifestyle, we can begin to put the pieces together and understand tools for gang prevention. Schools are in the unique position to become an oasis or a safe haven for a child in a world that does not otherwise feel safe to them. School staff members can step in and become consistent people in a child’s life. They can help to identify at-risk youth and intervene, facilitating a change in path away from gang membership. This book discusses how schools and staff can be instrumental in gang prevention and outlines warning signs and risk and protective factors for gang involvement. It also talks about components of gang prevention programs in schools. Additional topics explored include: Theories of Gang Involvement Lack of Family Consistency: Relating Attachment Theory with Gang Involvement “Brotherhood, Sisterhood, Unity:" Gangs as Replacement Family "No Other Option:" The Role of Social Environment "Death, Jail, or a Turnaround:" Making the Decision to Disengage A Piece About Trauma-Informed Practice Authored by a school social worker who has an insider's perspective on working in a school, Gang Prevention in Schools is a useful resource that gives a humanistic view of former gang members. The book will engage readers in the fields of psychology, social work, education and educational administration, and criminal justice, as well as have potential appeal to a lay audience due to the richness of the stories and interviews. Table of ContentsChapter 1: Theories of Gang InvolvementThis section includes discussion of current understandings and theory relating to the presence, development, and growth of gangs. Interactional theory suggests that gang membership arises from negative peer relationships, poor social structural environments, weak relationships, and an environment that is supportive of crime (Alleyne & Wood, 2014). Social control theory says that adolescents join gangs because they do not have positive relationships and do not have access to normal social norms (Dickson-Gomez et al, 2017). If one does not have good relationships with positive peers and positive role models, he may feel as if a gang is the only viable option. Multiple marginalization is defined as a lack of employment opportunities, poor living conditions, poverty, and family and community stress (Dickson-Gomez et al, 2017). This means that there are many factors causing stress, making it appear as if there is no good way out. A gang might seem like a way to get out of a bleak home situation. Social disorganization theory states that a community structure fails to see the value in its residents and does not keep social control (Sampson and Groves, 1989). A community cannot feel connected or have social control when there are higher crime rates and juvenile delinquency such as in disadvantaged neighborhoods (Santiago et al., 2011; Sampson and Groves, 1989).Chapter 2: Attachment TheoryAttachment theory has the utility to add to the existing knowledge base about gang membership. Children’s relationships with their primary caregivers are the foundation for their future relationships (Bowlby, 1998; Parrigon, et al., 2015). A secure attachment forms if the primary caregiver is consistently providing a safe secure base for the child from which he can explore the environment and return for comfort and support (Bowlby, 1998). An insecure attachment is formed when the caregiver is not consistent with care or is neglectful (Bowlby, 1988).Attachment theory posits that the earliest human interactions shape our survival functions (Schore & Schore, 2012). Early interactions between primary caregiver (attachment figure) and infant influence the brain systems’ maturation and organization, which causes affect and self-regulation (Schore & Schore, 2012; Hill, 2015). Affect is how one’s emotion is communicated through facial expressions, body movements, and tone of voice (Hill, 2015). During infancy, it is the primary caregiver’s job to regulate the child during states of hyper- or hypo arousal (Hill, 2015). Early attachment communications are crucial to neurobiological systems in the right brain, which is where stress regulation, emotional processing, and regulation of self are all found (Schore & Schore, 2012). The primary attachment figure, in being that secure attachment figure and responding appropriately to an infant’s needs, can soothe and regulate his internal system, thereby teaching emotional regulation at an early age. Trauma can influence brain development. If one has an insecure attachment, it can affect the person in a lifelong way. Kim and Page (2013) found that insecurely attached children develop behavioral problems more frequently, especially in a school setting, as opposed to securely attached children. Konishi and Hymel (2014) found that adolescents have a difficult time handing anger, which can lead to mental health and physical problems, including bullying, gang involvement, substance abuse, dating violence, low academic performance, and peer rejection. Insecurely attached children may turn to gangs as a way of coping with the lack of having a consistent attachment figure (De Vito, 2017). They may have been looking for a secure base in the gang membership, so they would have a replacement family, searching for that stability (De Vito, 2017).The attachment relationship between social worker and client is of critical importance. Schore & Schore (2012) discuss how attachment theory is a theory of regulation and developing an attachment to a therapist can assist in internal affect regulation. The therapist takes on that attachment role and can help the client regulate emotions internally, by becoming that secure base. This relationship can repair damage done previously and can help create a new way of coping (Schore & Schore, 2012). A client can develop a resilient self through a secure attachment that can then have meaningful relationships (Schore & Schore, 2012). Since gang members are seeking attachment figures that were not present in childhood, as youth develop meaningful relationships with therapists or school counselors, that counselor can take on a role of an attachment figure, thus repairing that damage and possibly intervening in the way of gang prevention. De Vito (2019) was a qualitative research study that promoted the use of attachment theory to analyze motivating/disengagement factors for gang involvement. The voices of fourteen former gang members are heard through qualitative interviews. Thematic analysis was used to identify the following themes: Lack of Family Consistency, Brotherhood, Sisterhood, Unity: Gang as Replacement Family, “No other Option,” and “Jail, Death, or Turnaround:” Making the Decision to Disengage. In this chapter, there is an emphasis on attachment theory driving gang membership, which is a key finding of my qualitative research. There is a discussion of how and why attachment theory is key in our understanding of gang members’ behavior, and the importance of a safe educational setting in preventing or responding to gang issues.Chapter 3: Gangs as FamilyGangs function because of internal group processes much like a military organization or corporation. There are leaders and a hierarchy of command with people having their own duties and responsibilities. Gangs can be seen as a family for youth. They can be an extension of their family or in some cases actually take the place of the family. Gangs have been said to function like family systems. Some similarities include feeling protected, receiving affection, and having a sense of belonging and loyalty (Ruble and Turner, 2000). If there is a lack of attachment figure in the family, then youth will look outside the family of origin to find a replacement attachment figure. Youth look up to their parents as role models for support, so having no suitable family role