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Book SynopsisFacing issues of violence and conflict, authors of textbooks for Religious Education (RE) choose a range of different strategies. While some try to write as non-controversially as possible about such issues, other authors choose to leave them completely out. Even in the academic study of religions, a well-established perspective is that religion is primarily something good, and important for societies as well as for human development. Such basic presumptions/perspectives are often nurtured by an apologetic orientation to the representation of religion. In some cases, religious violence and conflict are therefore considered disruptive forces that destroy what is "true," "authentic" and "valuable" in religion.Textbook Violence offers critical perspectives on how textbooks deal or not deal with issues of conflict and violence in religions. The volume's contributions provide examples from textbooks for university level as well as from RE in schools, and include discussions of conflict and violence in a range of different religious traditions. The contributors bring issues of religious violence and conflict into focus through such questions as: In what way is violence and/or conflict treated? Who are the authorial voices? What are their aims? Who is the reader being addressed? How are the representations of religions framed by value judgments?Beyond certain obvious ideological considerations (e.g., nationalism; the interests of religious pedagogues who contribute to textbooks in some countries), there are a number of different factors shaping representations of religions in textbooks - from commercial considerations and statutory stipulations to situations where publishers and national examination boards work closely together to produce textbooks with contents keyed to national exams. This means that authors have to face different expectations and considerations when writing textbooks. Textbook Violence will also include reflections on the choices such authors are facing.Table of ContentsIntroductionJames R. Lewis and Bengt-Ove Andreassen1. Reading Beyond the Lines: What Students Learn From their History TextbooksMichael H. Romanowski, Qatar University2. This is not a Religion!: "The Treachery of the Iages" of Aum, Yasukuni and Al-Qaeda in Japanese TextbooksSatoko Fujiwara, University of Tokyo3. Ignore the War, Concentrate on Peace: Textbook Analysis of Strategies in Post-Conflict Societies - A Praxeological ApproachZrinka Stimac, Georg Eckert Institute, Germany4. Colonial Conflicts: Absence, Inclusion and Indigenization in Textbook Presentations of Indigenous Peoples Torjer A. Olsen, University of Tromso5. Talking about Conflicts in Pursuit of the Common Good, or how to Handle Sensitive Topics while Learning about Religions: The Approach of the Ethics and Religious Culture Textbooks in Quebec Sivane Hirsch, Universite du Quebec a Trois- Rivieres6. Representations of Anti-Semitism and the Holocaust in RE Textbooks for Norwegian Upper Secondary SchoolSuzanne Anett Thobro, University of Tromso7. Aniconism and Images in Norwegian RE Textbooks: Representations and Historical ChangeSissel Undheim, University of Bergen8. Undermining Authority: The Representation of Buddhism and Discourse on Modernity in Religion Education TextbooksKai Arne Nyborg, University of Tromso 9. Significant or Insignificant Absence? Religion and Violence in RE Textbooks for Norwegian Teacher EducationBengt-Ove Andreassen10. Toward an Appreciation of Non-NormativityA Quasi-AutobiographyAaron W. Hughes, University of Rochester11. Self-Contradictions and Projected Otherness: Images of Sikh Militancy in the Writings of Orientalist Scholars and Contemporary Textbook AuthorsJames R. Lewis

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Book SynopsisConstructing "Data" in Religious Studies provides a critical introduction to the ways in which the category "data" is understood, produced, and deployed in the discipline of religious studies. The volume is organized into four different sections, entitled "Subjects," "Objects," "Scholars," and "Institutions," with an epilogue by Russell McCutcheon and Aaron Hughes. The volume's aim is to reflect, first, on the problems, strategies, and political structures through which scholars identify (and therefore create) data, and second, on the institutions, extensions, and applications of that data. The first three sections are spearheaded by a key essay and followed by four responses, all of which consider how the politics of the academy determine the very nature of the things we purport to study. The fourth section considers what these concepts look like as they are applied and further institutionalized in college and university structures, and itself includes four essays on "teaching," "departments," "research," and "labor." Finally, the epilogue closes the volume with a consideration on the politics of scholarly collegiality, transforming the data-makers (scholars) into data themselves.Table of ContentsIntroduction: , “If I Had A Nickel For Every Time…”: Thinking Critically About “Data” Leslie Dorrough Smith Part I: Subjects 1. Partitioning “Religion” and its Prehistories: Reflections on Categories, Narratives, and the Practice of Religious Studies Annette Yoshiko Reed, New York University Responses: 2. A More Subtle Violence: The Footnoting of “the Aboriginal Principle of Witnessing” by the Truth and Reconciliation Commission of Canada Adam Stewart, Crandall University 3. Categorization and Its Discontents M Adryael Tong, Fordham University (PhD candidate) 4. Categorizing Contrariety: Narrative and Taxonomy in the Construction of Sikhism John Soboslai, Montclair State University 5. Interrogating Categories with Ethnography: On the `Five Pillars’ of Islam Jennifer A. Selby, Memorial University of Newfoundland Part II: Objects 6. Objects and Objections: Methodological Reflections on the Data for Religious Studies Matthew C. Baldwin, Mars Hill University Responses: 7. The Red Hot Iron: Religion, Nonreligion, and the Material Petra Klug, University of Bremen 8. Surprised By History: A Response to Baldwin Holly White, Independent Scholar 9. Governance and Public Policy as Critical Objects of Investigation in the Study of Religion Peggy Schmeiser, University of Saskatchewan and University of Regina 10. Negative Dialektik and the Question Concerning the Relation Between Objects and Concepts: A Response to Matthew Baldwin Lucas Wright, University of California, Santa Barbara (PhD candidate) Part III: Scholars 11. “[T]he thing itself always steals away”: Scholars and the Constitution of Their Objects of Study Craig Martin, St Thomas Aquinas College Responses: 12. Scholars and the Framing of Objects Vaia Touna, University of Alabama 13. Serial Killers and Scholars of Religion Martha Smith Roberts, Denison University 14. Caffeinated & Half-Baked Realities: Religion as the Opium of the Scholar Jason WM Ellsworth, Dalhousie University (PhD candidate) 15. On the Seminal Adventure of the Trace: A Response to Craig Martin Joel Harrison, Northwestern University (PhD candidate) Part IV: Institutions 16. Labor: Finding the Devil in Indiana Jones: Mythologies of Work and the State of Academic Labor James Dennis LoRusso, Princeton University 17. Teaching: Teaching in the Ideological State of Religious Studies: Notes Towards a Pedagogical Future Richard Newton, University of Alabama 18. Departments: Competencies and Curricula: The Role of Academic Departments in Shaping the Study of Religion Rebekka King, Middle Tennessee State University 19. Research: Religious Studies Research In an Era of Neoliberalization Gregory D. Alles, McDaniel College Epilogue The Gatekeeping Rhetoric of Collegiality in the Study of Religion Aaron W. Hughes, University of Rochester, and Russell McCutcheon, University of Alabama

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Book SynopsisThe book, “Removing The Mask” is a selection of poems and writings which encapsulates the essences of change. While grounded in everyday experiences, these poems force the reflective side of our thinking to transport us to past happenings. These lived experiences capture memories of sadness and pain, and quickly create a sweet, balance through the equally uplifting passages which provide both empowerment and positivity for the reader. The book challenges the reader to explore how our experiences can affect how we process issues and how a lack of confidence can debilitate our sense of achievements, purpose, and self-worth. The book arrives at no specific solutions; instead it gently leads the reader to examine the questions stimulated by its content to journey through a host of personal experiences to arrive at a conclusion that is personal and empowering.

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Book SynopsisWhat social change has been achieved over the past 30 years?What have been the main barriers to progress?What great achievements can we identify and celebrate today?Marking Jessica Kingsley Publishers' 30th year of publishing books on social and behavioural issues, this book gathers together over 30 leading thinkers from diverse disciplines - from autism specialists and social workers through to trans rights activists and complementary therapists.Contributors provide a thoughtful account of how their field of expertise has changed over the past 30 years, and how they see it evolving in the future.Offering a unique insight into many professions, 30 Years of Social Change highlights much of the positive social change achieved in the past 30 years across these fields and the challenges we face in the future.Table of Contents1. How our understanding of and approach to autism has developed over 30 years. Tony Attwood. 2. The Stigma of Autism. Dr Luke Beardon. 3. What I have learnt over three decades as a child and adolescent psychiatrist. Nisha Dogra. 4. Therapeutic Communities: adapt or die!. Rex Haigh and Jan Lees. 5. Mental Health Stigma: Talking and Taboo. Sarah Carr. 6. Developments in Art Therapy over the Last 30 Years. Marian Liebmann. 7. Music Therapy. Grace Watts 8. What seest thou else? The past and future of forensic psychotherapy. Gwen Adshead. 9. Fake-News, Post Truth and the Glimmer of Hope: Some Changes in the Educational Landscape, 1987-2017. Paul Cooper. 10. A brief story of counselling in schools since 1987. Nick Luxmoore. 11. Children's rights and power. Priscilla Alderson. 12. Educational Psychology: The Last Thirty Years. Barbara Kelly. 13. Reflections on the past 30 years of restorative practice in the UK. Belinda Hopkins. 14. Social Work. Joyce Lishman. 15. Adult safeguarding. Michael Mandelstam. 16. 30 years of Service User Involvement and Advocacy. Peter Beresford. 17. Dementia: Reflections. Dawn Brooker. 18. Changing views of safeguarding children since 1987. Harriet Ward. 19. 30 Years of Social Work and the Media. Martin Barrow. 20. Breaking the Silence and Secrecy of Childhood Sexual Abuse. Christiane Sanderson. 21. 30 Years in the field of adoption and foster care. Kim Golding. 22. Other People's Children: Adoption. Sally Donovan. 23. Youth Work: Personal, Social and Political Education. Vanessa Rogers. 24. Occupational therapy. Winnie Dunn. 25. Using a 'Functional Nutrition' Approach. Lorraine Nicolle. 26. Chinese Medicine in the West. Nigel Ching. 27. Yoga Therapy: A Pleasant Surprise. Matthew Taylor. 28. Chinese medicine - journey from the fringes. 29. Aromatherapy Literature 2987-2017. Jennifer Peace Rhind. 30. Developments in Shiatsu over the last 30 years. Carola Beresford-Cooke. 31. Gender Diversity. CJ Atkinson.

