Educational strategies and policy Books

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

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Book SynopsisThe internet and mobile devices play a huge role in teenagers' home and school life, and it's becoming more and more important to effectively address e-safety in secondary schools. This practical book provides guidance on how to teach and promote e-safety and tackle cyberbullying with real-life examples from schools of what works and what schools need to do. The book explains how to set policy and procedures, how to train staff and involve parents, and provides practical strategies and ready-to-use activities for teaching e-safety and meeting Ofsted requirements. Including up-to-the-minute information and advice that includes discussion of new technologies, social media and online gaming sites, SRE in the smartphone age, and recent school policy trends such as 'Bring Your Own Device', this book provides all of the information that educational professionals need to implement successful whole school e-safety strategies.Trade Review"If you keep doing the same things, you will get the same results." This is so apt when it comes to working with teenagers about safe online behaviours. We need to take a fresh approach to this rapidly evolving concern and this book provides just that. Bursting with useful resources and clear explanations, it is a must have. -- Heather Jeavons, DGfL Senior Education Development Manager, Dudley Grid for Learning, Saltwells EDC, UKAs the perfect complement to Making Your Primary School E-safe, Adrienne Katz has once again cut straight to the heart of the matter. This timely book will quickly become an indispensable and topical resource for any teacher or family member eager to keep children secure in a cyber world where it's all too easy to feel several miles behind the young people in our care. Covering all the bases, she defines just what are the comprehensive issues in lucid, readable language leaving you confident to respond appropriately to even the severest of challenges. Importantly she empowers you to put any necessary safeguards in place to make safe, whilst still great fun, all our young people's time online. -- Jonathan Charlesworth M.Ed., Executive Director of EACH and author of That’s So Gay: Challenging Homophobic BullyingAdrienne has taken on the monumental task of bringing together all the strands of e-safety in a secondary setting in this book. The advice and resources she provides will help both staff and pupils in secondary schools to become responsible digital citizens and, importantly, to stay safe. In my work as anti-bullying coordinator, I am acutely aware of the need for this book and fully support the ideas that it promotes. I will certainly be recommending it to the schools I work with. -- Lorna Naylor, Anti-bullying Coordinator, Children, Families and Cultural Services, Nottinghamshire County CouncilThis book provides a complete package for secondary schools to enable them to develop and embed a whole school approach to e-safety and cyberbullying, and deliver relevant and stimulating lessons. It is full of up to date information, practical guidance and great activities for staff and students - all from a writer who is incredibly well informed by years of experience, training staff and listening to children and young people on the subject matter. -- Paul Rigglesford, Director, Anti-Bullying WorksTable of ContentsIntroduction. 1. Teaching e-safety to teenagers. 2. Reducing cyberbullying. 3. Classroom Activities. 4. What do they need to know? 5. Citizenship and the law. 6. Preparation before Starting more Serious Discussions. 7. The Growth of Gaming Brings New Challenges. 8. Gaming online. 9. SRE in the Age of the Smartphone. 10. Staff Training. 11. A Three Tier Strategy for E-safety Education. 12. Policy and Procedure. 13. The More Serious Cases. 14. Ofsted Inspection and Self-Review. 15. How Can I get The Behaviour to Change? 16. What Schools Can Do about 'Sexting'. 17. Supporting Parents. 18. Cyberbullying and the Law. References.

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Book SynopsisLife is full of changes; they happen all the time. Some changes are harder to cope with than others.'Seeds of Hope Bereavement and Loss Activity Book uses nature to help children understand death, loss and change in a gentle and honest way. Full of creative activities, such as choosing an insect or plant and using it to draw a life cycle, or making a paper memory tree of happy and sad memories, it helps children learn about loss and death, the cycle of life and how to cope with and express feelings of sadness and grief. This book is ideal for parents and carers, teachers, therapists and counsellors to use with children aged 5+ who have suffered any type of loss or are dealing with change, or who are bereaved.Trade ReviewAs a teacher for more than thirty years, I have had in my care many children who have suffered the loss of a parent, sibling or close friend. Death for all of us is devastating but for a child it will create a wealth of emotions that are incomprehensible. For each it is unique. The Seeds of Hope Bereavement and Loss Activity Book gives a wide variety of ideas to help the child explore, recognise and accept their feelings in a concrete, thoughtful and healing way. I would highly recommend it to all those in education, to empower you when needed or as a way of teaching about death and renewal on a regular basis. -- Yvonne Cameron, TeacherUnderstanding the cycle of nature is an essential part of understanding the cycle of life. This creative and imaginative activity book uses the world of nature to explore this. Children and adults are encouraged to discuss the beginning and the end of life in all its forms, to ask questions and seek answers together. A lifetime's experience in this area has taught me that children benefit tremendously from being helped to talk openly about these issues. I highly recommend Caroline Jay and Unity-Joy Dale's wonderful Seeds of Hope Bereavement and Loss Activity Book. -- Jenni Thomas OBE, bereavement counsellorFor those teachers at a loss for how to address this most sensitive topic in a sensitive manner, this book offers a wealth of original and creative ideas. -- Noel Purdy, Stranmillis University College, Belfast * NAPCE Journal: Pastoral Care in Education *Table of ContentsAuthor's Note. Imagine: Learning from Nature. Medicine Wheel: What animals can teach us. Draw or Paint: Suggestions of drawing or painting things to do. Write: Suggestions of writing things to do. Memory and Loss Leaves: Leaves to cut out and draw or write on. Memory and Loss Tree: For sticking your leaves on. Big Leaves: Bigger leaves for a bigger tree. Changes: How change affects us. Lifetimes: Life cycles – long and short. Colouring: Pictures to colour in. The Feelings Tree: Different feelings. Exploring the Feelings Tree: Finding out more. Sticking Stickers: Things to do with stickers. Stickers: For sticking! The Language of Flowers: Myths and meanings. Word Storms: A game to play. Snakes and Ladders of Loss: Another game. Feelings and Seasons: Thinking about feelings. Mandalas: What they are and how to use them. Labyrinths: What they are and how to walk them. Poems and Stuff: What other people have written. My Story: Sharing feelings. Information on Loss and Bereavement: What to expect, including a section for teachers. Support Groups.

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Book SynopsisHow do you listen effectively when you are already late for a meeting? How do you respond to a girl who is so angry that she's threatening to hit someone? Or to a boy who feels like giving up altogether? How do you listen, not only to students, but also to parents and to colleagues?Whatever your role in school, listening will be at the heart of what you do. Your school will be measured, in part, by the quality of its daily relationships and those relationships will depend on how confidently people are able to listen to each other. This book answers all the difficult questions about how to listen, what to say, confidentiality and more. Helping with particular issues such as bullying, relationship difficulties, depression and self-harm is also covered.With over 35 years' experience in a variety of school roles, Nick Luxmoore offers practical, realistic answers, advice and guidance. This book will be essential reading for teachers and non-teachers alike.Trade ReviewNick Luxmoore has a deep understanding of schools and the young people and adults who inhabit them. Starting from the assumption that we all like to think we listen to each other, this short, accessible book explains how, where there is a genuine will, this can become a reality. By removing the mystique from 'counselling' and providing lots of practical examples, it shows how relatively simply schools can become communities in which all the people really do make time for each other - not just because it's the right thing to do, but also because it makes them more effective places. This book should be required reading for all those adults who work with young people and their families... and most importantly, for school leaders who want to make sure that the words fit the music. -- Bernard Clarke, formerly Headteacher in Oxfordshire schools and Advisory Headteacher in Kent.Table of Contents1. Introduction. 2. Yes, but. There's never enough time! What if I'm not the right person to help? As a listener, what exactly am I trying to achieve? How do I show that I understand? What if I can't help? What if I get upset myself? As a listener, what exactly do I say? What if I don't know what to say? What if someone asks for advice? Should I talk about my own experiences? Is it okay to hug a person? What if I don't like someone? What if they get angry with me? What if someone doesn't want to talk? What if they can't say what they feel? What about confidentiality? What if someone just wants attention? What if they're really clingy? 3. Helping people. Who are struggling with family relationships. Who need to talk about death. Who are stubborn. Who talk of suicide. Who lack self-esteem. Who are angry. Who are being bullied. Who say they're depressed. Who self-harm. Who want to talk about sex. Who can't see the point of life. Who don't care about anything? 4. Conversations that can't be avoided. With students. With parents. With colleagues. 5. Who listens to the listeners? 6. A checklist. Index.

