Teaching of students with social or behavioural difficulties Books

Book SynopsisPeople think that because Tally's autistic, she doesn't realise whatthey're thinking, but Tally sees and hears - and notices - allof it. Endearing, insightful and warmly uplifting, this is a story of autism,empathy and kindness that will touch readers of all ages.

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Book SynopsisTally is autistic and proud. She used to feel that she had to hide her autism, but now Tally isdetermined to make sure people see who she really is. Except forone thing - Tally's school trip, which means new places, new peopleand new challenges.

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Book SynopsisThis fourth edition has been revised throughout to continue to support students in their learning of special educational needs and disability. This essential book provides students with a critical and up-to-date view of the sector through key issues and debates to deepen understanding around inclusion. New to this edition: - Revised further reading with videos and podcasts to support learning and research - Links to the new Green Paper, latest Code of Practice and legislation - Extensive updates and revisions to all chapters - New case studies, reader reflections, taking it further and student activities. Alan Hodkinson, Professor in the Centre for Cultural and Disability Studies at Liverpool Hope University.Table of ContentsSection I: Contextualising Special Educational Needs and Disabilities (SEND) Chapter 1: Introduction Chapter 2: Principles of SEND: Theoretical perspectives Section II: Historical Perspectives of SEND and Inclusion Chapter 3: Disability: Explanatory beginnings Chapter 4: The development of SEND: From benevolent humanitarianism to the halfway house of integration Chapter 5: The emergence of inclusive education: From humble beginnings Section III: Operationalising SEND and Inclusion Chapter 6: Current legislation governing SEND and inclusion Chapter 7: Multi-agency working Chapter 8: International perspectives on SEND and inclusive education Chapter 9: Conclusions

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Book SynopsisFrom the bestselling author duo behind Can You See Me? comes thisexceptional portrayal of autism diagnosis with diary entries by12-year-old autistic author Libby Scott. Taking place before CAN YOU SEE ME? and DO YOU KNOW ME? this standoutprequel follows Tally through her autism diagnosis in her finalyear of primary school.

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Book SynopsisEmotion Coaching (EC) is a universal communication strategy which supports children and young people to self-regulate and manage their stress responses. Originally noticed as an effective way parents communicated with their children around challenging behaviours, Emotion Coaching has been shown to be highly successful in educational settings too. This is why the authors pioneered the research and application of Emotion Coaching into UK (primary and secondary) schools and community settings. The book includes straightforward descriptions and practical tips, with signposting to resources, case studies and vignettes to illustrate its practical application in educational settings. It supports adults to promote empathetic responses to challenging behaviours and situations, helping children and young people to understand their emotions and learn to manage them and their behavior in the longer-term.Trade ReviewResearch suggests that classroom learning, memory recall and social functioning are all affected by the process of emotion. If a child is not emotionally ready to learn then no amount of work differentiation or punitive threats will ameliorate this issue. In 'Emotion Coaching with Children and Young People in Schools', educational and community practitioners are offered a clear and structured guide to supporting learners with emergent social, emotional and mental health needs. Professionals are encouraged to regain control of their own emotional responses in the first instance, before engaging with distressed children 'in the moment' using the evidence based Emotion Coaching approach. Informed by Bowlby's Attachment Theory and located within a paradigm that includes nurturing schools, Theraplay, restorative practices and zones of regulation, Emotion Coaching offers a direct and powerful intervention that explicitly teaches children how to label emotions, to process emotions and to find solutions. If emotions are 'the glue and gunpowder' of human connectedness, then coaching children how to regulate their emotions should be prioritised in every school curriculum. This accessible and practical book is the ideal place to start. -- Dr David Colley, Oxford Brookes UniversityThe authors effortlessly bring the concept of neuroscience into daily practice and all areas of life, through Emotion Coaching. This practical guide is second to none in its scientifically proven approach to nurturing children's behavioural development. -- Dr Mine Conkbayir, Early Years Author, Researcher and TrainerBased on neuroscientific evidence and own research finding, the authors have placed emotions and relationships at the centre of Emotion Coaching. Written in an accessible and engaging manner, with plenty of examples from practice, this volume provides sound foundations of the science behind brain development and its application to practice for emotional regulation. The publication is highly recommended for professionals, who work with children of all ages and across different settings (e.g., schools, family, and community) and seek meaningful frameworks to anchor their intervention strategies. -- Dr Theodora Papatheodorou, Research Fellow - Norland CollegeEmotion Coaching: An inclusive, evidence-informed, empathic and relational approach. This book provides practical guidance and a model for practitioners and parent/carers on 'how to' work with children and young people's development of recognising emotions and regulating feelings, helping them regulate their behaviours. -- Mohammed Bham, Principal Educational Psychologist, Leicester UKIn Staffordshire we set out on our emotion coaching journey to support the educational experiences of our children in care. The huge win for us was that we found whole school communities were transformed with more attuned relationships between children and adults leading to demonstrably improved education outcomes. Please read this book, we need Emotion Coaching now more than ever! -- Sarah Rivers, Head Teacher of Staffordshire Virtual School for Looked After and Previously Looked After ChildrenA vital resource for schools who want to address behaviours that challenge in a way that truly enhances the child's social and emotional development at the same time. The book not only explores the 'why' of emotion coaching but vitally the 'how to do it', illustrated throughout by deeply moving examples. A fabulous read that just flows off the page, supporting best practice for all school staff. -- Dr Margot Sunderland, Director of Education Centre for Child Mental Health and Co-Director Trauma Informed Schools UK.Using emotion coaching in schools is emerging as highly successful. This clear and accessible book, drawing on research and enriched with practical examples, provides direction for school staff and others. Emphasising the importance of a relational approach to children's development of self-regulation, it makes a potentially outstanding contribution to their learning. -- Judy Sebba, OBE, Emeritus Professor of Education, University of OxfordEmotion Coaching is a catalyst for change so needed in education. It empowers schools to move from purely managing to understanding behaviour. It inspires schools to empathise, counsel and guide with kindness, to be relational with everyone. This book offers a way forward to change a mindset. -- Daniel Thrower CEO and Anne Oakley Strategic and Systemic Lead for Attachment and Trauma, The Wensum Educational Trust, NorwichAs a parent and as a professional, as a friend and a spouse - in every aspect of my life - Emotion Coaching has had a hugely positive impact. This book is really accessible, clear and as valuable to adults in understanding and managing their own emotional and stress responses as it is in enabling them to support all children and young people to do the same. -- Anne Cameron, Schools Partnership Programme Lead, Education Development TrustA very thorough, accessible book that gets the right balance between being informative and highly relatable. Teachers have an important role to play in raising emotionally competent children - this book provides an easy-to-understand rationale for why it is critical to focus on children's emotions and guide them to learn about feelings - in a similar way that teachers might guide children to learn their A B C's! -- Professor Sophie Havighurst, PhD Principal Researcher Tuning in to Kids programTable of ContentsAcknowledgements; Foreword by John Gottman; Introduction; 1. Why do Emotion Coaching?; 2. What is Emotion Coaching?; 3. How to do Emotion Coaching; 4. Using Emotion Coaching Effectively; 5. Applying Emotion Coaching to your Everyday Practice; 6. Supporting Strategies; Glossary; References