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Book SynopsisThirteen months after Trump allegedly captured the allegiance of "the white working class," a strike wave-the first in over four decades-rocked the United States. Inspired by the wildcat victory in West Virginia, teachers in Oklahoma, Arizona, and across the country walked off their jobs and shut down their schools to demand better pay for educators, more funding for students, and an end to years of austerity.Confounding all expectations, these working-class rebellions erupted in regions with Republican electorates, weak unions, and bans on public sector strikes. By mobilizing to take their destinies into their own hands, red state school workers posed a clear alternative to politics-as-usual. And with similar actions now gaining steam in Los Angeles, Oakland, Denver, and Virginia, there is no sign that this upsurge will be short-lived. Red State Revolt is a compelling analysis of the emergence and development of this historic strike wave, with an eye to extracting its main strategic lessons for educators, labor organizers, and radicals across the country. A former high school teacher and longtime activist, Eric Blanc embedded himself into the rank-and-file leaderships of the walkouts, where he was given access to internal organizing meetings and secret Facebook groups inaccessible to most journalists. The result is one of the richest portraits of the labor movement to date, a story populated with the voices of school workers who are winning the fight for the soul of public education-and redrawing the political map of the country at large.Trade ReviewComprehensive and excellent -- Diane Ravitch, a historian of education, an education policy analyst, and a research professor at New York University. She is the author of Reign of ErrorIf you've not been reading Eric Blanc's reporting on the teacher strikes, you've been missing out. Far and away the smartest writing out there on the topic. -- Corey Robin, author of the Reactionary Mindhas anyone in American labor history ever covered a strike wave so closely? Has a labor writer ever been on the scene of so many different upsurges in so many geographically far-flight places in such a short amount of time? Has anyone ever covered these conflicts in a way that both captures the incredible sense of possibility that these strikes have put on the table while also remaining sober about what the strikers have achieved and failed to achieve, with both a bird's-eye view as an observer and a commitment to hearing from workers in their own words? Eric's work on these strikes has been superb. -- Micah Uetricht, author of Strike for AmericaBefore 2018, strikes had become so rare in this country that hardly anyone knew what they were. Then, seemingly out of nowhere, they began. Not in left-wing cities but in the reddest of red states. Not of white men in factories but of teachers, many of them women, many of them of color. Eric Blanc spent months with the strikers, talking to them on picket lines, listening to them in meetings, sharing with them on Facebook threads, and more. Like Orwell in Barcelona, he's given us a first-hand report from the front lines, making sense of the most improbable political story of an improbable decade. This is exhilarating reading about a movement that will be shaping politics for decades to come. -- Corey Robin, The Reactionary Mind: Conservatism from Edmund Burke to Donald TrumpEric Blanc has written the best on-the-ground description and explanation of the red state teachers' revolt. He was there and he understands that what happened is historic. The brave teachers who walked out in West Virginia, Oklahoma, Arizona, and other red states started a powerful trend. They give hope that the reactionary politics of the past forty years may be reversed by working people who realize that 'enough is enough.' Blanc's enthralling description of their struggles is a chronicle that should be widely read. -- Diane Ravitch, The Death and Life of the Great American School SystemRead this book to understand the many important lessons educators so powerfully taught about what it will take to rebuild a working-class movement, defeat Trumpism, and take on the billionaires. -- Jane McAlevey, No Shortcuts: Organizing for Power in the New Gilded AgeEric Blanc's compelling new book, "Red State Revolt", is a thoroughly researched and eloquently written story of one of the most powerful social movements of our time. His incisive reporting shows how teachers, through labor organizing and strategic strikes, are protecting and strengthening public education, the great equalizing force of any democratic society. -- Amy Goodman, Host & Executive Producer, Democracy Now!Read Eric Blanc's book! -- Sara Nelson, President of the Association of Flight Attendants-CWA[T]here could be real potential in a national campaign around basic needs like public education. For thinking through how to go about building that movement-how to connect struggles by the workers who provide such public goods to the communities that depend upon them, and above all how to deploy the power of our best weapon, the strike-Red State Revolt is indispensable. -- Samir Sonti * New Labor Forum 2019, Vol. 28(3) 107–119 *

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Book SynopsisUnderstanding Looked After Children is an accessible guide to understanding the mental health needs of children in foster care and the role of foster carers and support networks in helping these children.The authors provide foster carers with an insight into the psychological issues experienced by children in the care system, and the impact of these issues on the foster family. Chapters cover cultural, social and legal structures associated with foster care and both the relevant child psychology theory and examples drawn from real-life situations. The authors give advice on how to address common psychological issues in collaboration with multi-agency professionals, as well as how to access to statutory services. They also explain the possible impact of assessments on foster children and the causes and management of foster carers' own feelings of frustration, anger or disappointment with social and mental health services or the placement itself. Chapters are complemented by case studies, and the book includes a helpful glossary to common terminology.Understanding Looked After Children is essential reading for registered foster carers and those considering fostering, as well as adoptive parents, and a useful reference for trainee and experienced practitioners in the care system, including social workers, psychologists, counsellors, teachers and others looking after vulnerable children.Trade ReviewFostering is bout more than providing warmth, shelter, security and a family for looked after children. Rightly, this book acknowledges that looking after the most vulnerable children in our society requires everyone involved in their lives, to understand the mental health issues that they may have. It also acknowledges the potential impact of these issues on the foster carer who is looking after them... I would certainly recommend this book for those involved in fostering. I wish I had access to it 10 years ago when my fostering career began. -- Foster Care MagazineThe authors have the authority of experience, and they neither give an over-glowing picture of foster, nor condescend. Their book will be suitable for adoptive parents and by professionals, whether trainee or experienced. -- The PsychologistI am delighted that the foster care worforce, too often rather patronised by other childcare professionals, is being offered a text of this sophistication . The book consists of 10 chapters, with handy checklists, questionnaires and often subtly-chosen case studies... The book highlights the strengths carers need to stay attuned to the the child's feelings of powerlessness and disappointment. -- Children & Young People NowI could not think of any area of importance for foster carers not covered in this book. It is realistic in outlining the challenges, but avoids making fostering too daunting or expectations of carers unrealistic -- Seen and HeardTable of ContentsForeword. Acknowledgements. How To Read This Book. 1. Introduction. 2. Context. 3. Children in Need. 4. Relationships. 5. Visibility and Invisibility. 6. Psychological Issues for Looked After Children: Mental Health. 7. Psychological Issues for Looked After Children: Special Needs. 8. A Protective Shield: The Multi-agency System of Care. 9. Assessment through Intervention. 10. Moving On. 11. Thinking Ahead. 12. Conclusion. Glossary. Appendix A. Appendix B. Useful Resources. Subject index. Author index.

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Book SynopsisSpirituality is increasingly acknowledged to be an essential part of child development. David Hay argues for the inclusion of spiritual awareness as a cross-curricular element in the school syllabus to promote the development of morality and social cohesion.While culturally constructed pressures and the decline in institutional religion have led to the suppression of spiritual expression, children are, the author maintains, capable of profound and meaningful beliefs from an early age. A three-year research study into young children's spirituality and its survival value informs Hay's view that spirituality in education needs to overcome traditional approaches and should adopt a theory of spirituality that includes religion but is not confined to it.This stimulating book will encourage educators, parents and others involved in teaching children to consider new approaches to foster children's natural spiritual development.Trade ReviewThe Spirit of the Child is a ground-breaking book providing a theoretical and practical text that attempts to offset the dearth of research and literature relating to children's spiritual experiences. Contrary to the increasingly prevalent view that religion is out of date and out of touch, this broader consideration of spirituality could be a valuable tool for developing young people's understanding issues of social injustice and the dynamics of becoming disenfranchized from society. This is an excellent publication that should be key reading for everyone in our education community. -- Pastoral CareTable of ContentsPreface to the First Edition. Preface to the Revised Edition. Part I: Orientation. 1. What is Spirituality and Why Is It Important? 2. The Social Destruction of Spirituality. 3. Children's Spirituality - What We Know Already. 4. A Geography of the Spirit. Part II: Investigation. 5. How do you Talk with Children about Spirituality? 6. Listening to Children Talking, by Rebecca Nye. 7. Identifying the Core of Children's Spirituality, by Rebecca Nye. Part III: Reflection. 8. The Naturalness of Relational Consciousness. 9. Nurturing the Spirit of the Child. 10. Developments Since 1998. Notes. Bibliography. Index.

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Book SynopsisSchool refusal is a crippling condition in which children experience extreme anxiety or panic attacks when faced with everyday school life and this handbook aims to explore and raise awareness of the problem of school refusal in children and young people, and provide plans and strategies for education, health and social care professionals for identifying and addressing this problem.Combining educational and clinical perspectives, and with extensive use of case studies, the authors present recent research into the mental health problems associated with school refusal, such as anxiety and panic attacks, as well as the role that parental support plays in their children's school life. They also discuss the role of home tuition services and pupil referral units in extreme cases of school refusal, and provides concrete strategies for planning and organising services to manage the problem effectively.Understanding School Refusal is a valuable guide for professionals across the disciplines of education, health and social care, and will also be useful for training courses within these fields.Trade Review`A book written by a child psychiatrist, an educational psychologist (EP) and a teacher from a PRU on the challenging subject of school refusal looked promising. I wasn't disappointed. This book offers a comprehensive concise review of school non-attendance and school refusal, it covers the topic thoughtfully and effectively from the perspectives of educational professionals, clinicians and the family...The interventions with schools and families are explored with reference to case examples, in the final chapters space is given to the need for strategic planning and a dip into the research and findings on school refusal is provided. The point is well made that studies in the area are mostly health rather than ecucation based, lthis handbook hopefully will prompt some much needed education based research. It is a grounded informative book, offering systemic and interactive approaches to the examination fo school refusal, looking at issues within the family, the child and the school. The section relating to working with parents is particularly detailed and wide ranging. The authors offer in an appendix a demystifying handout for parents/carers...An excellent book that bring together educational and clinical perspectives, each EP service should have a copy.` -- Debate, Chris Walker, PSI-UKCombining educational and clinical perspectives, and with extensive use of case studies, the authors present recent research into the mental health problems associated with school refusal, such as anxiety and panic attacks, as well as the role that parental support plays in their children's school life. They also discuss the role of home tuition services and pupil referral units in extreme cases of school refusal, and provides concrete strategies for planning and organising services to manage the problem effectively. Understanding School Refusal is a valuable guide for professionals across the disciplines of education, health and social care, and will also be useful for training courses within these fields. -- Education TodayThis book, written in a clear, concise and jargon-free style, offers a number of illustrative case studies as well as practical examples of assessment forms and handouts for parents. It should prove useful to teachers, education welfare officers, school health advisers and others who work with children who are reluctant to attend school. School attendance and persistent absent are high on the government's agenda. Within this big picture of non-school attendance, school refusers have been a largely hidden and under-recognised small group. This volume should help ensure that they become less so. -- Research Policy and PlanningThis very readable little book address the issues surrounding school refusal and offers some very pratical ideas for rehabilitation of young people. This book is essential reading for those working with school refusers. -- Clinical Child Psychology and PsychiatryDr MS Thambirajah - is a consultant child and adolescent psychiatrist based in Walsall who has provided valuable insights into this complex area. The book is readable and does not rely on professional jargon but uses meaningful case studies to assist the reader in extracting the key themes.The book is appropriate for a wide range of educational practitioners including teachers, educational welfare officers and educational psychologists as well as colleagues in health-related services'. -- SpecialThis is an interesting and useful handbook for all professionals working with children and young people. It clearly defines the different types of school non-attendance,distinguishing between truancy, parent-condoned absence, and school refusal. Furthermore, it provides a clear rationale for managing a return to school programme. -- Therapy TodayTable of ContentsPreface. Abbreviations Used in the Book.1. Introduction: School Non-Attendance. 2. Identifying and Understanding School Refusal. 3. The Nature of Anxiety. 4. Assessment. 5. Principles of Intervention and Management. 6. Working with Parents and Children. 7. Supporting Children and Young People at School. 8. Role of Home Tuition and Pupil Referral Units. 9. Strategic Planning. Appendix I: What is Known about School Refusal: Research Findings. Appendix II: Specimen Assessment Form. Appendix III: Handout for Parents. References. Subject Index. Author Index.

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Book SynopsisGifted children are quick on the uptake, can be frustrated by repetition and easily become impatient when unchallenged. Challenging the Gifted Child outlines a tried and tested approach for encouraging able children to focus their active minds in a productive way and discover the joy and value of reading.The author explains the criteria for choosing appropriate reading for the child and describes ways to help deepen their understanding of both literature and language. Using examples from the author's extensive experience, this book encourages the development of independent learning skills and will help parents and educators to create a personalized reading programme for a gifted child at home or small groups of children in school. Photocopiable materials are included, along with samples of reading lists for different age groups.This book provides practical advice for working with advanced young readers and will be an ideal resource for anyone who has responsibility for educating a gifted child.Trade ReviewThis is a book for anyone who wants to create rich learning opportunities for children with advanced reading skills. Margaret Stevens's passion for developing a love of reading in children stems from her own experience as the mother of a gifted child, and her book is written with parents in mind as well as teachers. It will definetely appeal to home educators but would also be a valuable resource for teachers wanting to respond positively to parents looking for guidance on how to support their gifted child. She understands that gifted pupils left to their own devices do not always flourish; they often need a greater degree of stimulation and encouragement, and opportunities to express themselves in a freer, more creative way than the busy classroom allows. -- G & T UpdateTable of ContentsForeword. Preface. 1. The Nature of the Book. 2. Reading and Responding. 3. Inventing Open Challenges and Recording Progress. 4. Choosing and Juxtaposing the Books. 5. Practical Issues. 6. Language and Writing. 7. Looking to the Future. Further Reading. References. Index.