model would be a major risk factor (Alleyne and Wood, 2014; Walters, 2016). Lack of strong family attachment can increase interest in crime, since youth will likely not care about parents’ opinions, discipline, or school performance, leaving them open to gangs, crime, and poor peer influences (McNulty and Bellair, 2003). The gangs become a “surrogate family,” filling the void of the family of origin (Ruble and Turner, 2000). If there is no positive role model in the family, another person can become a role model outside of the family. Another attachment figure can step in to fill a void (Ainsworth, 1989).Chapter 4: Former Gang Members Speak: Themes/Findings from Qualitative Study (why do they join?)ResultsThe following four themes were identified: Lack of Family Consistency, Brotherhood, Sisterhood, Unity: Gang as Replacement Family, “No other Choice,” and “Jail, Death, or a Turnaround:” Making the Decision to Disengage. Participants’ verbatim quotes were included to highlight each theme. No identifying information was included and pseudonyms were used to protect participant identities.Lack of Family Consistency All participants described having a lack of secure, consistent primary care givers/attachment figures during childhood for various reasons, including death, divorce, substance abuse, and being absent. Other participants experienced a childhood where primary caregivers were not able to offer that consistent, caring relationship.Not having reliable, dependable primary caregivers can cause a hopeless state and a feeling of being alone. Because of the lack of consistency with primary caregivers, some participants looked outside the family for sources of consistency, such as peers and gangs. If family members are already gang members, they can be bred into gang membership. Brotherhood, Sisterhood, Unity: Gang as Replacement FamilyMost of the participants said gang members became family. There was a bond and a unity. They were willing to offer protection, unity, and love to one another. Gangs may be a form of brotherhood or sisterhood, but it comes with a hefty price, violence. In many cases, the gang took the place of their family of origin, which was broken in some way. They were fleeing something negative, looking for an escape. Some of the participants were searching for something to fill a void at home, such as love, respect, validation, affection, and attention. Those who join gangs can be missing something within themselves and are seeking it elsewhere. However, there were a few participants who felt as though the gang did not replace their family entirely, but rather were an extension of their family. They still considered the gang members part of their extended family. Also, there was one negative case. “No other Option”Participants said gang members are bred as a product of growing up in their environment. Gangs are often their friends, family members, and in their neighborhood. They describe joining as having “no other option” and “accepting their fate” or “destiny.” Gang members may feel as though joining was a normal, natural progression in life, based on the environment where they grew up. Growing up in a poor neighborhood, the gang lifestyle can seem like a way out to a better life. The gang members become role models. Gang membership can be a way of life. There can be an expectation for membership within families and peer groups. Police may label and assume gang membership based on the neighborhood. Some participants felt as if their environment led them to join a gang. A large gang presence in the neighborhood can be persuasive. “Death, Jail, or Turnaround:” Making the Decision to Disengage Participants talked about how they realized that they could not stay engaged in gang activity forever and decided to disengage because there was no positive outcome or future in gang membership. Gang membership comes with the risk of violence, death, physical injury, or incarceration. If one had difficulty with primary caregivers, it can be another blow to have a new family turn away. Some participants felt betrayed by their fellow gang members. They realized that they were not trustworthy, turning their backs on them. Chapter 5: How and Why Do They Leave? Gang members leave gangs usually because of a combination of push and pull factors. Push factors are negative things that push one away from gang involvement, such as getting tired of the gang lifestyle, being a victim of violence, witnessing violence, aging, and gang disillusionment (Berger et al., 2016; O’Brien et al., 2013; Pyrooz et al., 2011). Disillusionment occurs when gang members feel betrayed by fellow members (Berger et al., 2011). The pull factors are positive things that pull one away from the gang lifestyle, such as stable employment and relationships, religious beliefs, moving away, and aging and maturing, which would promote marriage, having children, and family responsibilities (O’Brien et al., 2013; Pyrooz and Decker, 2011; Berger et al., 2013). As one ages and matures, having stable employment, children, and being in a stable relationship become important. These things are not priorities for youth. Gang members leave gangs by moving out of the neighborhood, severing ties with gang associates: Leaving a gang can involve moving out of the neighborhood, severing ties with gang associates, or slowly distancing oneself, becoming involved in separate activities (Pyrooz and Decker, 2011).Chapter 6: Prevention This chapter extends the findings and understandings of the role of attachment theory and the ways in which schools might use this understanding to inform prevention and support. This extends current scholarship, understanding, and practice. It talks about identifying risk factors for gang involvement, broken down into three areas, family, school, and social environment. It also outlines protective factors. In addition, it talks about warning signs and how to identify gang involvement in schools. The final section talks about how schools can be a safe haven, how staff can intervene and become attachment figures, and components of prevention programs. It also talks about my own clinical experience in working with youth involved in gangs as well as features interviews with gang experts and school staff.The following came from the results of the qualitative interviews: Having a secure base within the family home with strong attachment to parents or caregivers could have prevented gang members from joining. Having a consistent home life with parents who are at home and there to supervise are protective factors. Having different ways of making money or seeing there are opportunities outside of their neighborhood that do not involve gang life. If there is a missing attachment figure in the home, another person could step into that role, such as a school staff member, counselor, or another family member. Getting counseling when there are risk factors can be a protective factor. Almost none of the study participants had counseling. Identifying Risk Factors Some risk factors are related to family. If there are cracks in the family foundation, including lack of parental supervision, involvement, and discipline, low family income, or gang-involved family members, gang membership chances increase (Alleyne and Wood, 2014). Other risk factors include experiencing childhood maltreatment or having a family history of criminal activity (Del Carmen et al., 2009). Risk factors are also related to school, including learning disabilities, mental health concerns, or weak school attachment or investment to school. These factors can lead students to not care about school, which leads to poor school performance, which is related to gang involvement (Alleyne and Wood, 2014; Del Carmen et al., 2009; Gover, 2002; McNulty and Bellair, 2003; O’Brien et al., 2013). The