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Book SynopsisThis guidebook is designed to support professionals with the effective use of the storybook, Luna Little Legs, which has been created help preschool aged children understand about domestic abuse and coercive control.Sensitively and accessibly written, the guidebook presents the adult with comprehensive information regarding domestic abuse and coercive control, and its impact on young children, putting them in a position to have important and informed interactions with the young children in their care. These conversations help children to make sense of their experiences of domestic abuse, giving them the opportunity to vocalise their feelings and to understand what to do when something is not right.Key features of this book include: Page-by-page notes to support the sensitive reading of the Luna Little Legs story Accessible information about domestic abuse and coercive control based on the latest research A comprehensive list of Trade ReviewLuna Little Legs is a beautifully-illustrated, skilfully-designed book for young children who have experienced domestic violence, abuse and coercive control [...] You do not need to be an expert on domestic abuse to find the book valuable: The Professional Guide provides a wealth of information so that anyone can feel confident in using this wonderful resource. Dr Emma Katz, Ph.D., Senior Lecturer in Childhood and Youth, Liverpool Hope University, UK Table of ContentsBefore you read this book, Gender and parenting issues, The characters, Page by page teachers notes, Attachment and the Window of Tolerance, How children experience domestic abuse, The impacts of domestic abuse and coercive control, Talking and listening to children, Websites and helplines, Bibliography, Appendix

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Book SynopsisThis practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties.Key features include: A focus on specific skills that are linked to behaviour, such as understanding meaning, verbal reasoning and emotional literacy skills. A framework for assessment, as well as a range of downloadable activities, worksheets and resources for supporting students. Sixty illustrated scenarios that can be used flexibly with a wide range of ages and abilities to promote language skiTrade ReviewThe important and complex link between children and young people with SEMH difficulties and those with SLC needs is fully considered in this manual. It provides a comprehensive assessment framework, followed by a wide range of realistic interactive interventions aimed at addressing specific communication needs, and illustrated scenarios that young people can explore to develop the necessary skills for potentially problematic social interactions. LFBE is written by experienced practitioners and provides practical interventions for those professionals who support vulnerable children. Dr Rob Long, Chartered Educational Psychologist, UK I commend this resource to you – it’s informative, compelling, straightforward to understand, makes a strong effort to engage the children/young people in setting their own goals, attractive to look at and enjoyable to use. Kate Bruton, Specialist Teacher for Inclusive Practice, reviewing for NAPLIC Matters, Autumn 2021 Table of ContentsIntroduction Guide to using Language for Behaviour and Emotions Assessment Language for Behaviour and Emotions profile and action plan Scenarios Toolkit

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Book SynopsisIncreasing numbers of children attending pre school provision have led to increasing referrals to the advisory services for behavioural issues. Children appear to be having difficulty conforming to social expectations in educational settings and are presenting us with more extreme behaviours. In spite of much advice already available in the form of written material, books and TV programmes there appears to be an increase in behaviours reported and in practitioners searching for managing strategies. The suggested strategies are based upon long, varied experiences in real life situations and have a grounding in practice, designed to be manageable, realistic and relevant to educational settings. They cover the following behaviours: Self harm Hitting Running away Sexualised behaviour Refusal to talk Uncooperative behaviour Aggressive behaviour Managing Extreme Behaviours in the Early Years, the fifth of the Tried and Tested Strategies series, is a ready-to-hand and easy to read guide for those dealing with problem behaviour and who do not always have the time to search for solutions. Trade Review'The book is laid out well and is an easy read; I particularly liked the "What can help" boxes which stand out well on a page. I liked the way each section gave a clear explanation of its focus topic followed by a range of suggestions for future action. The authors are explicit about their aims for their book, recognising that there are no "quick fixes", but that it will begin to address the issue, providing possible reasons for extreme behaviours in young children and practical suggestions for handling such. I would happily recommend this book to colleagues in education; in fact have already started to do so.' - Jill McMinn, Advisory Teacher Speech, Language, Communication, WrexhamTable of ContentsSection 1 What are extreme behaviours? Section 2 Case studies - some specific and in depth examples Section 3 Extended case studies Section 4 Promoting positive behaviour

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Book SynopsisThere is a behavioural nirvana: one that is calm, purposeful and respectful. Where poor pupil behaviour is as rare as a PE teacher in trousers and where relationships drive achievement. Annoyingly and predictably, the road is hard and the ride bumpy and littered with cliches - but it is achievable. And when you get there it is a little slice of heaven. A revolution in behaviour can be exciting, dynamic and, at times, pleasantly terrifying. But revolution is short-lived. In After the Adults Change Paul shows you that, after the behaviour of the adults has changed, there is an opportunity to go wider and deeper: to accelerate relational practice, decrease disproportionate punishment and fully introduce restorative, informed and coaching-led cultures. Paul delves into the possibilities for improvement in pupil behaviour and teacher-pupil relationships, drawing further upon a hugely influential behaviour management approach whereby expectations and boundaries are exemplified by calm, consistent and regulated adults.