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Book SynopsisFor years, I have strongly advised adults to read Grief in Children because I believe it is the most sympathetically written and accessible book on the topic. It is the thoughtful distillation of many years' clinical experience of working with bereaved children and their families.'- from the foreword by Professor William YulePraise for the first edition:'This is a very user-friendly book. It is presented in a way which enables the reader to browse or go direct to a certain section, but at the same time is engaging enough to sustain one's interest to read the whole book.'- Australian Social Work'Dyregrov's writing is clear in its description, and explicit in its advice, and demonstrates that the daunting task of helping a child through grief is both manageable and rewarding... The book will, I'm sure, become required reading for all those touched by the care of bereaved children.'- Bereavement Care'... a handy, small book ideal for teachers, social workers, counsellors, parents and others faced with the task of understanding children in grief and trying to help them.'- Association for Child Psychology and Psychiatry Newsletter'There is valuable material on grief at various ages and development... The question "What makes the grief worse?" is neatly answered and a brief, but useful, section alerts the helper to differences in the grief experienced by boys and girls. The chapters on care for bereaved children are packed with good sense and practical suggestions. Many interesting ideas are given on ways to deal with bereavement in the setting of the classroom. There is much to commend this handbook. It is of manageable length, giving information concisely and supplementing it with well-chosen quotations. A valuable book which I would recommend to my colleagues and to parents, to those who run playgroups and to any who seek to help young people in bereavement.'- Lifeline (Magazine of the National Association of Bereavement Services)This fully updated second edition of Grief in Children provides an accessible overview of children's understanding of death at different ages and gives a detailed outline of exactly how the adults around them can best help them cope.Whether a child experiences the death of a parent, sibling, other relation or friend, or of a classmate or teacher, it is important for those caring for bereaved children to know how to respond appropriately to the child's needs. This book deals with a range of common physical and psychological responses and describes the methods of approaching grief in children that have been shown to work best. The author provides guidance on how loss and bereavement should be handled at school, explains when it is appropriate to involve expert professional help and discusses the value of bereavement groups for children and support for caregivers.Illustrated with case studies and incorporating current research, this book is essential reading for parents, carers, counsellors, teachers and all those concerned with the welfare of bereaved children.Dr Atle Dyregrov is a clinical psychologist and Director of the Center for Crisis Psychology in Bergen, Norway, which he founded with a colleague in 1988. He is a member of the executive board of The Children and War Foundation and a founding member of the European Society for Traumatic Stress Studies. Dr Dyregrov is the author of numerous publications, journal articles, and books.Professor Emeritus William Yule is a clinical psychologist and Professor Emeritus of Applied Child Psychology at the Institute of Psychiatry, King's College London. He is Chair of the Children and War Foundation and Honorary Psychologist Advisor to the British Army. He was awarded the Lifetime Achievement Award by the International Society for Traumatic Stress Studies in 2005.Trade ReviewAmid the plethora of books on grief and children, these two books (Grief in Children and Grief in Young Children) ) in my view, essential reading... Both books are comprehensive, well referenced, and well written. Unlike some books that rely too heavily on personal anecdote, these make good use of brief vignettes to illustrate the text...Both books will be helpful to families, bereavement counsellors, and to a wide range of professionals involved in assessing and working with bereaved children and families. -- Children and Young People, Martin Newman Consultant in child and adolescent psychiatryOnce again Dyregrov's simple style with clear descriptions, many words from bereaved children and a wealth of information, grounded in his professional work, make for a book that is rich in content and information. It is a pleasure to read, despite the sadness of the topic... Dyregrov has led the way in guiding us. I rate his second edition highly. For those trying to help the bereaved children, it is essential reading, the chapter on handling death in schools being particularly relevant to teachers. -- Pharos InternationalDyregrov's book is recommened for its solid grounding in psychology and its reasoned, jargon-free advice. An extremely valuable resource for parents as well as professionals who work with children. -- Library Journal ReviewsThis is an excellent book, aimed at anyone who has children. It is ideal for childminders, nannies, nursery workers, teachers and parents alike. It helps those either working with children or parents of children to think about the effects grief has on a child and helps us to understand how they are feeling and how to help them cope with the grief. The content of the book is excellent and it really makes you think about how children deal with grief in their own way. We as adults deal with grief differently from children and we do not necessarily understand the effect it has on children. It gives ideas on how to help children deal with grief, the signs we can look out for in children, their behaviour and attitudes if they are experiencing grief, and how we can help them to come to terms with their loss. I would also refer to it for my own children if need be. An excellent book. -- The National Child Minding AssociationFirst published in 1991, Atle Dyregov's Grief in Children: A Handbook for adults is a stock reference title on child bereavement practitioners' shelves, often recommended to parents and other children's professionals. This second edition, helpfully indexed, has been fully updated with many new vignettes drawn from extensive practice with children and young people in Norway and internationally illustrating their varying responses in grief and the support they have received. Children and parents can feel overwhelmed and disconcerted by their grief reactions and in themselves. these case examples can offer some reassurance that others have experienced similar things. -- Children and SocietyAuthor Atle Dyregrov's second edition of Grief in Children does what it says on the tin. His clear and intelligent writing helps the reader understand children's reactions to the death of someone special and offers ways of helping bereaved children manage the tragedy that they are faced with. When I first read Dyregrov as a trainee counsellor, and bereaved as a child myself, I found it was one of the most relevant and informative that texts available. It is simply a classic. The book remains important, outstanding and enriching for any of us who meet bereaved. -- Children & Young People NowTable of ContentsIntroduction.1. Children's Grief and Crisis Reaction. 2. Different Types of Death. 3. Death and Crisis at Different Developmental Levels. 4. What Makes the Grief Worse? 5. Sex Differences in Children's Grief. 6. Care for Children in Grief and Crisis. 7. Guidelines for Taking Care of Children's Needs. 8. Handling Death in the Play Group and at School. 9. Crisis- or Grief-Therapy for Children. 10. Bereavement Groups for Children. 11. Caring for Oneself. Appendix A: Grief in Children - Guidelines for Care. References. Internet Resources.

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Book SynopsisPraise for the author:'Deborah Plummer uses imagination and empowerment to move children and adults from discouragement to success.'- The Canadian Child and Adolescent Psychiatry Review'Deborah Plummer shows a fundamental respect for a child's integrity whilst making sure her language and ideas are accessible to a wide range of people.' - Afasic NewsFeaturing a wealth of familiar and easy-to-learn games, this practical handbook is designed to foster successful social strategies for children aged 5-12, and will help adults to understand and reflect constructively on children's social skills.The book covers the theory behind the games in accessible language, and includes a broad range of enjoyable activities: active and passive, verbal and non-verbal, and for different sized groups. Deborah Plummer addresses issues that might arise when supporting children with a range of communication differences, including children with learning differences, and offers a variety of cognitive and behavioural strategies to help children to reinforce the skills explored in the games.This is an ideal resource for teachers, parents, carers and all those working to improve the social skills of children.Trade ReviewThis outstanding resource enhances and promotes a variety of social skills through the use of interactive games. Designed for use with young children, it can also be used with older students with special needs. Some 80 + games are included. Some are non-competitive, others are more demanding. Icebreakers and warm-up exercises are offered as a starting point. -- The TeacherThe book is easy to read, clearly presented and the inclusion of the theory behind the games and suggestions of how to put this into practice interesting and invaluable. It is designed as a resource for teachers, parents, carers and those working to improve the social sckills of children and would be an ideal resource for anyone looking for ways to support children in developing their social skills through games. -- NAPLIC NewsletterSocial Skills Games for Children is Deborah Plummer's third book... It is an excellent resource full of inclusive games for smaller and larger groups... Each game also includes suggestions for adaptations... This is a really useful handbook and resource which can be used across a variety of play situations and contexts. It is equally useful for play workers, those running nurture groups, and mid-day and other supervisory staff in schools... Where psychologists might be consulting on inclusion or social behaviour change this book also provides and excellent resource. -- Naomi Burgess, EP * Debate - British Psychological Society *Table of ContentsForeword by Professor Jannet Wright, De Montfort University. Part One: Theoretical and Practical Background. 1. Introduction. 2. Understanding Social Skills. 3. Why Use Games to Support Social Skills? 4. Structuring the Emotional Environment. 5. Transfer and Maintenance of Skills. 6. Self-reflection and Self-care. Bibliography. References. Part Two: Games for Social Skills. 7. Non-competitive Ways to Choose Groups and Group Leaders. 8. Getting to Know Each Other: Warm-ups and Ice-breakers. 9. Staying on Track: Self-awareness and Self-control. 10. Tuning in: Exploring Effective Listening and Effective Observation. 11. More than Just Talking: Communication Skills. 12. You and Me: Exploring Feelings and Developing Empathy. 13. You and Me Together: Building Co-operation and Negotiation Skills. 14. Got It!: Solving Problems in Group Interactions. 15. Wind Down and Celebrations. Appendix. Subject Index. Author Index. Acknowledgements.

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Book SynopsisPraise for the author:'Dyregrov's writing is clear in its description, and explicit in its advice, and demonstrates that the daunting task of helping a child through grief is both manageable and rewarding'- Bereavement Care'This insightful text will be of great help to all who care for pre-school children - parents, kindergarten teachers, ministers of religion, police, welfare workers - the list is endless. If they learn the values reflected in this small book, then bereaved children everywhere will grow up with far fewer hang-ups about the only certainty in life.'- from the foreword by Professor William YuleIt is a common misconception that pre-school children are not capable of experiencing grief in the same way that older children do. Grief in Young Children challenges this assumption, demonstrating that although young children may not express grief in the same way as older children, they still need to be supported through loss.Illustrated throughout with case examples, the author explores young children's reactions to death and loss, both immediately after the event and over time. For example, young children may engage in `magic thinking', believing that wishing that someone were dead can actually cause death, which leads to feelings of guilt. Full of practical advice on issues such as how to keep children in touch with their memories, answer their questions, allay their fears and explore their feelings through play, this accessible book enables adults to work with children to develop an acceptance of grief and an understanding of death and loss.This book is essential reading for parents, carers, counsellors and teachers, and is complemented by the companion volume Grief in Children: A Handbook for Adults, Second Edition, which caters for school-age children, also written by Atle Dyregrov and published by Jessica Kingsley Publishers.Trade ReviewAmid the plethora of books on grief and children, these two books (Grief in Children and Grief in Young Children) ) in my view, essential reading... Both books are comprehensive, well referenced, and well written. Unlike some books that rely too heavily on personal anecdote, these make good use of brief vignettes to illustrate the text... Both books will be helpful to families, bereavement counsellors, and to a wide range of professionals involved in assessing and working with bereaved children and families. -- Children and Young People, Martin Newman Consultant in child and adolescent psychiatryThis book is about grief in pre-school children, written by Norwegian psychologist Atle Dyregrov. It covers all the questions that might come up for parents, family or kindergarten techers. The advice given and the reasons for it are clear. It is enhanced by the liberal use of clinical anecdotes, useful for any adult helping a yound child with grief and loss. -- International association for Hospice and Palliative Care NewsletterIf you are an adult - counsellor or not - working with children of any age and can read only one book, make sure it is one of these two. Grief in young children is specifically about children from birth to school age. Grief in children covers all ages of children including some information about adolescents.Both books are written in easy-to-understand language, yet backed by the author's years of clinical experience of working with bereaved children and their families in a variety of places and circumstances. Up-to-date research is interwoven into the text with numerous references for further reading. The many vignettes that share children's own personal experiences and confusions bring a poignancy to the writing... Each book can be read in a short sitting, or used as a quick resource on particular topics. Dyregrov's thorough understanding of the key issues affecting grieving children is clearly reflected in his writing like no other author I have read. I highly recommend both books. -- Counselling Children and Young PeopleThis accessible book makes a rewarding read for all those involved in working with children. The chapters provided calm steps-by-step advice. Each statement is explained using psychological explanations of child development. Case studies and regular examples help illustrate the advice in practice. I would certainly refer to it in the future and recommend it to those who may need it. At only 90 pages long it is a handy, comforting and inspiring read. -- The PsychologistTable of Contents1. What Is Grief? 2. What Can Be Done to Help Children Who Have Suffered a Loss? 3. Children's Participation in Rituals. 4. How Do Children Process What Has Happened Over Time? 5. Supporting Children Over Time. 6. Advice to Parents. 7. Specific Advice. 8. Conclusion. Resources. Bibliography. Index

