Educational strategies and policy Books

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Book SynopsisChildren and teenagers often struggle to cope with anger, and angry feelings can boil over into aggression and destructive behaviour. This updated and extended resource takes a different approach to anger, teaching children how to be angry effectively, rather than telling them not to be angry at all.Encouraging appropriate anger management through group work and tailored lessons, the book is also accompanied by downloadable additional resources demonstrating the activities and offering adaptations for parents. Suitable for use with children and teenagers aged 5 - 18, this engaging resource will help children to overcome self-destructive patterns of passive, aggressive, and passive aggressive behaviour.Trade ReviewIn her revised edition of How to Be Angry: Strategies to Help Kids Express Anger Constructively, Signe has taken her original excellent work to an entire new level. This book integrates the current knowledge of how our brain grows and develops into this critically important topic. She has organized 20 sessions that educators, mental health workers or anyone working with children can use with children they support. It is a complete ready to use program that will help you teach children about this critical human emotion and allow them to recognize it and use anger constructively. Anger is an emotion that our children as well as the adults who serve them, can learn to feel and express in appropriate ways. This is an exceptional resource!! -- Michael McKnight - 4 Directions Seminars

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Book SynopsisDesigned for use in schools, this comic teaches children about restorative justice through the story of Jake and Ryan. After a misunderstanding between Jake and Ryan leads to a fight in the playground, both boys are left feeling angry and fearful about what might happen when they see each other again. Rather than keeping Jake and Ryan apart, their teacher arranges a restorative meeting to allow the boys to understand the situation from the other's perspective and transform their negative emotions into positive ones.This comic is a key resource in helping children aged 8-13 to understand restorative justice and prepare for a restorative meeting. The comic also features a resource section for teachers, explaining more about restorative practices and how they can be used in schools to foster respect and emotional literacy among students.

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Book SynopsisThis trauma-informed approach to counselling and bodywork explores the ways in which varying facets of identity and culture manifest in the body, allowing a much more nuanced, person-centred approach to client care. Marcia Bonato Warren, MA, MA, LPC describes how our bodies interpret our identities, often informed by cultural norms, communication styles, trauma, and systems of power and oppression.Therapists and bodyworkers reading this book will have the opportunity to engage personally and professionally, learning to build on their own somatic awareness in order to engage with compassionate curiosity rather than resistance when confronted with identity-based differences. Each section uses the SIA Loop, a mechanism representing three entry-points we use to process information: Sensation, Interpretation, Action, which supports the deeper work offered by the Identity Expression Infinity Loop, where identities are invited to move with strength and skill. These pioneering tools allow readers to examine their own somatic experiences, beliefs, behaviours, and choices, all of which is supplemented with journal prompts and questions.In guiding readers in how to interpret the body''s expression of identity, this unique guide maximises the potential of therapists to foster change, increase empathy, and nurture connection through trauma-informed, somatically aware bodywork.

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Book SynopsisThis book provides a fascinating vignette of the personal experiences of People with Learning Disabilities for the better (or worse) part of the last century.What makes the book so interesting is actually meeting some of those involved and seeing their stories in print. It flags up what has been achieved so far, and what still needs to be done.'- Oral History'The editors of this book, written by a range of authors form the UK and overseas, set out to provide the reader with an understanding of the ways in which people with learning disabilities direct their lives through advocacy. Its strength lies in the way in which it puts to the forefront the voices of those who have been, and still might be, excluded from society if it were not for the different forms of resistance they have engaged in.'- Professional Social Work'The accounts are all of acts of resistance and survival, many of them told by the people themselves. This creates another fascinating book which contributes greatly to an appreciation of the role of people with learning difficulties themselves in the historical struggle for better treatment in society.'- CommunityLiving'This book explains how people with learning disabilities have become increasingly able to direct their own lives as fully active members of their communities. It also explains what self-advocacy means for these people and it shows how opportunities and services have changed for them in 10 years.'- Europe for Us!'Heartbreaking, touching and at times inspirational, this book introduces us to the people who have been oppressed, the system that oppressed them and the individuals who stood up to them…Read this if you are involved in supporting people and you will find yourself addressing your practice and attitudes and ultimately, improving the quality of care you deliver.'- Community Care'The accounts are all of acts of resistance and survival, many of them told by the people themselves. This creates another fascinating book which contributes greatly to an appreciation of the role of people with learning difficulties themselves in the historical struggle for better treatment in society.' - Community LivingExploring Experiences of Advocacy by People with Learning Disabilities charts the course through which people with learning disabilities have become increasingly able to direct their own lives as fully active members of their communities.Accounts from the UK, Australia, Canada and Iceland consider both the individual pioneers of self advocacy and local and national groups that have been set up to work actively towards improved services for people with learning disabilities. The book also examines what self-advocacy means for these people and provides an overview of how opportunities and services have changed for them over the decades.Many of the personal accounts, photographs and songs included in this book will be accessible and encouraging to people with learning disabilities, and they will provide inspiring reading for professionals who work with them, family members and community and government service providers.Table of Contents1. Introduction, Duncan Mitchell, Manchester Metropolitan University, UK.Part I: Personal Accounts of Advocacy and Resistance. 2. Advocacy as Resistance: Speaking Up as a Way of Fighting Back, Dorothy Atkinson, The Open University, UK, Mabel Cooper and Gloria Ferris, London Consultative Group, UK. 3. Restriction and Resistance: The Experience of Life on a Locked Ward for People with Learning Disabilities, Katherine Owen, The Open University, UK. 4. `I Would Never Walk, Talk, Sit or Stand!' The Girl on the Tricycle, Marjorie Chappell, independent writer and speaker, with Duncan Mitchell. 5. Two Pioneers of Self-advocacy: Ray Loomis and Tom Houlihan, Paul Williams, University of Reading, UK. 6. `I've Had Enough of the Everyday Thing': Karen Spencer's Life Story, Karen Spencer, Central England People First, UK, with Jan Walmsley, The Open University, UK. 7. Resilience and Resistance in the Life Histories of Three Women with Learning Difficulties in Iceland, Gudrún Stefánsdóttir, Iceland University of Education, and Rannveig Traustadóttir, University of Iceland, Reykjavik,Iceland. 8. Songs of Resistance, Sue Ledger and Lindy Shufflebotham, tbc. Part II: Speaking for Ourselves: Accounts of Self-advocacy in Action. 9. My Life, My Choices, Paul Savage, Tina Wilkinson and Carl Worth, Speaking Up for Action. 10. `What They Want - Yes, But What We Want - Bugger Us!', Andy Docherty, Elizabeth Harkness, Malcolm Eardley and Louise Townson, Carlisle People First, UK, and Rohhss Chapman, The Open University, UK. 11. The Life of a Group and a Personal Story: Experiences from Huddersfield People First, Jeremy Hoy, Huddersfield People First, UK, Dries Cautrels and Dan Goodley, University of Sheffield, UK. Part III: Alliances with Others. 12. Fires Burning: Advocacy, Camping and Children with Learning Disabilities in Ontario, 1950-1990, Jessa Chupik, McMaster University, Ontario, Canada. 13. Resistance in Mencap's History, Liz Tilley, The Open University, UK. 14. One Man's Dream that Continues to Inspire Others, Heather Cadbury, Teddington Area Reminiscence Group, UK. 15. Maureen Oswin and the `Forgotten Children' of the Long-stay Wards: Research as Resistance, Sheena Rolph and Dorothy Atkinson, The Open University, UK. 16. Tales from the Burdens, Peter Carpenter, Bath and North East Somerset Primary Care Trust, UK. 17. Taking a Stand Against the Odds, Kelley Johnson, RMIT University, Melbourne, Australia. Part IV: Alternative Interpretations: Reflections on Resistance. 18. Assistance and Resistance: Making Sense of Inter-war Caring Strategies, Pamela Dale, University of Exeter, UK. 19. Stereotyped Behaviour: Resistance by People with Profound Learning Disabilities, Melanie Nind, University of Southampton, UK. 20. Conclusion, Duncan Mitchell. The Contributors. Subject Index. Author Index.

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Book SynopsisThis second edition of the highly successful Helping Children to Build Self-Esteem is packed with fun and effective activities to help children develop and maintain healthy self-esteem.New and updated material has been added including a section on running parent groups alongside children's groups, as well as a brand new layout, fresh illustrations, an expanded theoretical section and extra activities.Based on the author's extensive clinical experience, this activities book will equip and support teaching staff, therapists and carers in encouraging feelings of competence and self-worth in children and their families. It is primarily designed for use with individuals and groups of children aged 7-11, but the ideas can easily be adapted for both older and younger children and children with learning difficulties.This fully photocopiable resource is invaluable for anyone looking for creative, practical ways of nurturing self-esteem in children.Trade ReviewPraise for the second edition:'The layout of the book is well planned. I particularly like:1. the list of recommended children's books (appendix)2. the photcopiable activity sheets3. the guidance on constructive use of the resources when working with children and parentsMy favourite chapter was Chapter 2 - "Understanding Self Esteem'"which provided in depth and useful information. I will definitely be making good use of the information and ideas that I read about in this book…I think the book is an excellent resource that teaches ways of helping every child to build self esteem. I recommend it wholeheartedly to parents, childminders and professional childcare providers.' -- National Childminding AssociationThis photocopiable book is packed with ideas for activities to boost self-esteem and confidence. Although it is primarily aimed at children aged seven to 11 years old, the ideas are designed to be flexible and easily adapted for children of different ages as well as those with disabilities. The author has tested the activities and some have examples of reactions children had to illustrate their effect. -- Children NowThis updated and expanded volume offers activities for use by therapists, teachers, social workers, nurses, and other professionals to encourage self esteem in children aged 7-11. -- Book News.comPraise for the first edition:'The book is practical and positive. [It] is thoughtfully produced and is evidently grounded in practical experience. It will be useful for professionals working to develop children's self-esteem and confidence.' -- Bulletina rich resource in its own right, or to "pick and mix", incorporating activities into other ways of working, according to the needs of the children and one's own personal and professional preferences. -- YoungMindsThis practical guide has a fund of ideas describing how teachers can harness powerful young imaginations and help build self-esteem. -- The TeacherThis workbook is designed to assist children in moving from head information on self-esteem to heart experiences that [can] impact deeply on their sense of themselves. Deborah Plummer uses imagination and empowerment to move children and adults from discouragement to success. She shows again what people such as Ignatius Loyola and Virginia Satir knew - imagination can be a powerful tool for change. -- The Canadian Child and Adolescent Psychiatry ReviewThis publication should find its way into resource libraries in schools and speech and language therapy departments as well as being generally available to parents and carers. -- Afasic NewsIt contains clear instructions for people working with children to put together a group programme, and whilst Plummer emphasises helping children with speech and language difficulties, it would be easy to adapt the activities to other children. -- 0-19 MagazineThe book will be of genuine interest and use for Special Educational Needs coordinators and class teachers alike. -- Education 3-13Table of ContentsAcknowledgements. Introduction. Part One: Theoretical Background. 1. Imagery, Imagework and the Process of Change. 2. Understanding Self-Esteem. 3. Working within the School Curriculum. 4. The Child with Speech and Language Difficulties. 5. Guidelines for Facilitators. Part Two: Instructions for Self-Esteem Activities. I. Getting Started (STARS and EMERALDS). II. Who Am I? (RUBIES). III. Friends and Feelings (SILVER). IV. Feeling OK About Being Me (GOLD). V. Taking Care of Myself (PEARLS). VI. More Than Just Talking (SAPPHIRES). VII. Solving Problems (RAINBOWS). VIII. Setting Goals (MOONBEAMS). Part Three: Activity Worksheets. I. STARS and EMERALDS (Getting Started). II. RUBIES (Who Am I?). III. SILVER (Friends and Feelings). IV. GOLD (Feeling OK About Being Me). V. PEARLS (Taking Care of Myself). VI. SAPPHIRES (More Than Just Talking). VII. RAINBOWS (Solving Problems). VIII. MOONBEAMS (Setting Goals). Part Four: Working with Parents. Introduction. Session 1. Getting Started. Session 2. Foundation Element: Self-Knowledge. Session 3. Foundation Elements: Self and Others and Self-Awareness. Session 4. Foundation Element: Self-Acceptance. Session 5. Foundation Element: Self-Reliance. Session 6. Foundation Elements: Self-Expression and Self-Confidence. Session 7. Make-believe, Playing Games and Telling Stories. Session 8. Course Review and Goals for the Future. Appendix A: The Iceberg of Low Self-Esteem. Appendix B: Relaxation Script. Appendix C: Instructions for Calm Breathing. Appendix D: Children's Books. Subject Index. Author index. Activities index.

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Book SynopsisPublic Services Inspection in the UK provides a detailed account of the changing role of inspection in public services management. It analyses the key debates about the role that inspection plays in increasing public accountability and encouraging service improvement.Contributors describe current inspection methods across the key public sectors of education, social care, the criminal justice system, local government services and healthcare, and examine the underlying issues and tensions associated with public services inspection. They compare approaches adopted in different parts of the UK and present evidence that can be drawn on to develop more effective practice, as well as offering recommendations for future policy and research.Public Services Inspection in the UK is essential reading for public service managers, social workers, policy makers, researchers, academics, students and professionals working in public services who have an involvement in the inspection process.Trade ReviewIn this detailed account of the changing role of inspection in public services management, contributors analyze the key debates about the role that inspection plays in increasing public accountability and encouraging services improvements. They show were inspection works and where it does not, and explain the rise of such inspections and the inspection of local governments services, inspection of adult's and children's social care, education systems, health services and criminal justice agencies. -- Booknews.comThe book provides a valuable narrated historical evolution of the different inspection practices for the different public services in the UK. A key reference for future research on inspection in general and on the public service inspection in the UK. -- The International Journal of Public Sector ManagementA valuable feature of the book is that it has a truly UK-wide scope, the devolved systems of inspection are described for all four jurisdictions and there are active comparisons between the evolving systems... In dealing forthrightly with the issues of inspection, this is a valuable collection of writings that develops a critical awareness and overview... For those wanting to understand more of the origins, theories and practice of inspection, this book is a good place to start. -- Research, Policy and PlanningTable of ContentsContents: 1. The Rise of Public Services Inspection. Steve Martin, Cardiff Business School and Howard Davis, Warwick Business School. 2. Inspection of Local Government Services. James Downe, Cardiff University. 3. Inspection of Adult and Children's Social Care. Chris John, University of Wales Business School, Cardiff and David Loc, University of Wales Institute, Cardiff. 4. Inspection of Education and Skills: From Improvement to Accountability. Jane Martin, Local Better Regulation Office. 5. Regulation and Inspection of Health Services. Kieran Walshe, Manchester Business School. 6. Inspection and the Criminal Justice Agencies. John W. Raine, University of Birmingham. 7. Holistic Public Services Inspection. Steve Bundred, Audit Commission and Clive Grace, Cardiff University. 8. Performance Paradoxes: The Politics of Evaluation in Public Service. John Clarke, Open University. 9. The Future of Public Services Inspection. Howard Davis, Warwick Business School and Steve Martin, Cardiff Business School. The Editors. The Contributors. Subject index. Author index.