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Book SynopsisEric is a sand dragon who loves the sea very much. Each day, he watches it go out, knowing that it will return. But one day, Eric waits and waits, but it does not come back. He falls on the sand, feeling as if he has lost everything. Eric wants to shut himself off from his feelings, but eventually spots a little wildflower growing, and another, and another. He builds a rock pool garden, in memory of the sea that he loves, and learns that it is much better to feel the full pain of his loss, instead of closing his heart. The Day the Sea Went Out and Never Came Back is a story for children who have lost someone they love. The beautiful illustrations and sensitively written story offer a wealth of opportunities to begin a conversation about the difficult emotions that can follow a loss, helping children to acknowledge and express their emotions. The story shows them that it is brave to feel sad, that they are surrounded by support, and that memories of a loved one are a special treasure that can never be lost.Ideal for starting conversations about grief and sadness, this is an essential resource for anybody supporting children aged 4-12 who have experienced loss.Table of ContentsThe Day the Sea Went Out and Never Came Back: A Story for Children Who Have Lost Someone They Love

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Book SynopsisThis activity book is a helpful and creative tool for children aged 4-8 to learn and understand their emotions to help reduce anxiety. It is intended to be used in conjunction with the 10 Steps to Reducing Your Child's Anxiety on the Autism Spectrum: The CBT-Based 'Fun with Feelings' Parent Manual.Come and have fun with us, your feelings! Get to know us so that we can help you express your feelings any time you need to! Say hello to Happy Henry Honeydew and see how his eyes light up, his mouth has a great big smile and how he's always laughing.Sit beside Sad Sally Strawberry and you'll learn that when she is sad her eyes look down, her face has a frown, and sometimes she cries.You can show that you are strong, brave and clever by meeting and getting to know all of your feelings. By getting to know your feelings, and learning about the Tools in your Toolbox, you will be able to express and talk about your feelings whenever you need to.Trade ReviewYoung children with ASD often find it difficult to understand and control their emotions/feelings and they seldom use emotional expressions. Here's a CBT activity book compiled by five clinical psychologists with considerable experience of working with people who have autism to help in these respects. It's intended to be used in conjunction with another JKP publication, 10 Steps to Reducing your Child's Anxiety on the Autism Spectrum: The CBT-Based 'Fun with Feelings' Parent Manual, but is a helpful publication for analysing and exploring commonly experienced feelings and emotions, in its own right... I was particularly drawn to Ryan and his relaxation tools, most of which I've used with early years and KS1 classes in general, rather than with a specific child who has autism... This activity book could really help parents who have a young child on the autism spectrum; but equally in a nursery or KS1 setting, it could be used by a key worker/classroom assistant who has specific responsibility for a child with autism. -- Jill Bennett * Red Reading Hub *

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Book SynopsisThis book is for everyone seeking happiness and peace through stability. Radioactive Flourishing presents a perception-altering stimulation by introducing a unique approach and style of managing instability. The USP of the book is the flipped human response towards instability. This book's primary goal is to help people learn ways to flourish individually by absorbing instability. This book is intentionally written in the âkathaâ style, which means that there are numerous relatable stories and a consistent journey from the core to the periphery, then to the tangent, and back. The implicit and explicit repetition of the key manifest enables the core intervening stimulation to encourage its readers to dig deeper and find solid footing in their flourishing being. This book is for all those who seek happiness and peace.This book will be useful to students, researchers, young professionals, and faculty members working in the field of business administration, psychology, st

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Book SynopsisReview, rethink, and redesign racial support systems NOW As schools engage in courageous conversations about how racialization and racial positioning influences thinking, behaviors, and expectations, many educators still lack the resources to start this challenging and personally transformative work.Race Resilienceoffers guidance to educators who are ready torethink, review,andredesigntheir support systems and foster the building blocks of resiliency for staff. Readers will learnhow to: Model ethical, professional, and social-emotional sensitivity Develop, advocate, and enact on a collective culture Maintain a continuously evaluative process for self and school wellness Engage meaningfully with students and their families Improve academic and behavioral outcomes Race resilient educators work Trade Review"Fostering Educator Resilience is practical, useful, and very realistic. I would love to use this book in professional development with my staff or in a workshop. The activities, vignettes, and reflection activities will help administrators create or change the culture and climate in whatever environment they find themselves." -- Janice Wyatt-Ross"Fostering Educator Resilience provides timely and immediately applicable guidance. The resources and ability to reflect on them with prompts guides your reflection. The book provides realistic and practical guidance that educators can easily relate to and that resonate with their current needs. One of the major strengths of the book is the variety of ways resources are being shared. I walked away knowing new people I wanted to read up on, new resources I needed to check out, and thinking about how I could take the exercises in this book into my work. It’s a resource full of resources!" -- Tamisha Williams"A major strength of this book is the reflective opportunities and personal perspectives which give the reader the opportunity to internalize the information that is presented." -- Jayne EllspermannTable of ContentsForeword by Nancy Boyd-Franklin, PhD Preface Acknowledgments About the Authors Chapter 1. The Implementation Process: Steps to Becoming a Race Resilient School Year 1: Planning to Become a Race Resilient School No Need to Reinvent the Wheel Years 2–4 and Continuous Improvement Chapter 2. The NEED: Societal Changes Change Schools Changes in the Workplace Household, Community, and Environment: The Three Realms of Adverse Childhood Experiences Chapter 3. Creating the Culture for Developing a Race Resilient Climate School-to-Prison Pipeline Blind Spots Impact Other Groups of Students Measuring Up: Culture and Climate Are Not Synonymous Locus of Control Chapter 4. Educators’ Emotions Matter: Building Up Stamina for Developing a Race Resilient Climate So How Do Educators Feel? Our Daily Goal: Minimizing Distress and Maximizing Eustress Our Hormonal Brain Under Distress and Eustress Chapter 5. Racialization Can Be Blinding Racial Positioning United We Stand, Divided We Crawl The “R” Word 2020 and America’s Racial Awakening Through the Eyes of a Child: Racialization and Historical Trauma Historical and Generational Trauma Genes Load the Gun, Environment Pulls the Trigger E Pluribus Hurt, E Pluribus Healing This Is Us Chapter 6. Race Has Mattered in the School House The Effects of Racialization: White Identity Dispositions, Internalized Racism, and Stereotype Threat White Identity Dispositions Internalized Racism and Stereotype Threat Chapter 7. Mindful of Race Mindfulness in Teaching and Learning The Weight Room Versus the Wait Room Positive Psychology’s Five Building Blocks of Life Chapter 8. Educator Resilience, Educator Race Resilience, and Mindfulness for Racial Equity Transforming a District Transforming a School In the Space Between Is Mindfulness Introduction to Space Between Appendix Appendix A. Processing for Racial Awareness and Creating a Race Resilient Action Plan Appendix B. Race Resilient School Checklist Glossary of Terms References Index