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Book SynopsisWhile some people look back on school as the 'best days of your life', for others the experience can be unpleasant and gruelling. Learning without School is a practical handbook for parents who want to educate their children at home but are unsure that they have the skills and know-how required to give their child the best education possible.This book explains what home education is; the advantages and disadvantages of choosing this route; how to begin home educating; what you need to do and how to help your child adjust; and how home education affects children's social skills and friendships. It also covers technical aspects, such as the curriculum, core subjects, exams and timetables. Ross Mountney also considers children with 'learning difficulties' or 'special needs' and how to approach home education differently for this group of children.Each chapter contains a summary of key points, useful websites, hints and tips and real-life case studies. This practical guide offers indispensible support for parents who are considering home education for their child, and includes a broad philosophy of education that will interest all parents and professionals involved in education and child welfare.Trade ReviewThe author writes in an engaging, easy to read style, with plenty of first-person stories about home-educated children; evidence is anecdotal rather than research-based... The author writes broadly about the range of personalised learning offered by the home educator; there are brief references to Jung and to Steiner-Waldorf but these are not developed. Useful websites and resources are given at the end of each chapter. -- British Psychological Society, DebateTable of ContentsIntroduction. Chapter 1: What is Home Education and why do people do it? Chapter 2: How do parents start Home Educating? Chapter 3: How do Home Educated children learn? Chapter 4: How do Home Educated children find friends and become socialised? Chapter 5: What about curriculum, subjects and timetables? Chapter 6: What about tests, exams and qualifications? Chapter 7: What is life like for a Home Educating family? Chapter 8: What about children with 'learning difficulties' and 'special needs'? Chapter 9: Where do Home Educated children end up? References. Index.

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Book SynopsisFor many children, the act of communication which most of us take for granted can be a struggle, and communicating with others can become something to fear rather than enjoy.This creative book is full of fun and imaginative ideas to help children aged 4—11 with a speech or language delay or disorder to develop their communication skills. It is packed with activities and games specifically tailored to help develop skills such as articulation, vocabulary development, breath control, conversation skills and non-verbal communication. Tips for personalising and shaping the activities are also provided. A comprehensive theory section supports the ideas presented, and practical advice on working with groups and individuals and in different settings is also given.This activity book will be an invaluable resource not only for speech and language therapists and students, but also for parents, teachers, carers and other support staff who are looking for creative ways to promote language development.Trade ReviewDeborah M. Plummer's "Helping Children to Improve Their Communication Skills: Therapeutic Activities for Teachers, Parents and Therapists" (9781843109594, $32.95) Packs in fun ideas to help kid ages 4-11 with a speech or language disorder to develop communication skills. Activities, games and techniques for helping kids develop specific skills accompany tips for customizing the activities and a theory section covering how play can be a therapeutic tool for enhancing communication. It's a fine activity book packed with working ideas to use with either groups or individuals and includes resources for speech and language therapists, students, teachers, parents and any working with kids. -- The Midwest Book ReviewThis is a comprehensive and thorough book for anyone working with children or young people with speech, language or communication difficulties... Throughout the book it is obvious to see he writer's total empathy with the children, her understanding that humour can assist in the learning process, and that so much can be learned from play and the need for constant genuine praise. Not only a useful book but a thoughtful, provoking land inspiring read too! -- Speaking EnglishThe range of activities is excellent... I feel this book would be of good value as a departmental resource, particularly if you work in group settings and can integrate therapy into classroom settings. -- Speech & Language Therapy in PracticeThis book encourages all those working with children with speech, language and communication needs to develop their creativity within a model of child centred reflective practice, acknowledging that our interaction with children has an effect at many different levels. Therapists, teachers, teaching assistants and parents will find a wealth of practical suggestions and a solid foundation of research within these pages. -- Mary Hampton, Chair, Association of Speech and Language Therapists in Independent Practice (ASLTIP), UKTable of ContentsAcknowledgements. Part 1. Theoretical and practical background. 1. Introduction: Developing a therapeutic imagination. 2. Communication well-being. 3. Play as a therapeutic tool for communication. 4. Structuring the emotional environment. 5. Working in different settings. Part 2. Activities and games. 6. Beyond the beanbag! 7. Big space activities and games. 8. Being creative with paper and pencil activities. 9. Role play, story-telling and guided imagery. 10. Conversation games. 11. Thinking skills activities. 12. Construction activities. 13. Parachute games. 14. Music and movement activities. Appendix. Keeping it all going: The transfer and maintenance of skills. Activities index. References.

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Book SynopsisIn A Child Sees God, Howard Worsley explores how we can all learn from a child's perspective of the world and shows how a child's eye view of the Bible reveals many interesting ideas about ethics and morality, and provides new ways of understanding these ancient stories.By asking families to read Bible stories to their children and discuss these stories with them, recording the ensuing conversations, Howard Worsley offers not only fresh insights into the meaning and significance of these stories but also reflections on how adults can use the Biblical text in the company of children at different stages of development. Following the theory that all stories ever written fall into one of seven categories, this book shows that the themes of the Bible are no different, dividing stories into sections containing texts of wonder, adventure and leadership, terror, justice and judgement, comfort and hope, comedy, and mercy and forgiveness.This fresh look at the Bible through the eyes of children will be a fascinating read for parents, teachers, ministers, and anyone with an interest in child spirituality or ethics.Trade ReviewEver wondered what your child or children are thinking about when you read the bible together? Well, if you are looking for a book that illustrates the freshness with which children can still respond to the Bible, and its relevance to life today, then A Child Sees God by Rev Dr. Howard Worsley, is that kind of training manual. It certainly provided an interesting insight into how children of varying ages, still respond to the Bible. -- TheGoodBookStall.org.ukHoward Worsley is a champion for children. He wants their voice to be heard, and for adults to fully appreciate the wisdom they have to offer. This book is a vehicle for achieving those aims, by exploring children's views and reflections about a selection of Bible stories... Sandwiched in between an introduction and a final chapter considering the implications of the findings, the core of the book is neatly divided into seven chapters according to the type of story discussed int them... One of the delights of this book is to see how children not only interpret the stories but how they make associations to their own worlds in order to make meaning... Nevertheless I suggest that all who are interested in listening to children with regards to how they make meaning with refernce to religion, scripture and spirituality will find this book of value, not only those living or working within the Christian tradition. -- Journal of Religious EducationChildren see what grown-ups miss. That is one reason why we should go on telling Bible stories to them. Dr Worsley's bold claim, in this fascinating and ground-breaking study, is that the church needs "the original vision of childhood" to renew its understanding of the Biblical texts. Children can show us what the Bible has to say to us all. They can also make us ask the right questions. This book is essential reading for any who have any lingering doubts about whether the Bible can be a children's book too. -- Church TimesTable of ContentsIntroduction. 1. Texts of Wonder. 2. Texts of Adventure and Leadership. 3. Texts of Terror. 4. Texts of Justice and Judgement. 5. Texts of Comfort and Hope. 6. Texts of Comedy. 7. Texts of Mercy and Forgiveness. 8. Implications for all Storytellers with Children. Conclusion. Appendix 1: Authentic Texts for Children. Appendix 2: Seven Basic Plots Selected. Bibliography. Further Reading.

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Book SynopsisIf you are considering placing a child with special needs at a new school, it can be difficult to know where to begin. Should you choose a special school, or a special unit within a mainstream school? What will be the involvement of therapists? Maybe home schooling would be best? Whether the child has autism, dyslexia or any other special educational, emotional or behavioural difficulty, this book will help you find the school that suits the child best. From drawing up a list of possibilities and setting up a school visit, to asking the right questions and recording your opinions in order to make an informed decision, Choosing a School for a Child with Special Needs will guide you through this complex and stressful process with confidence and ease.Whether you are a parent seeking a special school, a professional researching a school, or a teacher recommending what to look for in a school, this book is a must-have reference for anyone taking school placement seriously.Trade Reviewa significant resource that can help in ensuring that all parties involved in choosing a school for a child with special needs are aware of the questions that need to be asked. -- DebateThere is plenty of information in this book and its methodical approach gives lots of advice to help you choose a school for your child... As most parents see making the right choice of school as fundamental to their child's future life, this book is a very good place to start. -- CerebraThis guide is very thorough and has been impeccably researched by its author, an educational psychologist in independent practice... This would be a very useful guide for parents and parent partnership officers working together. Other educational professionals might also recommend it to parents. -- Naplic MattersRuth Birnbaum's aim to try and make education as accessible as possible for the children who often rely on others to be their advocates, is the key to the success of this book. She places herself firmly with the child and hopes that by alerting parents and professionals to the sort of questions they need to ask and the types of provision which will be suitable, the children will benefit. The result is a book that has in-depth information together with questions and checklists, on just about everything a parent or carer will need to be aware of as they approach the daunting task of selecting the educational provision which will best support their child with special educational needs. This book is a comprehensive survey and guide from an educational psychologist with a wealth of knowledge and experience to share. It will be invaluable to parents and carers and a most useful resource for educational professionals, schools and students.` -- PMLD LinkA comprehensive guide for parents in the selection of a school for their child. It gives detailed information on all aspect os Special Educational Needs (SEN) and the SEN Code of Practice, including the current law, range of educational provision and approaches, as well as the roles of professionals involved in assessment and therapy. She provides useful questions for parents to ask and a checklist to support parents through the selection process, finishing with a handy resources and websites section. This excellent book would also provide students and newly qualified therapists with an overview of the minefield that is SEN provision. It will go straight into our parents' library. -- Speech & Language Therapy in PracticeChoosing a School for a Child With Special Needs offers an outstanding survey telling parents how to place a child with special needs at a new school. From considering special units within mainstream schools to special schools and involving therapists or home schooling, this provides guidelines general enough to apply to a wide range of possibilities and child needs, pinpointing the factors that go into selecting the right institution. Any collection strong in education or special needs concerns will welcome this survey. -- The Midwest Book ReviewParents need access to such an enormous amount of information when they embark on their quest for choosing a school for their child with special educational needs, often at a time when they feel least able to find it. How reassuring to find a book that has everything under one cover! Ruth's book provides a full description of needs, interventions and models of delivery as well as a comprehensive list of questions for parents to ask - all in an extremely clear and 'user-friendly' layout. Her book will empower parents as they weave their way through a system that can often feel challenging and overwhelming. -- Joanna Burgess, Principal, Blossom House SchoolChoosing the right school is key to the development of any child and particularly children with special needs. Without the expert help and assistance of educational psychologists like Ruth, challenging the educational authorities to get the correct placements would be that much harder. Hopefully this book will help parents on this journey. -- Richard Budnyj, Secretary of FOLKSAt a time when it is increasingly difficult to have your special needs child statemented, and therefore gain access to the right school and much needed therapies that make a huge difference in the early years, a book such as this, written by Ruth Birnbaum, who has helped hundreds of desperate parents trying to access the right placement for their child, as I was, will be an enormous help in providing a path through the educational maze. -- Lady Astor of Hever, author and NAS ambassadorTable of ContentsAcknowledgements. Explanatory Terms. Introduction. Part 1 - Looking at Specific Definitions of Special Educational Needs. 1. The Definition of Special Educational Needs. 2. Communication and Interaction. 3. Cognition and Learning. 4. Behaviour, Emotional and Social Development. 5. Sensory and Physical Needs. 6. Complex Needs. 7. Medical Needs and School Trips. 8. The Current Law on Special Educational Needs. Part 2 - Understanding the Background. 9. Understanding the Child's Needs and the Role of Assessment by a Psychologist. 10. How to Draw Up a List of Schools. 11. Getting the Right Documents. Part 3 - Setting Up a Visit. 12. How to Set Up a Visit. 13. Looking at the Physical School Environment in General. 14. Looking at the Classroom Environment. 15. Making a Record of the School Visit. Part 4 - Looking at Specific Provision/Intervention. 16. Teaching for Specific Learning Difficulties. 17. Intervention for Sensory Needs. 18. Autistic Provision. 19. Music Therapy, Drama Therapy, Play Therapy and Psychotherapy. 20. Counselling and Mentoring. 21. Speech and Language Therapy. 22. Occupational Therapy. 23. Physiotherapy. Part 5 - Other Important Issues to Consider. 24. Integration and Inclusion. 25. Religious Beliefs, Co-Education, Small Classes, School Size and Transition. 26. Equality and Discrimination. Part 6 - Different School Models. 27. Mainstream Schools. 28. Special Units in Mainstream Schools. 29. Special Schools. 30. Dual Placements. 31. Pupil Referral Units. 32. Residential Schools. 33. Home Education. 34. Hospital Schools. 35. Studio Schools and Virtual Schools. Part 7 - Summary. 36. Evaluating the Findings. Bibliography. Resources and Useful Organisations. Websites. Index