social environment can also play a role as a risk factor. Residing in a neighborhood with a gang presence could increase chances of gang involvement (Alleyne and Wood, 2014; Del Carmen, et al., 2009; O’Brien et al., 2013). Gang presence can influence youth, especially if friends have joined. Wanting protection, friendship, and a sense of belonging are pull factors for gang involvement (O’Brien et al., 2013). Having friends engaged in criminal activity or gangs, living in disadvantaged communities, and desiring ways to earn money are all related to gang involvement (Alleyne and Wood, 2014; O’Brien et al., 2013). Poverty is a significant life stressor. If one lives in a poor are, there will be fewer resources and a higher crime rate (Santiago et al., 2011).Identifying Protective Factors Having a high level of parental supervision and strong family attachment (McNulty & Bellair, 2003; O’Brien, Daffern, Chu & Thomas, 2013; Gover, 2002; Walters, 2016), having both parental and nonparental role models, (Higgins, Wesley & Mahoney, 2010; McNulty & Bellair, 2003; Walters, 2016), and positive relationships with the same sex parent (Walters, 2016) are all protective factors. Protective factors include a high investment and attachment to school and staff, teaching youth coping and social skills (Gover, 2002; McNulty & Bellair, 2003; O’Brien et al, 2013; Walters, 2016). Positive peer influences, (Gover, 2002; McNulty & Bellair, 2003; O’Brien et al, 2013; Walters, 2016) and community attachment and involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016) are all protective factors. Identifying Warning SignsThere are many warning signs including: colors, clothing/accessories, graffiti, tattoos, change in behavior, new friends, weapons, drug usage, money, social media, music and movies, safety worry, fighting/injuries. All of these will be explored in depth. Building a Safe Haven Providing a safe environment without fear is the most important thing that schools can do to prevent gang involvement (Gottfredson, 2013). Many principals do not admit there are gang problems in their schools (Gottfredson, 2013). Therefore, this may get in the way of prevention programs being in place. Gang problems are more likely to occur in areas that have poverty and experience social disorganization (Gottfredson, 2013). Unemployment rates are usually high and families have fallen on hard economic times with many children living with single mothers (Gottfredson, 2013). Gangs can be like a social problem, where youth may feel that they need to participate to keep them safe from harm (Gottfredson, 2013). Prevention programs in schools should address things such as impulse control, lack of attachment to school, and rules (Gottfredson, 2013). Helping youth to resist peer pressure and rewarding involvement in school are also key (Gottfredson, 2013). Strategies for Youth: Connecting Cops & Kids (2019) reported that 71% of public schools have school resource officers (SROS). The federal and state governments spent about $2 billion to place these armed law enforcement officers into school buildings. There has not been evidence that says that these SROs are helpful in decreasing tragedies, but they do increase students getting arrested for small crimes and students of color and those with disabilities are treated more harshly than others. There also needs to be regulation so that SROs are not pushing children into the juvenile justice system needlessly. Therefore there has been a recent push to have SROs receive training in half the states. Staff become attachment figures/building a secure base within the school. This is a suggestion coming from my qualitative research. If there is a missing attachment figure at home, staff members, especially school counselors, can step in and help to become those missing attachment figures. The school building can become a safe haven in a world that does not feel safe for these students. A high investment in school is a protective factor against gang involvement (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Create positive peer interactions for youth. Students can join activities during and after school like sports and clubs to keep them involved with a higher attachment to school and off the streets. Having positive role models for youth is a key protective factor in dissuading gang involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016). Schools have an opportunity to set up positive role models for at-risk students, such as positive peers, staff members, or a mentoring program, such as Big Brothers Big Sisters. Gang prevention should be tailored to each school. It is important to assess the school's needs first before deciding on individual needs (Gottfredson, 2013). It is important to provide education to staff, parents, and students on the danger and signs of gangs. School staff should forge relationships with parents and caregivers, getting them involved. Close parental supervision and having consistent and involved family are protective factors against gang involvement (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Get counselors involved. They can assess for risk and either provide mental health counseling or refer to outside counseling resources. Research shows that programs with a cognitive behavioral component are most effective at reducing problem behaviors (Gottfredson, 2013). Create a strong antibullying and harassment program in school. Staff members need to be able to recognize risk factors, signs of gangs, and address and eliminate problem behaviors by enforcing rules and consequences consistently (Gottfredson, 2013). It is important that youth see law enforcement in a positive light and form positive relationships early on in their early elementary school years. Schools and law enforcement should also collaborate and share information, such as local gang trends and activity. Attachment and involvement to community can assist in preventing gang involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016). Form a collaboration with community agencies and faith-based programs, like churches, to create a strong sense of belonging in the community. Teaching youth coping and social skills can aid in gang prevention (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Teaching anger management, conflict resolution, emotional awareness, social skills, and how to say no to peer pressure are all important prevention skills.Trauma-Informed PracticeHarden, Kenemore, Mann, Edwards, List, and Martinson (2014) describes how trauma-informed practice tries to understand the impact of violence exposure on survivors of trauma. There are programs that train therapists strategies and interventions with violence survivors and help them understand how they are impacted by traumatic events (Harden et al, 2014). National Childhood Traumatic Stress Network has a wealth of research and practice for childhood trauma (Harden et al, 2014). This section delves further into this topic. School Prevention ProgramsThere are many gang prevention programs being utilized in schools today. The GREAT Program is an evidence-based gang and violence prevention program that is set in schools and run by law enforcement officers. It is run in schools where police officers come in and teach a curriculum to groups of students in a school. Components of the program include: respecting and having empathy for others, making good choices, and positive goal setting. The program utilizes skills training, group discussions, cooperative learning, and using role plays. The goal is to prevent gang membership, criminal activity, and helping students to form a positive relationship with law enforcement. Some other programs include: Safe Futures, OJJDP Comprehensive Model, Chicago Model, and GRYD in LA. These are detailed in this chapter.