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Book SynopsisSelf-harm and eating disorders are present in almost every school and they frequently co-occur. This book provides the vital guidance that school staff need to spot early warning signs, understand triggers and support the students in their care effectively.This very practical guide helps educational professionals to gain a better understanding of self-harm and eating disorders by dispelling the myths and misconceptions that surround these behaviours. The book provides advice on whole-school policies and procedures as well as day-to-day strategies to implement in lessons, at mealtimes and in one-on-one sessions. It explains how to respond to disclosures, make referrals and work alongside parents to assist in the road to recovery.Trade ReviewFor the first time, here we have a straight-talking, easy-to-understand guide for anyone working or living with children and young people to understand mental health conditions... Pooky has successfully drawn together a combination of technical and comprehensive information which is described in such a way that all of us can understand and relate to it. I have no doubt that all staff in schools will find this book illuminating, but I believe a much broader audience will find it very helpful too. -- From the foreword by Sarah Brennan, Chief Executive, YoungMindsEating disorders are serious illnesses that are of great public health concern, given their high prevalence and adverse health consequences. Schools are excellent settings for prevention, early identification, referral for treatment, and support during and following treatment. In this book, Dr Pooky Knightsmith provides a wealth of information for school staff concerned about eating disorders and other forms of self-harm. This comprehensive book will be an important reference to have and to use within school settings. It is crucial to utilize schools in order to decrease the public health burden of eating disorders. -- Dianne Neumark-Sztainer, PhD, Professor at the School of Public Health, University of Minnesota and author of "I’m, Like, So Fat!": Helping Your Teen Make Healthy Choices about Eating and Exercise in a Weight-Obsessed WorldWhen children scream for help too many adults mistake the signs of mental illness as a "behaviour issue". This book is invaluable for support professionals. It unpeels complex issues with clear, practical advice allowing you to manage vulnerable children with care and confidence. -- Paul Dix, Lead Trainer, Pivotal EducationThis is an incredibly important book, especially given the worrying rise in the number of these disorders over recent years. It is a book that should be read by all those who work in schools. Pooky Knightsmith gives her readers an insight into all aspects of self-harm and eating disorders, from understanding what these disorders are, right through to supporting students and their families in overcoming them. This is a thoroughly practical and useful book that will support, advise and enlighten you and your staff. The book is given even deeper impact through the use of case studies and the real voices of young people. This book is a 'must read' for all those who work in education. -- Sue Cowley, author, presenter and teacher trainerThis book is a wonderful resource for schools and colleges and will help committed staff to produce an environment in which eating disorders are either prevented or are detected as early as possible. This means that the individual, her/his peers and the family are supported in a timely and effective manner which can prevent the illness taking a hold. The book is authoritative and multifaceted with lived experience, academic expertise and in-depth experience of collaborative work with teachers, tutors and key school staff. An essential handbook for all schools to improve mental health by creating a sound curriculum and a healthy environment. -- Professor Janet Treasure OBE, PhD FRCP FRCPsych, Professor of Psychiatry, King's College LondonThis book is a superb blend of subtle, intelligent and deeply sensible advice on eating disorders and self-harm. The combination of simple strategies and practical tips, grounded in best evidence and a wealth of up-to-date information, make it essential reading for anyone with pastoral responsibility in schools. -- Jessica Streeting, School Nurse, Practice Teacher, Queen's NurseDrawing on the voices of young people, this is a truly excellent book for teachers and anyone working in schools. It offers clear, practical advice that can easily and safely be used. It will give you the confidence to support a young person facing these issues without being an expert. I highly recommend it. -- Clare Stafford, Chief Executive, Charlie Waller Memorial TrustPooky Knightsmith's excellent book illuminates the territory school staff have long feared to tread. From spotting the signs of self-harm and eating disorders to supporting sufferers, from referring them to (and working with) appropriate agencies to reintegrating them into school: all that desperately needed practical common sense and potentially life-saving advice is there. An essential handbook for schools and education professionals. -- Bernard Trafford, Headmaster, Royal Grammar School, Newcastle upon TyneThis is a quite excellent book in that it fills a gap: giving school staff both an insight into, and an effective help 'manual' for responding to eating disorders and self-destructive behaviour in young people. Like the best books it also leaves one hungry for more. -- Dr Alan Cooklin, FRCPsych, Consultant in Family Psychiatry, Camden and Islington NHS Foundation Trust and Hon Sen Lecturer, UCLSelf-Harm and Eating Disorders in Schools is a comprehensive and practical guide. Pooky's clear step-by-step advice for recognising warning signs and supporting students at risk is an invaluable resource for providing teachers with the tools for empathetic and confident action. This book is a must for all upper primary and secondary teachers. -- Cate Sangster, health and physical education teacher and author of Ed says U Said: Eating Disorder TranslatorThis is a very practical guide that helps school staff to gain a better understanding of self-harm and eating disorders, dispelling the myths and misconceptions that surround these behaviours, and explaining how to respond to disclosures, make referrals, and work alongside parents to assist in the road to recovery. The book provides a range of guidance from whole-school policies and procedures to day-to-day strategies to implement in lessons, at mealtimes and in one-on-one sessions. -- In Our Hands blogThis book has a no-nonsense approach and clear layout, and provides enough sound advice to make the identification and support of pupils with these kinds of emotional and mental health problem within school a real possibility... I believe it would be a valuable addition to any educational establishment and one that could easily be included as a core text within teacher training reading list. -- Eileen Wilson, Secondary school teacher, psychotherapy practicioner * BACP Children & Young People *Whilst discussing the theoretical this book's real value lies in the practical advice given. The author provides thorough and detailed coverage, from the proactive ways in which issues around self-harm and eating disorders can be embedded within a curriculum, how one might talk to students or respond to disclosures, through to supporting students during recovery. The depth included is a particular strength of the book as it is able to inform the reader, no matter what their existing knowledge level, and advise them at all stages of support, from detailed lesson plans, how to speak to students and families, and when and how to refer to specialist support agencies... Self-Harm and Eating disorders in Schools provides an excellent resource for all school staff and perhaps those beyond school, merging through and up-to-date definitions and descriptions with highly detailed, practical and accessible guidance which can inform school policy and personal practice. The book places the young person at its heart, and considers how best to support the individual and those around them. In addition it empowers the reader to understand and challenge the misconceptions and stigmas which can make issues around mental health so difficult to approach. -- Chris Ducker, Educational Psychologist * cepp - The child and Educational Psychology Practice *Table of ContentsAcknowledgements. Foreword. Preface. 1. Introduction to Eating Disorders and Self-Harm. 2. Overcoming Stigma and Exploring Common Misconceptions. 3. Teaching Students about Self-Harm and Eating Disorders. 4. Why Students Develop Unhealthy Coping Mechanisms. 5. Factors That Put Students at Risk of Eating Disorders and Self-Harm. 6. Early Symptoms of Eating Disorders and Self-Harm. 7. Talking to students causing concern. 8. Responding to Disclosures and Self-Harm Incidents. 9. Working with parents. 10. When and How to Refer a Student for Specialized Support. 11. Supporting Students Who Require Inpatient Care. 12. Day to Day Strategies for Supporting Recovery at School. 13. The Impact of the Internet. 14. Providing One to One Support. 15. Motivational Interviewing as a Tool for Behavior Change. 16. The Road to Recovery. References.