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Book SynopsisMastering basic computer skills can be a daunting task for any busy teacher. This book provides a solution with simple instructions backed up by pictures of what the computer screen should look like at each stage of an activity. Use this book to: find out what your computer can do; save and organise work on your computer; create activities for children to work through in their own time; organise your class and include all children in activities; and maintain your computerTable of ContentsWhat's on the computer; Organising the screen; Creating screenshots; Rules for use; Organising groups/inclusion; Creating templates/activities; Surfing the Internet; Surfing for help with software; Saving your favourites; Maintenance

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Book SynopsisA sense of loss can have a very disturbing affect on children and can come about not only as a result of bereavement, but also after divorce/seperation, moving away from friends, moving between foster homes etc. This book looks at: understanding loss how different children react to loss listening to troubled children. Table of ContentsChapter 1 Understanding loss; Chapter 2 Listening to troubled children; Chapter 3 Bereavement; Chapter 4 Family separation;

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Book SynopsisProfessor J. Valentine Rice, erstwhile Chair of Education at Trinity College Dublin (1966-2005) to whom this volume of essays is dedicated in memoriam, engaged in the richness and diversity of education debate during the thirty-nine years that he held his academic post. His interests in the philosophy of education, Catholic education, human growth and guidance and the Irish language and culture are reflected in the essays by his former colleagues and students presented here. Whether it is the teaching of Irish, the involvement of the churches in education, the points system or the managerialism and "edunomics" of the universities, educational debate is vigorous and often passionate. The diversity of the themes of the contributions seems, on a first viewing, to indicate the lack of a common theme. On closer reflection, however, Val Rice's lifelong commitment to a view of education that must always be broad enough to encompass the many ways in which it aids genuine human flourishing, shines through. These essays are examples of the ways in which colleagues and students have responded to his influence as teacher, mentor, advocate and friend as they continue to work and engage in the broad field of education.

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Book SynopsisThe comprehensive guide to primary education.

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Book SynopsisUnderstanding child development through the prism of the Five Elements adds an exciting new dimension to western thinking on the nurture of children. It can not only explain patterns of behaviour in a new and helpful way, but suggest approaches and methods to help children, and groups of children, become more balanced and therefore happier, more resilient, and more open to learning and new experience.The authors explain in detail the characteristics of each of the Five Elements of Chinese thought (Wood, Fire, Earth, Metal and Water) with their distinctive modes of expression and potential associated difficulties, and describe the problems that can occur if a child's elements are not in balance. In doing so, they provide a completely new and accessible way of understanding the emotional and behavioural state, and developmental stage of a child, in and out of the classroom. They introduce a wide range of easy-to-do and entertaining exercises and group activities to balance the elements, both individually and in groups.This exciting and practical book will help anyone working with or caring for children to deepen their understanding of childhood behaviour in general, and of individual children in particular, and to take active steps to nurture their potential, including teachers, therapists, occupational therapists, Chinese medicine and other alternative medicine practitioners, and Qigong and martial arts teachers, as well as parents.Trade ReviewChildren at Their Best will be enriching for every therapist who works with children…I know from several years of practical experience that it is very ambitious and difficult to supplement eastern wisdom – here the Five Element teaching – and western analytical knowledge usefully, but this volume masters the challenge impressively. -- Dr Dorothea Zeise-Süss, member of the International Society of Traditional Japanese Medicine, author of Yamamoto New Scalp Acupuncture (YNSA) for PracticeReading this wonderful book, I imagine children laughing and jumping with joy and I deeply appreciate the opportunity of reading it. Both Western and Eastern approaches are well-understood and fused into a very new style merging “five elements” with “play”. This book will be a mariner's compass for developing each child's potential and personality. A child's smile is the treasure of the world. -- Sachiko Sugiyama, Acupuncturist, Daishi-Ryu, the Kanto region, JapanI love this practical guide for all involved with supporting children to develop their potential through understanding, in practical ways, how to integrate the ancient knowledge of the 5 elements. This knowledge is timeless and here are many practical ideas of how to include it in the modern world. It is even more important now than in ancient times, when children lived in much more direct contact with the elemental forces of nature. -- Suzanne Yates, shiatsu practitioner, birth educator and founder of Well MotherTable of ContentsIntroduction. 1. How do our Children Develop?: Overlapping the Western and Eastern View. 2. The Foundation of the Traditional 5-Elements and Their Relationship to Child Development. 3. The 5-Elements in Child Development: Wood, Fire, Earth, Metal, Water. 3.1. The Wood Element in Child Development. 3.2. The Fire Element in Child Development. 3.3. The Earth Element in Child Development. 3.4. The Metal Element in Child Development. 3.5. The Water Element in Child Development. 4. 5-Element Examples of Children in Everyday Life. 5. How We Work with Children and the 5-Elements. 6. The Role of Adults in 5-Element Work with Children. 7. Guidelines and Examples for Creating 5-Element Environments for Children in the Home, Schools, and Therapy Settings. 8. Ideas and Exercise Examples from Practice. Chapter 9. Example of a Five-Week Project and Community Event for Every Age. References. Index.

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Book SynopsisMeditation and Movement is an accessible series of structured relaxation and self-awareness sessions to help strengthen students' self-control, resilience and respect for both themselves and others. This course of fourteen one-hour structured sessions is suitable for groups of children, teens and youths, and especially beneficial for, but not limited to, use in schools with pupils with disabilities, special educational needs, self-esteem issues or behavioural difficulties. The course combines skills from different disciplines, and includes: meditation practices; therapeutic writing and talking tasks; movement and psychodrama play activities; and breathing, posture and movement techniques found in some martial arts. Complete with clear and full instructions and photocopiable worksheets, Meditation and Movement is straightforward enough for any enthusiastic non-'expert' leader to use with ease. An ideal course text for school teachers, school counsellors and psychologists, these structured sessions will also appeal to a variety of societies and associations, such as Buddhist, martial arts and drama groups.Trade ReviewThe author is generous with his descriptions of how to 'do' the activities and provides worksheets for photopcopying to support the sessions...The activities and exercises are not only purposeful but also great fun...This lovely and easily accessible book would be a great addition to the resources of any practitioner who works with young people. If you are feeling overwhelmed by the "weightiness" of the theories, please be encouraged by the author's note: "There is no need to be a 'specialist'. Enthusiasm and reading ahead are more than enough substitute for professonal 'expertise'. I am enthusiastic about this book." -- British Journal of Psychodrama and SociodramaTable of ContentsIntroduction. Session 1. Sitting Time. Stopwatch. What's Your Name? Writing and Talking. Self-Assessment Quiz. Movement and Games. Strolling. Animal Imitation. Stopwatch. Session 2. Sitting Time. Mindful Breathing. Writing and Talking. My Feelings, When… Movement and Games. Who's Your Partner? Session 3. Sitting Time. Mindful Breathing. Writing and Talking. Mood Quiz. Movement and Games. Review. Rocking in a Circle. Rocking with Partners. 'Magic Shop' Game. Session 4. Sitting Time. Mindful Breathing. Writing and Talking. Mood Quiz (Re-visited). Mood Quiz Vocabulary. Movement and Games. Pushing-Pulling. Mirroring. Pushing Up. 'Survival' Game. Session 5. Review. Sitting Time. Mindful Breathing. Writing and Talking Review. Movement and Games. Eyes Open – Eyes Closed. Knotted. Review. Session 6. Relaxation Exercises. Lying Down (1). Writing and Talking. Friendship Quiz. Making a Sociogram. Movement and Games. Who's Your Partner? (Re-visited). Sculpting In Pairs. Sculpting The Group. Guess Who? Session 7. Relaxation Exercises. Lying Down (2). Writing and Talking. Affirmations. Thoughts and Feelings. Movement and Games. Breaking In – Breaking Out. ABC. Session 8. Visualisations. Lying Down (3). Writing and Talking. What are your preferred senses? Movement and Games. Pushing Up (Re-visited). Pushing Up In A Circle. Freeze – Thaw. Session 9. Review. Relaxation and Visualisation with Music. Writing and Talking Review. Movement and Games. Eyes Open – Eyes Closed. Knotted. Review. Session 10. Mindful Breathing Meditation. Movement: Grounded. Feeling Grounded. Leg Swinging. Powerful Breathing. Strolling Powerfully. Chinese Boxing. Session 11. Mindful Breathing Meditation. Movement: Upper Body – Striking. Arm and Heel-Lifting Breathing. Powerful Breathing Voice. Striking Position. Jabbing. Striking. Reverse-Fist Striking. Session 12. Mindful Breathing Meditation. Movement: Upper Body – Blocking. Simple High Block ('Wiping'). Simple Middle Block ('Chopping'). Simple Low Block ('Sweeping'). Practicing Together. Session 13. Mindful Breathing Meditation. Movement: Lower Body – Kicking. Simple Front Kick. Simple Side Kick. Movement: Lower Body – Blocking. Simple Knee Block. Simple Foot Block. Practicing Together. Session 14. Review. Mindful Breathing Meditation. Movement: Upper Body and Lower Body. Upper Body – Striking Review. Rooster Fighting. Upper Body – Blocking Review. Bull Fighting. Lower Body – Kicking Review. Lower Body – Blocking Review. Practicing Together. Conclusion. Endnotes. References.