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Book SynopsisGoing to college can be a daunting prospect for any young person, but for teenagers on the autism spectrum this is especially true. This book describes the unique needs that ASD students entering further or higher education are likely to have. The author identifies the key skill-sets they will need to develop in order to be successful in college and in life, and shows how they can be helped to develop these. She outlines the skills required for success in further and higher education in relation to the strengths and weaknesses of individuals with ASDs, and explains how those weaknesses can be ameliorated to enable success at college. Describing the unique accommodations and support that students with ASD will need, and the skills for which they will need particular help, she provides effective intervention strategies that can be implemented throughout the period leading up to college entrance. This book is essential reading for psychologists, special educators, educational therapists, high school teachers/career counselors, and other professionals supporting high school and college students on the autism spectrum. Parents of such students will also benefit from the ideas presented in this book.Trade ReviewWith the skill sets and preparation advised by Sarita Freedman and outlined in this book, students with ASD can thrive in postsecondary education (PSE) settings... The book is a very practical, concise outline and guide aimed towards professionals into the many intricacies and challenges that students with ASD will bring to the higher education setting and how to best prepare these students for a successful postsecondary experience prior to entering the campus culture... this book should be required reading for any high school or higher education professional or parent who will be working with and learning from students on the autistic spectrum. She makes a powerful case for the strengths of people with autism, which was a strong point in the book, and she encouraged the reader to view students with ASD as the positive contributors to society that they can become. -- Journal of Autism Developmental DisordersFreedman has written a practical book identifying seven critical skill sets for success, which are: self-awareness, environmental, self-advocacy, organizational, asking for help, self-care and social skill sets. Each skill set has its own chapter that is further subdivided into sub-skills or problem areas that a person with an ASD must be able to navigate successfully in college. What is particularly helpful is that each of these subsections is further subdivided into early preparation and later preparation steps. This allows the parents, educators and therapists working with younger children to develop building block steps to more complicated behaviours that the student with the ASD will need to master... The resources section is also rich in information including government assistance, preparing for college web sites, transition planning resources, and scholarship sections among many other valuable sections... Freedman offers excellent advice to young adults on the spectrum o how to avoid sexual violence and avoid having one's romantic interest in a peer being perceived as stalking... ideal for parents of higher functioning high school students on the autism spectrum. It is also a great resource for forward thinking parents of younger children on the autism spectrum... The book can also serve as a blue print for parents of younger children in developing a support team both in and outside of the special education system... Both therapists and life coaches will benefit from reading this book as well as general and special educators... this book should be given to student s on the spectrum early in their high school career so that they have an idea of what to expect regarding going to college and know what skills they will need to acquire before they go. By giving this book to high school freshmen or sophomores with and ASD, it will allow the student to identify and develop the requisite skill sets. -- Journal of Autism Developmental DisordersDr Sarita Freedman's new book, Developing College Skills in Students with Autism and Asperger's Syndrome, provides guidance for education professionals and parents wanting to support autistic young people through school and give them the best chance of succeeding at college or university. -- Special MagazineAlthough written primarily with the US market in mind, this book contains valuable observations and interventions to prepare ASD pupils to succeed in later life, making it also relevant to the UK... In conclusion, this is an accessible book with observations, lists and suggestions that would be of value to professionals working with ASD students in a school, college or university setting or to parents of children with ASD in helping them to prepare for change and to achieve successful outcomes. -- SNIPIt is not often that I can say that I have thoroughly enjoyed reading a text book but I found Sarita Freedman's style of writing and depth content to be excellent. As a parent of a boy with autism, and as a consultant who supports careers programmes for young people with learning difficulties and disabilities, I can recommend this book wholeheartedly. It will be very useful to anyone involved in CEIAG for more able young people on the autistic spectrum including careers advisers, teachers, mentors, learning support staff and those in colleges and universities who support students with difficulties. It would be an excellent tool for joint planning meetings before a young person makes the transition to college... In summary, this book is great value and a really useful resource with just the right balance of 'hard' information and workable ideas. -- Association for Careers Education and GuidanceThe book is essential reading for key workers in the Education system, and is considered to be a guide for parents with adolescents on the spectrum. -- The Autism Centre"Developing College Skills in Students with Autism and Asperger's Syndrome" by Sarita Freedman is an ambitious attempt to describe high functioning autism and Asperger syndrome in teens, discuss appropriate therapies and social skills coaching, recommend a program for college preparation starting in the elementary school years, and provide a general introduction to college selection and accommodations for autistic students. -- Lisa Jo RudyDeveloping College Skills in students' by Sarita Freedman is written for parents who wish to prepare their child for college. She concentrates as much on the early years in a child's development as she does on the pre and post-college days. Freedman sees the preparation as a continuum that begins almost from the nursery... Freedman undoubtedly knows her stuff and the information she gives can be trusted implicitly. -- BFKbooksA timely how-to book written to address the needs of students on the autism spectrum who plan to attend college. It contains invaluable advice for parents, mental health professionals, educators, and personnel engaging with these students, as well as for the students themselves. An excellent resource; useful even before the college process begins... I highly recommend this book to prepare for college. -- Enid Gort Ph.D. - AHA NewsletterTable of ContentsAcknowledgements. Foreword by Tony Attwood. Preface. Part I. 1. Becoming Familiar with Autism. Part II. Introduction: Skill Sets for Success: Being "Smart" Just Isn't Enough. 2. Self-Awareness Skill Sets. 3. Environmental Skill Sets. 4. Self-Advocacy Skill Sets. 5. Organizational Skill Sets. 6. Asking for Help Skill Sets. 7. Self-Care Skill Sets. 8. Social Skill Sets. Part III. 9. The Big Decision: Going to College. 10. Colleges and Professors Helping Students with ASD. 11. Are We Ready? References. Appendix A: Table - Overview of Skill Sets. Appendix B: Helpful Resources and Websites. Index.

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Book SynopsisSchool Wars tells the story of the struggle for Britain's education system. Established during the 1960s and based on the progressive ideal of good schools for all, the comprehensive system has over the past decades come under sustained attack from successive governments. From the poorest comprehensives to the most well-resourced independent schools, School Wars takes a forensic look at the inequalities of our current system, the damaging impact of spending cuts, the rise of "free schools" and the growth of the private sector in education. Melissa Benn explores, too, the dangerous example of US education reform, where privatization, punitive accountability and the rise of charter schools have intensified social, economic and ethnic divisions. The policies of successive British governments have been muddled and confused, but one thing is clear: that the relentless application of market principles signals a fundamental shift from the ideal of quality education as a public good, to education as market-controlled commodity. Benn ends by outlining some key principles for restoring strong educational values within a fair, non-selective public education system.Trade ReviewThis is a tremendous book. It is a passionate polemic about the most important policy divide of the day ... It is powerful but also reasonably argued ... [and] marks her out as one of Britain's foremost advocates of comprehensive education. -- Anthony Seldon * Observer *Benn's book could well be an important watershed. It is a clear-sighted re-statement of why universal, comprehensive education is-obviously-the best option. It should, and hopefully will, be taken as a rallying call to the left. -- Phil Beadle * Independent *An exceptionally well-informed, cogent, and spirited account of the debates over secondary education in Britain. -- Stefan Collini * Nation *If you read just one book on education this year, then make sure it's School Wars by Melissa Benn. Brilliantly researched and compellingly written. -- Roy Blatchford, Director of the National Education TrustA partisan but surprisingly fair book ... Alongside the bracing polemic runs a warmer current of idealism about what state education can achieve. -- Andy Beckett * Guardian *Short, well written and passionate, and is meant to be read not just by those who are experts in education, but also by parents struggling for the first time with a system that must seem impenetrable and unfair, who must wonder if things have to be this way. It tells the story of British state education from 1945, and illustrates starkly the danger it is in. -- Frances Beckett * New Statesman *Lucid [and] strongly committed ... Benn's crucially timely account is full of insight about how privatisation and examination-led schools maintain and lead to further systemic social division. Yet her book is not an analysis born of, or leading to, despair or inaction ... [but] redolent with humane faith and a belief that public services should remain within the remit of a dynamic democratic state, at every level. -- Chris Searle * Race and Class *What Melissa Benn's superb, evidence-based history of the educational battleground during the second half of the last century proves is that today comprehensives are mainly Good or Outstanding. -- Neil Fletcher * Camden New Journal *School Wars is a book that touches nerves in the English education system. It probes the way in which differences for young people show themselves and exposes so much of the rhetoric in a world where we take extreme variation in opportunity and outcome for granted. Melissa Benn raises the sorts of questions that have needed answering for a long time and offers much food for thought to those with responsibility at every level. -- Mick Waters, former Director of Curriculum at the British Qualifications and Curriculum AuthoritySuperb ... School Wars provides ample evidence that an approach to education inspired by the free market, and founded on a competition in which the dice are loaded is deleterious, regressive and unjust. If this book is read as widely as it deserves to be, the author will have started a conversation that might just arrest this trajectory. -- Andrew Fleming * Ceasefire *Benn's book is a powerful combination of history, contemporary analysis and prospectus, seeking to explain why comprehensives have fallen out of favour in recent years and why England needs a revival of the comprehensive ideal ... This is both a timely analysis and a serious warning which no-one should ignore. -- Deian Hopkin * National Library of Wales *A wake-up call for so many of the population who may not realise just how much the school system has been fragmented. -- Clive Griggs * Forum *A beautifully written and concise history of comprehensive education. -- Bernard Barker, Institute of Education * Forum *Melissa Benn has written a timely, useful and highly readable account of issues around education in Britain. -- David Lister * The Chartist *Evangelistic-in the best sense of that word. I thoroughly commend School Wars to all those who, like me, are concerned about the imminent destruction of our state education system. -- Derek Gillard * Forum *Melissa Benn has given the defenders of equitable education for the whole community, not just the chosen few, some powerful ammunition. -- Nicholas Murray * Unite *Melissa Benn deserves-demands-to be read. This is a passionate but well made argument for universal public education to promote every child's chances-not just for them, but for us. -- Will Hutton, author of Them and Us: Changing Britain – Why We Need a Fair SocietyA passionate defence of comprehensive schools. -- Peter Wilby * Guardian *In this polemic, Benn sets herself up as a one-woman commission of inquiry, analyzing the social, political, and financial case for comprehensive schooling in a climate of spending cuts and a culture of privatization. * The Times *

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Book SynopsisArt-based activities can develop resilience and self-esteem, enabling children in need to cope better with ongoing stress and loss. Arts Activities for Children and Young People in Need offers interventions and exercises drawn from practice and research, for practitioners to use as a basis for their own arts-based groups or one-to-one sessions.Holistic arts activities facilitate a spiritually sensitive approach. Mindfulness-based exercises underpin the approach, and include guided meditations in which a group imagines that they are clouds, or draw feelings and emotions while listening to music, to encourage awareness of the senses. The activities help the group to relax and become more self-aware, encourage an exploration of feelings, values and understanding and are beneficial for children not ready to embrace traditional therapies or counselling.This book is accessible and suitable for helping, health and education practitioners and students from a variety of disciplines, such as social work, psychology and counselling.Trade ReviewThe book describes many techniques for the purpose of drawing out feelings. Participants are helped to recognise the value of choices, enabling them to act on thoughts rather than impulse with negative consequences...I recommend this book for its thoughtful approach, holistic philosophy, and the variety of easily accessible techniques. -- Dramatherapy, Joan MooreTable of ContentsIntroduction. 1. The Usefulness of Holistic Arts-Based Methods. 2. Spirituality and Spiritually Sensitive Helping. 3. Mindfulness-Based Practice. 4. Build Imagination, Self-Awareness, and Strengths. 5. Working in Groups Afterword. Index.

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Book SynopsisSupporting Traumatized Children and Teenagers is an accessible, comprehensive book providing an overview of the impact of trauma on children and adolescents and how they can be supported following trauma.Trauma can result from a range of experiences from bullying to witnessing violence to living through war. This book explores the different reactions children may experience, and the impact trauma can have. Variables affecting the impact of trauma are explored such as different developmental stages, gender, the reactions of friends and parents, the child's personality, and their caring environment. Appropriate and effective ways of helping children after a traumatic event are outlined, and different types of therapy, such as group therapy and cognitive behavioural therapy, are discussed. The book offers case examples and practical tips throughout, and includes a chapter on how someone working with a traumatized child can help and look after themselves.This book will be invaluable to a range of professionals working with traumatized children including counsellors, child and family social workers and therapists, as well as others involved with traumatized children such as foster carers and teachers.Trade ReviewThe practical emphasis and confident tone of this volume is a welcome addition to the toolkit of anyone working in this area. Atle Dyregrov has an eminent international reputation and his breadth of knowledge and experience is clear throughout. Personal accounts of those working with traumatised young people, as well as the voices of young people, are represented in the form of vignettes, which emphasize the individual nature of the trauma and therapeutic work... I would recommend this book to other professionals and, indeed, have already done so. -- Journal of Child Psychology & PsychiatryI would recommend Supporting Traumatized Children and Teenagers to trainees at all levels of training, as a comprehensive introduction to the main concepts and issues relating to PTSD in children. -- Journal of Mental HealthSupporting Traumatized Children and Teenagers by Atle Dyregrov is a comprehensive overview of the most recent literature and intervention options for young people who have experienced trauma... This book gave me a fantastic grounding in child trauma. It is an ideal book to consult as a trainee clinical psychologist. The empirical research was impressively current, with a wide breadth of topics and case examples. Reading the book brought up new issues I had not considered, such as the impact of traumatic events on the subsequent capacity to be a parent, differential diagnosis of PTSD in preschool children, how reactions to trauma may differ according to the child's gender at varying stages following the event, and the process issues to consider in setting up group interventions for children. The chapter on school involvement and intervention was also very helpful. -- Journal of Mental Health`This book is a valuable resource for anyone connected with a child, or young person, who has been affected by traumatic experiences (from bullying to witnessing violence or living through war). It addresses the needs and behaviours of traumatised young people and provides a respectful and intelligent guide to others on how they can support and care. The author has a nice style, which is drawn from a strong respect for research and extensive clinical experience; blending theoretical notions from several viewpoints in a concise and understandable manner and using case examples/practical tips throughout. The book covers a variety of topics, such as helpful ways to support children during and after traumatic events, what promotes risk and what are protective factors in young people, to different types of group and individual interventions, including presenting a number of concrete methods that can lessen the impact of trauma. This book is rich in detail and provides a clear outline for those involved with traumatised children and young people.` -- Youth in MindThis book is a highly readable account, combining a practical reference tool with a reasonably in-depth discussion of how trauma can affect the young. It presents a clear discussion of both the physical and emotional aspects of trauma, including the immediate after-effects, the long-term effects and subsequent coping mechanisms. The book also discusses the effects of trauma with respect to life stage, possible actions and reactions, gender differences and accumulative trauma... This is an informative book that can be used as an aid to both parents and teachers in dealing with and understanding trauma, and, on a more practical level, as a useful tool for therapists. It is easy to follow, with bite-sized discussions... All in all, a good addition to your bookshelf, which I feel I can comfortably recommend. -- BACP- Counselling Children and Young People`This book help with an understanding of the need to connect symptom with cause, acknowledges the impact on those who offer help, and will be a valuable introduction to anyone working with troubled children and young people. -- Children & Young People Now, John Diamond, chief executive, Mulberry Bush OrganisationThe book is well referenced and an easy guide to helping children who have experienced single traumas ... It's a book that parents as well as professionals could read. It defines what trauma is, and the impact that trauma has on children in the short, medium and long term ... At Family Futures, we have been aware that there do seem to be significant gender differences in how children process traumatic experiences: stereotypically, girls becoming dissociative, withdrawn and shut-down, with boys becoming poorly regulated emotionally, and prone to aggression and more violent re-enactments. This area warrants more systematic analysis and is an issue that we would like to pursue, and we would welcome Associates' comments on gender differences in response to developmental trauma. -- E-newsletter of Family Futures' Associates Network, Alan Burnell, Manager, Family FuturesBased on unparalleled clinical experience, this book describes and explains how children of all ages can be affected by traumatic experiences. It is illustrated by many examples from actual cases and so the children's voices are heard loud and clear. Factors affecting normal psychological growth and adjustment are considered as are those in the child, the family and the broader environment that promote resilience and mitigate against the worst effects of traumatic events. Current best practices in intervention, both at home and in school, are described in clear, non-dogmatic ways, and this should help all those working with or caring for children to access better help. This is a must-read for everyone involved in promoting the welfare of children. -- William Yule, Emeritus Professor of Applied Child Psychology, Institute of Psychiatry, King's College London, UKThis book is essential reading for anyone who has contact with children and young people who have experienced a traumatic event. Firmly grounded within a strong evidence base the author draws upon his extensive experience to provide many practical ideas about how children can be helped to talk about and cope with their trauma. This is an excellent book that will be an invaluable resource for anyone who is supporting a child through a traumatic event. -- Professor Paul Stallard, University of Bath, UKWhat makes the book so useful is the author's wide definition of a traumatic event. He recognises that children who have suffered from experiences of sexual, physical or domestic abuse are survivors of trauma. Besides demystifying some of the therapeutic techniques used, several case studies illustrate what helps children most. Also there are some very useful child-focused scripts provided for self-help exercises. Workers can share these with children and carers to relieve stress and strengthen children's sense of self-control over disturbing flashbacks and recurring sensory images of the trauma. -- Community Care, Ann Burnage, deputy chief executive officer at the Cabrini Children's SocietyTable of ContentsPreface. 1. What is trauma? 2. Children's reactions during and after traumatic events. 3. Some important aspects of trauma. 4. Girls and boys - alike or different? 5. The significance of friends following a trauma. 6. What promotes risk and what protects? 7. Help for Children after Traumas. 8. Groups for children following trauma. 9. Post-traumatic therapy 10. Traumas and the school. 11. Being a helper. Conclusion. Appendix 1 Post-Traumatic Problems Help for Preschool and Early School-Age Children (4-7 years) Appendix 2 Post-Traumatic Problems Help for School-Age Children. Index.