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Book SynopsisCelebrating the 30th Anniversary of Kidscape, the national charity that works to challenge and prevent bullying, this book offers readers an insight into a collection of innovative projects currently running in schools to promote inclusion, tolerance and kindness.From a gay role model to a peer mentor, a dance workshop to a gardening club, an autism ambassador to a travelling Gypsy theatre group, the ideas demonstrate how much we have to teach our children about inclusion, how much kindness matters, and how much of a difference schools can make to children who don't always feel they fit. Joining forces with well-known charities and celebrity supporters including Anthony Horowitz, Jamie Oliver, Michael Sheen and more, these accessible, fun and effective projects are tackling issues such as bullying, homophobia, racism, and truancy, are supporting pupils who may feel isolated and excluded from their peer group, and are helping whole schools become happier, more successful settings.This book will provide inspiration to all educational professionals, parents and volunteers looking for creative and practical ways to help individual children fit in and feel happy in their class.Table of ContentsForeword by Claude Knights, CEO of Kidscape. Introduction: What Makes a Kinder School? 1. Kidscape's ZAP Workshop. In My View: Anthony Horowitz. 2. The Peer Mentor. In My View: Jill Halfpenny. 3. The Prince's Trust XL Club. In My View: Jamie Oliver. 4. The Role Model. In My View: Charlie Condou and David Charles Manners. 5. The Travelling Players. In My View: Baroness Janet Whitaker. 6. The Achievement Coach. In My View: Henry Winkler. 7. The Gardening Club. In My View: David Martin Domoney. 8. The Autism Ambassador. In My View: Jane Asher. 9. The Dance Class. In My View: Linda Jasper. 10. The Young Carers Campaign. In My View: Michael Sheen. 11. The Student Support Team. In My View: Jack Jacobs. 12. The ChildLine Workshop. In My View: Ade Adepitan.

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Book SynopsisThis practical resource provides everything you need to enable your school to provide the best possible support for pupils and staff who have suffered a loss or bereavement. The book includes a school 'audit' to allow full assessment and evaluation of your school's current bereavement provision, and a full set of photocopiable training exercises for in-school staff bereavement training. It considers the important and unique role the school can play in supporting bereaved pupils and staff, and provides valuable guidance on how to create a school bereavement policy. A unique and accessible resource that is applicable to all levels of schooling, the book will be a valuable addition to the shelves of pastoral care teams, school counsellors, head teachers and school management, other school staff, bereavement counsellors and trainers, as well as psychologists.Trade ReviewJohn Holland's newest resource, Responding to Loss and Bereavement in Schools, is an invaluable tool for training educators. Its practical and comprehensive style heightens understandings necessary to assess, evaluate, and improve the school's response to the loss and bereavement of their students. It clearly explains issues of loss and the importance of gathering and planning for loss, and provides pre-training information, useable exercises for classroom teachers, and guiding principles to work with. Responding to Loss and Bereavement in Schools will assuredly be a cherished resource for school personnel working with bereaved students. I highly recommend it! -- Linda Goldman, author of Great Answers to Difficult Questions About Death: What Children Need to Know and Children Also GrieveJohn Holland writes in a very accessible way with the wisdom that comes from years of experience in the field of bereavement. This welcome addition to the literature gives schools a comprehensive understanding of the needs and responses of children, families and schools at a time when staff may feel hesitant about their capacity to offer support. The clear information, activities and reflections should dispel some of the mystique and anxiety surrounding the topic of bereavement. -- Shirley Potts, Director of Regional Development, Child Bereavement UKIf I had any type of leadership role in school I would want the thinking and experience of John Holland. This excellent book will guide you to create the right support package unique to the many types of loss and bereavement that schools encounter on a daily basis. Attending to these losses, big and small, helps to shape the personality of a school well beyond the measures of league tables. -- Julie Stokes OBE, Founder of Winston’s Wish, a leading charity for bereaved children, UKTable of ContentsIntroduction. Part 1. The Role of the School. Part 2. The School Audit. Part 3. The Exercises.

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Book SynopsisHelping Foster Children In School explores the challenges that foster children face in schools and offers positive and practical guidance tailored to help the parents, teachers and social workers supporting them. Children in care often perform poorly at school both in terms of their behavior and their academic performance, with many failing to complete their education. They will have often experienced trauma or neglect which can result in a number of developmental delays. By looking at why children in foster care do not perform as well as their counterparts, John DeGarmo, who has fostered more than 40 children, provides easy-to-use strategies to target the problems commonly faced. He emphasizes the importance of an open dialogue between teacher, parent and social worker, to ensure that everyone is working jointly to achieve the best outcome for the child. An invaluable resource for foster parents, social workers and educators alike, this book encourages a unified response to ensure foster children are given the best chance to succeed at school.Trade ReviewTrue to Dr. DeGarmo's authorship, he has written a book that will greatly assist everyone involved in the education of children in foster care. This book includes impressive examples that go a long way in helping the reader become emotionally involved while learning how to best meet the needs of all parties serving children in foster care with their educational needs. This is an easy to read book that will help everyone who reads it. -- Irene Clements, Executive Director of National Foster Parent Association (NFPA), USADr. John DeGarmo's latest book is a must read for parents, educators, and other professionals who work with students who are in foster care. Dr. John provides unique insight into the educational world of foster children from both his personal and professional experiences in the field. Classroom teachers and administrators will gain a much deeper level of understanding into the struggles that foster children face as they transition into our classrooms. Furthermore, Dr. John offers practical and useful strategies to assist educators and foster parents in making educational experiences more positive for the child during the time of difficult transition. -- Mike Newton, Ed. D. Superintendent of Jasper County Schools, Georgia, USAThe latest book for John DeGarmo, Helping Foster Children in School, is a guide for helping foster parents, social workers, teachers and others as they seek to understand the challenges children in foster care face. The book provides a basic understanding of foster care and why children live in the foster care system. With statistics provided, the book highlights the large number of children entering or live in foster care each year. It also makes clear the enormous number of school children who are not only trying to learn every day, but are dealing with the challenges of living away from their biological families in foster care. Helping Foster Children in School presents a number of challenges these children face from inconsistent school attendance during their early school years to multiple moves creating fractures in learning. The book identifies areas where children struggle and need support and gives ideas how the people in their lives can help. Helping Foster Children in School is an important read for educators, social workers and foster parents alike since they all are responsible for helping a child heal and achieve educational success. Each chapter leads with stories shared by former foster youth, foster parents, educators and social workers. These personal pieces help drive home the important role each of these individuals play in a child's success. Because teachers often aren't familiar with foster care and its impact on children, it's difficult for them to understand what a child is going through and how to relate, let alone teach. Helping Foster Children in School can fill in the learning gap for these teachers and provide them with a window into the world of a child. Educators need to understand the difficult experiences of children and how that impacts learning. Helping Foster Children in School is an educational tool that should be used by the people hoping to guide a child to achieve educational success. -- Fostering Families TodayTable of ContentsForeword. Introduction. 1. Foster Care: An Introduction. 2. Placement Disruptions. 3. School Performance, Academics, and Behavior. 4. Aging out of the System. 5. Why Teachers, Foster Parents, and Case Workers Struggle. 6. Expectations of a Foster Child While in School. 7. How Teachers Can Help. 8. How Foster Parents Can Help. 9. How Social Workers Can Help. 10. Creating a Support Team. Appendix A. Appendix B. Appendix C. Resources.

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Book SynopsisFor difficult or challenging children and teenagers in therapeutic or school settings, creative activities can be an excellent way of increasing enjoyment and boosting motivation, making the sessions more rewarding and successful for everyone involved.This resource provides over one hundred tried-and-tested fun and imaginative therapeutic activities and ideas to unleash the creativity of children and teenagers aged 5+. Employing a variety of expressive arts including art, music, stories, poetry and film, the activities are designed to teach social skills development, anger control strategies, conflict resolution and thinking skills. Also included are character education activities and ideas for conducting therapeutic day camps, including sample schedules and handouts. The activities can be used in many different settings with all ages, are flexible, and can be adapted for use with individuals or groups.Brimming with imaginative ideas, this resource will be invaluable to anyone working with children and teenagers, including school counselors, social workers, therapists, psychologists and teachers.Trade ReviewMany kinds of reader would benefit from reading this book. It is well written and, although it is specifically targeted at therapists and teachers seeking to develop young people's emotional intelligence, it is full of practical applications designed for use by special needs teachers as well as teachers and instructors responsible for promoting wellbeing. -- Special ChildrenJoiner's book is an invaluable asset for anyone striving to teach emotional intelligence, whether in a counseling, educational or camp setting. Her upbeat approach and clear objectives for each activity make the work widely accessible and engaging. This volume will prove to be a well-worn companion for those who love to work with children. -- Suzanne Darley PhD, co-author of The Expressive Arts Activity BookThe Big Book of Therapeutic Activity Ideas has been valuable in helping to plan creative and motivating activities and is a wonderful resource for professionals seeking to integrate creative art-based interventions. -- Young MindsTable of ContentsAcknowledgements. Introduction. 1. Opening Activities: Warm-Ups, Icebreakers, and Other Brief Activities. 2. Bibliotherapy and Cinematherapy Activities. 3. Therapeutic Arts Activities. 4. Month-by-Month Character Education Calendar. 5. Therapeutic Day Camp Activities and Day Program Ideas. Resources. Index of Purposes of Activities.