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Book SynopsisMoving to a new school can be a daunting prospect for the child with Asperger syndrome, and parents are often left feeling powerless to help prevent the anxiety and loss of confidence which may ensue. Clare Lawrence's new book provides parents of children with Asperger syndrome with practical advice on how to prepare their child for moving to a new school, and how to help make the transition as smooth as possible. A wide range of material is covered, including useful guidance on choosing the right school, supporting the child during the period prior to the move, and identifying and practising the different social rules and expectations of the new school. The strategies in the book can be adapted for children of all ages and include working out a transition time-line, identifying a named adult and 'safe haven' at the school, and effective communication between parents, teachers and support staff. This clear and accessible book will be an invaluable resource for parents of children with AS who are moving to a new school, and will also be of interest to the teachers and education professionals who work with them.Trade ReviewThis book is full of good practical tips for parents wanting to help their child manage the transition into a new school...The advice is tinged with reality, for example pointing out that although planning ransition might be helped by giving access to a timetable before the start of term this is rarely available. A worthwhile read for parents looking for advice for their child in the run up to the start of a new school term. -- Youthinmind.info/UKClare has combined her ability to articulate simply and concisely the ever complex issues surrounding AS and education with her depth of knowledge of the subject area to produce a valuable and intelligent book. I would certainly recommend this to any parent or professional involved with a child with AS who is facing transition and congratulate Clare on (another) excellent publication in this field. -- Dr Luke Beardon, Senior Lecturer in Autism, Sheffield Hallam UniversityWritten by the parent of a talented child with Asperger syndrome, Clare Lawrence's book offers a deceptively simple yet ingenious and insightful set of guidelines on how to cope with school transitions. Reflecting her background in teaching, Clare is able to illuminate with remarkable clarity not only the pitfalls that may await families an schools at this time, but also effective ways of avoiding them. I recommend this book to all parents of children with Asperger syndrome who are concerned their child may have difficulty coping with school transitions. If these recommendations were implemented widely, by teachers and parents, much distress and disruption experienced by families and schools could be averted. -- David Skuse, Professor of Child and Adolescent Psychiatry, UCL Institute of Child Health and Great Ormond Street Hospital for ChildrenThis is a much-needed book on a very important subject. Highly recommended. -- Carolyn Unsted, Deputy Director of Children's Services, LondonMoving schools for children on the spectrum can be a positive experience if approached in the right way. It requires an understanding of autism, knowledge of the individual child and planning. This book provides both parents and teachers with some excellent tips and strategies to make a successful school transition possible. -- Andrew Powell, National Austistic Society, UK Family Support Programmes Co-ordinator and authorTable of ContentsIntroduction. 1. Planning the Move. 1.1. Identifying the problem. 1.2. Planning ahead - the “2-year plan”. 1.3. Choosing the new school. 1.4. Involving wider autism professionals. 1.5. Preparing your child. 2. Before Moving On. 2.1. Collecting your data (what has worked up to now?). 2.2. Sharing information about your child. 2.3. Visiting the new school. 2.4. Collecting support information - photos, maps, curriculum textbooks, planners. 2.5. Identifying a named adult and 'safe haven'. 2.6. Identifying sensory difficulties and 'flagging them up' to the new school. 2.7. Identifying useful technologies. 2.8. Identifying key skills to be developed (and habits to be broken) and working them into the Education Plan. 2.9. Encouraging the 'named adult' to visit the current school. 2.10. Working out a 'transition time-line' with clear identification of responsibilities for all involved. 2.11. Dealing with rumour. 2.12. Adapting current strategies that work for supporting transition. 2.13. Utilising existing AS community of school. 2.14. Familiarising your child with the school and the concept of the school. 3. The Holidays. 3.1. Looking at strategies to minimise distress at leaving the old school. 3.2. Providing preparation and support during the holiday period. 3.3. Addressing practical issues. 3.4. Taking on a project. 3.5. Identifying and practising the different social 'rules' and expectations of the new school. 4. The First Days. 4.1. Considering a flexi-start. 4.2. Using support. 4.3. Checking his needs have been understood. 4.4. Providing practical and organisational support. 4.5. Monitoring and supporting homework. 4.6. Helping with management of workload. 4.7. Facilitating communication. 4.8. Ensuring that the 'simple' supports are in place (and remain so). 4.9. Accessing transition support from 'Asperger community' of school. 4.10. Evaluating the first days. 5. Into the Future. Appendix: Transition Check-list. Further Reading. Index.

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Book SynopsisHuman Givens therapy recognises and addresses innate needs - or 'givens' - common to all humans. The innovative approach is a highly effective way of dealing with the emotional difficulties faced by young people, and this book covers everything the practitioner needs to know about its theory and practice.This comprehensive resource offers an essential insight into the emotional well-being of adolescents and a detailed overview of the Human Givens approach, its therapeutic structure and potential outcomes. With a detailed exploration of each Human Givens need, the book provides useful assessment tools and practical interventions, all supported by photocopiable materials that include question sheets for the client and record charts for the practitioner. The book concludes with an informative case study taken from the author's research, which consists of a session-by-session therapeutic outline designed to communicate exactly how Human Givens works in practice.This complete guide to Human Givens therapy will equip educational, clinical and social care professionals working with adolescents with all they need to know to put this effective approach into action.Trade Reviewas an entry-level introduction to this brand of assessment and this approach, it lives up to its "practical guide" moniker. -- Counselling, Children and Young PeopleIt is so clearly written and attractively produced that it could be easily used to introduce young clients to the work and help them understand the attempt which will be made to help them. -- Young Minds Magazine, Terry Philpot, authorTHIS very welcome book is the first with "human givens" in the title that has been externally published and is base don the author's evidence-based research on the approach, carried out for a doctorate awarded by the University of Manchester. Yates, an educational and child psychologist, creatively adapts key ideas about needs and resources, and the APET and RIGAAR models for use with adolescents and includes plenty of reproducible worksheets. -- Human GivensThis book should prove invaluable to anyone who wants to help adolescents improve their emotional health and wellbeing. It represents a pioneering and original contribution to the application of Human Givens psychology with adolescents. -- Joe Griffin, cofounder of the Human Givens approachTable of ContentsPreface. About this Book. Part 1. 1. Adolescents and Emotional Well-Being. Organizational interest. Prevalence. Adolescents: A special population. Experiences posing a threat to development. Trauma. Adolescents and coping strategies. Therapy and adolescents: What works? Mediators of change. Human givens therapy with adolescents. Therapy in schools. Therapy in other settings. Supervision and competence in delivering therapies. 2. The Human Givens Approach. The values, principles and goals of human givens therapy. Human givens needs. Human givens resources. Distinctiveness and promising contributions of human givens therapy. Order of events in brain functioning. Human givens therapy and its use with adolescents. Explaining therapeutic models to young people. RIGAAR: The application of the human givens approach by professionals. Influence of psychological paradigms on human givens therapy. Human givens therapy: Evidence base. Studies involving human givens therapy. Training in human givens therapy. Evaluating human givens. Part 2. 3. Assessment in Human Givens Therapeutic Approaches. Assessment procedure: Identifying and recording needs. Assessment and identification of human givens needs. Connection to others. Connection to the wider community. Connection - friendships. Attention - giving and receiving. Achievement and competence. Autonomy and control. Privacy. Purpose and meaning. Security - feeling safe. Status. Other information to record. Assessment of severity of emotional symptoms. Assessment of life satisfaction and the LSS. LSS administration. Checkpoint. Part 3. 4. Intervention Structure. Recording information during contact with the young person. Introduction. The RIGAAR model: Structuring interventions. Interventions based on other therapies. APET and human givens interventions. Separating the person from the problem: Replacing anxiety with humour. 5. Interventions for Each of the Human Givens Needs. Introduction. Beyond the therapy room. Interventions according to human givens needs. 6. Laura. Introduction. Record of sessions. Post-therapy scores. How did human givens therapy increase Laura's emotional well-being? References.

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Book SynopsisAgain and again, young people return to the question, "Am I the same as other people or am I different?" It's a difficult question to answer. Everyone knows that they're the same as other people in lots of ways yet they suspect that they might also be different. Or they want to be different... Or they accuse other people of being different... Or they get beaten up for being different...This book is about young people trying to find answers, or at least trying to live more comfortably with the question. Using dozens of recognisable vignettes, Luxmoore explores young people's anxieties about ordinariness and extraordinariness, anxieties that affect everything: their behaviour, choices, relationships, happiness. He describes ways of working supportively and imaginatively with young people so that they can begin to find a better balance, enjoying their lives and achieving all sorts of things without losing sight of the fact that - underneath everything and like everyone else - they're ordinary, and there's nothing wrong with that. This original and thought-provoking book will enable professionals in counselling, teaching, youth work and youth justice to support young people struggling with these anxieties and the eternal question, "Am I normal?"Trade ReviewOverall, this text promotes considerations of professional practice on a number of levels and gently balances the professional and the personal on the same plane. As it is based around the school context it offers these considerations from a context and system well known to Educational Psychologists, thereby making this text, both a reflective and engaging read. -- DebateIt is short but enjoyable read, well written and masterfully told. -- Journal of Mental HealthThis is very readable book offers insights into some of the behaviours and attitudes of youngsters as they struggle to reconcile their need to be "special" or extraordinary with their desire to be normal... Bullying, teenage depression and rebellion can all be due to the tension between wanting to stand out and blend in, and the book describes ways of working with young people to help them find a balance that enables them to achieve while accepting their own ordinariness. This is aimed specifically at counsellors, but I found it enlightening as it explained some of the teenage behaviours that can seen so baffling and self-destructive. -- The SL (School Librarian)As someone who works with quieter, more withdrawn young people, I was particularly drawn to this book. Many of them wish to feel special, loved, uniquely valued, but at the same time they want to fit in and not feel weird or totally different from their peers... I could see how these stories could be used to discuss issues with young people to help them work towards their own solutions - help them to see that they are both very similar to and yet, each in their own way, quite different form anyone else. -- Children & Young People NowThe book will serve as a useful reminder, for professionals working with young people, of the complex contradictions that are often especially present during the teenage years... it is thought provoking and will make a useful resource for practitioners, particularly counsellors or those working in therapeutic relationships with young people. -- Youth in MindThis is an excellent book. Its 14 chapters -some quite short- are thoughtful and stimulating, theoretically sound but grounded in real life, lucid and readable. For those of us who want to understand a little better what makes our children and young people tick -not to mention ourselves- it has much to offer. I hope it will be widely read. -- Pastoral Care in Education: An International Journal of Personal, Social and Emotional DevelopmentTable of Contents1. Introduction. 2. A Story about difference. 3. Otherness. 4. Trying to be interesting. 5. Ordinariness and extraordinariness. 6. Special. 7. A brittle belief. 8. Ordinary death and ordinary sex. 9. The road not taken. 10. What if and what is. 11. A promised land. 12. Disillusioning. 13. Back to the garden. 14. Ordinary parents, ordinary professionals. 15. Afterword.

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Book Synopsis101 Things to Do on the Street is packed with creative and innovative ideas for street games and activities to help young people aged 11--19 explore personal, social and emotional issues.Specifically designed so that few resources or props are needed, the activities included are all practical, easy to follow, and above all, fun. As well as helping young people get to know each other, they explore issues such as gender stereotypes, offending behaviour, values, trust and street safety. They also aim to improve skills such as teamwork, communication, compromise and negotiation. From role-play and arts and crafts to discussion and quizzes, there are over 100 ideas to meet the needs of young people who choose to meet on the street, which can also be adapted for use elsewhere. This second edition includes information on what detached and outreach work is, tips and ideas on how to get started, staying safe guidelines, and over 30 revised or new activities. This invaluable resource will be used time and again by detached and outreach youth workers, mobile projects, community development officers, street wardens, and youth offending teams - in fact anyone working with young people who needs tried and tested ideas for games and activities to engage and motivate outside of building-based provision.Trade Review101 Things to Do on the Street has... a down - to - earth, practical approach, and includes tips, advice, and potential pitfalls to be mindful of when planning and delivering this type of service... a good resource for any youth worker to have in their kit.' - Counselling, Children and Young People.'The activities and tasks recommended cost very little and can be developed within minutes. There are many creative exercises such as quick photos, tie-dye, Halloween lanterns and some more challenging situations and quizzes for example, how much do you drink, leaving home, exploring attitudes... This is a book that will be used time and time again. I would also recommend this for teachers and counsellors, as some of the exercises are excellent for getting those difficult conversations started. -- Children's Webmag.Table of ContentsAcknowledgements. About the Author. Introduction. Icebreakers. Activities and Games. Projects. Evaluation.