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Book SynopsisCultural-Historical Activity Theory (CHAT) and other Vygotskian approaches are becoming increasingly popular among social scientists interested in studying human actions, thoughts and emotions in their cultural contexts. Building on non-dualist, dialectical materialist epistemological premises, these approaches, however, can pose important challenges to the scholar and the student aiming at first adopting them in their research. What are the concrete, method-related implications of CHAT perspectives for the way we do research in the field? Showcasing the work of well-established as well as emerging CHAT scholars, this volume presents from-the-field insights of non-dualist CHAT methodology for both newcomers and the initiated. Contributors are: Sylvie Barma, Michael Cole, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Chris Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.

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Book SynopsisTrauma affects the lives of many children who we teach in school. It effects the students, teachers who teach them, the administration, and the school community as it is part of the school environment and culture. Teachers and administrators have great potential to set up an environment and adopt an attitude that can help heal the trauma in the lives of their students. Schools need to become trauma-informed to be able to provide for the growing number of refugee children who have experienced terrorism, crime, war, and abuse, to better help some Indigenous children who due to systemic racism and discriminatory policies have been traumatised and live daily with trauma, and the growing number of all children who have experienced various kinds of trauma during their life span. Trauma informed schools means that all students can feel safe enough to learn, succeed academically and thrive after having undergone a traumatic event. Trauma Informed Teaching demonstrates how Play Art Narrative (PAN) can be instrumental in creating trauma informed schools. The authors provide play, art, and narrative techniques and activities that educators can use to safely work therapeutically with traumatised children and youth.Trade Review" In this relatively brief book, Wallace and Lewis offer a comprehensive description of the benefits of play, art, and narrative (PAN) as tools for helping children deal with trauma. The first two sections review the theoretical and research background of the PAN curriculum as well as the nature and sources of trauma. The third section provides examples of specific activities to use with the children in helping them deal with the effects of their trauma. Because one of the authors is an art and play therapist, these suggestions are detailed, varied, and useful. The authors specifically review the fight/flight/freeze responses typical of those traumatized as well as examples of teachers’ reactions to children’s classroom behaviors. They also discuss the need for teachers to examine their own experiences and beliefs, in addition to sources of trauma, such as racism, dysfunctional families, crime, terrorism, and war. The analysis overall clearly describes the impact of traumas on cognitive development. Schools need to understand this problem and change their educational techniques to help children find ways to move beyond traumatic experiences and become competent learners and socially functional people." - S. Sugarman, Bennington College in CHOICE 58:6 (2021).Table of ContentsList of Figures and Tables Introduction PART 1: What Is PAN: Play Art Narrative? 1 Play  1 Beliefs and Theories about Play  2 Functions of Play  3 Play and Development: An Overview  4 Play & Empathy and Play & Therapy  5 So, How Important Is Play? 2 ART  1 Art Drawing and Child Development  2 Art and Literacy Learning  3 Therapeutic Aspects of the Arts  4 So How Important Is Art? 3 Narrative  1 Narrative and Identity  2 Oral Narratives and Literacy Learning  3 Narrative and Empathy  4 Narrative and Therapy  5 So How Important Is Narrative? PART 2: Childhood Trauma and School Introduction to Part 2 4 Trauma Informed Schools and Teaching  1 Social Justice  2 Decolonising Trauma Informed Practice  3 Trauma Informed Teaching and Schools  4 The Adverse Childhood Experiences (ACE)  5 What Are Flight, Fight, Freeze Responses?  6 Epigenetics  7 Attachment Styles and Close Relationships: Attachment Cues  8 Sensory Processing Disorder  9 Self-Regulation  10 Resiliency  11 How Traumas Afffect Children’s Ability to Learn  12 Principles That Guide Trauma Informed Education 5 Teachers Self-Care and Resiliency  1 Educator Self-Care  2 Talking to Children about Racism  3 LGBT+2 Children and Youth  4 Anger  5 Resiliency  6 Self-Assessment for Becoming a Trauma Informed Teacher PART 3: Using PAN in Trauma Informed Teaching Introduction to Part 3 6 Trauma Informed Art and Play Environments  1 Exercises for Emotional Self-Control and Self-Regulation  2 Playing Self-Regulation Games  3 Self-Esteem  4 Relationship Skills  5 Anger Control  6 Social Skills  7 Attention and Focus  8 Summary 7 Mindfulness Activities for Children and Teachers  1 Teaching Focusing to Children  2 Working with Children Using Focusing and Art Therapy  3 Art Exercises for Children in Focused Centred Art Therapy  4 Resources 8 Trauma Resolution Workbook  1 What Is Trauma?  2 Fight/Flight/Freeze  3 Trauma Response: Fight/Flight/Freeze Index

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Book SynopsisTrauma affects the lives of many children who we teach in school. It effects the students, teachers who teach them, the administration, and the school community as it is part of the school environment and culture. Teachers and administrators have great potential to set up an environment and adopt an attitude that can help heal the trauma in the lives of their students. Schools need to become trauma-informed to be able to provide for the growing number of refugee children who have experienced terrorism, crime, war, and abuse, to better help some Indigenous children who due to systemic racism and discriminatory policies have been traumatised and live daily with trauma, and the growing number of all children who have experienced various kinds of trauma during their life span. Trauma informed schools means that all students can feel safe enough to learn, succeed academically and thrive after having undergone a traumatic event. Trauma Informed Teaching demonstrates how Play Art Narrative (PAN) can be instrumental in creating trauma informed schools. The authors provide play, art, and narrative techniques and activities that educators can use to safely work therapeutically with traumatised children and youth.Trade Review" In this relatively brief book, Wallace and Lewis offer a comprehensive description of the benefits of play, art, and narrative (PAN) as tools for helping children deal with trauma. The first two sections review the theoretical and research background of the PAN curriculum as well as the nature and sources of trauma. The third section provides examples of specific activities to use with the children in helping them deal with the effects of their trauma. Because one of the authors is an art and play therapist, these suggestions are detailed, varied, and useful. The authors specifically review the fight/flight/freeze responses typical of those traumatized as well as examples of teachers’ reactions to children’s classroom behaviors. They also discuss the need for teachers to examine their own experiences and beliefs, in addition to sources of trauma, such as racism, dysfunctional families, crime, terrorism, and war. The analysis overall clearly describes the impact of traumas on cognitive development. Schools need to understand this problem and change their educational techniques to help children find ways to move beyond traumatic experiences and become competent learners and socially functional people." - S. Sugarman, Bennington College in CHOICE 58:6 (2021).Table of ContentsList of Figures and Tables Introduction PART 1: What Is PAN: Play Art Narrative? 