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Book SynopsisLong before most school programs begin anti-bullying campaigns, young girls are getting a full education in social aggression. Girls as young as age five are experiencing acts of bullying, disguised as friendship, that shake the carefully laid foundations of their self-image, personal values, and beliefs about peer relationships. Based on thought-provoking discussions, engaging games, strength-discovering exercises, and confidence-boosting fun, the hands-on activities in Friendship and Other Weapons build critical knowledge and friendship survival skills such as:· Recognizing the Red Flags of Girl Bullying· Responding Assertively to Bullying Behavior· Realizing Personal Strengths· Becoming an Ally to Others Facing Bullying· Resolving Conflicts Directly· Using Technology and Social Media EthicallyThis photocopiable resource book provides educators, social workers and counsellors with a complete, ready-to-use group curriculum to help young girls aged 5–11 build constructive and fulfilling friendships.Trade ReviewCreative, accessible, and well sequenced, "Friendship and Other Weapons" is a good example of a curriculum that is easy to implement and to customize for a group (even for older girls). Ideas for customizing a session are included. The parent involvement expecatation is an effective practice that affirms the family's investment in the group. The use of activities, processing, and journaling are clear indicators that this is a solid group work program (what the author called a "real friendship" group)... "Friendship and Other Weapons" is one of the best curriculums I have encountered. It embodies the value of the group to enable members help themselves and one anoher. I highly recomment this book for any level practitioner. I can see it working especially well in a school or community center. It is adaptable for younger girls or middle schoolers. -- Social Work with GroupsFriendship and Other Weapons aims to help young girls cope with bullying... The book is based on thought-provoking discussions, engaging games, strength-discovering exercises, and confidence-boosting fun with hands-on activities. -- Leadership FocusSigne Whitson's book Friendship and Other Weapons is a comprehensive skill-based curriculum of activities designed to teach young girls how to be confident, and proud of who they are... Whitson's book goes a step further as she has developed many thoughtful and dynamic skill-based group activities that support young girls. -- Reclaiming Youth InternationalFriendship and Other Weapons has a wealth of new activities that teach young girls how to navigate the dark side of friendship and stand up to bullying. With clear, simple instructions and powerful points to make about friendship and aggression, this curriculum is a must have for anyone working with young girls. I can't wait to try out some of the activities! -- Rachel Simmons, author of Odd Girl Out: The Hidden Culture of Aggression in GirlsWant a proven way to help girls feel powerful enough to stand up to friendship bullies? This is it. The variety of activities reaches girls with different learning styles. The positive approach equips both parents and teachers with the tools they need to help girls assertively call out and reject friendship bullying. -- Nancy Gruver, Founder, New Moon Girls magazine and online community, www.newmoon.comFriendship and Other Weapons is a wonderful resource for educators, counseling professionals, parents, and group leaders who wish to address bullying and instil pro-social friendship skills in girls ages 5--11. I highly recommend it. -- Trudy Ludwig, best-selling author of My Secret BullyThis book is a very practical guide to the forms that bullying can take, and how to prepare girls to recognise and resist it... Organised as a 12 - step programme for a group, it is also enlightening for parents: I found the 'bully ban' assertive statement suggestions very helpful. A great resource. -- Families MagazineWhat we liked about this book is that it not only gives a new perspective on bullying but also provides practical advice and coping strategies for parents of school-age girls. Moreover, if there are no group activities dedicated to bullying in your school or community, parents can adapt each activity for one-on-one discussion at home. -- Mums Like You Blog.I like this book a lot. It gives the adults plenty of ideas for next steps and it even has sample letters to send home so that parents can understand and can join in at home. It is an honest, open method to promote individuality and negate bad, biased attitudes. Well worth having on the school and youth club book shelves. -- Children's Webmag.Table of ContentsIntroduction. About this Book. Session 1. Words Matter! Establishing the Ground Rules for Real Friendship. Session 2. Cast Your Vote: Identifying the Values of Real Friendship. Session 3. Silent Whispers: Two Rules for Stopping Gossip. Session 4. The Red Flags of Girl Bullying: When Friendship is Used as a Weapon. Session 5. No More Secrets: Four Rules for STANding Up to Girl Bullying. Session 6. Who Am I? Exploring Personal Strengths. Session 7. I Feel Connected: Finding Common Ground and Celebrating Differences. Session 8. Don't Just Stand There: Three Occasions for Becoming an Ally. Session 9. Standing in Your Shoes: Fostering Empathy and Cooperation in Girls. Session 10. Left Out in the Cold: Understanding the Power of Social Exclusion. Session 11. Sharing S.O.D.A.S. A Problem Solving Method for Girls. Session 12. Writing How-To Books: Ending the Group, Maintaining the Bonds. Supplementary Activities: Preparing Girls for a Social Media World. Session I. Tame that Tune: Evaluating Music Lyrics and Video Imagery. Session II. Is Seeing Really Believing? Evaluating Entertainment and Advertising Imagery. Session III. 24/7 Contact: Guidelines for Texting, IM'ing, and Facebook. References.

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Book SynopsisTeenage girls can be mean. Often stemming from poor self-awareness, self-esteem and lack of relationship skills, complex friendship dynamics can be difficult to unravel and bullying can be hard to resolve.Surviving Girlhood provides a unique resource for preventing girl bullying by addressing the root causes and helping girls to be strong, positive individuals. Part 1 covers the facts on girl bullying, how to understand it, and the particular complexity of girls. Part 2 includes over 60 tried-and-tested activities that will help girls understand their needs, values, beliefs and influences as drivers for their behaviour. Through five key themes, from 'Being Me' to 'Conflict Resolution', they will also build self-awareness, self-esteem, and strong relationship skills.This photocopiable resource will be an invaluable tool for teachers, youth workers, counsellors, youth offending teams, behavioural specialists and all those working with girls aged 11--16.Trade ReviewThis book is essentially a guide to understanding what governs the complexity of girls' relationships with each other, and it offers 'over 60 tried and tested' activities for educators and anyone working with groups of adolescent girls to help them through a difficult period of their lives... For those who struggle with delivering meaningful PSHE, this could be an invaluable tool! -- Youth in MindThis book is a useful resource for preventing girl bullying, written by experienced anti-bullying officers... There are two sections... The theory part... includes sections on cyber-bullying and social media... The second art provides small group tasks, including activities to promote self-respect, manage friendships, and develop conflict resolution skills. This book is primarily aimed at school staff, but would also be useful for youth workers and clinicians... this provides a useful proactive toolkit for helping adolescent girls to develop self-respect and establish positive relationships with others. -- Liz Searle, Tavistock and Portman NHS Foundation Trust * Child and Adolescent Mental Health *Table of ContentsPart 1. Understanding Girl Bullying. 1. Introduction. 2. A New Way. 3. Girl Friendships and Girl Bullying: The Facts. 4. The Complexity of Girls. 5. Influences. 6. Understanding Relationships. 7. Using This Resource. Part 2. Activities and Resources. Theme 1: Being Me. Theme 2: Influences. Theme 3: Respect, Responsibilities, Relationships. Theme 4: Managing Relationships. Theme 5: Conflict Resolution. References. Index.