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Book SynopsisThis is a fun, imaginative and creative resource designed to help children aged 7--13 get thinking and talking about their feelings and the issues that affect their lives.It is packed full with games and activities that help children explore their emotions and express themselves positively. Activities surrounding issues such as peer relationships and friendships, bullying, offending, participation and citizenship are designed to build self-esteem, raise aspirations and increase motivation. They will also enhance emotional well-being and develop protective behaviours, encouraging children to speak out rather than act out, and helping to keep them safe and happy.This is an ideal resource for all those working with children and looking for new and exciting ideas for games and activities, including teachers, youth workers, social workers and counsellors.Trade ReviewThis interesting resource book, written by a qualified teacher and social worker, contains 45 activities exploring feelings with children and young people. Sections cover: Making the Rules; Getting to Know Each Other; Expressing Yourself; Making Friends; and Endings. There are useful resources such as a parent/guardian consent form and ideas for group rules and antioppressive practice. Many of the activities include pages that can be photocopied (indicated by a tick mark in the top corner). Fun activities include My Home, Feeling Valued, Follow the Crowd and Jealousy Bag. Each activity is clearly explained, with sections covering the aim, what is needed and how to do it. -- Play TherapyThis book is full of ideas for games and activities that can be used with individuals or groups to facilitate emotional expression and/or socialization as well as promoting self-esteem. It could be successfully used for PSHE or circle time by teachers, but is also likely to be useful for other professionals e.eg. youth workers, counselors. -- Youth in MindThe book outlines a programme of games, activities and worksheets. The programme consists of five themes:· Making the Rules· Getting to Know Each Other· Expressing Yourself· Making Friends· Endings... what makes this book useful is that these resources are accompanied by a clear aim and methodology for using each resource, almost akin to a lesson plan. -- National Centre for Guidance in Education, Ireland.This book is designed to help children and young people identify and express feelings in an honest and appropriate way, within a group setting. The exercises are drawn from the author's experience in areas of teaching and youth work both at practitioner and management level... The activities and games in this book are simple to learn and most require a minimum of preparation. They are fun and accessible, and will encourage children and young people to express themselves within a group setting. However, all practitioners would be advised to be selective when using the exercises, and always with the client group and psyche at the forefront of the work. -- Jude Kidd, Freelance dramatherapist and supervisor * Dramatherapy *Table of ContentsAcknowledgements. Introduction. Part 1. Making the Rules. 1. Parent/Guardian Consent. 2. Consent Form. 3. Group Rules. 4. Group Graffiti Wall. 5. Individual Contracts. 6. My Action Plan. Part 2.. Getting to Know Each Other. 7. Introduction Circle. 8. My Timeline. 9. My Desert Island. 10. Spider's Web Map. 11. Share/Not Share. 12. Secrets. 13. The Truth, The Whole Truth... 14. This is Me! 15. Attitude Scale. 16. Colours. 17. Helping Hand. 18. Would You...? 19. Feelings File. 20. Things About Me. Part 4. Expressing Yourself. 21. Picture Pairs. 22. Act Out Feelings! 23. Talk, Talk. 24. Reflective Listening. 25. Don't Laugh At Me! 26. Images. 27. Late for School! 28. That Makes Me Angry! 29. I Don't Want To! 30. My Home. 31. Name That Feeling! 32. Feeling Valued. Part 5. Making Friends. 33. Friendship Line. 34. Magic Spell for a Friend. 35. Follow the Crowd. 36. Jealousy Bag. 37. Get Knotted! 38. My Space. 39. The Bus Stop. Part 6. Endings. 40. Positive Thoughts. 41. Today I... 42. Faces. 43. Circle Time. 44. Picture This. 45. Headlines. 46. Gifts.

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Book SynopsisDoes your child struggle with brushing their teeth? Is it difficult to get them dressed and undressed each day? Do they struggle to understand their body's relationship to the world?This book is brimming with simple ideas, activities and exercises to address these daily challenges that young children with autism face. Easy to carry out and to fit into your routines, they will help improve a child's sense of body awareness, coordination and motor skills, and address key tasks such as eating meals and healthy sleep. There are also ideas for tackling social challenges, including playing with friends, going on holiday and staying calm at school. The final chapter of the book explains the different support professionals parents of a child with autism are likely to encounter and how each can help their child.This jargon-free book shows how occupational therapy techniques can be used to help your young child with autism to live life to the full, and will be an essential tool for parents and carers.Trade ReviewThis guide to incorporating occupational therapy techniques into routine activities combines the expertise of Jacobs, an occupational therapist, and Betts (superintendent, Boyertown Area Sch. District). It introduces readers to autism spectrum disorders (ASD) and describes how ASD can affect areas like body awareness and the senses, then presents clear, simple activities that can be performed by families throughout the course of the day to work on specific issues. VERDICT: This work is an indispensable tool for parents and caregivers seeking to improve the lives of children with autism, whether they are performing daily tasks or just having fun. -- Library JournalDebra Jacobs and her co-author Dion Betts have developed an excellent resource for families who are struggling daily in their homes with challenges related to raising a child with an Autism Spectrum Disorder (ASD). ...This book provides families with multiple strategies for promoting daily life activities through sensory adaptations to routines. ... I applaud this book for promoting love, happiness, and function in families. -- From the Foreword by Carol A. Just, OTD, OTR/L, Department of Occupational Therapy, Thomas Jefferson University, USAQuite often when presented with a diagnosis of ASD it is difficult for a parent or carer to know how best to help their child. This book, by Debra Jacobs and Dion Betts, not only provides a veritable cornucopia of practical suggestions and insightful advice, it goes one step further. It teaches how to reach and relate to a young child with ASD in a calm, confidant and loving way. The writers have left nothing to chance. Starting with babyhood, they show how to maximize the learning potential of every waking moment and demonstrate how this can be fun for everyone involved. This book could stand alone as a handbook for raising all children, but combined with the authors' astute insight into autism, it is a triumph of empowerment. If you follow the advice set out in its pages you will, undoubtedly, be training your child with ASD to live life to the full. -- K.I. Al-Ghani, special educational needs teacher and author of Learning About Friendship and From Home to School with AutismTable of ContentsAcknowledgements. A Note About This Book. Foreword by Carol A. Just. Introduction. 1. Body Awareness. 2. Increasing Coordination. 3. Fine Motor Skills. 4. Understanding the World Through the Senses. 5. Daily Living Skills. 6. Activities in the Home, School and Community. 7. Calming Techniques. 8. Building Capacity: Optimizing Care and Treatment.

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Book SynopsisWhat is it like to work as a counsellor in schools? What relationship might a counsellor have with staff? How can a counsellor become a positive, integral part of school life? In this book, Nick Luxmoore shows how school counsellors can make a positive difference to the whole life of the school. Rather than being a service hidden behind closed doors, he shows how to take a whole-school approach to counselling, making it a normal part of school life. The book demonstrates how staff as well as students can benefit from counselling, and how professional boundaries and relationships can be maintained. Key therapeutic aims and how to develop the service are also covered. Drawing on over 26 years' experience as a school counsellor, Luxmoore combines vivid case material with psychotherapeutic theory to show counsellors how to provide an excellent service and make a positive contribution to the school. The book will be essential reading for school counsellors, headteachers, teachers, and anyone interested in effective counselling in schools.Trade ReviewNick Luxmoore knows a lot about schools, not least the fabric of their emotional lives. In this book he brings many years of experience, initially as teacher and later as a counsellor, to thinking about and making sense of the human complexities that reside within and between teachers, school staff, pupils and parents - complexities that make up the culture of the whole school. His text is alive with curiosity and good humour, unburdened by theoretical jargon (though he knows his theory) and peppered throughout with slices of engaging dialogue that illustrate so well what he believes to be important. If anyone, professional or otherwise, wants to understand the ordinary extraordinariness of school life, and the meaning and place of counselling in its midst, then this book is a must. It truly goes to the heart of the matter. -- Peter Wilson, Consultant Child and Adolescent Psychotherapist, Clinical Advisor, Place2Be, UK and author of Young Minds in Our SchoolsLife (especially the school counsellor's and young client's) has to be lived without the benefit of magicians. But Nick waves his wand over each chapter of this book, deftly sprinkling the gold dust of theoretical insight and practical wisdom that betrays someone who's earned the right to share. He traces with honesty and humour the interweave of the counsellor and the inner and outer life of the school system in which the work must be done – discerning and demonstrating how the participants can be most effectively and realistically in touch. Creative loitering (to steal Nick's phrase) within the pages of this book will ensure school counsellors steep themselves in a deep understanding of their role and opportunities, while never forgetting their non-magical status among other helpers on the premises. -- Eleanor Patrick, Editor, BACP Children and Young PeopleLuxmoore writes engagingly about how to fit in professionally, maintaining boundaries while building rapport... There are helpful chapter on relating to the head teacher and to parents, on the management of volunteer counsellors and on setting up and sustaining a peer support system. Luxmoore provides an almost fly-on-the-wall insight into the harassed atmosphere of schools. -- Meg Harper, Counsellor and Writer * Therapy Today.net *Table of Contents1. Introduction. Part One. The Context. 2. The idea of a counsellor. 3. Demystifying counselling. 4. Practical rules. 5. Therapists adapting. Part Two. The Therapy. 6. Containment. 7. Ambivalence. 8. The outside and the inside. 9. A sense of worth. 10. The anxieties of not knowing. Part Three. Developing The Service. 11. The Headteacher. 12. Volunteer counsellors. 13. Peer supporters. 14. Parents. Part Four. Life After School Counselling. 15. What happens next. References. Index.

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Book SynopsisThis is a programme to train young people how to be therapeutic mentors to younger children, with mentoring workshop outlines and creative, therapeutic activities to use.Peer mentoring is mutually beneficial: being a mentor can help young people in conflict situations who may not engage easily with adult intervention, and it also has therapeutic benefits for younger mentees. As well as training sessions for the mentors, the book provides outlines of mentoring workshops on issues such as bullying, conflict with parents, parental separation and change and transition. Creative ideas to use in the sessions, such as games, relaxation techniques, role play, and reframing activities, are provided, with photocopiable materials. Suitable for use with mentors aged 14-18 and mentees aged 9-13, this is an ideal resource to train peer mentors in therapeutic mentoring and for mentors to use in their sessions.Trade ReviewThis book makes a valuable contribution to the understanding of the stresses and emotional problems faced by young people today. More than that it gives easy, practical and safe advice on how anybody working with them can offer support... Hele's School in Plymouth has been running the KidsKope programme in the Sixth Form for four years and found it to be highly valued by all parties... KidsKope has given our students the opportunity to work through difficult times in their own lives, whilst helping younger children at the same time. A win/win situation for all involved, and one which they will not forget! -- From the Foreword by Andrea Ayres, Head of Post 16, Hele’s School, Plymouth, UKThe KidsKope approach trains young people aged 14 to 18 as mentors to facilitate mentoring sessions with 9 to 13 year-olds to understand, explore and cope with conflict they experience, including bullying, parental separation, conflict with parents, being a young carer, and change and transition, among others... Thus, in addition to practical approaches to facilitating peer mentoring, the training sessions provide resources to encourage mentors to understand what the specific behaviours of children and young people may be communicating. -- Kate Martin, independent consultant and director, Common Room Consulting * Children & Young People Now *Table of ContentsIntroduction: What is KidsKope and How Does it Work? 1. Why Mentoring? 2. Conflicts Experienced by Children. 3. Why Group Work and the Arts? 4. The Theory Supporting the Activities. 5. The Activities. 6. The Workshops. 7. Evaluation and Sign Off. Appendices. Further Reading. Conclusion.