1 Play  1 Beliefs and Theories about Play  2 Functions of Play  3 Play and Development: An Overview  4 Play & Empathy and Play & Therapy  5 So, How Important Is Play? 2 ART  1 Art Drawing and Child Development  2 Art and Literacy Learning  3 Therapeutic Aspects of the Arts  4 So How Important Is Art? 3 Narrative  1 Narrative and Identity  2 Oral Narratives and Literacy Learning  3 Narrative and Empathy  4 Narrative and Therapy  5 So How Important Is Narrative? PART 2: Childhood Trauma and School Introduction to Part 2 4 Trauma Informed Schools and Teaching  1 Social Justice  2 Decolonising Trauma Informed Practice  3 Trauma Informed Teaching and Schools  4 The Adverse Childhood Experiences (ACE)  5 What Are Flight, Fight, Freeze Responses?  6 Epigenetics  7 Attachment Styles and Close Relationships: Attachment Cues  8 Sensory Processing Disorder  9 Self-Regulation  10 Resiliency  11 How Traumas Afffect Children’s Ability to Learn  12 Principles That Guide Trauma Informed Education 5 Teachers Self-Care and Resiliency  1 Educator Self-Care  2 Talking to Children about Racism  3 LGBT+2 Children and Youth  4 Anger  5 Resiliency  6 Self-Assessment for Becoming a Trauma Informed Teacher PART 3: Using PAN in Trauma Informed Teaching Introduction to Part 3 6 Trauma Informed Art and Play Environments  1 Exercises for Emotional Self-Control and Self-Regulation  2 Playing Self-Regulation Games  3 Self-Esteem  4 Relationship Skills  5 Anger Control  6 Social Skills  7 Attention and Focus  8 Summary 7 Mindfulness Activities for Children and Teachers  1 Teaching Focusing to Children  2 Working with Children Using Focusing and Art Therapy  3 Art Exercises for Children in Focused Centred Art Therapy  4 Resources 8 Trauma Resolution Workbook  1 What Is Trauma?  2 Fight/Flight/Freeze  3 Trauma Response: Fight/Flight/Freeze Index

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Book SynopsisCultural-Historical Activity Theory (CHAT) and other Vygotskian approaches are becoming increasingly popular among social scientists interested in studying human actions, thoughts and emotions in their cultural contexts. Building on non-dualist, dialectical materialist epistemological premises, these approaches, however, can pose important challenges to the scholar and the student aiming at first adopting them in their research. What are the concrete, method-related implications of CHAT perspectives for the way we do research in the field? Showcasing the work of well-established as well as emerging CHAT scholars, this volume presents from-the-field insights of non-dualist CHAT methodology for both newcomers and the initiated. Contributors are: Sylvie Barma, Michael Cole, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Chris Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.

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Book SynopsisThis book investigates the experiences of severely troubled children and their families, teachers, and child psychoanalytic psychotherapists working together in primary schools.The book begins by looking at childrenâs emotional life during the primary school years and what can disrupt ordinary, helpful social development and learning. It examines what child psychoanalytic psychotherapy is, how it works, and why it is offered in primary schools. The following chapters intersperse accounts of creative child psychoanalytic approaches with interviews with parents, carers, teachers, and clinicians. A section focusing on mainstream primary schools presents parentâchild interventions for a nursery class; child group psychotherapy with children from traumatized families; and consultation to school staff, with personal accounts from parents, a kinship carer, a family support worker, a deputy head, and a child psychotherapist. Chapters then focus on alternative educational settings, feTrade Review"Anyone working in education or with children will benefit from this excellent book, with examples and insights from families and professionals. As a teacher, I was especially interested in how early childhood anxieties and experiences can impact on the way a child manages school – manifest in behaviour that’s immediately noticeable even if the reasons for it are not, or in behaviour that’s not initially concerning and "goes under the radar". The book made me consider the work schools and psychotherapists need to do to ensure that our different approaches complement each other in supporting the children and families we work so hard with." - Don McGibbon, Head Teacher, Fleet Primary School"An excellent resource for professionals in education, social care and child mental health, and for parents who are unsure about their children receiving therapeutic help at school. The editor and contributors remain true to the tradition of psychoanalytic thinking about learning and teaching which has characterised the Tavistock Clinic’s approach for more than ninety years. At the same time, the book is absolutely up-to-date with the current socio-political context in which therapeutic services are based in schools, ensuring greater equity of access and closer links between teachers, parents and clinicians. Chapters include interviews with parents and teachers and vivid observations from classrooms and therapy sessions, providing convincing accounts of the psychoanalytic perspective." - Biddy Youell, Consultant Child and Adolescent Psychotherapist"This book provides detailed insight into children’s emotional health and the social/emotional factors that influence their well-being and ability to cope with home and school life. It provides a real-life account of the challenges faced by teachers and other professionals working with children with emotional difficulties on a day to day basis. The need for specialist child psychotherapy is greater than ever. The case studies and interviews demonstrate how child psychoanalytic psychotherapists, families and schools working together can provide effective intervention and support, allowing children’s emotional obstacles to be explored and overcome." - Karen Filiz, Acting Deputy Head, Early Years Foundation Stage and Inclusion Lead, Beckford Primary SchoolTable of Contents1. Ordinary emotional development in the primary school years Dexter Benjamin and Francesca Benjamin2. Using child psychoanalytic psychotherapy in primary schoolsKatie Argent3. Tavistock child psychotherapy in schools: a brief history of a long relationshipMilly Jenkins 4. Early transitions: child psychotherapy in a school nurseryKathryn Fenton and Anya Suschitzky5. Children’s group psychotherapy in a mainstream primary schoolMarta Cioeta6. Parents’ experience of a child psychotherapy outreach service: Isha and SheikhInterview by Milly Jenkins7. "I just thought I’m doing something wrong if she needs therapy": a grandmother's experienceMel Serlin8. Conversations across education and mental health in a mainstream primary school Interview by Milly Jenkins9. Slow movements that create hope: psychotherapy with a boy diagnosed with ASDCarlos Vasquez10. From exclusion to inclusion: developmental group work in a primary pupil referral unitFiona Henderson11. A parent’s experience of child psychotherapy approaches in a primary pupil referral unit: LenaInterview by Milly Jenkins12. Working outside the therapy room in a therapeutic schoolRuth Glover13. Personal perspectives across education and mental health in a therapeutic schoolInterviews by Milly Jenkins14. Evidencing child psychoanalytic psychotherapy in primary schools: a case example Marta Cioeta and Jocelyn Catty