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Book SynopsisHow can you protect young people from the dangers of the internet, now that they are living increasingly hidden lives online? Cyber bullying, sexual harassment, cyber stalking – these are all risks that young people may face every day, and effective e-safety is more important than ever.This practical, hands-on resource will help you understand issues such as cyber bullying and sexual dangers online, what e-safety is, how to adopt a whole school approach to e-safety, how to involve parents and carers in e-safety, and responding to incidents. It also covers how to implement an e-safety policy, with a complete e-safety model to use. The book also includes activities with photocopiable handouts to teach young people about staying safe online.This easy-to-use manual is essential for school staff and educators, and all those working in youth and community settings.Trade ReviewE-safety for the i-generation. provide a very useful reference point and resource... The book seems broadly pitched at a KS2 audience, but could also be useful for some KS3 students. It is informative... Education in school is an important element of promoting safe use of the internet by parents have an integral role to play in developing their children's own sense of responsibility... everyone involved with children's and young people's use of the internet - parents, schools, service providers, organisations and children themselves - needs to share responsibility for online safety. -- Anthony Smythe, managing director, BeatBullying * Children & Young People Now *This book, although written primarily for use in schools, is a worthwhile addition to the bookshelf of any professional with a responsibility for child protection... The structure of this book makes it compulsive reading for anyone who wants to protect children from abuse and exploitation via the internet. It provides a framework for teachers addressing these issues with children and young people in schools. The book contains excellent resources for teachers... the worksheet pages are copyright-free makes this an invaluable resource for busy professionals. For parents, this book could prove a useful reference text...The chapter on safety at home is informative and provides helpful links to additional online resources. -- Child Abuse ReviewThis book is very well presented andwritten in clear unambiguous language. It iseasy to read, interesting, informative, practical,and engaging...incidents.The book outlines the benefits, and risks ofsocial media (Facebook; Internet Messaging;Online Chat Rooms; and Gaming Deviceswith Internet access) very clearly... the book containvery well structured curriculum activities... They have been exceptionally wellthought out and include the core principlesof learning such as teaching, modelling, role-play,practice and feedback. Having spentmany years organising and facilitating groupwork with students in schools, I feel that theworkshops presented in this book are interesting,engaging and would promote activeparticipation by young people... This book could be a valuableresource to the educational psychologist insupporting students, teachers, parents, andschools, around the area of E-Safety. Itcertainly meets the aim it set out to achieve. -- Dr Flannan Geaney, Chartered Educational Psychologist in Private Practice, Waterford, Ireland. * Debate - British Psychological Society *Table of Contents1. Introduction. 2. E-Safety: What Does it All Mean? 3. The Core Messages of E-Safety. 4. Sex and Technology. 5. E-Safety at Home. 6. Cyber Bullying. 7. E-Safety as a Whole School Issue. 8. Creating an E-Safety Policy. 9. Responding to Incidents. 10. Curriculum Activities and Resources. Appendix 1. Model E-Safety Policy. Appendix 2. Sample Staff Code of Conduct. Appendix 3. Sample Student Code of Conduct. Appendix 4. Sample Letter to Parents Regarding E-Safety Policy. Appendix 5. Sample Letter to Parents Regarding an Incident of the Abuse or Misuse of Technology. Appendix 6. Sample Questionnaire to Students. Appendix 7. Sample Questionnaire to Parents. Appendix 8. Sample Questionnaire to Staff. References. Index.

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Book SynopsisThe STEM fields (Science, Technology, Engineering and Math) attract many students with autism, ADD, affective disorders and related invisible disabilities who are highly intelligent and analytical, but who, upon entering higher education, may find that they struggle with independent living and a different way of learning.This is a preparation guide for students and their families that explains everything they need to know about the university experience including classroom behavior, study skills, self-reliance, accessing support services, and when parents should and shouldn't get involved. Offering practical advice and strategies, this is a useful handbook that students can refer to again and again throughout their college years guiding them on their paths to becoming the inventors, scientists, engineers, and computer entrepreneurs of the future.Table of ContentsIntroduction. 1. The Importance of Self-Reliance and Transitions. 2. Necessary Life-Skills for University. 3. What Students Need to Know Before Class Starts. 4. Successful Study. 5. Professors and Students' Classroom Behavior. 6. Work-Study Jobs and Study Groups. 7. Life is Not Fair and Other Truths. 8. When a Parent Should be Involved. Glossary. Index.

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Book SynopsisFull of ideas, activities and exercises, this book provides imaginative ways to inspire young people to put down the computer games, disconnect from social media, and spend more time away from a screen. In an increasingly electronic world, creating enthusiasm for the great outdoors can seem an impossible task. Yet, the benefits of nature are endless, and they extend further than just improving physical health; being in natural surroundings is also an effective way to boost imagination, creativity and overall wellbeing. In whatever capacity you work or care for children and young people, this book will help you motivate them to reboot their connection with nature and become healthier for it.Addressing how nature-based activities can be used for improved mental health, this book will be an invaluable addition to the library of any professional who works with young people including counselors, educators, youth group workers, social workers, and childcare providers. It is also a useful resource for parents.Trade ReviewIn a world full of technological distractions, finding the right time and place to connect with nature can seem challenging. Helping kids find art in nature has never been more important, and Thomas offers dozens of fun activities - from games, to arts and crafts, to experiences - for all ages, aptitudes, and locations. -- Lucy King, Associate Director of Admissions, Rhode Island School of DesignThis book is a practical resource for mental health practitioners seeking to add nature-based activities to their clinical work with children, teens, and families. A welcome addition to the literature. -- Liana Lowenstein, MSW, CPT-S, Child and Family Therapist, author of Creative Interventions for Troubled Children and Youth, Toronto, CanadaHaving worked with thousands of children as an arts director of after school and summer camp programs, I could have saved endless hours of research if only I had a copy of Bonnie's book. Informative, creative and endless activities for all ages. -- Wade Zahares, artist and children's book illustratorThere are sections on gardening, general outdoor activities, blacktop (pavement/tarmac) activities, sand and beach, forest and trees, fields and grassy areas, puddles and mud, rivers and streams, snow and bringing nature indoors...This book is well written and packed full of activities. -- The Adoption Social blogThe author of this book, Bonnie Taylor, is the mother of a teenager and also a family counsellor working with children and families... wrote this book to provide both parents and social work professionals with ideas to get children more connected with nature away from screens... Many of Bonnie's ideas echo both a Montessori and Forest School approach... The book includes a useful alphabetical list of activities... a valuable text book for professional social care workers keen to promote mindfulness. -- Montessori InternationalTable of ContentsIntroduction: Why Is Nature So Important? Part 1. Nature is Therapeutic. 1. Incorporating Nature in Your Therapeutic Practice. 2. Relaxation and Mindfulness. 3. Self-Esteem and Positive Connections. 4. Nature Based Therapy and Grief Work with Youth. Karla Helbert. 5. Gardening for Wellbeing. Part 2. Nature is Fun. 6. General Outdoor Activities. 7. Blacktop Activities. 8. Sand and Beach. 9. Forest and Trees. 10. Fields and Grassy Areas. 11. Puddles and Mud. 12. Rivers and Streams. 13. Snow. 14. Bring Nature Indoors. List of Activities.

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Book SynopsisToday's teens are faced with all sorts of decisions, dilemmas and difficulties, from exam worries to friendship and relationship problems. The result is that anxiety is an increasingly common problem, and professionals need practical ways of helping these anxious teens.Teen Anxiety is a practical manual to use with teenagers to help them cope with anxious feelings. With 60 easy-to-do activities based on Cognitive Behavioral Therapy (CBT) and Acceptance Commitment Therapy (ACT), teenagers can be helped to understand what triggers their anxiety; the importance of taking care of themselves; how to work through anxious feelings, fear, stress, and panic; and how to accept and manage thoughts and emotions. Part 1 of the book provides a guide to CBT, ACT and what anxiety is, and the manual also includes scaling questions for assessment and graphs to track progress. This ready-to-use manual, packed with information and activities, will be invaluable to professionals working with anxious teenagers.Trade ReviewRaychelle Lohmannpresents powerful evidence-based activities for use with adolescents struggling with anxiety. The activities provide relief for teens and tools to assist them in navigating their complex and stressful lives. Raychelle's voice is compassionate and encouraging. A must read for anyone working with anxious teens! -- Michelle Skeen, PsyD, therapist, author of Love Me Don't Leave Me, and host of Relationships 2.0 on KCAA-1050AMTable of ContentsLetter to Professional. Making the Most of This Book. Part 1. Clinician's Guide. Part 2. Activities. 1. Defining and Understanding Anxiety. 2. Anxiety and the Body. 3. Anxiety and Thoughts. 4. Anxiety and Emotions. 5. Anxiety and Behaviour. 6. Coping with Anxiety. 7. Alleviating Anxiety. Part 3. Conclusion.