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Book Synopsis'This book should be on the shelf of every professional that works with teenagers in ANY setting. As lives become increasingly busy, emotional health andl literacy is often overlooked. In this text, Rae shows us how to create a dialogue with teenagers and reminds us that emotional health is an indicator of overall health as teenagers become adults' -Donna Duffy, School of Health and Human Sciences, University of North Carolina, Greensboro, USA The pressures and concerns of teenagers are at the forefront of their emotional and mental health. This resource provides young men and women with guidance and tools to recognise the importance of social skills to aid their development. The sessions and practical activities will allow students to address issues of identity, self esteem, covering topics including relationships, drugs and problem-solving. The new edition also looks at: - Gang cultures - CybeTrade Review′This book should be on the shelf of every professional that works with teenagers in ANY setting. As lives become increasingly busy and hectic, emotional health and literacy is often overlooked. In this text, Rae shows us how to create a dialogue with teenagers and reminds us that emotional health is an indicator of overall health as teenagers become adults′-Donna Duffy, School of Health and Human Sciences, University of North Carolina, Greensboro, USA ′This book provides a thorough description of emotional literacy... I recommend following the structure, as it builds up skills and understanding in a logical order, although there is still scope to dip into the programme to address specific issues as required.′ -- Maire McLeodTable of ContentsIntroduction and Rationale References Self-Esteem Appearance Peer Pressure Cyber-Bullying Friendships and Relationships Sex Talking about Feelings Drugs and Alcohol Gang Culture Workplace Pressures Evaluation and Looking forward

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Book SynopsisExplains how schools can establish and sustain a behaviour management approach rooted in values, acceptance and a genuine understanding of children's behaviour. Written by Dave Whitaker, The Kindness Principle: Making relational behaviour management work in schools advocates a behaviour management approach rooted in values, acceptance and a genuine understanding of children's behaviour. In an education system that too often reaches for the carrot-and-stick approach to dealing with poor pupil behaviour, an approach built on kindness and compassion might just provide the cure. The Kindness Principle begins with the idea that relationships should be at the heart of behaviour management and culture, and sets out the ways in which the adoption of relational approaches can help create safer and happier schools. Schools where all staff and learners are valued and understood, where expectations and standards are high, and where kindness and acceptance matter. Dave Whitaker explores why it is so important to understand children - offering techniques and advice on how to work effectively with all children (even the most challenging and troubled ones) without resorting to zero-tolerance, no-excuses and consequence-driven practices. Dave also shares a wealth of real-life experiences from some of the most challenging schools in the country, along with research-informed insights that will help teachers understand children's behaviour in a new light. To this end he provides a wealth of guidance to help develop effective practice and learn from people who have actually walked the walk and don't just talk the talk. Furthermore, the topics covered in the book include: restorative approaches, unconditional positive regard, building personal resilience, structures and routines, and the ins and outs of rewards and sanctions. Suitable for teachers, school leaders and anyone working with children.

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Book SynopsisWhen it comes to 'The Excludables', it is time to shake up the debate.Students who are excluded from school, and society, are at a higher risk of being incarcerated. They are more likely to have mental health difficulties, special educational needs, live in poverty, have social care involvement and they disproportionately come from certain ethnic groups. This book pulls on all those threads using up to date research and establishes a deeper understanding of how and why these things affect school behaviours. The factors that lead to exclusion are complex, and this book meets that challenge head on, including the kinds of “crunchy bits” that are usually avoided at all costs, such as children who are high in callous-unemotional traits, and trauma-informed approaches in prison education.Written by an experienced educator and behaviour consultant, this book steps away from the worn-out discourse that surrounds behaviour in schools, and away from the notion that educators are the only relevant experts. Get ready to explore genetics, bias, epistemic trust, and the human stress-response system; all examined through the lens of the realities of behavioural challenge faced by educators every day.This is a read that will confront everyone in some way.

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Book SynopsisAims to elevate learner anxiety from a pastoral concern to a pedagogical reality, enabling teachers in primary and secondary school settings to build a new perspective on and support anxious learners who may display challenging behaviours. This book explores the relationship between anxiety and common classroom problems such as unhelpful behaviour, work avoidance and learning loss. It promotes the philosophy that it is a teacher's role to 'support not fix' learners with anxiety and other mental health concerns by adopting effective pedagogical strategies. Despite not being recognised as a learning difficulty, anxiety can be something that makes learning very difficultfor pupils. Learners with anxiety have the right to be seen, feel safe at school and have their needs supported. This book provides teachers with a toolkit to cultivate a professional mindset that recognises behaviour as communication and that anxious pupils have the capacity to learn. It also delves into the neuroscience of anxiety, with text backed up by pertinent theory.. Written by a practicing classroom teacher, this book is packed with illustrations, quotations and humour as well as opportunities for critical reflection and tried and tested strategies, advice and reassurance.Table of ContentsIntroduction Chapter 1: Understanding anxiety Chapter 2: Seen Chapter 3: Safe Chapter 4: Supported Chapter 5: Toolkit

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Book SynopsisEverything you need to feel confident and for your students to feel valued in your classroom When we think of classroom management, we traditionally think of ways to keep students quiet, well behaved, and on task. Times have changed, though, and our classroom management practices need to change, too. Since the first edition of this book was written in 2018, the world has changed - a lot. This second edition walks teachers through how to keep and even stay one step ahead of our ever changing world. To prepare students for today's and even tomorrow's world, we need to consider classroom management as guiding students to work collaboratively, communicate with each other, and ultimately feel a sense of belonging. This is when learners thrive. In Real Talk About Classroom Management, Second Edition, award-winning teacher Serena Pariser tells it like it is teacher to teacher with her relatable writing style and by sha