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Book SynopsisOne of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on how to support children and young people on a voyage of self-discovery, as they learn to be their own best friend. The book offers research-driven, practical strategies, along with creative material and step-by-step lesson plans to support educators and health professionals. This is a resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care; both now and in the future.Chapters span key topics including Developing Resilience, Positive Thinking, Emotional Awareness and Self-Efficacy. A complete toolkit for teachers and counsellors, this book offers: Easy to follow and flexible lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work Resources that are linked to the PSHE and WellTable of ContentsIntroduction Chapter 1 Developing resilience Chapter 2 Problem solving Chapter 3 Emotional reactivity Chapter 4 Positive thinking Chapter 5 Emotional awareness and self-regulation Chaoter 6 Empathy Chapter 7 Self-efficacy and responsibility Bibliography

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Book SynopsisOne of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on developing the skills necessary to build and maintain successful relationships. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. Chapters span key topics including Communication, Respecting Yourself and Others, Resolving Conflict and Team Building. A complete toolkit for teachers and counsellors, this book offers: â Easy-to-follow and flexible lesson plans that can be adapted and personalised for use in lessons, smaller groups or 1:1 work. â Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3. â New research, âCircles for Learningâ, where the introduction of baby observation into the classroom by a teacher is used to understand and develop self-awareness, skills for learning, relationships, neuroscience and awareness of others. â STable of Contents1. Communication 2. Respecting Yourself and Others 3. Friendship 4. Participation 5. Resolving Conflict 6. Team Building and Collaboration

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Book SynopsisHow does growing up in a military family affect the educational experiences of children and youth? What can K-12 school practitioners do to support these students' academic, behavioral, and socialâemotional success? This book describes effective ways to help students and their families navigate such challenges as relocation, school transitions, and parental deployment. Pamela Fenning presents strengths-based assessment, intervention, and prevention strategies that reflect deep knowledge of military culture and fit perfectly within a schoolwide multi-tiered system of support (MTSS). In a convenient large-size format, the book includes a reproducible data collection form that can be downloaded and printed for repeated use. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"Fenning provides school psychologists and counselors with information and resources to support military children in the academic, mental health, and social arenas. She gets down to the brass tacks about the hurdles that these youth and their families often face. Implementation of MTSS with military students is explained, as are legal issues that affect military children in public schools. All chapters feature case studies that bring the information to life for the school psychologist and counselor. This book is a 'must have' for Case Study Committees or IEP teams tackling how best to meet the needs of military students in a school."-- Mark C. Pisano, EdD, NCSP, school psychologist, Fort Bragg Schools, Department of Defense Education Activity; Coordinator, Military Families Interest Group, National Association of School Psychologists "Military-connected youth and families are among the least understood and most underserved populations in schools, making this book essential reading. Administrators, teachers, and school-based mental health professionals will benefit from the practical knowledge and resources provided to meet military students' developmental, academic, and social–emotional needs. A strengths-based MTSS approach that builds on the individual’s resiliency serves as the foundation. The unique stressors of deployment, multiple moves, and grief and loss are addressed, as are considerations for students with special needs. The content is relevant to the full range of military families, both active duty and reserve. As someone with direct experience working with Department of Defense schools, I believe this book fills a tremendous gap."--Melissa A. Louvar Reeves, PhD, NCSP, LCMHC, School Psychology Program, Winthrop University; past president, National Association of School Psychologists "This user-friendly, practical book is an essential guide for understanding the unique strengths and challenges of military children and families. Case studies are used to illustrate how various evidence-based programs and practices can be integrated within a multi-tiered model of service delivery. It is very likely that students in any given school, regardless of proximity to a military installation, have family members serving in the military. School psychologists play a critical role in supporting the strengths and resiliency of these students. The book synthesizes research findings and includes insightful examples, as well as links to a wealth of resources, to help practitioners provide appropriate support."--Abigail Harris, PhD, NCSP, School Psychology Program, Fordham University-This is a solid resource for school psychologists to better understand the needs and available support for students of military families whether at DOD or private/civilian schools. The information is concise and focused with abundant references directing readers to additional resources.--Doody's Review Service, 02/04/2022ƒƒEarly in my career, I was assigned an elementary and a high school serving large numbers of students from both a Navy and an Air Force base. I wish I had this text as a resource, to be more aware of and effective in serving this unique population.--NASP Communiqué, 11/01/2022Table of Contents1. Strengths and Needs of Military Youth and Families in Schools: The Role of School Psychologists 2. Educational Settings Attended by Military Youth: Contextual Considerations and Case Studies 3. Universal Screening Data and Multi-Tiered Systems of Support for Military Children 4. Promoting Healthy Social Development 5. Delivery of Mental Health Supports 6. Support during School Transitions, with Gina Coffee 7. Legal Aspects of School Supports for Military Youth 8. Conclusions and Future Directions References Index

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Book SynopsisWhen Highfurlong School welcomed their new school dog, Doodles, they couldn't have imagined the many ways in which he would change school life for the better.From helping to cheer up an upset child to developing a sense of collective responsibility, the benefits both to pupils' learning and social and emotional wellbeing have been significant and surprising. Packed with heartwarming stories, amusing anecdotes and useful insights, this is essential reading for teachers and school management thinking about including a school dog on their 'staff'.Table of Contents1. The Benefits of Animals as Therapy. 2. The Decision to use a Puppy. 3. Top Tips for Choosing your Puppy. 4. Introducing your Puppy to School. 5. Practical Issues and Finances. 6. The Puppy's Intended Remit in School. 7. Doodles' Success - Extra Curricular. 8. Doodles with the Children - Case Studies. 9. The Unexpected Benefits of Doodles. 10. How Doodles is used in Lessons. 11. Other Therapy Dogs. 12. Mischievous Doodles. 13. Future Plans.