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

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Book SynopsisHow do you know which college is right for you? What happens if you don't get on with your roommate? And what on earth is the Greek system all about? As a university student with High-Functioning Autism, Haley Moss offers essential tips and advice in this insider's guide to surviving the Freshman year of college.Chatty, honest and full of really useful information, Haley's first-hand account of the college experience covers everything students with Autism Spectrum Disorders need to know. She talks through getting ready for college, dorm life and living away from parents, what to expect from classes, professors and exams, and how to cope in new social situations and make friends.This book is a must-read for all students on the autism spectrum who are about to begin their first year of college, parents and teachers who are helping them prepare, and college faculty and staff.Trade ReviewAs students on the ASD spectrum and their families examine the possibility of college study and begin the selection, application and preparation for a college experience, they need all the help and advice they can get. A Freshman Survival Guide for College Students with Autism Spectrum Disorders is a gem of help and hope in that process. Individuals on the spectrum, their families and their advisors will all benefit from Haley's thoughts and experiences. Perhaps the most valuable aspect of this book is that Haley is LIVING this experience as she writes about it. -- From the foreword by Susan J. Moreno, CEO and Founder, OASIS@MAAP, MAAP Services for Autism and Asperger SyndromeCollege is an amazing chance to redefine yourself - which means lots of adventures, and lots of choices. Haley's book is chock full of the lessons she's learned along her own journey, a bundle which she's generously sharing “from the front lines”. Covering day-to-day practicalities and life-changing decisions, the building blocks to your own unique college experience can be found right here. -- Jennifer Cook O'Toole, author of Asperkids, The Asperkids' (Secret) Book of Social Rules and other Asperkids titlesTable of ContentsAcknowledgments. Foreword by Susan J. Moreno. Introduction. 1. While You're Still in High School. 2. Getting Ready for College.3. Dorm Life 101. 4. Academics. 5. Professional Development – Career Prep, Involvement, and More! 6. Social Life and Social Issues. 7. Stress and Mental Health. 8. Living Independently. 9. Home and Growing Up. Helpful Websites.

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Book SynopsisWhen it comes to academic work, students with Autism Spectrum Disorder (ASD) often have the required knowledge but struggle to get their thoughts down in writing. This is a practical guide to teaching and improving writing skills in students with ASD to meet academic writing standards and prepare for the increased expectations of higher education.The book covers key considerations for all educators teaching writing skills to high school and college students with ASD including how to address difficulties with comprehension, executive functioning, and motor skills, how to structure ideas into a coherent argument, and how to develop creativity and expression in writing, as well as how to successfully adapt these skills to meet university expectations. Each chapter includes teaching tips, insightful student perspectives, and ready-to-use writing exercises.Trade ReviewFinally! A helpful resource on writing for students on the autism spectrum. Elise Geither and Lisa Meeks give us useful tools and tips to assist students in developing this much needed skill. Tutors, professors and academic support professionals as well as teachers will benefit from the experience of these authors and their intensive work in writing. This is the book parents will want to have on hand to share with teachers and tutors who support their students on the Autism Spectrum. -- Jane Thierfeld Brown, Ed.D., Co-Director of College Autism Spectrum and Assistant Clinical Professor, Yale University, Child Study CenterTable of ContentsPreface. 1. Writing and the Student with an Autism Spectrum Disorder. 2. Processing Information and Comprehension. 3. Executive Functioning. 4. The Writing Process: Tips for Working with Students. 5. The Product. 6. Creativity and Expression in Writing. 7. The Role of the Parent in the Writing Process. 8. Assistive Technology. 9. Preparing for University Life. 10. Extended Writing Projects: Dissertations and Thesis. 11. Conclusions. Appendix A: Charts of Tips, Consolidated from the Text. Appendix B: Summary of ASD Issues with Academic Writing and How Tutors Can Help. References. List of Texts Commonly Used in Composition Courses.

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Book SynopsisMyths and related stories describe essential human experience which, requiring use of the imagination, reconcile and give voice to fantasy and reality. Speaking through images which embrace the paradox of possible and impossible, the likely and the desired, they stimulate our personal expressive abilities in a way quite distinct from the absorption of prescribed images which television and radio present. This book is concerned with rekindling that creative power of the human imagination which in the West has atrophied through neglect. It is concerned with increasing an understanding of the need to exercise our imagination as one of our psychic functions, as well as the need to exercise our bodies.This book contains myths and tales from all over the world which are grouped around seven themes, all reflective of forms of human experience. The authors suggest ways in which these myths and tales can be used to develop our imagination's original and unique voice through educational and therapeutic encounter, and how this expression can be communicated to others who are engaged in the same task.Trade ReviewThe myths themselves are veritable jewels that evoke an immediate response in the reader, and they stand on their own as a valuable asset to any library. This is in essence a "How to" book replete with instructions for achieving personal growth and facilitating creativity in just about every avenue of expression. This book contains many exciting and compelling ideas. -- The Arts in PsychotherapyIt is intended primarily for professionals in mental health and education who are interested in using traditional myths and folk tales in conducting group counseling and education classes. However, the stories in themselves are fascinating to read. -- Contemporary PsychologyThis is a lovely book. There is something for everyone here. The practical exercises suggest ways in which these stories can be used in a group setting. People involved in counselling and therapy will also find valuable insights into the lives of people they help through the common language of myth. Moreover, the book will appeal to anyone interested in literature and story-telling in general. The quality of the presentation of the book adds to its appeal this is a book to keep, use and refer back to again and againIn short, this is a publication for nurse teachers, psychiatric nurse therapists, counsellors and anyone interested in exploring the universal heritage that is handed down through story-telling and the sharing of myths. Buy it. -- Nursing TimesThe book contains a strong introduction to this particular approach to storymaking, and has within it enough source materials and reflective advice to inspire and guide any group facilitator or teacherThe book contains a rich variety of thought provoking and inspiring material. Within the area of dramatherapy's use of narrative, myth and story form this is easily the most substantial and significant piece of work to date a core text for dramatherapists to acquire. -- DramatherapyThis is an essential and wonderful book for anyone interested in working with stories in education or therapy. It is a true discovery. -- Dr Ofra Ayalon, Haifa UniversityTable of ContentsPART 1: 1. Introduction. 2. On myths, tales and storytelling. PART 2: 3. BEGINNINGS. Mantis and the flower. The shared myth of the one that became two. Creation. Maheo. The sacrifice to make the sun. The separation of God from Man. 4. PASSAGES. How Man was made again. The maiden wiser than the Tsar. The serpent slayer. The knowledge of birds. The wooden head. Beauty and the beast. 5. KNOTS. A Storm coming. How different people came to earth. Maui muri catches the sun. The spirit who could not make up its mind. Why Imboto is alone in heaven. The story bag. 6. THE TREE. The three eggs. Willow wife. Coyote steals fire. Trees. The spirit in the tree. The return of the flowers. 7. TRICKSTER. The caterpillar and the wild animals. The harvest. Hermes and Apollo. Fox and Wolf. Trickster tales 15 & 16. Loki and Baldur. 8. HEALING. The healing waters. How the hummingbird got its colour. Grandmother spider. The maiden with the wooden bowl. Lo-Sun the blind boy. Ulu and the breadfruit tree. 9. RETURN. The monkey's jump. The lady of Stavoren. The ending of the dream. Maui and death. Persephone's return. How Raven came to leave the earth. PART 3: Notes for facilitators. 10. On mythmaking structures. 11. Ways of making images. Bibliography. Index.