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Book SynopsisThis easy-to-use resource is a compilation of theoretical background and concrete approaches designed to increase understanding and outline strategies to support autistic children and young people who experience anxiety in the school environment. This resource also has practical application for parents, carers and professionals across a range of educational and community-based settings. Using real life examples and case studies, the book explains and explores the different forms of anxiety and their impact across the school environment. Each chapter offers practical information and strategies that may help reduce the negative symptoms of anxiety and help support emotional resilience across home and school environments.Key features of this book include: Chapters aimed at enhancing the understanding of anxiety in autism, considering potential triggers of anxiety, discussion on cognitive theories, social communication and means of assessing anxiety.Table of ContentsChapter 1: Introduction: Autism and Anxiety Chapter 2: Social Communication, Autism and Anxiety Chapter 3: Cognitive Theories, Learning Style, Autism and Anxiety Chapter 4: Sensory Processing, Autism and Anxiety Chapter 5: Assessment of Anxiety in Autism Chapter 6: Anxiety Management Strategies for Autistic Children and Young People

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Book SynopsisThis practical resource helps school staff to reframe behaviour as a means of communicating a need, ensuring they can sensitively and effectively support children with a range of Social, Emotional and Mental Health (SEMH) needs and Special Educational Needs and Disabilities (SEND).With case studies and examples woven throughout, the book focuses on relational and strength-based approaches to improve mental health and wellbeing, self-esteem, sense of safety and, in turn, behaviour and educational outcomes. All advice is carefully designed to have the maximum positive impact on the child and minimum impact on teacher time and resources.Key features include:? Accessible explorations of a range of difficulties and their effects on school life? A variety of supportive strategies, tips and advice, designed to be easy to implement effectively within a busy classroom? A focus on building and maintaining positive relationships, making the classroom a safe lTrade Review"From the very first pages, I could imagine what a huge impact that this book could have on the lives of the children and young people lucky enough to be supported by a practitioner who reads it and lives it. Rachel has been so generous in her curation and sharing of ideas and has done tremendous work to translate research into practice, to test out that practice, and to refine her ideas into a wide range of simple strategies that we can all build into our day-today to help us better understand and respond to the behavioural needs of children, and in turn to help them better understand and respond to those needs themselves, too […] It’s fantastic, I love it, I’ll live it. I hope you will too." – Dr Pooky Knightsmith, Specialist in Child and Adolescent Mental Health, Keynote Speaker, Lecturer, Trainer and AuthorTable of ContentsForeword by Pooky Knightsmith Acknowledgements Introduction Behaviour is Communication Self-Regulation ACES, Trauma and Attachment-Aware Approaches Anxiety Attention Deficit Hyperactivity Disorder (ADHD) Autism Bereavement, Grief and Loss Fetal Alcohol Spectrum Disorders (FASD) Oppositional Defiant Disorder (ODD) Pathological Demand Avoidance (PDA) Sensory Processing Disorder (SPD) Tourette Syndrome (TS) and Tic Disorders Appendices

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Book SynopsisInclusion and Diversity is structured around the life-cycle and day to day experiences of staff and students as they make contact with each other. With reference to international examples and best practice, it covers a wider range of useful topics. Table of Contents1. Starting Off – Preparing to Meet Your Students 2. Working With Students in Large Groups 3. Teaching Students in Small Groups 4. Using Learning Technologies 5. Your Students and Their Lives/Experience out of the Classroom – Academic 6. Your Students and Their Lives/Experience out of the Classroom – Welfare 7. Your Students and Their Lives/Experience out of the Classroom – Skills 8. Assessment Time – How do I Attempt to Ensure Fairness for All? 9. After the Ball is Over… How do I Help My Student Prepare for Life After the Course has Ended? 10. Conclusions

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Book SynopsisLoss and trauma impacts families, communities and children and young people. This includes collective trauma experienced within situations such as a global pandemic, economic poverty, displacement, war, natural hazards or political turmoil. As a result, various common characteristics may be exhibited by children in school settings.This practical book provides strategies and interventions to support the effects of loss and trauma in children and young people. It offers easy-to-understand research and theory to develop knowledge and skills, alongside hands-on strategies to support emotional responses, with practical examples of what to do if. Chapters consider why and how these emotions occur, recognising each child''s life experiences, and focus on identifying suitable approaches. The intention is to validate feelings and help each child find a way to navigate the variety of emotions experienced, using the simple 5S-Scaffold model: SUBSIDESOOTHESUPPORTSTRENGTHENSELF-CARE.<

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Book SynopsisTeaching children how to manage their intense emotions is one of the most difficult aspects of parenting or educating gifted children. Emotional Intensity in Gifted Students is an indispensable resource for parents and educators seeking to understand why gifted children can be so extreme in their behavior and how to manage the highs and lows that accompany emotional intensity.Presented in an easy-to-read, conversational style, this revised and updated third edition pulls from contemporary research to depict changes in how we understand and support gifted children as well as an increased understanding of trauma, social-emotional learning, and empathy development. Chapters feature role-plays and strategies designed to show parents and teachers how to interact and guide gifted children in a way that teaches them how to recognize, monitor, and adjust their behavior.Also featuring updated resources, worksheets, and checklists, this practical new edition is a must-reaTable of ContentsIntroduction Part I: What It Means to Be Gifted 1. Assumptions About Giftedness 2. Talents and Troubles 3. Intensities as Strengths 4. The Many Faces of Giftedness 5. Understanding Twice-Exceptionality Part II: Great Information, Now What? 6. Building a Solid Foundation 7. Intense Thoughts, Feelings, and Behaviors 8. Working With Unique Issues 9. Enlisting Help Part III: Tools and Strategies 10. Emotional Coaching Foundations 11. Relationship Issues 12. Performance Issues 13. Behavioural Issues Final Thoughts