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Book SynopsisSetting out a year-long curriculum based programme for education and youth professionals, this book provides a challenging and engaging workshop-based approach to developing school engagement and ambitions in young people aged 11-18. The programme, which is informed by CBT, helps professionals to understand barriers to young people's school engagement and learning. It outlines a case for a practical, well-rounded curriculum that readies students for life post-education through eight core themes, including 'believing in me', 'money matters' and 'business basics'. The second part of the book is a photocopiable manual for use in classroom settings, making this an essential, hands-on manual for nurturing young people's life skills.Trade ReviewThis is a fantastic resource for anyone working with adolescents. Backed by research, the author uses a holistic approach with practical and fun activities, case studies, and much more to prepare adolescents to be successful in life and careers in today's ever-changing world. This resource is packed with information and ideas that are applicable to many different settings. I highly recommend. -- Lindsey Joiner, Author of The Big Book of Therapeutic Activity Ideas for Children and Teens: and The Big Book of EVEN MORE Therapeutic Activity Ideas for Children and TeensThis evidence based practical resource will be invaluable to professionals in both school settings and the community. Giant takes a positive respectful view of young people, realistic about the challenges and imbalances in opportunity facing them and their enormous potential for growth. Beautifully structured, providing information and inspiration in order to enable young people to cultivate positive self-regard and develop practical flexible and transferable life skills. -- Carolyn Mumby, chair of BACP coaching divisionTable of ContentsPART I. Introduction; 1. Defining Aspirations; 2. Aspirations and Gender; 3. Aspirations and Ethnicity; 4. Motivation; PART II. The Readiness for Life Programme; 5. Aims; 6. The Structure of the RfL Programme; 7. Themes; 8. Creating the Learning Environment; 9. Delivering the RfL Curriculum; 10. Monitoring and Evaluation; PART III. The Readiness for Life Curriculum; Curriculum Resources; Appendices; Appendix I - Tool to identify students to participate in RfL; Appendix II - RfL Student Questionnnaire; Appendix III - Certificate template

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Book SynopsisUsing the successful implementation achieved at Yeading Junior School, this book provides strategies and advice about how to widely implement character education in schools. This helpful guide answers the following questions schools and teachers have when considering how to develop character education:· What character virtues are important in primary education? · How can these be cultivated within the formal and informal curricula? · How do we know if strategies are working and successful? · What constitutes evidence of best practice? With contributions from professional practitioners ranging from building partnerships in the community, intergenerational learning, using character virtues in work with vulnerable children and children with SEND, financial literacy and the diverse religious context of primary education, the book explores the opportunities for developing character virtues and virtue literacy with the purpose of supporting pupils to flourish in society. With the help of this book, schools can create an environment and ethos where learners are not only successful but can make a real difference to the world.Trade ReviewGiven the current global climate of political, societal and environmental uncertainty, the drive to ensure that education leads the way to create a better future for the world is in the spotlight. This book is timely: the powerful collaboration of academic, published scholars and professional practitioners at Yeading Junior School offers the reader an optimistic perspective through character education. The preface provides clear definitions and the historical perspective whilst, in the main chapters, staff openly and generously share their values, rationale and inspirational practice. The extent, depth and variety of endeavours of all stake holders as social agents of change for the better must be championed. Most importantly, the strength of pupil voice; the impact on pupil confidence and achievement is an incentive to investigate the virtues of character education.Finally, the reader is challenged to analyse and question the arguments presented so that this is not seen as a panacea or tag on "cure all" for the future. All teachers will find this book of great interest and be able to absorb some very practical strategies and insights; also, members of senior leadership teams would find this an invaluable resource. -- Julie Mansfield, Educational Psychologist and Senior Lecturer in Primary EducationTable of ContentsPreface - Character Education in the 21st Century; 1. Why Character Education at Yeading Junior School? Carole Jones, Headteacher at Yeading Junior School; 2. Interfaith at Yeading Junior School. Elenor Paul, Religious Education Co-ordinator and teacher, Yeading Junior School; 3. Language Learning and Acquisition. Jean-Michel Ballay, Assistant Head and Specialist MFL teacher, Yeading Junior School; 4. Building Networks and Partnerships. Carole Jones; 5. Multi-generational work. Angela Flux, MHA Northwood Live at Home scheme manager/Co-chair of School Governors; 6. Character Education within the 'Me Zone'. Amanda Wyatt, School Social Worker and Edith Iwobi, Learning Mentor, Yeading Junior School; 7. Financial Literacy and Character Education. David Moran and Carole Jones; 8. Engendering Pride and the Road to Achievement. Carole Jones; 9. Where next for 'the cultivation of virtuous children'? David Aldridge; Appendix A. United States Senate (2014) RESOLUTION: "National Character Counts Week"; Appendix B. Key Principles for/of Character Education; Appendix C. Promoting fundamental British values as part of SMSC in schools; Appendix D. Classification of 6 Virtues and 24 Character Strengths