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Book SynopsisBullying is a serious and pervasive issue for people with autism and Asperger Syndrome. This photocopiable workbook encourages adults who have been involved with bullying - as either victims or perpetrators - to explore what bullying is, the effects it can have and how it can be tackled successfully. In this accessible and jargon-free book, with a wealth of case studies and summaries, readers are invited to consider the thoughts, feelings and actions associated with bullying and offered helpful strategies for dealing with it. The book comprises a general introduction to bullying, followed by sections that examine the issue from the perspectives of victim and perpetrator. This dual approach is designed to stamp out the problem at its source - the bully - rather than simply supporting the victim. It also recognises that while people on the spectrum are all too often bullied for being 'different', character traits such as difficulty with empathy mean they may unintentionally bully others.This practical book can be worked through independently or with any of the wide range of professionals involved in supporting an adult with autism or Asperger Syndrome and other learning disabilities, to reach a new level of understanding about bullying.Table of ContentsA Note About Language and Content. Why this book was written. How to use this book. Part One: An Introduction to Bullying. 1. Your Experiences of Bullying. 2. What is Bullying? 3. Where Can Bullying Happen? 4. Who Can Be a Bully? 5. Who Might Be the Victim of a Bully? 6. Why Might People with Autism or Asperger Syndrome be at Risk of Bullying? Part Two: An Introduction to feelings, Thoughts and Behaviours. 7. Feelings. 8. Thoughts. 9. Behaviours. 10. Assertiveness: One Way of Behaving. 11. The Relationship Between Feelings, Thoughts and Behaviour. Part Three: For Those Who Are Being Bullied. 12. How Might I Feel When I am Being Bullied? 13. What Might I Think When I Am Being Bullied? 14. How Might I Behave When I Am Being Bullied? 15. Recognising When You Are Not Being Bullied. 16. Why Is It Important to Deal With Bullying? 17. How Can You Deal With Bullying? 18. My Plan to Stay Positive. 19. When Things Go Well. 20. If Nothing Seems To Work. Part Four: For Those Who Are Bullying Others. 21. Why Might People with Autism or Asperger Syndrome Be At Risk of Bullying Other People? 22. How Might I Feel When I Am Bullying Others? 23. What Might I Think When I Am Bullying Others? 24. How Might I Behave When I Am Bullying Others? 25. Why Is It Important Not To Bully Others? 26. How Can I Stop Bullying Others? 27. My Plan To Stay Positive. 28. When Things Go Well. 29. If Nothing Seems To Work... Part Five: Additional Information. 30. Other People's Stories. 31. Information for Family Members, Carers, Employers, Tutors or Others Who Work With Individuals With ASD. 32. Contacts and Resources. References. Index.

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Book Synopsis*Shortlisted for the 2011 NASEN Award 'Book to Promote Professional Development'*Certain classroom behaviours can signify an underlying learning disability. This book will help you recognise potential indicators of Asperger Syndrome, dyslexia, dyspraxia, AD/HD, physical disabilities and speech and language disorders; explores the benefits of different interventions; and offers practical strategies for improving pupils' behaviours, social skills and self-esteem.This book contains:- A simple-to-use screener for initial identification of a pupil's specific learning disability- A practical and simple structure for monitoring classroom behaviours and creating an Individual Behaviour Plan- Tried-and-tested teacher strategies for common areas of concern, such as problems staying on task, inability to work on group tasks and failure to seek help when needed- Key educational theories to help teachers understand and influence classroom behaviours, and further develop classroom management skills for addressing the behaviours of special needs pupils.This practical, accessible book is an essential tool kit for special educational needs coordinators, learning support staff and teachers in both primary and secondary schools.Trade ReviewThe book should form part of the reading of every teacher and teaching assistant as well as be available to any psychologist involved with the detection, remediation or behavioural interventions amongst those with specific learning difficulties. -- DebateSteve Chinn is known as a writer of books on mathematics for dyslexic and dyscalculic pupils, and as an educator who founded and for many years ran a school for dyslexic goys. He brings years of experience and knowledge to this book which is a diagnostic manual of learning disorders that may be indicated by classroom behaviours. The book is a balanced, well-written user-friendly combination of diagnosis, strategies and theory. -- BulletinHe brings years of experience and knowledge to this book... The book is a balanced, well-written user-friendly combination of diagnosis, strategies and theory... Student teachers and teachers new to the profession would find it extremely helpful because it summarises its information so well. It could be used for both primary and secondary learners and classrooms... This is the voice of an experienced educator who appreciates individual differences in children, but who also understands the pressures on teachers to manage behaviour and learning in a sometimes over-populated, but always inclusive, classroom... the advice and strategies are positive about accepting the origins of the behaviour and aim to give the learners aspirational support which acknowledges and uses their different ways of learning... excellent and likeable manual. -- Patoss BulletinWhat a helpful book!... A photocopiable screening test is included which is valuable as an aid to early identification...This highly accessible book provides a practical introduction to the complex needs of a substantial cohort of students for teachers and teaching assistants alike. -- School LibrarianA range of strategies found to be successful by teachers is offered to help overcome the difficulties as well as views from the pupils themselves...This simple-to-use screener, provides a practical structure for identification and monitoring of classroom behaviours. It would be supportive in creating effective and targeted individual behaviour plans. Special needs teachers, co-coordinators, learning support staff, would find this a valuable resource. -- SNIP, Special Needs Information PressTable of ContentsIntroduction. 1. Classroom Behaviours and the Affective Domain. 2. The Characteristics of Six Special Needs. 3. The Classroom Behaviours List (CBL). 4. The Classroom Behaviours List Profiles for Each Special Need. 5. Using the Classroom Behaviours List. 6. Common Behaviours across the Special Needs Categories. 7. Rare Disorders. 8. Eliminate the Obvious. 9. Tried and Tested Strategies. 10. The Benefits of Different Interventions. 11. Pupils' Own Views. 12. Social Skills, Social Competence and Special Needs. 13. Multiple Intelligences. 14. Self-esteem and Self-concept. 15. Transactional Analysis. 15. 16. Attributional Style. Summing Up. Further Reading. Index

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Book SynopsisThis book is about boyfriends and girlfriends - getting them, keeping them and moving on from them. Young people put enormous energy into these processes: they worry, they hope, they conspire and they cry because, in a sense, having a boyfriend or girlfriend is about much more than just having a boyfriend or girlfriend. Using dozens of recognisable vignettes, Luxmoore movingly describes his work with young people. In particular, he explores the dramatic conflict between young people's loving and hating as they move from the intimacy of relationships with parents to relationships with boyfriends and girlfriends, frantically negotiating sex and sexuality, the meaning of love, faithfulness and unfaithfulness and many other issues vital to the adults these young people will become.The book will be essential reading for professionals and parents struggling with the ferocity of young people's feelings where 'I love you!' and 'I hate you!' are never far apart.Trade ReviewHis analysis of the subject is clear and he uses his wide knowledge of theory to connect the writing... This book is a snapshot of life for teenagers in love and hate and offers an analytical exploration of the subject. -- British Journal of Psychodrama & SociodramaFor educational psychologists (EPs) interested in psychodynamic and therapeutic approaches to the emotional support of children and young people, it is an essential read.His new publication did not disappoint. Luxmoore seeks to explore the personal nuances and meanings for young people of getting, keeping and moving on from having a boyfriend or girlfriend> a central experience of adolescence, but one coyly neglected in much professional literature. -- British Psychological Society, DebateHe (the author) offers a thoughtful and insightful look into the psychology of young relationships and glimpses into this therapeutic counselling technique...the author's examples of his work provide a vivid picture of the respect, patience and curiosity essential for any form of therapy. This book will prove highly useful for beginning therapists so they can learn about therapeutic stance...the author offers a well-written, refreshing look at the psychology of love and hate as important features in a young person's development. It is a good addition to the shelf of novice and experienced professionals. As the youth of the world changes, re-reading this book will offer a glance at our cultural evolution.` -- J Ccan Acad Child Adolesc Psychiatry, Andrew Howlett, MD, Resident in Psychiatry, University of Toronto, Ontario and Leopoldo Chagoya, MD, FRCPC, Mount Sinai Hospital Toronto, OntarioThe first thing to say is that the book is a huge pleasure to read. Luxmoore moves the authorial lens smoothly from closely-observed, film-like pieces of 'action' to quitter passages of reflection. The book is in five parts, and one of the many satisfactions it offers, is this almost symphonic form itself. I found that when I took Young People in Love and in Hate away with me on holiday it quickly became the property of my own adolescent children. They read the 'best bits' out to each other...Luxmoore strikes a balance between taking his young clients and their external situations with proper seriousness, and offering to loosen the underlying anxiety they bring through an opportunity to play. ..In these sections of the book, the reader can more readily identify with these powerful feeling states, which will be only too familiar to anyone who works closely with adolescents...I feel excited by this, and it is no exaggeration to say that Luxmoore is one of today's answers to Donald Winnicott. He has the gift of writing for different audiences, and he has a belief that all this psychoanalytic insight and understanding is too useful to be kept as the preserve of the privileged few who have a psychotherapy or a training themselves. He wants to bring the thinking out into the world, and in this book, perhaps even more clearly that in his previous works, he does so...It is the material in this book - the stories, the moments described movingly from life - that make it thoroughly compelling. Characters like Vinnie, Jono and Freya erupt off the page. What Luxmoore brings to all these dramas is a kind of practised, unintrusive curiosity about things in their lives, tempered by an important set of understandings about the acute narcissistic vulnerability oif adolescents...This apparently artless approach may sound easy. Don't be fooled. It is the result of long experience, the courage to become technically free, while remaining analytically thoughtful, and a certain professional humility, in which being ordinary is more valuable than being clever. -- Oxford Psychotherapy Society, Lucy-Jean LloydThis man knows how to communicate with young people, and understand their perspectives about what is happening in their lives, without losing his 'adult' perspective as well. Any social worker who has been told by a young person that they 'just don't understand' what it is like to be a young person, or what is important to a teenager really ought to read this book. -- CAFCASS, FA Watson Research OfficerThis book offers a clear, humane and wise guide to helping young people in a school or institutional setting, and bespeaks a decades-long career helping young people through the difficulties of growing up, separating from parents and experimenting with partner relationships... His focus in this book is on the difficulties caused by "splitting", being the harsh division of people and relationships into black and white, love and hate... This book offers a calm, compassionate strategy to those helping young people deal with such ferocious feelings. -- Youth in MindTable of Contents1. Introduction. 2. Young People in Love. Love and Practising. Love and Proof. Love and Promises. Love and Rumours. Love and Parents. Love and Sex. Love and Sexuality. Love and Shame. Love and Privacy. Love and Aloneness. Love and Friends. Love and Loss. 3. Young People in Hate. Hatred and Evil. Hatred and Mothering. Hatred and Dependency. Hatred and Envy. Hatred Reciprocated. 4. Making Up. 5. Breaking Up. References.

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Book SynopsisNeglect is the most common form of child abuse, but recognizing the signs, assessing the family's and the child's needs, and undertaking intervention can be difficult and complicated. This book, based on extensive research of the evidence, outlines how neglect can be recognized, examining the signs that parents give to signal their need for help, and the signs that a child's needs are not being met. It then covers how practitioners should respond, including assessment, planning, and appropriate interventions. The authors examine whether practitioners are well-equipped to recognize child neglect, and whether professional responses to help could be swifter. Finally, the prevention of child neglect is considered, and a proposal for a public health approach and early intervention is outlined. The book includes case studies and makes recommendations for policy and practice.This book will help practitioners to understand better child neglect and to improve practice in this important area. It will be vital for all those likely to encounter child neglect, including child and family social workers, health visitors, teachers with safeguarding responsibilities, nursery staff, and educational psychologists.Trade ReviewOne of the biggest strengths to this text is how it sparks the imagination, motivating creativity of response to situations of neglect... I personally was left with the hope-filled message that "it is possible to prevent child neglect" (p.160)and the confidence to believe the necessary systemic change might actually be achievable. -- Practice: Social Work in ActionThis book is strongly recommended for practitioners and as a resource for researchers. -- Child and Adolescent Mental HealthThis is a well rounded book, supported by many up to date research studies. -- Play for Lifean excellent book. Indeed the comments made above essentially highlight the importance and complexity of the subject, and the authors rightly identify several areas as meriting more research. Jessica Kingsley are producing quite a flood of interesting texts at present, and they are to commended for publishing this book. -- Children Webmag[T]his book is a most welcome and timely addition to the literature on child neglect. The authors write with assurance and understanding, recognizing how emotionally draining and professionally demanding the work can be; they also offer a challenge to current thinking and practice. This is a must-read book for all those whose work brings them in contact with neglected children, for their managers and those responsible for their training and education. -- From the Foreword by Enid Hendry, Head of Strategy and Development (Looked after Children), NSPCC, UKThe book includes brief, helpful summaries of different interventions.. The small size of the book is encouraging for busy practitioners and it lends itself to 'dipping in and out' rather than reading cover to cover. The authors use extensive sources, which are clearly referenced and cited throughout. The text is consistently well-presented and adequately supported by relevant tables and figures... The 'case studies' are realistic and helpfully illustrate themain content of each chapter, while the 'activities' boxes are thought-provoking and encourage reflection on practice. Also helpful are the 'key messages' at the end of each chapter, which succinctly summarise the mainpoints.This book does broadly achieve its aims to challenge practitioners to reflect on practice and values. -- Jess McCormack, Social Worker * Practice: Social Work in Action *Table of ContentsAcknowledgements. Foreword. Enid Hendry, NSPCC. 1. Understanding Child Neglect. 2. Signs that Parents Need Support. 3. Signs that Children's Needs are Not Being Met. 4. Responding to Children Whose Needs are Not Being Met. 5. Helping the Neglected Child. 6. Preventing Child Neglect. Appendix 1. Systematic Review Methodology. Appendix 2. Papers Included in the Systematic Review. Bibliography. Subject Index. Author Index.

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Book SynopsisHow do you spot the signs that a young person has been victimised? What do you do if you are approached by a young person who has been affected by crime or bullying? What is the impact of crime and how can you best aid the young person’s recovery?Are You Okay deals with these issues that many adults may face when trying to help a young person in their care in the aftermath of a crime. It provides detailed information on the different types of crime from assault and hate crime to cyberbullying and sexual abuse, and explores how they may affect the young person in different ways. The author also addresses difficult issues such as dealing with fears of retaliation, confidentiality and whether a crime should be reported, the grey area between crime and bullying and how best to assess the young person’s needs.This accessible guide will be essential reading for anyone working with children and young people aged 8+, including social workers, youth workers, teachers, police, education welfare officers and victim support and witness service workers.aTrade ReviewI found this an accessible, easily readable and practical book. -- BASPCAN NewsThe use of case studies and subheading makes this book easy to use. It is simple to find what you need and it covers a wide range of areas from identifying children at risk, the range of crimes, the legal points and how to help. There is also a range of references and resources to allow the reader to gain further insight into each area. For anyone working with children, this book will be well thumbed and well read. -- The SL JournalIt is clear that we need to do more to help children who have been victims of crime. This book will enable people to do exactly that - help people get started with some tried and tested advice and techniques to help young victims. -- Sara Payne, Victims' ChampionThis book provides a practical guide to supporting young people who have been victims of crime; from assault, bullying and robbery to sexual and physical abuse. The statistics used helpfully contextualise the young people's experiences, but most useful are the case studies showing how crimes against children can be dealt with effectively... The information is presented clearly without oversimplifying what are often complex issues, and without dichotomising "victims" and "offenders". Although aimed at practitioners, policy makers would do well to learn from this book as they look to reform the youth justice system, taking note of the need for early intervention and the use of restorative justice. -- Children & Young People NowTable of ContentsAcknowledgements. Introduction. Key Concepts: Protective Behaviours and Restorative Approaches. Part 1. 'What happened?' The crimes and their consequences. 1. The crimes. 2. Indirect victimization or 'hidden harm'. 3. Understanding the effects of crime and recognizing the signs. Part 2. 'You are not alone' stepping in to help. 4. Raising the issue and responding well. 5. Assessment, confidentiality and reporting. Part 3. 'What will happen now?' The criminal justice system. 6. A swift navigation through the criminal justice system. 7. Restorative approaches. 8. The overlap between offending and victimization. 9. Next steps. Conclusion. Resources. Index.

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Book SynopsisAdolescent neglect is a significant problem within child protection, but focus on child neglect and other forms of maltreatment means that it can often be overlooked.This book outlines how adolescent neglect differs from child neglect, the context of why it is overlooked, how it is defined, the causes and consequences of neglect, young people's views, and what professionals can do. Based on original research, the book establishes an evidence base and considers the implications for policy and practice. The concluding chapter sets out a practice-based framework for recognizing and working with adolescent neglect. Each chapter includes reflection points to stimulate thinking on key issues. This will be essential reading for all those who work with young people, particularly those in social work, health services and education, as well as academics, policymakers and students in these fields.Trade ReviewIn the book, the authors bring together the existing research relating to adolescent neglect... while briefly evaluating key overall messages. At the conclusion of each chapter, they provide their own analysis of potential means for addressing particular issues in relation to adolescent neglect... they pose question to stimulate thinking with regard to these issues... Adolescent Neglect: Research, Policy, and Practice is a useful tool that bring the issue of adolescent neglect to the attention of researchers, policymakers, and those who work in child services, as well as students, parents, and adolescents who are interested in gaining a better understanding of this issue. -- Journal of Youth and AdolescenceAdolescent Neglect is well organised and covers an area of neglect that has often received very little attention. This book is particularly useful for all those who are working with young people, particularly in social care and education. -- PSW - Professional Social WorkTable of Contents1. The Neglect of Young People in Context. 2. Defining the Neglect of Young People. 3. The Causes and Context of Young People's Neglect. 4. The Consequences of the Neglect of Young People. 5. Young People's Views about Neglect. 6. Whose Business is the Neglect of Young People? 7. Interventions with Neglected Young People. 8. Conclusions. References. Index.