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisPositive Peace in Schools offers a fresh and challenging perspective on the question of conflict, violence and peace in schools. Drawing on the most up-to-date theory and research from the field of peace and conflict studies, this book provides readers with a strong understanding of the concept of positive peace, and how the dimensions of peace-keeping, peace-making and peace-building can be robustly applied in schools. This accessible book challenges educators everywhere to reconsider the nature of direct and indirect violence in schools, and the structural and cultural factors that sustain it. It engages with global traditions of harmony and balance that are often neglected in Western notions of liberal securitised peace, in order to suggest a model for schools that integrates inner and outer peace. The book also includes practical sections that outline restorative approaches to discipline, peer mediation, circle learning, and classroom activities to promote mindfTrade Review‘The early part of this well researched book addresses the complex issues around the many forms of violence perpetrated in and by schools. This must be understood if we want to achieve real culture change. A restorative approach to problem-solving assumes that there is something to restore to. This is addressed thoroughly through promoting an understanding of and differences between peace-building, peace-keeping and peace-making. From the perspective of a restorative practitioner and trainer, I think it is a must read for schools who are serious about culture change and who believe in a relational approach to school life in general.’ - Margaret Thorsborne, Restorative pioneer, practitioner, author and trainer'Positive Peace in Schools takes up the challenge of engaging with the concepts and practices for peace education in the 21st century. Beautifully written, this book invites facilitators to comprehend that peace education is not only a subject, but a way of relating to students, colleagues and staff, moving beyond ‘doing peace education’ towards ‘being peace educators’ in the classroom and beyond. The iPEACE Model is of great help to translate the keywords of inclusion, humility and solidarity into working concepts in learning environments. I admire the clarity and depth with which Cremin and Bevington take readers from the surface to the epicenter of conflict transformation in an elicitive and safe way. This valuable and stimulating book is a must-read for anyone wanting to engage with current debates on peace education and those committed to embodying it in a holistic way.' - Josefina Echavarría Álvarez, MA Program in Peace Studies. University of Innsbruck, Austria.‘Positive Peace in Schools is a rich resource for building inclusive, dynamic, sustainable peace in ordinary school communities. Its specific examples and guidelines for creating inclusive relationships, skills, and practices for handling issues and welcoming difference are well-grounded in scholarship and experience, organized through a clear, persuasive conceptual framework. The central idea—educating through positive peace—is critically idealistic, yet down-to-earth, justice-minded and demonstrably doable. Highlights include multi-faceted learning activities and the cases of five schools that have successfully implemented such cultural changes, equipping educators and students alike to make a better world.’ - Kathy Bickmore, Professor, Ontario Institute for Studies in Education, University of Toronto, Canada‘The early part of this well researched book addresses the complex issues around the many forms of violence perpetrated in and by schools. This must be understood if we want to achieve real culture change. A restorative approach to problem-solving assumes that there is something to restore to. This is addressed thoroughly through promoting an understanding of and differences between peace-building, peace-keeping and peace-making. From the perspective of a restorative practitioner and trainer, I think it is a must read for schools who are serious about culture change and who believe in a relational approach to school life in general.’ - Margaret Thorsborne, Restorative pioneer, practitioner, author and trainer'Positive Peace in Schools takes up the challenge of engaging with the concepts and practices for peace education in the 21st century. Beautifully written, this book invites facilitators to comprehend that peace education is not only a subject, but a way of relating to students, colleagues and staff, moving beyond ‘doing peace education’ towards ‘being peace educators’ in the classroom and beyond. The iPEACE Model is of great help to translate the keywords of inclusion, humility and solidarity into working concepts in learning environments. I admire the clarity and depth with which Cremin and Bevington take readers from the surface to the epicenter of conflict transformation in an elicitive and safe way. This valuable and stimulating book is a must-read for anyone wanting to engage with current debates on peace education and those committed to embodying it in a holistic way.' - Josefina Echavarría Álvarez, MA Program in Peace Studies. University of Innsbruck, Austria.‘Positive Peace in Schools is a rich resource for building inclusive, dynamic, sustainable peace in ordinary school communities. Its specific examples and guidelines for creating inclusive relationships, skills, and practices for handling issues and welcoming difference are well-grounded in scholarship and experience, organized through a clear, persuasive conceptual framework. The central idea—educating through positive peace—is critically idealistic, yet down-to-earth, justice-minded and demonstrably doable. Highlights include multi-faceted learning activities and the cases of five schools that have successfully implemented such cultural changes, equipping educators and students alike to make a better world.’ - Kathy Bickmore, Professor, Ontario Institute for Studies in Education, University of Toronto, CanadaTable of ContentsIntroduction Part I: Violence in schools 1. School violence 2. Schooling as violence? 3. School improvement as violence Part II: Peace in schools 4. Peace education 5. iPEACE education Part III: Peace-keeping, -making and -building 6. Education for peace-keeping 7. Education for peace-making 8. Education for peace-building Part IV: The praxis of positive peace 9. Considering research 10. Case studies 11. Curricular activities Concluding comments

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Book Synopsis''Equal parts practical, funny and illuminating - belongs on the required reading list for life'' - Sarah Knight, internationally bestselling author of Get Your Sh!t TogetherAccessible and inspirational, The Unbreakable Student is the self-care guide that every university student needs.So, you''re starting university - you''ve learnt what to pack, where to socialise, how to cook (sort of)... but what about how to look after your mental health?University is a whirlwind of exciting, fresh experiences. But it can also be overwhelming. You''re in a strange new environment and faced with the pressure to make friends, complete difficult assignments, stay healthy, manage your finances and so much more, all while being away from your loved ones. In this time of massive change, looking after your mental wellbeing is more important than ever.Nic Hooper has witnessed the student mental health crisis unfolding every day on campus and iTrade Review'Nic Hooper has pulled off a neat trick for a professor, essentially creating a long-form lecture that remains engaging and informative to the very end. Equal parts practical, funny and illuminating, The Unbreakable Student belongs on the required reading list for life. Young people everywhere are lucky to have him, in person or on the page' - Sarah Knight, internationally bestselling author of Get Your Sh!t Together'One of the best self-help books I've ever read: wise, witty, (laugh-out-loud funny in places), compassionate - and above all, incredibly practical! Nic Hooper shows you how to effectively deal with the many trials and tribulations of student life; how to face up to your fears, frustrations and challenges; handle your stress and anxiety; take the power out of your inner critic; while building resilience and thriving along the way. I wish I'd had something like this in my student days; would have spared me years of suffering. Essential reading for every college student, of every type, everywhere in the world (as well as for their teachers and parents)' - Dr Russ Harris, internationally bestselling author of The Happiness Trap and ACT Made Simple'You have many things to learn as a University student but above all you need to learn the what and how of life: What is really needed to be successful as a person? And how will you become accomplished at those things? In a clear, concise and sure-footed way, this excellent book teaches you that what and how. If you learn nothing else in your time in the academy and yet learn what is in this book, you can count your years there well spent. Highly recommended' - Steven C. Hayes, Ph.D., Foundation Professor of Psychology, University of Nevada and author of A Liberated Mind: How to Pivot Toward What Matters'For so many students, university is a time of self-doubt and challenge. This is a must-read guide on how to bring your best self forward, so you can truly thrive'- Susan David, Ph.D., Psychologist at Harvard Medical School and author of Emotional Agility'Going to university is a tumultuous time in any case, but this is doubly true when there's a pandemic happening. Hooper's new guide couldn't be timelier. Drawing on many years of relevant experience and training, it's a must for any student beginning this next stage of their life' - Dr Dean Burnett, neuroscientist and bestselling author of The Idiot Brain'Going to university is a fantastic opportunity that can transform students' lives, but we also know it throws up many new challenges. The Unbreakable Student is a very well-written and researched companion, with valuable tools, tips and techniques that will help students deal with these challenges and make the most of their journey. I would recommend it to all students studying at university - and to their parents too' - Professor Steven West, Vice Chancellor at the University of the West of England, and Chair of the Universities UK Mental Health in Higher Education Working Group'Nic's guide to staying sane at university is full of solid, sensible advice, delivered with a smile and a side helping of science. Nic doesn't just tell you what to do, he tells you why and gives you a whole range of ideas about how. In truth, I wish this book had existed for me to read during my own university adventure' - Dr Pooky Knightsmith, child and adolescent mental health expert'What a useful guide for students! It's raw, authentic, personal, soulful, entertaining and pragmatic. In my opinion, this is a must-have for young adults in higher education' - Dr Scott Barry Kaufman, author of Transcend: The New Science of Self-Actualization and host of The Psychology Podcast'Nic Hooper has written such a timely and powerful book! People in this stage of life may feel unseen, confused, overwhelmed and unsure about how to meet their emotional needs. Hooper understands this deeply, and provides them with identification, a caring voice and a road map to resilience and health' - Jonathan Hoban, psychotherapist and author of Walk With Your Wolf