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Book SynopsisBoth research and anecdotal evidence tell us that bullying affects the lives of many of our children and young people. Working together in partnership to reduce bullying in our schools and communities is crucial. The difference it could make to just one child or young person's life is a difference worth making. Preventing Bullying: Creating Non-Aggressive School Cultures is a practical and comprehensive resource for teachers, parents/carers and other professionals involved in managing the effects of bullying. With sample policies, top tips, information for parents and students, case studies, and additional resources, Preventing Bullying: Creating Non-Aggressive School Cultures will provide your school with the information and resources it needs to successfully combat bullying. Write your review By reviewing our products and sharing your experience, you'll be helping your colleagues decide which resources to invest in, and you'll be providing us with invaluable feedback to use in devloping future titles. So don't be shy and let us know what you thought. You can see what other people said about this product here.Table of ContentsSummary of contents Preventing Bullying: Creating Non-Aggressive School Cultures will help you develop and enhance your school's Anti-Bullying Policy using suggestions from both students and parents/carers. This highly practical resource is relevant to all schools and will ensure that awareness, understanding and methods of coping with each type of bullying are presented to students, parents/carers and professionals engaged in creating safe learning contexts. All printable resources, information pages and PowerPoint files are presented on a CD-ROM and there is also an audio file recording diary entries to illustrate different types of bullying. Preventing Bullying: Creating Non-Aggressive School Cultures will: Provide your school with an example of best practice Anti-Bullying Policy Engage students and parents/carers in developing systems to combat bullying Engage students and parents in actively developing and reviewing the Anti-Bullying Policy Provide professional development for all staff involved in the prevention of bullying Develop staff, parent/carer and student knowledge and awareness of bullying through introductory training sessions Give your students the opportunity to develop a range of strategies and skills for effective problem solving and peer support structures. Chapter breakdown Training Session for Staff This training session introduces and clarifies the various forms of bullying experienced by young people both in and out of the school context. Staff are given opportunities to consider how bullying takes place between students, students and staff, between staff or by individuals and groups, face to face, indirectly or by using a range of cyberbullying methods. Staff are also encouraged to develop an Anti-Bullying Policy as part of the school's wider behaviour policy. This presentation details each of these measures in turn and provides participants with a framework for developing the policy and procedures in line with best practice. Training Session for Parents/Carers There is a focus in this training session on ways that schools can involve parents/carers, how parents/carers can report bullying and the ways in which the parents/carers of bullies and victims can be supported. This training session also outlines the aims, objectives and content of the student programme, with the opportunity for parents/carers to try out some of the activities. Training Session for Students This training session will provide students with the opportunity to define bullying, to clarify various types of bullying and to reflect on the role of the bystander. Students will also be given the opportunity to practise a range of assertiveness skills and strategies. Students are also encouraged to develop their own rules for ensuring that a non-aggressive school culture is fostered and maintained by all involved. The Student Programme The student programme is a comprehensive teaching and learning resource. It consists of ten sessions designed to highlight key issues surrounding bullying and methods to engage students in dealing with these issues. Session 1: Fat Girl Bullying due to appearance Session 2: A Race Issue Racial bullying Session 3: Gay Boy Homophobic bullying Session 4: Special Needs Bullying due to special needs or disability Session 5: A Traveller's Tale Bullying due to race/difference or appearance Session 6: Religious Matters Bullying due to religion or culture Session 7: Sexual Bullying Bullying of a sexual nature Session 8: Facial Features Bullying due to facial disfigurement Session 9: Poverty Counts Bullying due to poverty or social exclusion Session 10: Wellbeing Issues Bullying due to self-harm or mental health issues Each session includes an introduction, icebreaker activity, diary entry, questions for discussion, skills practice and plenary. Appendices and Further Resources This section includes a selection of further information and resources designed to save the staff in your school time. Resources include: Appendix 1: Sample Anti-Bullying Policy Appendix 2: Information Page for Parents/Carers Appendix 3: Information Page for Students Appendix 4: Ten Top Tips for Students Appendix 5: Case Studies Appendix 6: Useful Resources and Support Agencies

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Book SynopsisIn the 21st century what the future holds for young learners is unclear, what is clear is that they need to be confident, capable and resilient. As wider communication about education is increasing, there is a developing understanding that children in settings across the globe learn in the same ways and have the same needs. How these are best met demands reflection and effective contexts for early learning reflect the needs and demands of the communities they serve. This book considers international and multicultural learning environments from both theoretical and practical perspectives. It is written by specialists in early years education in the UK and in international contexts, all of whom have a passion for young children's learning. The theoretical perspectives are supported by eight case studies, from Uganda, Indonesia, Mexico, Qatar, Netherlands, Italy, the United Kingdom and Romania.

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Book Synopsis* Can a school-led system truly become self-improving? * What is the difference between good and great schools? * Who should inspect and regulate? * How should local authorities change? * Is the landscape ahead one of all schools in partnerships? The English schools' system is at a crossroads. This landmark collection of essays brings together some of the country's leading education thinkers and practitioners. Their polemic is intended to help teachers, school leaders, governors, researchers and policy makers think deeply about future directions. 'As a Minister, I would ask which organisation was responsible for resolving a particular problem in education, only to be told: 'Don't worry, Minister - it's no longer the DFE. That is now a responsibility of the School-Led System. They will be delivering it.' Often, when you probed a little deeper, you discovered that the school-led system was nowhere near as well formed and ever present as some Ministers and senior civil servants liked to think.' David Laws 'This is a time of great possibility. Teachers are attempting to do extraordinary things. If we had more courage to shape our schools around what we believe to be a good education, then we could make life so much better not just for teachers but for the students we serve.' Peter Hyman 'For a self-improving system to be truly successful and to have a significant impact, it requires the highest performing schools to be outward reaching and to establish deep partnerships.' Rachel Macfarlane 'A self-improving school system must not become a self-regarding or, worse, a self-protecting school system. The role of external challenge is key to this.' Russell Hobby

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Book SynopsisThere is a misconception, within the teaching profession and the general public, that Ofsted, the Health and Safety Executive and the establishment are against children being exposed to danger and that schools are prevented from giving children experiences which involve risk. Mike Fairclough, headmaster at West Rise Junior School, has blown that theory out of the water. In the superb Playing With Fire, Mike urges all schools to follow his lead, empowering other Heads and their schools to provide activities for their pupils which include an element of risk and danger. With entertaining and visual examples of his work at West Rise, including bee keeping, water buffalo breeding, shooting, archery, Forest School, paddle boarding, and skinning rabbits, Mike breezily demonstrates how teething problems and mistakes are part and parcel of risk-taking and should be embraced. The result is an empowering book that urges educators to cultivate their own resilience, courage and trust in the same way that we are hoping to foster those qualities within our students.Trade Review"This is a very important, very necessary, and very beautiful book for all parents educators around the world to treasure. Read it and rediscover the best of your childhood-and how to bring it to children everywhere."; Barbara Oakley, PhD, author of New York Times science best seller, A Mind for Numbers: How to Excel at Math and Science, and instructor of Learning How to Learn, the world's largest online course.

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Book SynopsisMost schools become good, but very few become outstanding. Why is that? Because the journey to good and the journey to outstanding are qualitatively different. Getting to good is about compliance, systems and making sure a demanding list of actions are done every day - it's no small feat. Getting to outstanding is about creating a high-performing culture, something most leaders are not adequately trained to do, and it's the reason most schools struggle to break the glass ceiling of good. Every school can be outstanding. This book will show you what is really holding your school back and the three culture strategies you need to put in place to create a genuinely outstanding school. A school which delivers excellent education is holistic, has great results and prepares your students for their next steps whilst being a joy to work in. Sonia Gill has an impressive track record in supporting headteachers to create genuinely outstanding schools without focusing on the Ofsted framework; the schools she supports are far more likely to achieve 'outstanding' than those that don't.