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Book SynopsisChildren and teenagers text, network and twitter online as second nature, but when emails or texts are used to threaten, harass, intimidate or embarrass someone, they can turn from being a source of enjoyment to a source of crippling anxiety and fear. This approachable book is packed with advice, games and activities for groups and individuals to help young people understand what cyberbullying is, how they should behave online and how they can stay safe. The activities range from quizzes and competitions to storyboard games and art activities, and cover issues such as how easily personal information can be forwarded, the risks posed by unknown 'friends' on social networking sites, and how to discuss and deal with bullying issues. They are designed to encourage young people to think about their own behaviour and attitudes and give them the skills and knowledge to stay safe in a digital world. Particularly suited to children and teens aged 11+, this essential book will be an invaluable resource for parents, teachers, youth workers, and anyone working with young people who could be exposed to cyberbullying.Trade ReviewTeacher and youth-worker Rogers has compiled an excellent primer for adults to use with young people in understanding and evaluating the risks of various online behaviors... She gives excellent activities to do with children and young adults to help them understand the issues involved and launch poignant discussions among peers, such as providing various profiles of people and having the group evaluate the appropriateness of adding this person to their network of contacts. Any adult who works with young people would be wise to implement these activities, probably as early as age ten. Highly and unequivocally recommended. -- Library JournalThis is an informative book that once dipped into makes it fell like an essential read. Described as a valuable resource particularly to people working with children and teens, it soon becomes apparent that it would be useful for all parents. It is packed with practical exercises that explore different hypothetical scenarios; how to deal with all kinds of cyberbullying and how to deal with being the bully. It is punchy and inventive helping young people face this issue without being alarmist. I found some of the cyberbullying examples mirror recent cases in the press and this makes it very real. -- Families South WestThis is a useful little book which largely consists of exercises to facilitate discussion or thought about the use of internet. Although the title is cyberbullying, the exercises are broader and look at safety as well as bullying. The exercises are set up for groups and, as such, are most likely to be useful in schools, youth groups or similar. However, with some thought they could be adapted and used with individual young people. -- Youth in MindThis booklet has a range of very useful practical activities to be used with young people to raise their awareness of cyberbullying and how to stay safe online. The issues are clearly outlined in the introduction, with short explanations of how a range of media from mobile phones to chat rooms and websites can be exploited in different ways by the cyberbully... The activities, with their accompanying worksheets, are simple yet effective and well thought out, and sure to provoke good discussion. -- SLA- School Librarian JournalThis approachable book is packed with advice, games and activities for groups and individuals to help young people understand what cyberbullying is, how they should behave online and how they can stay safe. The activities range from quizzes and competitions to storyboard games and art activities. Cyber bullying covers issues such as how easily personal information can be forwarded, the risks posed by unknown 'friends' on social networking sites, and how to discuss and deal with bullying issues. They are designed to encourage young people to think about their own behaviour and attitudes and give them the skills and knowledge to stay safe in a digital world.` -- Fostering NewsletterCyberbullying is a valuable resource. These interventions will help youth make safe decisions in the digital world. The activities are clearly described and will involve young people. Highly recommended! -- Stan Davis, founder of Stop Bullying Now!, bullying consultant and author of Schools Where Everyone Belongs: Practical Strategies to Reduce BullyingSome of the students at Red Balloon, a charity that recovers severely bullied children, have been so frightened by unwanted internet and mobile intrusion that they have been unable to attend school. Helping young people take responsibility for their own behaviour and appreciate the dangers of digital communication and social networking, while at the same time giving them the skills and knowledge to stay safe, is of the utmost importance in the 21st Century. This book, which deals so thoroughly with the issue of cyberbullying, does just that. -- Carrie Herbert, Chief Executive, Red Balloon Learner Centre Group, UKVanessa Roger’s book provides a way for parents and children to start tackling the realities of the cyber world and its newest travesty: cyberbullying. Her overview makes cyberbullying a topic that parents and educators can speak with their children about and begin the process of making it more manageable. -- Dr Joel D. Haber , PhD, "The Bully Coach", clinical psychologist and author of 'Bullyproof Your Child For Life'I found this book to be very insightful and necessary... It is important that all parents are aware of the warning signs and know how to handle this issue should it be happening to their son or daughter... This book is a must read. -- Teri Schroeder, Chief Executive Officer, i-Safe Inc, USAThis book includes numerous exercises that provide adults with strategies to discuss issues of cyberbullying and online safety in a fun and engaging way. Parents and teachers alike will appreciate the variety of activities and quizzes, [and] the thought-provoking discussions that result from these efforts will be invaluable. The activities…will serve an important purpose within a comprehensive cyberbullying prevention strategy at school or at home. -- Justin W. Patchin, Ph.D., Co-Director, Cyberbullying Research Center, USA and co-author of Bullying Beyond the Schoolyard: Preventing and Responding to CyberbullyingThis is another surefire winner from Vanessa Rogers... [It] will make an invaluable addition to the youth worker's armoury'. -- Andy Hopkinson, National Youth Agency, UKCyberbullying helps to head off dangerous encounters online and is suitable for parents of children and teens and adults working with young people in youth clubs or school. A good reference book for a public, school, or home library, it is written in easy-to-understand language, with helpful examples of situations that can arise and positive, safe ways to deal with them. -- ForeWord ReviewsTable of ContentsIntroduction. Understanding Cyberbulling. What is different about Cyberbullying? Cyberbullying Methods. Different Forms of Cyberbullying. Key Advice. Online Protocols. Ways to Talk about Cyberbullying. Warm ups. Digital Technology Warm up. Cyberbully Bag. Online Acronym Quiz. Cyberbullying: Agree or Disagree. Online Behaviour. Add a Friend. Pass it on. Online Pictures. Activities. What is Cyberbullying? Online Community. Internet Safety Profile. Online Storyboard. Key Words. Dear Aunt Cyber. Reasons Not to Tell. Cyber Quiz. Online Friends. Private or Personal? Say What you Mean! Social Networking Today: Interview Tomorrow! How I feel. Cyber Court. Reviews. Review Board. Think, Feel, Do. Evaluation Tags. Cyber Posters. Useful Websites.

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Book SynopsisHaving the ability to focus, relax and concentrate is key to enabling children and young people to achieve emotional well-being, and is also important for a child's development of skills and abilities.This book uses a model of 'mindfulness play' to help children to achieve well-being, an approach designed by the author which encourages children to build awareness of their inner and outer worlds. Part One covers the theoretical and practical background, setting out how to facilitate play using the mindfulness play model, including consideration of the emotional environment. Part Two includes a wealth of games and activities, from 'Body focus' and 'Fidget flop' to 'Musical drawings' and 'Pass a smile'. The activities are suitable for use with groups and individual children aged 5–12, and can be adapted for children with specific attention and concentration difficulties, such as ADHD, and for older children.This is an ideal resource for teachers, counsellors, social workers, occupational therapists, speech and language therapists, youth workers, parents, and carers.Trade Review... a lot of the games and activities are not new but they are all the stronger for it. Play has always been central to childhood as encouraging social interaction and developing sensory awareness; we need to bang the gong for books such as this. Let's hope that our ears are still sufficiently attuned to be able to hear it. -- Potential Unleashed & New Nurturing PotentialAdults are encouraged to use the games mindfully, making sure they are aware of the possible effects exploring sensitive issues with vulnerable children. Ideas for reflection after each activity prompt children to make sense of the feelings generated by the game they have played. The games are simple to play and clearly explained, with symbols indicating the time required and the recommended age. The games range from five to 60 minutes' duration, and mostly require no extra resources, which make them an invaluable resource for any adult who works with children aged 5-12. -- The SignThis slim volume, aimed at teachers, parents, counsellors and other professionals, contains theory and practical group games to encourage young people to achieve greater emotional wellbeing... suited to parents who want to increase qualities of mindfulness in their children in today's difficult world. -- BACP Children & Young PeoplePresented in a spirit of openness, that same spirit underlies what the author seeks to foster both in those who read the book and the children with whom they work and play. Every teacher should have a copy. -- Red Reading Hub - Jillrbennett's Reviews of Children's Books and The Word PoolThis is a hugely important book for our times, demonstrating the interplay between mindfulness, attention, wellbeing and compassion. Its balance of theory and wisdom with practical activities makes it essential reading for parents, educators and policy-makers. -- Elizabeth Holmes, writer, journalist, professional development trainer and author of The Newly Qualified Teacher's HandbookLet's Play! This book provides an extensive repertoire of mindful games chosen to enhance focusing, calming, self-reflection and social interaction. It also offers a useful discussion regarding the benefits of playing games, and easy to follow suggestions for adapting games to enhance mindfulness, and social-emotional competency. It is a wonderful addition to any mindful library. -- Dr Amy Saltzman, Director of the Association for Mindfulness in Education (AME) and founder of The Still Quiet PlaceTable of ContentsAcknowledgements. Part 1. Theoretical and Practical Background. 1. Introduction: Meeting children with mindfulness. 2. Understanding attention and concentration. 3. Mindfulness Play. 4. Structuring the emotional environment for Mindfulness Play. 5. Mindfulness play and well-being. 6. Control, adaptability and effectiveness. Bibliography. References. Part 2. Games and Activities. 7. Choosing groups, leaders, pairs and order of play. 8. Warm-ups and ice-breakers. 9. Focusing attention. 10. Concentrating for longer periods. 11. Self-calming. 12. Celebrating.

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Book SynopsisGame playing is a highly effective way of engaging children and has long been acknowledged as an important means of psychological therapy. This book offers an abundance of fun games that help children to confront personal problems and issues in a light-hearted yet meaningful way.These are games with a difference, as they must be constructed before they can be played. The creation aspect involves collaboration and cooperation within a team, and instils an empowering sense of ownership in the creators. By the time the game is ready to be played, children are confident, thoroughly engaged and ready to explore issues in a supportive environment. Each game has been tried and tested by the author, and is proven to really work.This book is an essential tool for therapists, counsellors, social workers, youth workers and teachers supporting children and young people.Trade ReviewThis book is a "recipe-book" of lovely ideas for playful and creative art games to play with children. Although designed for group work and directive in nature, there are great ideas here. The games are unique in that children are involved in making them as well as playing them... This would be a useful book for those running nurture groups or other small groups of children with mild to moderate behavioral, emotional or social needs. Teachers keen to support emotional and social learning would also find this practical book useful. -- Play for LifeAs a play therapist I was excited to receive this book to review so as to explore new ideas and possibilities for working with children, in this case using art as well as play. What sets it apart from other such books is Barber's focus on the importance of involving the young persons in the process of creating the games, rather than just playing them. Indeed this is the book's greatest strength... The games are simple, clear and transferable to a wide variety of settings working to offer emotional support to children and young people. It is a valuable resource that could be dipped into either to take a game as it is, or to use it as a starting point from which to create and explore one's own ideas. Therapists, counsellors, social workers, youth workers or teachers may find it a useful addition to their 'toolbox'. -- British Gestalt JournalThis useful book provides guidelines for creating and playing art games with children and young children, to help them discuss and deal with emotional issues. An unusual feature of the book is an emphasis on the making of the games, involving the participants, valuing this as just as important as the subsequent playing of the games. The book will be useful to anyone working with children and young people and hoping to empower them in a fun and creative way. -- Dr. Marian Liebmann, Art Therapist, Bristol Inner City Mental Health Team and University of BristolTable of ContentsIntroduction. How to Get the Most Out of This Book. Step-by-Step User Guide. List of Materials. Case Studies. Part I Warm-Up Games. Pass the Ball. Guess the Colour. Make the Sound of... Guess Who? Feel What It Is... Whose Nose Is It? Getting to Know Each Other. Colour Appreciation. Quick Colour Responses. Feeling Is the Object. Part II Creating Games for Improving Self-Esteem and Confidence. Pushing the Boundaries. Charades with a Difference. Run Rabbit. Whatever (sticks and stones). What Am I Really Like? Guess What It Is. Contour Drawings. Drawing Together. Drawing with Dfferent Body Parts. Let Rorschach Help Your Story. Future City. Happy Families. Why Am I Feeling This Way? Large Group Scribble. Against Time. Alphabet with Feeling. Cube Fun. Area Awareness Spinning Top. Pass the Compliment. What Am I Like? Drawing Blindfold. I'm the Greatest. Part III Creating Games for Raising Self-Awareness. Opposites Attract. Going with Change. My Patch. Treasure Hunt. Changing Faces. Shape Town/Village. Where Do I Belong. Please Don't Distract Me. Building up Clusters. The Nudge Game. Changing Circles. Scribble Exchange. How Do I Feel? Paper Roll Game. Jigsaw - Self Portrait. Playing Detective. My Patch Spinning Top. Listening and Responding. Please Pass the.... Who Am I? Useful Templates and Resources.

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Book SynopsisBeginning school is a challenging time for most young children. For those with an Autistic Spectrum Disorder (ASD) the significant change this entails can be overwhelming, and everyone involved will be in need of guidance to make the transition as smooth and as stress-free as possible.This positive and practical book arms schools with a wealth of essential information, easy-to-implement strategies and photocopiable resources that will help to make early schooldays an enjoyable experience for young children on the spectrum. Constructive suggestions, such as introducing visual schedules and accommodating sensory issues, will help children with ASD to feel comfortable in school, and activities including making a 'happy scrapbook' and a home-school diary will support staff home liaison.From Home to School with Autism is essential reading for education professionals seeking to encourage and inspire greater confidence in young children with ASD as they embark on school life.Trade ReviewIt is always good to read about strategies to help teaching staff in the mainstream classroom help children on the autistic spectrum. The fact that this book is clearly set out and in larger than average hint makes it easy to dip into and find relevant information. I have enjoyed reading this book and particularly liked the Happy Scrap book idea and the helpful tips for Teaching Assistants. I also like the wide range of visual cues used throughout, given as ideas to help children with ASDs process information better. The ideas of the pupil profile book and the starting school books were really good and so beneficial too... Overall, I think the idea of the book is something that is much needed. Now we just need educational staff to take notice and implement some of these very helpful strategies. -- OAASISTo have a book that will contain a range of strategies, resources and useful suggestions to support the inclusion of a child with an ASD will do much to lessen the anxiety levels of many of these children and no doubt the teachers or Special Educational Needs Coordinators (SENCO) that strive to support them. From Home to School with Autism will be a vital tool for all education professionals teaching and supporting young children. -- Anna Collins, Acting Key Stage 1 SENCO and class teacher, Silverdale Primary School, Hastings, UKThe earlier these strategies can be put in place the better. As soon as a child with ASD enters school for the first time they should be exposed to the visual way of working. In my case, the child was not diagnosed until she was in Year 3, but seeing first hand the positive way in which they have worked I would definitely advocate these techniques for children of Reception age. -- Jane Barnard, Individual Needs Assistant to a girl with Asperger Syndrome, Little Ridge Community Primary School, St. Leonards-On-Sea, UKI have a sticker chart. When I do lots of work I get stickers to put on the chart and then I get prizes. I am a lot happier at school since Kay showed Mrs Goodwin how to use these things. I really wish I had these things when I first started school. -- Joshua Merrick, Pupil with AS, Red Lake Count Primary School, Hastings, UKAl-Ghani, a special educational needs teacher whose son has ASD, and Kenward, a retired specialist teacher for inclusion support, compile practical ideas to ease the transition to school and inclusive classrooms for children with autism spectrum disorder (ASD). Their program offers a visual structured approach to the school day, incorporating scrapbooks, visual schedules, motivation boards, and symbols for various activities. Ideas are given for common situations such as preparing children for substitute teachers and holidays, and dealing with children's obsessions. -- Reference and Research Book NewsThis comprehensive, constructive information – filled resource is a title that should be on the bookshelf of anyone caring for an autistic child, either at school or at home. -- Families OnlineTable of ContentsPreface 1. Introduction. 2. First Steps. 3. The Importance of Good Communication. 4. How the Parents/Caregivers Can Help the School. Prepare a pupil profile. The pupil profile. Sample pupil profile. Home visual schedule. The 'Happy Scrap Book'. 5. The Home/School Liaison. The Starting School Book. Reinforcing consistencies. 6. Starting School Procedures. 7. Visual Support in the Classroom. 8. Supporting Transitions at Home and School. Transition Trains. 9. The 'Good Job Log Book'. 10. Disclosure: Who Needs to Know? 11. Avoiding Trouble in the Classroom. 12. Top Tips for Teaching Assistants. 13. Pictorial Narratives. School. The teacher/s. The children. Different adults. Assembly. Playtime. Wet playtimes. My peg. The toilet area. Visitors. The workstation. Lunch time (dinner time). Sharing classroom toys. The reward/treat/activity board. The 'Good Job Box'. 14. Photocopiable Resources. 15. Troubleshooting. New class. Start of day. School assemblies. Playtimes. Play/activity/choosing times. P.E. lessons/gym class. Swimming lessons. Obsessions. Staffing changes. End of term/school year. The Fire Bell (song). 16. The Final Word.