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Book SynopsisA book for educators who find themselves torn between a government/Ofsted narrative around behaviour, attendance and attainment, and their own passion for supporting square pegs and their families.Trade ReviewNo child should miss out on a good education and the chance of opportunities in life just because their school doesn't give them the support they need to succeed. Most schools cherish and value the children who have special educational needs; there are also some who do not place inclusion high on their list of priorities, and exclude or marginalise children rather than provide the mental health and therapeutic support they need. Recently, a 13-year-old girl with autism gave me a list of what a good school for her would look like: well-organised, supportive, calm, focused on learning, there to help. These are all things we would want to see for every child in every school. After spending two years out of the classroom because a succession of schools was unable to meet her needs, she went on to find a school which understood her and provided the springboard she needed to do well. She went on to achieve great things in her GCSEs and is now in sixth form. Like Square Peg, I want all schools to see the potential in all children and provide the support they need. We should all be grateful to Square Peg for all they do to advocate for children who need most help, and for showing how schools and parents can work together with children to provide a positive environment to learn. Every child deserves the best start in life, and positive outcomes for all children must be at the heart of a successful education system.Anne LongfieldOur high-stakes, test- and exam-focused system is failing too many children. It literally fails those who struggle to attend school or are marked as failures in exams. It metaphorically fails those who attend and get their grades, but at a personal cost to themselves, their love of learning and their families. This will continue to be the case for as long as schools are judged in the main on test and exam results, placing the burden of whole-school success or failure on children's shoulders.For the good of every child and, indeed, of educators themselves (most of whom want to provide the best possible learning experiences and strive to do so in spite of our one-size-fits-all model for education), it's time to listen to the canaries in the cages - the children who simply cannot cope, let alone thrive, within our restrictive, reductive system. Change made for those who suffer most will benefit the whole school community.Alison Ali'It's not that she wouldn't, she couldn't.' These words, written in the introduction of the book, struck a chord with me. The educational system we work in has, in my opinion, been created for the round pegs who fit perfectly into the round holes and yet the young people in our schools are all unique and are not carbon copies of each other. This book is utterly refreshing in that it addresses the biggest of misconceptions - that we should treat all children the same. Not all young people are the same and the sooner we learn how to teach and support them in the way they each need, the better it will be for all. This book explains what the issues are and how as a profession we can begin to address this. I cannot recommend this book enough. Thank you, Fran, Ellie and all the contributors for helping us to better understand and support our square pegs.Toria BonoIn order for a society to become healthy, whole and progressive, it must be willing to listen to the square pegs that it has created within itself. It is when square pegs choose to be silent and when they choose to communicate that we must pay careful attention to, for the sake of all of us. Everyone who was gifted with a square peg in their life will tell you so. Square pegs are our compass and our orienteers: they are the first to notice when we lose our way, the first to see that we have crossed our own boundaries, and the first to feel when we single-mindedly keep digging one-shaped holes. This is why this book had to be written, and this is why it must be read by anyone who cares about the education system of this country.I have been following Fran, Ellie and their many supporters, diligently collecting piece by piece of evidence for several years, to assemble the overly complicated puzzle of square pegs, to improve our society. The result is brutally honest, yet optimistic. It is visionary yet chooses a pragmatic approach and offers many quick wins. It offers a sensitive choice of a diverse set of writers, through which one thread of pearls is coming out very clearly: it is about compassion, consent, community and relationships. It is about holding our societal compass close to our hearts and struggling to keep it safe. This is the struggle of all of us - or at least it should be.Carmel KentIn recent years, many schools in England have started to implement strict policies around behaviour, curriculum and attendance. As the screws tighten, more and more square pegs (read 'deeply distressed young people') have started voting with their feet. When you stop going to school, it creates all kinds of problems: home visits, financial penalties and, incredibly, the threat of custodial sentences for the parents and carers of persistent 'offenders'. The fact that so many young people should choose such strife over attending school should tell us something very important about their lived experience of our one-size-fits-all education system. It seems likely that increasing numbers of square pegs will continue voting with their feet until we reach crisis point. But this crisis can be averted if we listen to the voices of those affected now. This brilliantly curated book is an absolute must-read for anyone interested in creating a more diverse, empathic, responsive educational ecosystem that works for all young people.James MannionThis is one of the most riveting books on education I have read in a long while. Its aim - to provide practical solutions for schools and families struggling with the increasing number of children who don't thrive in our current system - could not be more timely. The array of richly qualified writers places compassion, purpose and student autonomy at the heart of best practice. Their approach would surely work not just for those who avoid school, but for those stuck within it. Square Pegs is a must-read for parents, governors, staff and students who're up for a quiet classroom revolution.Madeleine HoltThis book is steeped in the experience and expertise of families, teachers and leaders. It tells the story of a system that is fraught with unintended consequences, brings the lived experiences of young people alive and challenges the notion of one-size-fits-all strategies. The voice of school leaders and teachers, ambitious to see the young people in their care thrive, roar at us across the page. It's a book of confidence for professionals and parents alike to rise above the distracting noise about attendance, exclusion and 'what works' narratives. A much-needed book ensuring the voice and experience of young people is heard and helping to inform what happens next. It's a must-read for everyone with a vision of an education system that can be 'fixed' through collaboration and brave actions.Margaret MulhollandThis is a book that is firmly on the side of children as they try to come to terms with a school system that is designed to encourage conformity. It highlights the way some schools manage to set the child at the heart of what they do in every sense of the term. There are case studies that shine a light on the child's perspective and solutions offered for other schools to try. Reading it is both heart-wrenching and uplifting ... but uplifting wins.Mick WatersThere is an old African saying: 'Until the lions have their own historians, the tales of glory will always be written by the hunters.' Fran Morgan has assembled here some lions and while they don't write too many tales of glory - although there are some - they do make us all realise why so many square pegs unnecessarily gain so little from our schooling system. Twelve years ago, Michael Gove sent a King James bible to every school. The next secretary of state for education should send a copy of this book to every new head teacher and put it on the reading list for all initial teacher training courses.Tim BrighouseMaking schools more inclusive is essential to ensuring the well-being and ability to thrive of every young person. Creating a sense of belonging and using trauma-informed strategies to help the system welcome the square pegs, rather than continuing to force them into round holes, is clearly the way forward. The current government one-size-fits-all approach, particularly to SEND and behaviour, needs a rethink. This book offers a wealth of practical examples of how collaboration between schools and families, alongside the will to make a culture shift, can lead to successful inclusion practices. It is very readable and contains practical advice and solutions, framed within the current educational context, that leaders, teachers and support staff can use to create the right systems and support to ensure that every child and young person really is more than just 'fine in school'.Judy Ellerby