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Book SynopsisThe former Secretary of State for Education, Lord Baker, crossbench peer Lord Dearing and industrialist Sir Anthony Bamford shared a vision. They imagined a new type of secondary school that would prepare young people for careers in science, technology and engineering.University Technical Colleges (UTCs) offer a curriculum linked to key sectors of the economy and deliver it in partnership with employers, using real-world projects and industry-standard equipment. UTC students go on to fast-track apprenticeships, higher education and rewarding careers.Conceived under a Labour government, UTCs were expected to offer qualifications called Diplomas as part of a new 14-19 phase of education. After the 2010 general election, Conservative ministers had other priorities. UTCs opened just as policy shifted in favour of traditional academic subjects, strict accountability measures, multi-academy trusts and competition not collaboration at the local level.This account of the first ten, turbulent years of UTCs is based on contemporary records, meetings with people who run them and interviews with some of the young people they were set up to serve.This book is a must read for anyone interested in high quality technical education.' Sir Mike Tomlinson, former Chief Inspector of SchoolsThis book provides an excellent insight into the UTC curriculum, and the opportunity they provide for young people to develop academic and technical abilities alongside personal and collaborative skills.' Sir Anthony Seldon, former Master of Wellington College; former Vice-Chancellor of the University of BuckinghamIf you need convincing, read Jodie''s story with which David Harbourne ends this powerful new book.' Professor Bill Lucas, Director of the Centre for Real-World Learning at the University of Winchester

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Book SynopsisWhy are so many teachers leaving the profession increasingly early in their careers? What harm is being done to pupils' educational prospects by persistent teacher shortages? Why are teachers held uniquely responsible for the effects of poverty on children’s progress and attainment? What are the unintended consequences of rushed government education policy-making? And what can be done about all of the above?Supported by the latest international and national evidence, Support Not Surveillance seeks to address these important questions. Laying bare how the inadequacy of Westminster policies is compounded by an unfair Ofsted inspection regime, Dr Mary Bousted draws on her years of expertise and access to decision-makers to expose the gap between ministerial rhetoric and the daily reality encountered by teachers in their classrooms across England.Ending on a set of proposals to move beyond the seemingly perennial crisis in teacher recruitment and retention, Support Not Surveillance is an unflinching call to end the failed experiment of government interventionism in classrooms.

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Book Synopsis"What is wrong with our schools?" is the question everyone seems to be asking, or more like screaming nowadays. Standard answers point to everything from school funding to unions to bureaucracies and more. In this book, Daniel Buck provides a different answer: flawed ideas - ideas about instruction, curriculum, even human nature itself - are the root cause of American schooling's dysfunction.Touching on philosophy, contemporary educational studies, cognitive science, and his own experience in the classroom, Buck argues that so long as we build our system on incorrect first principles, all other reforms are for naught. In place of the progressive education that pervades our schools, Buck argues for a traditionalist approach - classic literature, direct instruction, sequenced curricula, clear rules and consequences - as the education we need for the future.Trade ReviewDaniel Buck's book opens with a disquieting anecdote. He had read aloud with students from a shared novel, enriched the book with background knowledge, and led a whole-class discussion but Buck's students had never experienced anything like it. That such traditional methods were utterly foreign to his students, whose only experience was in schools informed by romantic and "progressive" theories of education, is the starting point to a book full of observations and reflections that are carefully researched, insightful, and grounded in student welfare. Unbeknownst to his students, Buck's "new" way of teaching drew on traditional concepts of instruction informed by research into cognitive and social science. This is a profoundly thoughtful and important book. -- Doug Lemov, author, Teach Like a ChampionI have followed Daniel Buck's work for years. He is emerging as an indispensable and engaging voice on education. If he writes with more authority than most, it's because his views were formed not in an ivory tower, but as a classroom teacher who takes seriously his responsibility to other people's children. What is Wrong With Our Schools? will bring his insights to the broader audience he richly deserves. -- Robert Pondiscio, senior fellow, American Enterprise InstituteThere's plenty in this smart, hard-hitting book to make anyone feel pessimistic about the state of American education. But optimism is still in order, because Buck has picked up the mantle of traditionalism for a new generation. -- Michael Petrilli, president, Thomas B. Fordham Institute

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Book SynopsisThis new book looks at issues involving race, religion, age, class/status, lifestyle, disabilities, and ethnicities through literature, its goal to create an understanding that goes beyond the classroom and into today's diverse world. In keeping with other books in the Adolescent Literature as a Complement to the Classics series, this guide assumes that the classics comprise the canon of literature that is mostly taught in our schools, and that most teachers are familiar with adolescent literature, but are unsure of how to use them in their classrooms. The book includes revised chapters from the four previous editions, new resources and strategies involving the use of media and technology, and updated information for using young adult novels in conjunction with commonly-taught classics.

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Book SynopsisChildren learn best through experiencing a phenomenon before trying to understand it theoretically. This approach underpins this valuable resource book for teachers of physics to 12-13 year olds.Covering the basic principles of acoustics, optics, heat, electricity and magnetism, von Mackensen ensures that all lessons and experiments are age-appropriate, and focus on developing an interest in and familiarity with the phenomena being described.Written specifically for class teachers in Waldorf schools, but accessible to any teacher who wants to bring a more phenomenon-based methodology to their classroom, the book starts by introducing the fields of physics appropriate to the age group, followed by a discussion of the main topics and detailed descriptions of simple experiments.This book is recently revised and reformatted in a handy workbook size for ease of teacher reference in preparing main lesson presentations and experiments, and is illustrated throughout.

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Book SynopsisThis enlightening examination of creativity looks “at art and science together to examine how innovations . . . build on what already exists and rely on three brain operations: bending, breaking and blending” (The Wall Street Journal)The Runaway Species is a deep dive into the creative mind, a celebration of the human spirit, and a vision of how we can improve our future by understanding and embracing our ability to innovate. David Eagleman and Anthony Brandt seek to answer the question: what lies at the heart of humanity’s ability—and drive—to create?Our ability to remake our world is unique among all living things. But where does our creativity come from, how does it work, and how can we harness it to improve our lives, schools, businesses, and institutions?Eagleman and Brandt examine hundreds of examples of human creativity through dramatic storytelling and stunning images in this beautiful, full–color volume. By drawing out what creative acts have in common and viewing them through the lens of cutting–edge neuroscience, they uncover the essential elements of this critical human ability, and encourage a more creative future for all of us.“The Runaway Species approach[es] creativity scientifically but sensitively, feeling its roots without pulling them out.” —The Economist

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Book SynopsisPart 1: Literature, Theory and Policy Issues.- Chapter 1:- Introduction: The Challenge of Attachment Aware Schools.- Chapter 2: Attachment Awareness in Schools.- Chapter 3: From Attachment Awareness to Attachment Aware Schools 2010-2020.- Chapter 4: Widening Understanding of Attachment, Trauma and the Impact of COVID.- Chapter 5: If Attachment Aware Schools Are So Good, Why Isn't Everyone Doing It?.- Part 2: AAS: Findings from an Empirical Research Project.- Chapter 6: Origins of the Study.- Chapter 7: Putting Attachment Aware Schools into Practice.- Chapter 8: Attachment Aware Schools in Society.- Chapter 9: Conclusion: Attachment Aware Schools: Changing Education or Social Control?.

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Book SynopsisC'est dans un même mouvement que se mettent en place, en Suisse comme dans maints Etats occidentaux, les systèmes scolaires modernes, un réseau dense de professionnels de l'éducation et un nouveau champ disciplinaire ayant pour objet les phénomènes éducatifs. Alors que le paysage des hautes écoles se redéfinit et que les sciences sociales s'institutionnalisent, on assiste au tournant des 19e et 20e siècles, à l'émergence des sciences de l'éducation comme nouvelle discipline académique. Elles conquièrent non sans controverses leurs assises universitaires durant le 20e siècle, moyennant cours, diplômes, chaires, laboratoires, instituts, réseaux de communication. Fondé sur l'analyse de volumineuses archives, cet ouvrage, pionnier en la matière, retrace les premiers développements des sciences de l'éducation dans tous les sites significatifs helvétiques. A la confluence de traditions académiques diverses, la Suisse constitue un laboratoire pour dégager des configurations contrastées en fonction des contextes historiques et culturels. L'enquête met en évidence les puissantes tensions qui accompagnent l'institutionnalisation de cette discipline constitutivement pluridisciplinaire: entre professions éducatives et champ disciplinaire, entre militance réformiste et engagement scientifique, entre inscriptions locales et visées internationales sinon universalisantes. Champ disciplinaire indiscipliné, les sciences de l'éducation constituent un prototype à travers lequel peuvent s'étudier à la loupe des modalités de production de connaissances en osmose avec le contexte social dans lequel il s'inscrit et qu'il influence.

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