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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 SynopsisVideo Interaction Guidance (VIG) is an effective intervention which builds positive relationships through filming and feedback sessions. By micro-analysing actions and communications in this way, clients are supported to resolve their current difficulties and increase their sensitivity and attunement within the relationship.Bringing together contributions from researchers and practitioners across a range of professions, this book provides a definitive introduction to VIG. The book explains the theory behind the approach, reviews research evidence, and offers case studies that document how VIG has been successfully applied to family relationships, schools and higher education, individuals with communication and developmental disorders, and as a reflective professional development tool. The approach is then discussed from a range of theoretical perspectives and within the contexts of narrative therapy, infant and attachment interventions, positive psychology and mindfulness.This authoritative and comprehensive guide to VIG will be an important text for psychologists, psychiatrists, counsellors, social workers, therapists, and mental health and education professionals, as well as students and academics in these fields.Trade ReviewThis book is the first to offer a comprehensive introduction to Video Interaction Guidance (VIG), together with an accessible account of the strands of theory and research underpinning the approach. It provides a much needed resource for both practitioners and trainers in the fields of psychology, social work and education. Particular strengths are the wide range of applications that are described in detail and the illustration provided throughout the book by case studies and session transcript material. Connections with other perspectives and approaches are explored and encouraged in a book that is likely to inspire further development and research in VIG, as well as stimulating interest and engagement more broadly among practitioners. -- Professor Norah Frederickson, Director, Educational Psychology Group, Department of Clinical, Educational and Health Psychology, University College London, UKThis is a book of hope. It shows us a way out of the despair of social dysfunction, a way out of continuing with relationship patterns that have become jagged and draining. The contributors to this volume show us repeatedly that, when we are supported to look anew at the way we relate to others, then we come to see both ourselves and our partners in a new light. Joy and growth can be restored to relationships from this reflexive stance. The range of evidence that Kennedy, Landor and Todd have been able to gather together provides a convincing case for Video Interaction Guidance as a therapeutic approach that nurtures lasting behavioural change. It also becomes clear that VIG requires only a modest investment of time or money. The reader begins to feel that VIG is best described not as a method for nurturing behavioural change, but as a method for nurturing compassion. -- Dr M. Suzanne Zeedyk, Senior Lecturer in Developmental Psychology, University of Dundee, UKA therapy that promotes interactive attunement between adults and children is taking the world of therapy by surprise. With the help of a simple video camera focusing on the good moments of human interaction, however limited these may be, its practitioners empower their clients, bring a smile to their wary faces and achieve real positive changes in the attachment of their children. Not only is it accessible to all who wish to train under supervision, it is also cost effective and cross-culturally applicable. If you are now curious to know more don't hesitate to buy this exciting new book on Video Interaction Guidance written by eminent practitioners and researchers in what is a promising new development in the therapeutic field of change through mentalisation. -- Dr Felicity de Zulueta, Emeritus Consultant Psychiatrist in Psychotherapy at the SLaM NHS Foundation Trust and Honorary Senior Lecturer in Traumatic Studies at King's College London, UKThis excellent book on Video Interaction Guidance, edited by leading experts, should be read by everyone interested in promoting sensitive parent-infant interaction in infancy and supporting vulnerable families. It provides highly accessible descriptions of the approach, its application across a range of settings, and the evidence about its effectiveness. Video Interaction Guidance is undoubtedly an intervention whose time has arrived, and we need wide-ranging groups of practitioners including midwives, health visitors and social workers, to develop the necessary knowledge and skills to intervene with families using this highly effective method of working to bring about change. This book will be an important first step in achieving that. -- Professor Jane Barlow, Professor of Public Health in the Early Years, Warwick Medical School, University of Warwick, UKThis is an inspiring book for anyone engaged in working with young children with disabilities and their families, and should serve to broaden the understanding of how powerful this approach can be. However, regardless of our field of work, anyone whose life and work involves interaction and communication with people we care about, including our children, partners, friends and colleagues, might benefit from reading a few chapters from it. -- Positive About Autism.Table of ContentsPreface. Hilary Kennedy, Educational Psychologist and Co-founder of the VEROC Centre, University of Dundee, UK. Part 1. Video Interaction Guidance. 1.What is Video Interaction Guidance (VIG)? Hilary Kennedy. 2. VIG and the Supervision Process. Kateøina Šilhánová, SPIN, Czech Republic and Michelle Sancho, Senior Educational Psychologist, West Berkshire Council and Honorary Lecturer, University College London, UK. 3. How and Why Does VIG Work? Jenny Cross, Freelance Educational Psychologist, VIG Supervisor and Coach, UK and Hilary Kennedy. 4. What is the Evidence that VIG is Effective? Ruben Fukkink, Researcher, University of Amsterdam, The Netherlands, Hilary Kennedy and Liz Todd, Professor of Educational Inclusion, Newcastle University, UK. Part 2. Applications of VIG. 5. VIG as a Method to Promote Sensitive Parent-Child Interaction in Infancy. Mariska Klein Velderman, TNO (Netherlands Organisation for Applied Scientific Research) Quality of Life, The Netherlands. 6. Supporting Vulnerable Families to Change through VIG. Maria V. Doria, Post-doctoral Researcher, University of Lisbon, Portugal and Honorary Research Fellow, University of East Anglia, UK, Calum Strathie, VIGuk Supervisor, UK and Sandra Strathie, VIGuk Supervisor and Social Worker, UK. 7. Use of VIG in Schools. David Gavine, formerly Principal Educational Psychologist, Dundee City Council, UK and Penny Forsyth, Senior Educational Psychologist, Dundee City Council and Co-founder of the VEROC Centre, University of Dundee, UK. 8. VIG when Working with Children and Adults on the Autistic Continuum. Penny Forsyth and Heather Sked, Educational Psychologist, The Highland Council, UK. 9. How VIG can Develop Partnerships with Parents/Educators in the Context of Childhood Hearing Impairment. Deborah James, National Institute of Health Research, Biomedical Research Unit in Hearing, Nottingham University, UK. 10. Video Enhanced Reflective Practice. Sandra Strathie, Calum Strathie and Hilary Kennedy. 11. Enhancing Teacher and Student Interactions in Higher Education through Video-Enhanced Reflection on Practice. Ruth Cave, Lecturer, University of Dundee, UK, Angela Roger, Senior Lecturer, University of Dundee, UK, and Richard Young, Professional Development Manager, Newcastle University, UK. Part 3. Connections. 12. Confirming Companionship in Interests, Intentions and Emotions: How VIG Works. Colwyn Trevarthen, Department of Psychology, University of Edinburgh, UK. 13. VIG and Attachment: Theory, Practice and Research. Jenny Jarvis, Chartered Counselling Psychologist and VIG Supervisor, South Lowestoft Children's Centres, UK and Nelleke Polderman, Founder and Director of Basic Trust, The Netherlands. 14. Video Feedforward: Towards a Preferred Future. Miriam Landor, Educational Psychologist, West Lothian Council and Lecturer, University of Dundee, UK and Calum Strathie. 15. Reflecting on VIG Practice from a Relational Systemic Perspective. Carole S. Chasle, Senior Educational Psychologist, Derbyshire County Council, UK. 16. Narrative Therapy and VIG: Windows into Preferred Identities. Denise McCartan, Stockton-on-Tees Educational Psychology Service, UK and Liz Todd. 17. Mindfulness, Attunement and VIG: Being Fully Present while Communicating. Henk Vermeulen, Mental Health Psychologist, Max Ernst GGZ, The Netherlands, Jacqueline Bristow, Chartered Educational Psychologist, UK, and Miriam Landor. 18. Beyond Therapy: Supporting a Culture of Relational Democracy. Wilma Barrow, Newcastle University and Scottish Borders Council, UK and Liz Todd. Glossary. References. The Contributors.

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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 SynopsisDisruptive classroom behaviours can prevent effective teaching and create a negative learning environment. This handy directory of behaviours has been written by teachers for teachers, and is bursting with tried and tested techniques to make the classroom a happier and more productive place for everyone.The 'Kit Bag' is a bank of up-to-date ideas that can be dipped into whenever needed, each one intended to get children focused and more engaged and excited by the learning process. The book suggests ways to create a positive learning environment in the classroom and encourages teachers to be proactive at the most vulnerable times of the school day such as at the start and end of lessons. Strategies are included for addressing behaviour hotspots, such as calling out, frequent crying or aggressive behaviour, as well as how to uncover the source of these problems and practical ways to prevent them from reoccurring. The useful Self-Assessment Checklist will also aid in making sure teachers are constructively reinforcing positive behaviour at all times. This widely acclaimed approach will be a must for any teacher who has ever been confronted with challenging behaviour and wants to get the best out of their pupils. It will also be a valuable tool for headteachers and senior leaders who want to revolutionise current school practices.Trade ReviewOne aspect that I felt may be particularly useful was the self-assessment checklist, which teachers can use to explore why certain difficult behaviours are taking place, and to determine whether some basic elements of good behaviour management are present before further steps are takes.This book would be useful for primary school teachers, particularly those who are newly qualified. It would be useful for Educational Psychologists supporting such members of staff, as a resource to refer to. -- DebateIt is always refreshing to read books by motivated and pro-active education staff who are prepared to think outside the box in order to help all children achieve their potential in school and this is one such book. There are a lot of easy to implement strategies and tips for teachers to use in this book making it one which should be in every school. I like the "Five Minute Golden Rule" idea in the first chapter and this tip alone could go a long way to restoring good self esteem in a child. I think if I were a teacher I would be excited about teaching with some of these ideas to promote positive behaviour within the whole class. The ideas in this book are inspirational and refreshing and there seems to be no reason why every teacher shouldn't be implementing some of them on a daily basis. This is wonderful book to dip in and out of for fresh ideas. -- OAASISIn this new book, [the authors] have pooled their expertise to help other primary school professionals manage children's classroom behaviour in a sensible, down-to-earth and practical style. I strongly recommend this useful book as an aid to dealing with those potentially difficult behavioural problems that many primary staff have not been prepared to manage or to overcome. Reading this book and implementing the advice should make primary teachers' daily lives a little easier! -- Professor Ken Reid, OBE, Former Chair of the National Behaviour & Attendance Review in WalesA Kit Bag for Promoting Positive Behaviour in the Classroom is a practical, easy to use and up to date resource that can be picked up and used by any teacher at any stage of their career... It provides long term solutions not just quick fixes! Ideas are simple yet effective and can be put into place immediately! -- Maria Bani, Inclusion Teacher for Behaviour, Warrington[This book offers] a diverse range of approaches and adaptable strategies that have proved effective in both the indoor and outdoor classroom. It champions positive steps to help improve the child's well being and the classroom culture, and shows how, by working together as a team, high expectations can be met. -- Lesley Parratt, Teaching Assistant, NewportPractical, relevant and to the point [...] finally, a no fuss guide to managing behaviour effectively. A must for every teacher's bag of tricks! -- Stephanie Darker, Teacher, CardiffThis exciting new book is the perfect answer to creating a positive climate for learning in your classroom and helping every child succeed. Challenging behaviour will be a thing of the past with this book. [...] A must read for everyone in teaching! -- Dr. Jonathan Doherty, Director, Early Years Matters education consultancy, ManchesterTable of ContentsIntroduction. Part I. Creating a Positive Learning Environment. Tool 1: A Whole School Approach. Tool 2: Positive Approach. Tool 3: Effective Rules. Tool 4: Effective Correctives. Tool 5: Positive Reinforcements. Part II. Positive Classroom Management. Tool 6: Effective Routines. Tool 7: Successfully Entering the Classroom. Tool 8: Lateness. Tool 9: Successful Lessons. Tool 10: Unwanted Behaviour During Assembly. Tool 11: Leaving the Classroom without Permission. Tool 12: Going to the Toilet. Tool 13: Successfully Leaving the Classroom. Part III. Re-focusing. Tool 14: Getting their Attention. Tool 15: Lack of Motivation. Tool 16: Forgetfulness. Tool 17: Attention Seeking Behaviour. Tool 18: Calling out. Tool 19: Making Unwanted Noises. Part IV. Confidence Building. Tool 20: Lack of Self Esteem. Tool 21: Lack of Friends. Tool 22: Lying. Tool 23: Frequent Crying. Part V. Challenging Behaviour. Tool 24: Not Following Direction. Tool 25: Aggressive Behaviour. Tool 26: Spitting. Tool 27: Swearing. Resources. Bibliography.

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Book SynopsisWhat makes children happy, confident and successful? How can you help a child to flourish? Their environment is important, but the real difference is in your hands – every adult has the tools to help a child achieve psychological wellbeing.This book provides a practical model for helping children flourish and achieve their personal potential in every area of their lives. Drawing on ideas from positive psychology and child development theory, the model explores the five key areas of wellbeing: personal strengths, emotional wellbeing, positive communication, learning strengths, and resilience. Practical activities are included for each area, and a questionnaire provides an assessment to enable you to keep track of progress. Suitable for use with children aged 3–11, this step-by-step guide is an ideal resource for professionals working with children, including counsellors, social workers, teachers, and psychotherapists, as well as parents.Trade ReviewThis book is insightful, and reading about parenting and children's wellbeing from a positive psychology perspective makes it very interesting, especially to anyone whose work is based upon behavioural theories and practice. -- Youth in MindIt's obvious from the outset that Jeni Hooper really understands children and knows what they need to flourish. Her empathy radiates throughout,.. I think this is a fantastic book for parents, care-givers, and professionals working directly with children. It's full of useful advice based on Jeni Hooper's extensive personal experience of what works and what doesn't work. It is clearly written and easy to read... Whether you're thinking about using the book at home or in a work environment, you will be able to pick it up quickly andhelp the children in your life become happier, more confident, and more successful. -- Positive Psychology News DailyJeni Hooper's new book is essential reading for all professionals working with children including teachers, counsellors, social workers, as well as parents, and grandparents... What I especially like about Jeni Hooper's book is how the focus is always on the whole child... "How to find the right balance for effective parenting?" Read Ms Hooper's book carefully and keep it handy for future reference. -- Special Needs Book ReviewA real achievement. Jeni Hooper has taken the evidence base of positive psychology and turned it into easy-to-use tools to help children to flourish. The book has everything you need to encourage children to develop their individual strengths and realise their potential. -- Miriam Akhtar, positive psychologist, coach, trainer and visiting lecturer, University of East London, UKIt is easy to see why so many of the hundreds of books on how to bring up a child seem to be focused on the challenges and difficulties of this task: the avoidance and management of problems is rightly high on any parenting priority list. However, Jeni Hooper reminds us that there is also another equally important component of good parenting -- helping children and young people to achieve appropriately high levels of personal and social wellbeing and fulfilment. She informs us how to achieve this in a most enticing way in her parent-friendly book. Essential reading for parents and carers, teachers... and grandparents! -- Dr Sean Cameron, Educational and Child Psychologist and Co-director of the Pillars of Parenting Social EnterpriseThis is an important book, one that I and many other Educational Psychologists (EPs) have already recommended highly to our colleagues... Jeni Hooper has produced a work for anyone - parents, teachers, children's professionals, etc, - who has an interest in the emotional health and well-being of children. The book is principally focused on the author's "Flourishing Programme", (which) represents a tour de force of the application of positive psychology to the whole area of children's emotional development and well-being... This book has some outstanding features... it covers so much ground, has a heavy reliance throughout on tables, lists, figures and boxes... The wisdom of this book "Changing the world, one child at a time" can be our aim and Jeni Hooper's marvelous book can certainly help us achieve that. -- Chris Chesterman, Independent EP * Debate - British Psychological Society *Table of ContentsPreface. Part 1. Positive Psychology and the Flourishing Programme. Part 2. The 7 Factors for Flourishing. Factor 1. Unique and Personal: Meeting a child's individual needs. Factor 2. Personal Strengths: The inner compass that guides our choices. Factor 3. Emotional Wellbeing: Creating a positive balance. Factor 4. Positive Communication: Building trust and fulfilling relationships. Factor 5. Learning and Creativity: How using strengths develops good learning habits and gets results. Factor 6. Resilience: Avoiding road blocks and bouncing back from setbacks. Factor 7. Developing Independence: The journey through childhood. Index.