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Book SynopsisThe Teacher Toolbox for a Calm and Connected Classroom is a whole-child, whole-hearted approach to teaching, wellness, and student--teacher relationships.Chock-full of practical advice and brain-based tools from an experienced teacher and counselor, this book solves the question of how psychology and education can enrich and empower both teachers and students' wellness. Peppered with relatable anecdotes from the authors' experiences, the book deals with how to help unpack the' "invisible backpack" that both teachers and students bring into the classroom. Chapters are broken down to show how to practically address common issues such challenging behavior, social-emotional learning, trauma-informed education, attachment theory, mindfulness, mental health and much more. Each chapter outlines these common challenges but also provides an abundance of practical tools that can be used to help. Written accessibly, and with tools which are easy to implement, The Teacher Toolbox for a Calm and Connected Classroom is an indispensable guide for any teacher.Trade ReviewAs someone who supports educator leaders at the National Education Association, I know that a calm and connected teacher is a calm and connected leader. All educators should have the opportunity to read this book and the support to implement its practices. In a world consumed by a global pandemic, Joanna Schwartz's insistence on the importance of mental health in schools has never been more timely and important. -- Annelise Cohon, Senior Policy/Program Specialist, National Education AssociationWe take for granted that educators know how to develop, maintain and enhance relationships with students of any age. This book is crammed with an extraordinary array of simple, easy and practical ways to connect with young people, to understand what their behaviour might mean, to understand our own assumptions and biases, and to help them (and ourselves) to cope when it is all too much. -- Marg Thorsborne, Restorative Practitioner, Trainer, AuthorThe Teacher Toolbox for a Calm and Connected Classroom is an eye opening, practical, and engaging book that is written to be revisited over and over. It provides tools to help our students thrive, with a focus on the importance of teachers caring for both their students and their own overall well-being. This is a must read for EVERY teacher, at every grade level. -- Stacey R. Siegel, Elementary School Teacher, Philadelphia, PAI was blown away by the resources, the organization, and the ideas for connection found in this book. I was even more struck by the stories of children who needed us to take a second look at how we respond to their challenges. This book offers the right tools, strategies, and more importantly, the emphasis on relationship that a classroom needs to be trauma-informed and restorative in nature. It is great resource I imagine most teachers will return to over and over. -- Joe Brummer, Author, Building a Trauma-informed Restorative SchoolThis is the book I wish I had when I first embarked on my journey in education. Joanna writes from the perspective of a fellow teacher who knows, who understands, and who has developed actionable opportunities for readers to foster their own vulnerability, empathy, and self-compassion in this work. Thank you, Joanna, for highlighting not only the importance of self-care but also the necessity of community-care...especially in the post-COVID education environment. -- Danna Thomas, Founder, Happy Teacher RevolutionI love this book. It is inspirational, practical, wise and vitally important. It covers much that I recognize from my own work in relational and restorative practice yet in a way that is fresh, informative and utterly compelling. How could anyone resist reading a chapter on attachment theory entitled - Like Porcupines on a Cold Night? -- Dr Belinda Hopkins, Director of Transforming Conflict LtdTable of ContentsPart One: The Case for Relationships. Part Two: How to Deal with Adverse Childhood Experiences, Trauma and Chronic Stress in the Classroom. Part Three: Weathering the Storm: How to Prevent and Process Meltdowns, Burnout and Other Natural Disasters.

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Book SynopsisCreating Change for Vulnerable Teens tells the story of Tish Feilden and Jamie's Farm - a network of therapeutic farms dedicated to transforming the lives of disadvantaged children.Documenting Tish's experiences of working with truly remarkable teens who have faced huge challenges in their lives, the book describes how the farms help young people to thrive academically, socially and emotionally. She shares the approaches they have pioneered, including the critical importance of trust, of looking behind the behaviour and of really connecting with the desires and hopes of young people. If you have an interest in supporting vulnerable children or young people, this book provides a wealth of inspiration and ideas you can use, whatever the setting.Trade ReviewJamie's Farm, the project and the account, represents a liberating, creative antidote to the impoverished, pressurised sterility of many children's urban lives, lives not enlivened by an educational environment sufficiently resourced to broaden experience, listen, learn. Jamie's Farm is a liberating inspiration -- Rod Morgan, formerly Chief Inspector of Probation and Chairman of the Youth Justice Board for England and WalesThis is a book all secondary teachers should read and I wish I'd read it when I was a parent of teenagers too. Tish really understands the need for structure and boundaries teenagers need but also the complexity of this phase of our lives and the need to show empathy and space for communication and forgiveness. This is a book all secondary teachers should read and I wish I'd read it when I was a parent of teenagers too. Tish really understands the need for structure and boundaries teenagers need but also the complexity of this phase of our lives and the need to show empathy and space for communication and forgiveness. -- Dame Sally CoatesThe book I wish I'd read when my two were teenagers! Navigating teenage years isn't always easy but through first hand and personal experience Tish reassures and guides us through some of the challenges and behavioural patterns they may experience. You'll even recognise some of them in yourself! -- Sarah McCurdie, Parent and Jamie’s Farm SupporterTable of Contents1. Introduction. 2. The Context of Adolescence. 3. Adolescence. 4. Neuroscience and Development. 5. Defences. 6. Communication

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