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Book SynopsisBody worries are increasingly affecting younger children. Girls as young as five are worried about the way they look and their size, and a third of boys aged 8-12 are dieting to lose weight.This 16-session curriculum aims to provide children with the information and understanding they need in order to maintain and celebrate a healthy and positive body image. Focusing on building individual strengths and self-esteem, the sessions develop children's sense of identity and the ability to recognise and celebrate each other's strengths and talents. The influence of the media, peer pressure and healthy lifestyles are also covered. This ready-to-use curriculum includes a training session for staff, information about how to deliver the programme, guidelines on creating a whole-school approach, a parent workshop and creative activities with photocopiable worksheets.Focusing on an increasingly important issue, this is an ideal programme for teachers, youth workers and others working with children aged 7-11.Trade ReviewThis resource will prove a godsend for staff keen to boost young people's body confidence, self-esteem and resilience, but unsure where to start. The book boasts a series of engaging, interactive and relevant lessons, as well as developing teacher skills and knowledge to ensure safe and sensitive delivery of this comprehensive curriculum. -- Dr Pooky Knightsmith, Child & Adolescent Mental Health Specialist, and Author of Self-Harm and Eating Disorders in SchoolsIt is crucial to introduce body image education at the Primary School Stage. This book provides some great ideas on how to address this important topic, with well structured lessons which have clear links to the PSHE curriculum. -- Nicky Hutchinson & Chris Calland, authors of Body Image in the Primary School and education consultantsBeyond relevant in Education right now! With increasing access to social media, children from a young age require high quality education on positive body image and self worth. This book provides a practical way to do just that for educators, including key links to the national curriculum and the PSHE Association. -- Abbigael Bainton, teacher and PSHE co-ordinatorThis programme has answered a lot of the questions I had about the pupils I am working with and has enabled me to support them in a more effective and informed way. The resources are clearly linked to the curriculum, making it easy to include them in planning. I will be recommending this book to all the schools I support. -- Nicki Jennings, SEMH and Behaviour Specialist, Giraffe TrainingTable of ContentsIntroduction. 1. Why do we need to teach children about body image? 2. Purpose of this resource and links to the curriculum. 3. General guidance on delivering the programme. 4. Staff training. 5. The sessions. 6. Involving parents and carers. Further reading and resources. References.

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Book SynopsisThis fully updated third edition of Learning Through Child Observation is a handbook for professionals working in, or students preparing to work in, children's services. This accessible text examines the value of observation, its use in assessment and the practical aspects and methods of observational study. The authors focus on the importance of fully recognising the child's developmental and emotional state when intervening, and the need to see children 'holistically' and as unique individuals within the wider context of the family and community. This new edition reflects updates to policy and practice and further develops the critical perspective on contemporary thinking about childhood and observational methods. This edition has also expanded its focus to include observation of primary-aged children. A popular text, it will appeal to students and professionals in all children's services, whether in pre-school, schools, social care, mental health or health settings.Trade ReviewChild observation has a long history and this new edition of Mary Fawcett's popular title intriguingly reflects changing concerns for work with children over the past 20 years when the book first appeared. The embedded historicity in the most recent edition strengthens the book's main message, that we should attend carefully both the context of observation and to what we ourselves bring to that context through our own experiences. The book is aimed at a broad range of students who need to develop skills in using observation as they prepare for their particular place in the children's workforce, starting with a simple introduction to major theorists in the field of childhood studies, the different reasons to observe - to learn, to assess, to research, to safeguard and to be professionally alert - and different methods of observation from unstructured diaries to more structured approaches. The practicalities of observation are given due prominence alongside the importance of ethical considerations. Students will certainly value the chapter on what to do with the information they have gathered, how to manage the sometimes controversial links between observation and assessment and the importance of clarifying terminology when sharing observations in interprofessional contexts. -- Jan Georgeson, Research Fellow, Plymouth Institute of Education, UKTable of ContentsAcknowledgements. Introduction. Chapter 1. Why Observation Matters. Chapter 2. Views on Children and Childhood. Chapter 3. Changing Views of Child Observation. Chapter 4. Observational Methods and Practice. Chapter 5. Child Observation: Themes and Lines of Enquiry. Chapter 6. Observation and Assessment. Chapter 7. Supporting Child Observation. Chapter 8. The Reggio Emilia Approach. Chapter 9. Observation, Reflection and Documentation in Action: Co-Producing Research Tools with Room 13. Chapter 10. Conclusion. Appendix. References. Index.

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Book SynopsisThis practical resource is brimming with ideas and guidance for using simple ideas from speech and language pathology and occupational therapy to boost communication, sensory integration, and coordination skills in children on the autism spectrum. Suitable for use in the classroom, at home, and in community settings, it is packed with easy-to-follow, goal-oriented activities and lesson plans centering around arts and crafts, music-making, cookery, sensory activities, and skills for daily living. The activities all use materials and objects which are readily available in the home or classroom, and can easily be adapted to suit children of different abilities, including those who are non-verbal. This book is perfect for teachers, speech and language pathologists, and occupational therapists who need fresh and effective activity ideas for the classroom or therapy room, as well as for parents and other caregivers who want to help their child on the autism spectrum to speak, move, play...and learn!Trade ReviewIt is a book that speaks with an enthusiastic voice and encourages readers to be motivated to try new ideas. There is something for everyone involved in caring for and teaching children with Autism. -- The Word PoolLois Brady does all things well...from reviewing and applying the latest "app for autism" to creating and documenting effective techniques that connect our special kids to the world. In this book, two dedicated Occupational Therapists and two Speech and Language Therapists combine their "first-hand learnings, insights and wisdom" to help the rest of us unlock the mysteries of autism. Thank you Lois, America, Maciej and Corinda - and Jessica Kingsley - for doing what you do so well. -- Craig Evans, Founder, AutismHangout.comCreative, fun and informative! Everything a parent, teacher or professional could want in order to create easy lessons for kids on the autism spectrum. -- Joanne Lara, MA, founder of Autism Movement Therapy, IncThis book belongs on every teacher and parent's bookshelf. Its empowering and forward-thinking formulae are so much fun that entire classrooms will want to participate. A fun and functional book from experts who know how to get results. -- Laura Shumaker, author of A Regular Guy: Growing Up with AutismTable of ContentsIntroduction: How to Use This Book. Helpful Icons in this Book. Best Practices and Strategies that Help Guarantee Success. What is SPOT. Why it Works. How it Works. Who Should SPOT. Where To Spot. 1. Social Pragmatic Skills. 2. Assistive Technology. 3. Sensory Integration. 3.1. What is it?. 3.2. The Tactile System. 3.3. The Proprioceptive System. 3.4. The Vestibular System. 3.5. The Auditory System. 3.6. The Visual System. 4. "The Store" Augmentative Communication That Works. 4.1. Best Practices for The Store. 4.2. Activities 1-7. 5. Simply Sensory. 5.1. What's in the Bag. 5.2. Oral Motor Fun. 5.3. Scent Sense. 5.4. Stretch For Comfort. 5.5. Spring Seed. 5.6. Watcha Got?. 5.7. Noodle Dot to Dot. 5.8. Apple Card. 5.9. Beanie Shapes. 5.10. Smell That?. 6. Shake It!. 6.1. Shake Your Butter. 6.2. Shake Your Ice Cream. 6.3. Shake Your Pudding Paint (edible). 6.4. Shake Your Salad. 6.5. Shake Your Trail Mix. 6.6. Shake Your Morning Eggs. 7. Cooking. 7.1. Taco Treat. 7.2. PBJ Sandwich Shapes. 7.3. Lotsa Pasta. 7.4. French Toast Fingers and a Thumb. 7.5. English Muffin Pizza. 7.6. Fun Shape Pancakes. 7.7. Salsa Snack. 7.8. Tres Leches Cake - Three Milks Cake. 8. Artistry. 8.1. Safari Search. 8.2. Cheerios (revised version). 8.3. Fuzzy Sheep. 8.4. Noodle Painting. 8.5. Chinese Dragon or Nordic Water Serpent. 8.6. Paper "Me" Dolls. 8.7. What Am I? Collage. 9. Activities of Daily Living (ADL). 9.1. Hair Flair. 9.2. On Your Marks, Get Set, Get Dressed!. 9.3. Shoes and Socks. 9.4. Sock Ball Pitch. 10. The Miracle of Music. 10.1. The Tambourine. 10.2. The Flute. 10.3. The Drum. 10.4. The Box Guitar. 10.5. The Castanets. 10.6. The Ghungroos. 10.7. The Oboe. 10.8. The Me Band. 11. Success Stories. 12. References and Suggested Readings.

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Book SynopsisLife coaching is a great way to help children and young people build self-esteem, set positive goals and deal with difficult issues such as bullying, anxiety and poor body image.This book sets out what life coaching is and how it works, what the benefits are, and how to go about coaching children and young people. Part 1 covers the background, theory and different types of coaching, and Part 2 explores the life coaching model and different techniques used, with examples of how coaching works in practice and how to build skills. The third part contains activities and photocopiable worksheets to use in practice with young people. They include general activities to develop self-esteem, set goals and build confidence, as well as activities for specific issues such as bullying, poor body image, relationships and anxiety.Suitable for use with young people aged 9-16, this practical guide is ideal for coaches, teachers, counsellors and youth workers wanting to put coaching into practice with young people, and is also suitable for parents to use at home with their child.Trade ReviewGiant provides helpful case illustrations of working with children... The worksheets,, are indeed clear and well drawn and have been created with a view to reproduction... Some of the tools could also be used by teachers in PSHE lessons, at home by parents or carers. -- Carolyn Mumby, coach-therapist * BACP Children & Young People *This book describes working as a life coach with children and young people in different settings. The author explains concepts and strategies... what life coaching is, why it can be used with children and young people, its practice and its application in school an home settings... The author's descriptions of multiple possible levels of coaching in the school settings, composed of whole-school, curriculum- and pastoral-based programmes... The Activities and Worksheets section has a range of themed activities and resources that will appeal to different practitioners. New coaches will find a wealth of advice, support, tips and resource material... This is an interesting and useful book that I hope will stimulate more thinking and debate about what life coaching is and will prove a valuable resource to anyone who works with children and young people. -- Denise Yusuf, freelance coach * Coaching Today *Table of ContentsPart 1. Exploring Life Coaching for Kids. 1. Introduction. 2. What is Life Coaching? 3. Why Coach Kids? 4. Life Coaching in Action. 5. Using Life Coaching for Kids in Schools. 6. Life Coaching for Kids at Home. Part 2. The Coaching Model Explained. 7. The Coaching Mindset. 8. Goal Setting. 9. Challenging Negative Core Beliefs. 10. The Mind-Body Connection. 11. Cognitive Behavioral Therapy and Neuro-Linguistic Programming. Part 3. Life Coaching for Kids Activities. 12. How to Use the Activities and Resources. Theme 1. General Activities. Theme 2. Relationships. Theme 3. Body Image. Theme 4. Bullying. Theme 5. Confidence. Theme 6. Anxiety and Stress. References. Index.

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Book SynopsisFirst Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.Table of ContentsThe composition of American society; mainstream culture; observing America; schooling in the American cultural dialogue; conflict and accommodation; religious movements in America; the hinterland; mainstream and minority cultures - a Chicano perspective; the Afro-American in the cultural dialigue of the United States.

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Book SynopsisFirst Published in 1999. The aim of this book is to help schools to make better use of the resources of learning support assistants. It begins by examining the work of assistants who are employed to support the learning of children seen as having special educational needs. It outlines the major issues that I have found to be important with regard to the assistants' management, support and training. A key feature of this is the need for much of their staff development opportunities to be sited in school in order for training to be relevant, i.e. to meet the contextual needs of the assistants as they work as part of the overall provision to support the learning of a wide range of children and students.Table of ContentsPart 1 Context and Rationale; Chapter 1 Examining the work of learning support assistants; Chapter 2 Developing policy and practice; Chapter 3 Supporting change through staff development; Chapter 4 Organising collaborative enquiry; Part 2 Staff Development Materials; Chapter 5 Roles And Responsibilities; Chapter 6 Communication; Chapter 7 Consistency Of Approach; Chapter 8 A Working Team; Chapter 9 Developing Personal Skills; Chapter 10 Staff Development Needs;

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Book SynopsisThis series is designed to help teachers bring history topics to life through imaginative creative arts activities. Tudor activities in this pack include: creating clove pomanders and soap balls; painting miniatures; writing a Tudor menu; and Tudor recipe ideas.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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