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Book SynopsisUsing drama in the classroom is an effective way of supporting a child's social and emotional development. This book offers a wide variety of drama activities designed to provide children with a creative outlet to overcome emotional and behavioural problems.Exploring the various challenges children can face at home such as parental separation, divorce and bereavement, this book explains how they can manifest in a child's behaviour at school. It describes how drama can provide appropriate avenues for confronting and dealing with these issues and suggests a wealth of captivating and practical drama-based games and exercises that will support the child's needs and promote growth.This clear and accessible book will be an invaluable resource for teachers, teaching assistants, youth and social workers, counsellors, arts therapists and educational psychologists.Trade ReviewThis book is full of ideas for creative drama and games for use with individuals and groups to address challenges that children present in the classroom, due to their experiences of loss, separation, abuse, trauma, anger and anxiety. -- DramatherapyI highly recommend this book to all school professionals, particularly Sencos and nurture assistants, as the issues will crop up in every school at some point. This book is a source of inspiration on how to support troubled children effectively. -- Special ChildrenA remarkable resource which guides teachers and staff to skilfully utilize drama, a valuable but often overlooked means of supporting troubled children in the classroom. The author, a professional dramatherapist, deftly combines theory and practice by identifying familiar behavioral issues, providing insight regarding the issues, and clearly describing innovative techniques and drama activities to foster emotional growth and healing. Helpfully, a number of the activities are useable or adaptable for younger children. Whether coping with a stressful classroom problem or waiting for delayed special services, this much needed book is a life line for all. -- Dr. Carol Woodard, Professor Emeritus, State University College at Buffalo, New York, and author of Make-Believe Play and Story-Based Drama in Early ChildhoodDeeply impressive, moving and accessible. This book takes the reader on an insightful journey into the world of the troubled child whilst demystifying creative drama, leaving you empowered with a tool kit of practical structured drama techniques which can be embedded into the heart of any nurturing classroom. -- Debbie Shotter, Senior Educational Psychologist, Associate Fellow of the British Psychological SocietyAs a teacher of Technology, having such an accessible and easy to use resource, packed with information that helps with recognising the warning signs of emotional distress and how this can present in a child's behaviour, is fantastic. With super ideas for drama-based games and activities that provide creative and fun ways to overcome these challenges, and with the additional benefit of providing guidance on when and how to engage other professional help when necessary, it's a must read. -- Tom Vaughan, Teacher of Design and Technology, South West EnglandAn invaluable resource for all practitioners in schools who support the social and emotional development of children and young people. The wide range of issues and accompanying activities are presented in an informative and clear structure with guidance on potential safeguarding and child protection issues to help ensure "safe" practice. An absolute must for all those who deal with "challenging" behaviour in our mainstream schools; the book you have all been waiting for! -- Alison Chown, Play Therapist, Supervisor and Educational TrainerTable of ContentsForeword by Sylvia Wheadon. Preface. Why Drama? How to Use this Book. What this Book Covers. What this Book Does Not Cover. 1. Introduction. 1.1. What are the Issues? 1.2. How Can we Recognize the Issues? 1.3. What Can we do About the Issues? 2. The Activities. 2.1. What to do at the Beginning of a Session. 2.2. The Issues, Behaviours and Supporting Activities. 2.2.1. Abuse. 2.2.2. Anger. 2.2.3. Anxiety. 2.2.4. Attachment. 2.2.5. Bereavement. 2.2.6. Bullying. 2.2.7. Change or Transition. 2.2.8. Compulsive Lying. 2.2.9. Depression. 2.2.10. Lack of Self-Esteem/Confidence. 2.2.11. Learnt Behaviour. 2.2.12. Neglect. 2.2.13. Nightmares. 2.2.14. Parental Separation. 2.2.15. Sibling Rivalry. 2.2.16. Socially Inappropriate Behaviour. 2.2.17. Speech Problems. 2.2.18. Trauma and Shock. 2.3. What to do at the End of a Session. Appendices. Group Bonding Games. Index of Issues and Supporting Activities. References. Useful Resources and Further Reading.

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Book SynopsisPositive psychology focuses on building strengths and developing creative and positive thinking in order to boost happiness, well-being and achievement. It helps people to be motivated, maintain positive mental health, and to flourish in all areas of their lives.This resource is a fully-formed positive psychology programme designed to promote happiness, resilience and motivation in young people aged 11–18. It introduces the theory and research behind positive psychology, and includes a guidance section for facilitators on how to deliver the programme. The programme itself is made up of 24 chapters which reflect each of the 24 'character strengths' identified by Martin Seligman, the founder of positive psychology. These strengths include creative thinking, kindness, fairness, leadership, forgiveness, and teamwork. Activities teach students how to develop these strengths and skills in order to initiate positive change in their lives. This resource provides teachers, counsellors, psychologists, social workers and others working with young people with a complete programme to promote well-being in young people and help them flourish in their lives.Trade ReviewThe book is a tremendously useful, user friendly book which can provide even the novice with the basic information and practical steps needed to introduce and then implement the programme in schools. While this text is aimed directly at adolescents, and so for use in secondary schools, the model would apply equally well in primary schools and the teaching resources easily adapted for younger children. -- DebateBuilding Happiness, Resilience and Motivation in Adolescents is a practical resource for use in schools. MacConville and Rae acknowledge that adolescence can be a turbulent time where difficulties can develop into mental health problems. They recognise that schools play a vital role in promoting emotional well-being, which will in turn enhance learning... a practical resource for practitioners who want an overview of positive psychology. (...) contains relevant activities and worksheets that are ideal for this client group. -- The PsychologistI would recommend this book for anyone working with groups of young people where it its desired to encourage personal and social responsibility, self-knowledge and self-confidence, as I feel this programme can deliver this and a lot more. -- BACP Children & Young PeopleRuth MacConville and Tina Rae have compiled a rich resource to enable schools to adopt a positive "strengths approach" to helping young people become more motivated, more resilient through difficulties and ultimately happier. -- Nasen Special MagazineThis is a must-read book for all who want to help bring up young people in a psychologically healthy manner. Readable, well-informed, and very persuasive. -- Dr Anthony Seldon, Master, Wellington College, UKTable of ContentsIntroduction. Part 1. Virtue One: Wisdom and Knowledge. 1. Creativity: Thinking of novel and productive ways to do things. 2. Curiosity: Taking an interest in all of ongoing experience. 3. Open Mindedness: Thinking things through and examining them from all sides. 4. Love of Learning: Mastering new skills, topics and bodies of knowledge. 5. Perspective: Being able to provide wise counsel to others. Part 2. Virtue Two: Courage. 6. Authenticity: Speaking the truth and presenting oneself in a genuine way. 7. Bravery: Not shrinking from threat, challenge, difficulty or pain. 8. Persistence: Finishing what ones starts. 9. Zest: Approaching life with excitement and energy. Part 3. Virtue Three: Humanity. 10. Kindness: Doing favours and good deeds to others. 11. Love: Valuing close relations with others. 12. Social Intelligence: Being aware of the motives and feelings of self and others. Part 4. Virtue Four: Justice. 13. Fairness: Treating all people the same according to notions of fairness and justice. 14. Leadership: Organising group activities and seeing that they happen. 15. Teamwork: Working well as a member of group or team. Part 5. Virtue Five: Temperance. 16. Forgiving those who have Done Wrong. 17. Modesty: Letting one's accomplishments speak for themselves. 18. Prudence: Being careful about one's choices; not saying or doing things that might later be regretted. 19. Self-regulation: Regulating what ones feels and does. Part 6. Virtue Six: Transcendence. 20. Appreciation of Beauty and Excellence: Noticing and appreciating beauty, excellence and/or skills performance in all domains of life. 21. Gratitude: Being aware of and thankful for the good things that happen. 22. Hope: Expecting the best and working to achieve it. 23. Humour: Likely to laugh and tease; bringing smiles to other people. 24. Religiousness: Having coherent beliefs about the higher purpose and meaning of life. Appendices. Further reading and useful websites. Mental health information. Useful resources for young people.

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Book SynopsisEquipping Young People to Choose Non-Violence is a 12-session programme for those working with young people aged 10+ whose use of violent or aggressive behaviour is problematic.Designed to be used individually, the programme is grounded in restorative justice principles and encourages the young person to take responsibility for their behaviour. It also supports them in recognizing the effects of their actions and in identifying ways to repair the harm caused, and teaches them new skills in dealing with conflict and avoiding future violence. A theory section explains the value and evidence base and provides guidance on delivering the programme. Each session is clearly laid out with identified objectives, how to begin and end the session, and photocopiable handouts are included.This will be of great use to all those working with young people involved in violent behaviour, including youth offending teams, social workers, youth workers and school counsellors.Trade ReviewOverall I think this is a valuable resource for anyone working with violent young people, but it should be used with caution by anyone who is not therapeutically trained. I wholeheartedly applaud the idea of Multisystemic Therapy and wonder why this is not used more widely. -- Children & Young People NowTable of ContentsAcknowledgements. Introduction. Part 1. Background. 1. The Foundations of the Choosing Non-Violence Programme. 2. Facilitating the Choosing Non-Violence Programme. 3. Delivering an Ethical and Effective Service. Part 2. The Choosing Non-Violence Programme. Appendix 1. 'Taking Care of Yourself' Resources. Appendix 2. Evaluation Forms and Templates.

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Book Synopsis"I'd die without my Blackberry" - one young person's comment sums up a generation of young people who are increasingly living their daily lives through their phones and the internet. Cyberbullying is rife, affecting one in five 10-19 year olds. It causes anxiety, unhappiness and mental health problems; in extreme cases even leading to suicide.This book provides a compelling and up to date account of the constantly evolving problem of cyberbullying: the different forms it can take, how the impact differs on boys and girls of different ages, and which children are most vulnerable. Drawing on the findings of the author's survey of over 9,000 children and teenagers, Cyberbullying and E-safety provides a revealing account of the direct experiences and views of children. It describes how a new world where emerging technologies such as smartphones have transformed online social behaviour requires a new, more relevant approach to e-safety and the problem of cyberbullying. The author provides this in the form of a youth-led, age- and gender-appropriate model for cyber-education in the modern world; a 3-tier model comprising universal e-safety education accompanied by targeted and intensive support and advice for children at most risk. She also outlines a school-wide model for preventing and responding to cyberbullying in children, young people and teachers, and provides a wealth of guidance and tools for individuals and schools including templates and lesson plans.Cyberbullying and E-safety is required reading for teachers, counsellors, youth workers, social workers, and other professionals working with children and young people.Trade ReviewThe 250 pages are an excellent resource that will be of considerable benefit to social workers, teachers, youth workers, and all those working with young people who are concerned about the terrible, and oft-times lethal impact of bullying in general, and, in particular, the pernicious and pervasive risks of cyberbullying. The author's prodigious research draws on a survey of over 9,000 children and teenagers. The perceptions and experiences are described of those young people who are adjusting to a world where new and powerful technologies require radically different and relevant responses to e-safety and cyberbullying. -- Nurturing Potential, Potential UnleashedThis is an extremely useful book for teachers and other professionals working with young people, It provides a review of the current evidence together with thorough guidance for dealing with the problem of cyberbullying... This is not just a description of a problem but a handbook for action... an invaluable guide for any school that wants its staff and pupils to move in a safer and happier cyberworld. -- Special ChildrenThis is a well-researched book provides ideas, models, guidance and plans that should help you prevent cyberbullying. It will help you understand the experiences and needs of those suffering. It doesn't provide just evidence, but also offers good ideas on how to respond. -- The Teacher(...) a comprehensive, bang-up-to-date compendium about how the British teenagers' addiction to smartphone use has changed our society for ever... It is currently the essential guide to the sheer awfulness of some children's experiences of cyber-bullying, and the current best practice in both putting a stop to it and preventing it from happening in the first place. -- Church TimesA well-balanced and accessible text which provides a comprehensive overview of current research and policy in the field. This text provides excellent guidance and useful practical strategies on how to tackle cyberbullying and improve e-safety for children, young people and professionals in schools and the wider community. It is an extremely valuable addition to the field of cyberbullying and e-safety. -- Nathalie Noret, Senior Lecturer in Psychology and Director of the Unit for Child and Youth Studies Faculty of Health and Life Sciences, York St John University, UKAdrienne Katz has gone beyond her already impressive research into and experience in the field of cyberbullying and the effects it has on children and young people with this new book. She looks here at what advice we can give to young people, as professionals, that will really work, and that young people can understand and use to protect themselves against cyberbullying. The book gives an insight into what young people really feel about this type of bullying, what they want us as professionals to do about it, and what is the most effective way of protecting them against it. They want to be more involved in the strategies to reduce cyberbullying, and to be consulted during the process.This book answers the important question, how can we give young people the freedom to enjoy technical communication, whilst keeping themselves safe? It is a compelling read and a must for every school's bookshelf. -- Val McFarlane, Director, Bullying Intervention Group, UKBased on extensive practice and research, this book provides you with easy to follow approaches to engaging young people with effective e-safety education and to successfully tackle bullying issues in the school community. The author skilfully engages young people to advise on how we can 'nudge' them to adopt safer behaviours when using communication technologies. Young people's voices and case studies give us insight into experiences faced by youth in today's technological age.Bullying through the use of new technologies is a phenomenon impacting on young people 24/7. Using Cyber Surveys to find the 'digital self' of teenagers, the author describes the trend in the use of mobile communication devices to hurt and humiliate, with young people de-sensitised to shocking messages on-line. This insightful and practical guide explores what cyberbullying is, how it affects young people and what to do to prevent it, as well as how to respond if it happens to you (or someone close to you)! -- Mohammed Bham, Chair of the National Association of Principal Educational Psychologists, and Anti Bullying Lead at Solihull Council, UKThis book focuses the author's wealth of experience and expertise upon the single biggest issue currently facing those passionate and determined to challenge bullying in the 21st century. Amid a swiftly evolving lexicon of put downs and bullying insults, Katz's book will quickly establish itself as a 'must have' tool in our kit to help adults guide children safely along our ever expanding digital highways.We must now add 'digital literacy' to the skills young people require to navigate safely the 21st century. -- Jonathan Charlesworth M.Ed. Executive Director, EACH (Educational Action Challenging Homophobia), UKThis is a comprehensive and priceless resource for all those who share the passion and dedication of the author to prevent and tackle cyberbullying and educate our youngsters with regards to e-safety. It provides insight into the virtual world of our young people and the realities of the impact that cyberbullying can have on their lives. -- Graham Tilby, Head of Safeguarding, Dudley Safeguarding Children Board, UKAt last a really good, practical, down to earth book about the menace of cyberbullying. Written by an expert in the field, this is an innovative guide for teachers and educators in a time when technology has moved from 'share the computer' and 'get off the phone' to a time when young people have the world at their fingertips - both the good and the bad. Talking to young people about their experiences, how they want to use their electronic devices, how they can enjoy and use them with confidence and purpose and how they can avoid being both the bully (sending unkind messages to schoolmates and others) and the victim (the receiver of an unkind messages) is as much an educative process as teaching a child their times tables. The difference is that while the times tables remain constant, what we taught them last year/month/week about the smart phone may well be out of date already.This book contains good advice for teachers and educators to help young people think about the power they have at the push of a button. I am sure that this book will be a seminal work on cyberbullying. -- Carrie Herbert, MBE., Chief Executive, Red Balloon Learner Centre Group, UKAdrienne's Cyberbullying and E-safety is a must read for those policy makers, practitioners and educators who are really committed to listening to and supporting our most vulnerable children for whom this is a growing issue. -- Lorna Jackson, Professional Advisor for Suffolk County Council on Safeguarding Learning and Quality Assurance, UKTable of ContentsAcknowledgements. Preface. 1. Young People in the New Connected World. 2. Bullying and Cyberbullying: What Do We Mean? 3. New Tools for Bullies. 4. The Kinds of Bullying Young People Experience. 5. Meeting the Needs of Both Boys and Girls. 6. Meeting the Needs of Different Age Groups. 7. Meeting the Needs of the Most Vulnerable Students. 8. E-safety: Developing a New Three Tier Strategy. 9. Cyberbullying: Prevention and Response. 10 Protecting Teachers and Staff. 11. Useful tools. 12. About the Cybersurvey. Appendix 1. The UK Context. Appendix 2. The US Context. Appendix 3. School Grades and Terms in the UK and US. Sources of Help. References. Index.

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Book SynopsisFor young people, alcohol can be easy to access, but how do they know how much is safe to drink? What if they don't want to drink but all their friends do? Do they know what the effects of drinking alcohol are? This hands-on resource will help young people understand all the facts about alcohol, encourage them to think about and discuss the issues, and help them make positive choices. It is packed with engaging and imaginative activities that explore issues such as safe drinking, peer pressure, risks, the effects of alcohol, and alcohol and the media. Activities range from fun group games and challenging quizzes to role-plays and thought-provoking discussions, and are suitable for young people aged 13–19, in groups or one-on-one. This second edition is fully updated and contains many new activities.This resource will be invaluable for anyone working with young people, including teachers, youth workers, alcohol support workers, social workers, and youth offending teams.Trade ReviewI will be accessing Vanessa Rogers' other texts on cyber bullying and relationships in the hope that they are as practical and innovative as I found aspects of this book to be. -- Association for Social Workers inn Aotearoa New ZealandTable of ContentsAcknowledgements. About the Author. Introduction. Warm-ups. Activities. Review Tips. Ground rules. Alcohol Information. Short history of alcohol. Alcohol - the effects. Drinking responsibly. UK and Republic of Ireland units and legal information. USA units and legal information. Canada units and legal information. Australia units and legal information. Tips for safer drinking . Warm ups. Pour Me a Drink! Alcohol Ball. Categories. Taking Risks. Hot Seat Circle. Hangman. Alcohol Wordsearch. Did You Know? Name the Country. Activities. Exploring Positive and Negative Peer Pressure. Have a Drink. Influencing Exercise. More Likely or Less Likely? Why Drink? Alcohol Value Maps. Alcohol Drama. Mixed Messages. What's in a Drink? If I Made the Law. Society - who does alcohol harm most? Bottles. Alcohol Body Map. Control Measures Discussion. Understanding Units. Alcohol and Gender. Alcohol and the Media. Helping Hand. Would Have / Should Have. A Day in the Life. Emergency Room. Soap Street. Review Tips. 43. True or False Review. Three Things Circle. One Thing. Word Box. 47. Review Quiz. Review Quiz Answers. Additional Support.

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Book SynopsisFor many young people, smoking is everywhere – people on television and in films smoke, their parents might smoke, and many of their friends will probably smoke. If everyone else is doing it, why shouldn't they?This resource is packed with activities that inform young people about the facts and help them to think and talk about all the issues related to smoking so that they can make positive, informed choices. The activities consider how smoking can affect health, addiction, how to cope with peer pressure, smoking and the media, young people's attitudes to smoking, and smoking and society. Activities on giving up smoking, support and motivation are also included.These fun but informative activities will be great to use with young people aged 13–19, in groups and on-to-one. Teachers, youth workers, drug support workers, youth offending teams and social workers will all find this an invaluable resource.Trade ReviewThe book is a great way for teachers to introduce the topic and provide young people with factual information about smoking, including some of the health risks and media perceptions. -- Youth in MindHer book, subtitled Activities to explore smoking issues with young people, supports the development of creative youth work and social education... an ideal aid to youth workers who want to enable young people to make an informed choice as to whether or not to smoke. -- BACP Children & Young PeopleVanessa Rogers has written a book full of resources and activities to help teachers inform and educate young people... This book is equally helpful in PSHE sessions, one-to-one conversations or whenever the topic of smoking is raised in class. -- Special MagazineTable of ContentsAcknowledgements. About the Author. Introduction. Ground rules. Part 1. Tobacco Information. Part 2. Warm Ups. Part 3. Making Decisions About Smoking. Part 4. Health. Part 5. Marketing and the Role of the Media. Part 6. The Global Perspective. Part 7. Review Tips. Additional Support.

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Book SynopsisStudents on the autism spectrum often face difficulties in the secondary education environment that result from a lack of awareness on the part of their teachers and peers. This guide acquaints teachers with all the information and practical tools needed to understand and support their students with autism spectrum disorders (ASD). The book presents specific, ready-to-use classroom initiatives with example worksheets, checklists and timetables to help students keep organised with their school work. It also covers general obstacles such as social situations, anxiety, mental health issues and extracurricular activities and how adults can help. Guidance about the leaving school stage and how to ensure the teen is equipped to make the best possible decisions about their future is included.Packed with useful information and examples, this book will be a lifesaving resource for teachers, and everyone else working in secondary education, who want to help their students with autism to stay focused and positive at school.Trade Review“This book provides practical guidance for those engaged in the education of young people with autism spectrum disorders (ASD) in secondary education. It is clearly written, based on best practice, and takes a 'can do' attitude to what the youngsters can achieve and how mainstream staff can understand and support them. It is full of helpful strategies and examples. This book meets a gap in the literature and will help improve life for young students with ASD and those who educate them.” -- Professor Rita Jordan, PhD, OBE, Emeritus Professor in Autism Studies, University of Birmingham, UK“This is a valuable manual for professionals who will be guiding their students through an important chapter in life. The authors provide a wealth of practical methods for engaging students with autism and highlight them in case examples throughout the book. It is an important resource for teachers who are supporting adolescence, secondary education, and transitions into early adulthood. The integrated approach will help the educational team to facilitate person-centered planning, to be sensitive to an array of issues that may arise, and to implement strategies to promote the student's overall success. This book is like a teacher training and support group all wrapped into one package. The outcomes of reading it are plentiful, but the most important result is a student who is better understood.” -- Kirstina Ordetx, Ed.D, CNS, Owner of Pinnacle Academy, CEO of the Center for Autism Resources and Education, Director of Developmental Behavior Services at Advanced ABA, Southwest Florida and author of Teaching Theory of Mind“People on the autism spectrum perceive the world differently and therefore learn differently. To enable them to access the curriculum, they have to be taught differently and this becomes more challenging for teachers as the pupil progresses through their school careers. This book provides secondary education teachers with case examples that translates theory into day to day classroom strategies and practice. This book is easy to understand and is rich with practical suggestions on how best to support students on the autism spectrum to reach their fullest potential.” -- Dr Jacqui Ashton Smith, Executive Principal, Robert Ogden School And Helen Allison School, National Autistic SocietyTable of ContentsAcknowledgements. Preface. Introduction. Part 1. Unravelling ASD, Associated Features and Theories of Thinking and Learning. 1. Characteristics of Autism and the Impact on the Student. 2. Learning Theories Associated with ASD. Part 2. Implications of ASD and Associated Features for High School Students with Autism. 3. Challenges in High Schools and their Impact on Students with Autism. 4. Learning Style and Scholastic Achievement. 5. Social Understanding and Peer Relationships. Part 3. How to Combat Obstacles Experienced by High School Students with ASD: Suggestions and Strategies.6. A Framework for Inclusion. 7. Transition to High School - Implications for Practice. 8. Class-wide Pedagogical Approaches. 9. ASD-specific Approaches. 10. Individualised Learning and Education Plans. 11. Social Interaction and Socio-Emotional Support. 12. Anxiety, Emotional Support and Student Welfare. 13. Supporting Students in High School Towards Independence. Part 4. Post High School…Where to Next? 14. Planning for the Future. Appendix 1. The Causes of Autism. Appendix 2. Resources. Appendix 3. Outline of Research Methods. References. Index.

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Book SynopsisSelf-esteem, communication skills, positive thinking, healthy friendships, and dealing with anger, stress, anxiety and grief are all crucial parts of being resilient and having strong life skills. Join forces with superheroes Steemy, Link, Zen, KipKool, Holly and Hally, Beau and Angel in this 10 session programme to boost resilience in children aged 7—14. Each session focuses on a key theme, and a superhero character helps to teach each skill, from overcoming anxiety to dealing with grief. A creative hands-on activity closes each session, and session summaries and tips for parents encourage children to continue learning and building their skills between sessions. An engaging comic strip story about the superheroes runs throughout the program. Sessions are flexible and easily adaptable for use in different settings and with younger or older children, and include photocopiable worksheets.This imaginative resource is a complete programme, ideal for teachers, counsellors, therapists, social workers and youth workers.Trade ReviewThis visually attractive book is intended as a manual for a structured programme which can be run by organisations and it provides clear guidance on management and structure... This is a useful source of activities to promote better self- awareness and self-confidence in children... Each section also includes weekly tips for parents, with two or three activities to reinforce the module the child is working on... this programme could act as a powerful tool for change for children in need of support. -- SEN MagazineThe main strength of this book lies in its logical, systemic and concise nature. Each session is explained in detail, with a clear rationale for its purpose, and the activities are creative and engaging and of an appropriate length for this age group. The use of a superhero themed comic strip throughout, with characters representing a particular skill, is also a useful way of providing continuity whilst maintaining interest... I would suggest that this is a valuable resource for anyone involved in groupwork with this age range but not exclusively so, as it could also be used by those working with children on our individual basis. The programme encourage children to build strong life skills, manage emotions and communicate effectively, and as such it is an interesting read for parent too. Anything that encourages our young people to have an increased level of self-awareness, resilience, self-esteem, an social and emotional intelligence can surely only be a good thing. -- BACP Children & Young PeopleThe book is a 10 session group programme which is well laid out and a wonderful resource for anyone working with children. The material covers a number of topical issues such as anxiety, bullying, anger, grief and encourages children to form and maintain healthy relationships. The book uses a CBT framework but also seem to tap into a number of other useful therapeutic approaches.Although the programme is written for a group, many of the therapeutic tools and exercises within the text could easily be adapted for working with individuals. In addition, the material also includes some very useful tips for parents which sadly, are often neglected in other therapeutic material aimed at this age group.The material is set out in a way that will appeal to children and provides a nice blend of information giving, practical exercises, and shared activities. It also draws upon all of the main learning styles including visual, auditory, and kinetic which research suggests assist in helping engage children and young people.Overall, this is a great programme which fits in with the government's "Every Child Matters" initiative and will assist in helping young people reach their goals, develop social skills, self-esteem, and personal resilience. -- Laurie Seiler, CBT therapist and author of Cool Connections with Cognitive Behavioural TherapyThe Healthy Mindsets for Superkids is a group programme that has been runningsince 2010. It contains 10 modules... There are some solid, useable ideas and worksheets throughout the book...some useful hints, tips and handouts. -- Maureen Maccan, Registered Senior Social Worker, Child, Adolescent and Family Mental Health Service * Aotearoa New Zealand Social Work *Table of ContentsForeword. Acknowledgements. Introduction. Session 1. Self-esteem. Session 2. Communication Skills. Session 3. Positive Thinking I. Session 4. Positive Thinking II. Session 5. Grief and Loss. Session 6. Anxiety and Stress Management. Session 7. Anger Management. Session 8. Healthy Relationships. Session 9. Peer Pressure. Session 10. Healthy Minds and Healthy Bodies. Appendices. References.

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Book SynopsisA taboo subject in today's society, death is something that we do not like to talk about and especially do not like young people talking about. Yet, without opportunities to talk, young people's anxieties about death can manifest themselves in all sorts of self-destructive and socially-destructive ways. In this book, Nick Luxmoore explores the problems that arise when death is not openly discussed with young people and offers invaluable advice about how best to allay concerns without having to pretend that there are easy answers. He covers all of the key issues from the physicality of death to the fear of not existing to the way young people's morality develops and he provides expert insight into the impact these subjects have on young people's behaviour. This book presents a wealth of information for professionals, parents and others working with young people, providing the skills needed to ask young people the difficult question, "Do you think much about death?", and to support them as they begin their answer.Trade ReviewNick Luxmoore's book is fascinating exploration of this taboo subject and the problems that can arise when it is not discussed openly with young people... This book has much to offers on the role of parents and professionals in helping young people accept the unfairness of life and to find meaning and contentment in their lives. It's an engaging and insightful work with plenty of useful advice about seldom talked about subjects. -- Young Minds MagazineHighly readabale exploration of how teenagers view and deal with death, often unconsciously... a thought provoking read with some fine examples of how anyone working with young people might approach the subject of, in the words of the title, death and the unfairness of everything. -- The SL (School Librarian)This book goes far and beyond the various stages of grief and the mixed feelings evoked in young people after someone has died, and explores beyond the euphemisms used to describe it... This book is bound to give adults the encouragement they need to adopt a more open forum for young people to talk about death, and makes essential reading for anyone caring for, or working with, young people. -- Youth in Minda valuable and informative resource for parents and professionals in how the teenage mind works... I strongly recommend this very readable book. Schools, youth workers and parents will gain a great deal from this work and teenagers will benefit as a result. -- Children & Young People NowThis honest book - sometimes painfully so - is far more than a primer for dealing with the death of a child. It is, rather, a clearly written and jargon-free analysis of how young people themselves see death. -- Church TimesDeath: the great common denominator, and the last great taboo. How do young people understand and grapple with it? How does it "work" in the ways they relate to adults, to each other and to themselves? How does it shape or thwart their ambitions and their sense of justice? Immensely readable, full of wisdom, and enriched by vivid case material, Nick Luxmoore's book provides answers to these questions. It will be invaluable reading for anyone working with young people. -- Ron Best, Emeritus Professor of Education, University of RoehamptonNick Luxmoore is one of the outstanding writers on the adolescent stage of life. He tackles issues and asks questions that, for most of us, are too hot to handle. In this book he encourages us to think the unthinkable, that teenagers are concerned with death and with their own mortality. This is a fascinating and important book, and should be read by all who are concerned with the lives, particularly the inner lives, of young people. -- Dr. John Coleman OBE, Senior Research Fellow, University of OxfordThe book is a useful read for helping professionals and parents. The nuances of severe adolescent grief and suffering are effectively discussed. The narrative is real-world and compelling, not sugar-coated as some books are when addressing the complex issues of death and existential pain. -- Christopher Sink, Ph.D., professor of Counselor Education at Seattle Pacific University and editor of the Professional School Counseling JournalTable of Contents1. Introduction. 2. The physicality of death. 3. Courage and death. 4. Death as an authority-figure. 5. The fear of not existing. 6. Attachment and death. 7. Unprotected sex. 8. Cock-up or conspiracy. 9. Morality and death. 10. The problem of personal responsibility. References. Index.

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Book SynopsisEngaging groups in drama is a highly effective way to break down barriers and build resilient teams. This concise book of drama-based exercises will be an invaluable tool for practitioners looking to facilitate conflict transformation and is applicable to a wide range of contexts and client groups. The dramatic problem solving approach is a sequential process, from welcoming exercises and forming agreements, to analysing the root problems and building on trust, culminating in the creation of a piece of drama. Each stage is accompanied by activities and illustrated with examples from the author's extensive experience.This book will be an innovative resource for any professionals involved in groupwork including youthworkers, teachers, social workers, arts and family therapists, group psychotherapists, psychologists, school counsellors and community leaders.Trade Review... if you're a bit of a 'thesp' at heart and thrive on role plays and throwing yourself about in the course of a training exercise, then lay on Macduff . This is your kind of thing... an easy to read, step by step guide. -- Special MagazineSteven Hawkins' book provides a highly practical guide to implementing his very powerful facilitation techniques. In this fast-paced 21st century, his writing is to the point, providing just enough theoretical background but emphasizing the 'how to' - I personally have found it to be a valuable manual. -- Mohit Mukherjee, Director, UPEACE Centre for Executive Education, United Nations mandated University for Peace (UPEACE)Table of ContentsPreface. Introduction. 1. Beginnings. 2. Defining the Problem. 3. Analyzing the Issue. 4. What are the Root Causes of the Problem? 5. Creating Clarity and Consensus. 6. Who is Involved in the Problem? 7. Creating the Dramatic Piece. 8. Play Making. 9. Presentation. 10. Action Planning and Follow-up. 11. Warms-ups. 12. Closing Exercises. 13. Applications: DPS in La Carpio. 14. Conclusion. References. Index.

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Book SynopsisChildren and young people in care rarely match the academic achievements of their peers and policy and procedures to address this inequality have not yet remedied the problem. Drawing on ideas from social pedagogy, the authors present a new approach - learning placements and caring schools. They show that education and care must be considered integral to both out of home placements and schools. Packed with practice examples, it includes chapters on early childhood education and care, as well as alternatives to school and higher education, covering everything from birth up to the age of 25. It highlights the potential benefits of a range of learning opportunities, from drama and outdoor activities, to bedtime stories and mentoring as well as providing support for teachers in their role as carer. Chapters include key points, case studies, practice points and useful resources.This is a unique evidence-informed practical guide for students and professionals in the fields of social work, social care, psychology and education.Trade ReviewThis is a timely book that brings together evidence and case studies around the importance of the integration of care and education in daily life, in order for children in public care and care leavers to flourish. The message that being cared for in school and educated at home is explored in a series of chapters that are easy to read and offers insight into strategies that could be applied whether you are a teacher, social worker, foster carer or residential worker. As schools are increasingly accountable in the delivery of results I think the book will be particularly useful for designated teachers of Looked After Children to read and understand the importance of care in the educational environment to unlock potential. With the increase of pupil premium plus funding for Looked After Children there is an increasing scrutiny around how we are using resources and there is good evidence in this book to support the prioritisation of these resources for social and emotional support in the education context. -- Sarah Rivers, Headteacher of the Virtual School for Looked After Children, Staffordshire County Council and Lee Pardy-McLaughlin, Principal Social Worker, Staffordshire County CouncilThis excellent and comprehensive book deals with a subject that has taxed the minds of teaching professionals, politicians and care workers for decades and which has been documented in all manner of statistical analyses - that of the education of children in care or, more importantly, the need for better education of children in care.This important, practical and thoroughly-researched book deals with the need for effective education in its broadest sense for children in care and how practically to achieve this between a supportive care environment - or 'learning placement' - and an equally supportive educational establishment - or 'caring school'.The book is readable, engaging and relevant because it draws on that most essential and deeply felt of human traits - compassion. -- Phil Thomas NPQH, Director of ThinQ Education LtdFinally, the evidence! With the publication of this book it becomes even more urgent that schools consider their social pedagogy. Children in care need a diet of rich, relational, on- going experiences together with us to enable felt security, stability and security: the core conditions for becoming successful learners. Attachment matters. -- Louise Michelle Bomber, Attachment Support Teacher, Therapist and Author of Settling to LearnTable of ContentsAcknowledgements. 1. Bringing education into care placements and bringing care into schools. 2. Legislation supporting the education of children in care in the UK-principle and provisions. 3. An educational journey-children in care in context. 4. Creating and sustaining a learning placement. 5. Informal Education. 6. Supporting education in the care environment. 7. Early Years Education in Foster Care. 8. Caring Schools. 9. What happens when mainstream isn't right. 9. Staying in education: 16-19-the muddle and the prospects. 11. Supporting recent migrants. 12. Going to university from care. 13. Putting it all together: taking a Strategic Approach. References.

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Book SynopsisAcross Europe young people in public care are around five times less likely to attend tertiary education than those who have not been in care. This book provides a comprehensive account of why this shocking discrepancy exists and outlines ways to address the imbalance. Drawing extensively on a substantial three-year long European Union funded research project led by the authors, this book examines the participation of young people in care in further and higher education in Europe. It provides a historical and legislative overview of the topic and in-depth national case studies look at the situation in England, Denmark, Sweden, Spain and Hungary. The authors set out clearly what we can learn from these cross-national comparisons and how to create more equal opportunities for children and young people in care. This important book will be essential reading for researchers and policy makers working on child welfare or young people in care, including government and local authority policy-makers, managers of children's and education services, school governors, and academics working in the fields of education, sociology, psychology, social work and social policy.Trade ReviewThis excellent and timely book starts from the indisputable premise that the educational experiences and progress of young people in public care have been neglected and little is known about this group of often severely disadvantaged young people. It studies official policies and practices and the experiences of young people themselves and demonstrates that many of the young people leaving care, despite their often negative school and family experiences, have high hopes and expectations of their futures, many aiming for higher education. It should be read by all social and community workers, educationalists, policy-makers and politicians - all of whom need to be better informed of the valuable contribution these young people could make to society. -- Sally Tomlinson, Emeritus Professor, Goldsmiths College, London and Senior Research Fellow, Department of Education, University of OxfordThe authors of this important book have made a substantial contribution to what we know about the dismal educational performance of children and youth in public care. Synthesized data from five countries strongly support what Sonia Jackson has said for decades: "It does not have to be like this". Say it loud and clear, so that everyone can hear. -- Bo Vinnerljung, Professor of Social Work, University of Stockholm, SwedenTthis book (is) recording the EU-funded YiPPEE research programme, an in-depth study of education for children in care across five very different countries - Denmark, England, Hungary, Spain, and Sweden... As so often with international research, there are both similarities and deep differences between countries...This book makes evidenced proposals for improvement at both country and European level, and for me there were strong resonances with experiences in all the countries. This book, the first to cover this subject in detail, should be read by all children's services policy makers, leaders and practitioners - and lessons learned! -- John Freeman CBE, John Freeman Consulting * Children & Young People Now *The current study focuses on how prospects of entering further and higher education for this group might be improved by studying a sample of young people with a public care background from each of five European countries with varied traditions of public welfare: England, Denmark, Hungary, Spain and Sweden... This book will be of use to students of education as it has academic rigour, provides detail of research design and contributes substantially to knowledge on its subject. Teachers and others who work with and are concerned about young people whose educational prospects are adversely affected by their familial, social and economic circumstances will also find it of interest. -- Paula Coates * SEBDA *Table of ContentsIntroduction. 1. Education and Social Inclusion. 2. Welfare Regimes And Individual Educational Progression. 3. Study Design. 4. England: A Targeted Approach. Hanan Hauari and Claire Cameron, Thomas Coram Research Unit, UK. 5. Denmark: Participation For All? Claire Cameron and Inge M. Bryderup, Danish Pedagogical University, Denmark. 6. Hungary: Education And Care In Transition. Claire Cameron, Marta Korintus and Andrea Rácz, National Institute for Family and Social Policy, Hungary. 7. Spain: Stability And Extended Support. Carme Monserrat and Ferran Casas, Research Institute on Quality of Life, University of Girona, Spain, with Sonia Jackson. 8. Sweden: A Long And Winding Road. Helena Johansson and Ingrid Höjer, Department of Social Work, University of Göteborg, Sweden. 9. Looking Across Countries. 10. Finding A Way Forward.

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Book SynopsisNature Therapy is an innovative approach for working with children who have experienced stress or trauma. For the first time in the English language, this book presents the theory behind the approach along with detailed guidelines for introducing it to the classroom and other group settings The flexible 12-session programme pairs nature-based activities with storytelling and other expressive arts approaches. It is designed to strengthen coping and resilience in children who have been through common causes of stress such as the divorce of parents, moving home, the illness of a loved one or bullying. It can also be used in the aftermath of large-scale crises such as war, terrorism and natural disasters to prevent and treat post-traumatic stress disorder. An evocative colour storybook, 'The Guardians of the Forest', is also included for use within the programme. The original, evidence-based approach described in this book will be of interest to all those working therapeutically or creatively with children who have experienced stress or trauma, including teachers, arts therapists, psychologists and counsellors.Trade ReviewNature therapy is an innovative approach that has been shown to help children who have experience a variety of difficulties including violence, death, parental divorce and natural disaster... It is intended for children between 5 and 10 years old, however it could be adapted for younger children, adolescents and adults... The text is presented in a clear and accessible manner and offers a very detailed nature therapy program. The program may be of interest to therapists, counsellors and teachers who are interested in the theory behind nature therapy and integrating the program within their setting. -- Play for LifeThis book is an invaluable resource for educators and clinicians who work with children under duress. It provides an artful synthesis of trauma theory and nature therapy applications for use with children in classroom and natural environments. Hands-on tools and exercises offer a practical guide for facilitators to create "safe spaces" for children. -- Vivien Marcow Speiser PhD, BC-DMT, LMHC, NCC, REAT, Professor and Director, The Institute for Arts and Health and National, International and Collaborative Programs, The Graduate School of Arts and Social Sciences, Lesley UniversityAs someone who views art-making as a force of Nature and the arts therapies as a contemporary manifestation of ancient shamanic practices, I welcome The Healing Forest in Post-Crisis Work with Children with enthusiasm. It will help heal people and the world too. -- Shaun McNiff, University Professor, Lesley University, and author of Art Heals and Art as MedicineThe Healing Forest in Post-Crisis Work with Children is an important book in the development of educational and therapeutic work with children and nature. Clearly written with a strong rationale and plenty of practical ideas, is accessible and attractive. I would like it to be sent to Ministers of Education in as many countries as possible! -- Professor Sue Jennings, 'The Healing Tree', Stratford-upon-AvonThe Healing Forest in Post-Crisis Work with Children combines theory, practice and research in an accessible and highly readable manner. It is essential reading for anyone looking for new ideas about how to work in a creative, gentle way with children who have experienced trauma. I also warmly recommend this book to any counsellor or psychotherapist who is interested in the potential of using the outdoor environment as part of the therapeutic process. -- John McLeod, Emeritus Professor of Counselling, University of Abertay, Scotland and Professor, Department of Psychology, University of OsloThis is a practical guide book aimed at (as it states) 'therapists, counsellors, teachers and parents; in fact anyone working with children, at any stage of difficulty'... It is a concise easy to read publication, written in a very clean practical style. The author guides the reader through a rich journey from trauma to enlightenment, while offering step by step strategies for the facilitator to prepare and present this creative and expressive intervention... This book is an invaluable resource providing a comprehensive tool kit. In my opinion it would adequately hold and guide any professional wanting to develop creative group interventions, to nurture and support children feeling disempowered, vulnerable and frightened by traumatic life experience. -- Lorraine Finnegan, BAPT member * BAPT - Play Therapy *Table of ContentsAcknowledgements. Part I: Background and Theory. 1. "A Safe Place". Introduction. "A Safe Place" - Historical Background. The Research Proves: Widely Acclaimed Success. 2. Post-Trauma and the Traumatic Experience: Definitions, Differences and Methods of Coping. Post-trauma and the Traumatic Experience. The Diagnostic Criteria of Post-Trauma. Expected Reactions After Trauma and Extended Pressure States. The Severity and Uniqueness of the Traumatic Reaction. Trauma as a Social-Communal Phenomenon. Psychological Treatment of PTSD. 3. Resilience and Coping Resources. What is Resilience? Do Modern Life and Educational Systems Limit Resilience? The Development of Resilience in Children. Fantastic Reality. The Healing Metaphor. The Importance of Play in Children's Recovery. 4. Nature Therapy: Theoretical and Practical Framework. The Historical Context of Nature Therapy: Why Now? Nature Therapy: An Applied Theoretical Framework. Selected Theoretical Terms. Nature as a Therapeutic Environment. The Therapeutic Triangle: Client-Therapist-Nature. Choosing the Space. Rituals, Rituals and More Rituals. Four Applied Models. Challenge in Nature. Art in Nature. A Home in Nature. Nature Conservation Therapy. 5. The Protocol - A Practical Guide. Before Starting: Introducing and Launching the Journey. General Information. Suggested Contract. 6. The Sessions. Session 1: Trees Also Have a Safe Place. Session 2: Finding a Safe Place and Becoming Guardians of the Forest. Session 3: Choosing a Safe Place in Nature. Session 4: Building a Safe Place (A Home in Nature). Session 6: The "Big Bash" - Campsite Cooking. Session 7: Treasure Hunt. Session 8: Making Flags and Preparing to March. Session 9: Hosting Another Class in the "Safe Space". Session 10: Helping Nature - Preparing for "Graduation". Session 11: Closure (Planting, Feeding Stations, Nature Corner). Session 12: Farewell to the Space in Nature and to the Group Leader. 7. Adaptations and Further Activities. Recommendations for Continuing Activities after the Program. More Tree Activities. Activities (Exercises in the Spirit of Far Eastern Martial Arts). Rainy Day Activities. Adapting the Programme to Kindergartens. Appendices. Appendix 1: Guidelines for Preparing Feeding Stations (Sessions 10-11). Appendix 2: Preparing a Peanut Role. Appendix 3: Other Types of Feeding Stations. Bibliography. References. Index.

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Book SynopsisBased on the findings of a five year longitudinal study into the experiences of students with Autism Spectrum Disorder (ASD), this book provides tertiary educators and support staff with practical support for addressing the challenges associated with ASD as they manifest in college and university environments. It explores issues such as:· Interpreting assignment tasks· Unwritten expectations and codes of conduct· Rigidity of thinking· Project planning· Self-monitoring· Multi-tasking and central coherenceThe authors suggest practical strategies for better accommodating students with ASD in the inclusive classroom. Chapters include case studies of individual students, which provide real world examples of possible issues and successful interventions, making this an essential resource for all those involved in supporting students with ASD in tertiary education settings.Trade ReviewIn the increasingly busy world of the academic, this book is invaluable. It is a comprehensive yet practical, step-by-step guide to easily developing teaching knowledge and successful strategies for working with university students with ASD. Vibrant case studies, clear tools & quick tips for teachers abound. -- Petria McGoldrick, Disability Liaison Officer, University of Wollongong, AustraliaAnyone interested in autism will treasure this book. McMahon-Coleman and Draisma have created a much-needed resource, which covers everything one needs to know about university students on the spectrum. A must-have for students on the spectrum, their families, as well as education professionals at all levels. -- Iva Strnadová, Associate Professor, University of New South Wales, AustraliaMcMahon-Coleman and Draisma have provided the higher education sector with a much-needed resource in a well-structured, easy-to-read guide to the provision of educational services to students with ASD. Grounded in their vast personal and professional experience, the deep insights within this book provide high-value reading for all those focussed on the teaching and learning of students with ASD. -- Dr Nola Norris, Morling College, AustraliaAcademic staff, students who have an Autism Spectrum Disorder, and their parents, need a comprehensive guide to successfully graduating from college or University. The explanations and recommendations in this book are based on extensive experience of supporting and explaining the thinking and needs of students who have an ASD, while understanding the perspectives of both staff and students. Academic success and graduation will now be much easier to achieve. -- Tony Attwood, PhD, Clinical Psychologist, Minds & Hearts Clinic, Australia, and author of The Complete Guide to Asperger's SyndromeTable of ContentsPreface. 1. Introducing the University Student on the Spectrum. 2. Autism Spectrum Disorder Traits in the Classroom: Discipline Matches and Mismatches. 3. Autism Spectrum Disorder Traits in the Classroom: Interpreting Expectations and Codes of Conduct. 4. Autism Spectrum Disorder Traits in the Classroom: Rigidity of Thinking and Literal Thinking. 5. Autism Spectrum Disorder Traits in the Classroom: Project Planning and Multi-Tasking. 6. Autism Spectrum Disorder Traits in the Classroom: Self-Monitoring. 7. Autism Spectrum Disorder Traits in the Classroom: Central Coherence. 8. Conclusion. References.

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Book SynopsisPacked with activities and helpful advice, this resource is designed for professionals working to help adolescents and adults break the destructive cycle of low self-esteem. This fully updated new edition of Deborah M. Plummer's popular resource is filled with practical ideas for building healthy self-esteem. Easy-to-use photocopiable activity sheets encourage participants to use existing skills and develop new techniques to nurture confidence and feelings of self-worth. These are complemented by relaxation and breath control exercises, and expanded theoretical chapters that explains what healthy self-esteem is, why people may have low self-esteem and the consequences that can result from it. Suitable for work with individuals and groups in a wide range of educational and therapeutic settings, this resource will prove indispensable to teachers, speech and language therapists, professionals working in adult education centres, counsellors at schools and universities, social workers and other individuals working with young people.Trade ReviewUnderstanding self-esteem and helping people to build self-esteem is such a key issue that it is great to have a book which focuses on this and offers practical exercises and theory. I found this book to be very accessible and can imagine it becoming one of my favourites. -- Audrey Tait, Senior Practitioner in Social Work, Edinburgh City CouncilIn Helping Adolescents and Adults to Build Self-Esteem Deborah Plummer uses her clinical experience and practical writing skills to explain the complex psychology of self-esteem in terms that are easy to understand and relate to practice. As a youth worker, I often work with young people struggling through the torrent of feelings, emotions and self-doubt that adolescence can bring, and the links Plummer makes between self-esteem, self-concept and self-evaluation will be invaluable in helping me devise curricula that explore these different facets and develop self-help skills.I particularly liked the section on images and associative sensitivity as it has put a name to something I too have noticed within groups of people who have built an understanding and empathy with each other. This is particularly so with young people in out-of-home settings. In the second half of the book she offers a range of activities, some familiar and some new. From the concise instructions and additional facilitator notes it is clear that Deborah is a writer who is also an experienced practitioner. This adds an honesty and credence to her work that inspires practitioners to feel confident when facilitating the suggested activities, without necessarily being an expert.There is too much to read and learn to be able to condense into a few words. This is a book that I will come back to again - not just for the activities, which are great, but also as a reliable peer-to-peer guide through the complexities of self-esteem. -- Vanessa Rogers, Youth Work Consultant, Author and TrainerPositive self-esteem is the cornerstone to living a fulfilling and meaningful life. Helping Adolescents and Adults to Build Self-Esteem is a well-written and resourceful guide to help increase self-esteem. This book has an easy-to-follow format that provides some fundamental theories and practices to improving self-awareness and self-acceptance; all while promoting and building healthy self-esteem. Helping Adolescents and Adults to Build Self-Esteem is a must-have book for professionals wishing to improve their client's levels of self-confidence and self-respect. -- Raychelle C. Lohmann, counsellor and author of The Anger Workbook for Teens and The Bullying Workbook for Teens, Blufton, USADeborah Plummer has that rare ability to make everything she writes easily and enjoyably accessible to everyone. Whether she is giving a theoretical introduction, a "neuro nugget" or a practical exercise. This book is literally an eye-opener, for it opens the inner eye of the imagination to support and guide us. -- Dr. Dina Glouberman, Imagework founder, psychotherapist and author of You Are What You ImagineThis fully updated new edition of Deborah M. Plummer's popular resource is filled with practical ideas for building healthy self-esteem. Easy-to-use photocopiable activity sheets encourage participants to use existing skills and develop new techniques to nurture confidence and feelings of self-worth... Suitable for work with individuals and groups in a wide range of educational and therapeutic settings, this resource will prove indispensable to teachers, speech and language therapists, professionals working in adult education centres, counsellors at schools and universities, social workers and other individuals working with young people. -- In Our Hands blogDeborah Plummer's photocopiable resource book contains the theory necessary for practitioners to help clients to practise and build on a range of strategies to improve their wellbeing, and a set of activities to support permanent change... One aspect of this edition that I particularly enjoyed is the 'neuro nuggets' (...), detailed notes on use of the photocopiable information and activity sheets, more neuro nuggets, and diagrams, such as a pyramid structure to demonstrate successful communication. Aimed primarily at groups of clients or pupils, the worksheets can be used equally well with individuals and adapted for different ages of adolescents or adults, according the need, while allowing discussing or structure activities. -- Helen Hardacre, Team Leader of and NHS counselling service for young people and adults in the North West * BACP Children & Young People *This truly is a resource book and the photocopiable worksheets enable the worker to take the relevant piece of work to appointments. Though structured for group work for 15-year-olds and above, the book can easily be used in direct work with individuals at home, in children's centres or even office interview rooms... -- Hilary Schultess-Young, Independent Social Worker * Professional Social Work *Table of ContentsAcknowledgements. Introduction. Part I - Theoretical and Practical Background. 1. Self-esteem and Wellbeing 2. Self-esteem, Learning and the Process of Change. 3. Working with Imagery and Imagination. 4. Learning and Generalising Knowledge and Skills 5. Working with Groups. Part II - Activities and Guidelines Introduction. 1. Getting Started. 2. What is Self-esteem? 3. Who am I? 4.Self-awareness. 5. The Challenge of Change. 6. Self-acceptance. 7. Self and Others. 8. Self-reliance and Managing Stress. 9. Self-expression. 10. Creative Problem-solving. 11. Setting and Achieving Goals. 12.Keeping it All Going, References. Appendix A. Appendix B. Appendix C.

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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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