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Book SynopsisWritten by Stephen Baker,That Behaviour Book: The simple truth about teaching childrenis an essential book for every teacher, providing an engaging and unique mix of anecdotes, practical strategies and moral imperatives for successful and child-centred behaviour management.Trade Review'Allowing the teachers to take control of behaviour' is a wonderful summary as Steve looks back and advises on how to teach Wade Booley as his younger self (without taking him around the back of the Portakabin, Kes-style). This book helps establish routines and helps build relationships for ECTs and experienced teachers. It is easy to read with a plethora of simple ideas, told in a humerous manner with examples we can all relate to. The takeaways are a perfect ending to each chapter, but the cherry on the cake are the 'Now Try This' reflective opportunities which allow teachers to make those positive changes. An exceptional read.Chris DysonThrough visiting thousands of lessons, Steve has a special talent for spotting those moments of interaction between adult and youngsters that are catalysts for relationships breaking down and the inevitable onset of crisis. That Behaviour Book looks at those moments, identifies the issues and provides sensible solutions that have proven to work in many schools. This book is an essential read for all adults working with youngsters.Mark AyersThis book will challenge you to confront yourself. Do not read it unless you are ready to go on a journey to being a better teacher and a better human being. Whilst this book provides so many valuable tools and strategies, it is so much more than a 'how to ... what to do if' book. Steve is clear that our biggest asset in the classroom is our willingness to see children as fellow human beings. As Steve eloquently puts it, 'Your job as a teacher is to help young people build their futures, to assist them to thrive and achieve their potential.' I have long been suspicious of the so-called 'zero tolerance' approach to behaviour. How can we say we love and value our children and have developed sophisticated policies and protocols to safeguard our children from harm, yet say we have zero tolerance of behaviour, which may well be communicating distress, trauma, fear and distrust? Perhaps the most subversive thing about this book is that it challenges the notion that children and young people are to blame for disruptive classrooms. As adults in the classroom, we have the power to create learning environments of mutual respect; Steve provides both the tools and research to prove this to be true. Steve is himself a student of life, and in this book he is honest enough to laugh at himself. This book will make you laugh at yourself too. Steve's anecdotes are presented in a wonderful 'Gervase Phinn' style and readers will identify with so many of the stories relayed by Steve. Reading this book gave me hope. Hope to believe that there is a better way to teach and support our children, not least those from broken homes and dysfunctional families. Nelson Mandela suggested that education is the most powerful weapon we can use to change the world. Yet too many of our children are being excluded from lessons and even their own school community every day. If every teacher and every Ofsted inspector were to read this book, and apply the challenges and tools provided in their professional work, I believe we would see outcomes improve and the so-called disadvantage gap close significantly.Paul TinsleyIn this excellent book, Baker highlights the importance of understanding children, building strong relationships and loving pupils. Based on years of experience working in challenging schools - even the one I went to myself as a kid - he emphasises how vital adult behaviour needs to be in order to get the best out of the pupils. What we see in this book is the power of relationships and how we really must be sophisticated in how we communicate with children in our schools. If you are a new teacher then this book will help you take those first nervous steps into classroom management. If you are an experienced teacher then take a look - you may learn something new.Dave WhitakerInvaluable to early career teachers and experienced practitioners.Steve properly knows his stuff and communicates it brilliantly. His writing drips with authentic experience from a career in some truly wobbly places. Steve's advice is exactly what you need to upgrade behaviour in your classroom.I have worked with Steve for ten years and never fail to learn from him. This book is your chance to do the same.Paul Dix

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Book SynopsisThis comprehensive and accessible guide contains everything that needs to be known in order to set up and run a Minecraft® Social Group for children with autism spectrum disorders.Minecraft®, often described as 'digital Lego', provides an ideal forum to help children with autism and related conditions to develop social and communication skills. This book offers guidance on how to use the game to support the learning of social and emotional concepts such as having a conversation, showing interest in others and understanding another person's point of view.With over 100 pages of photocopiable and downloadable session plans, visuals and handouts, this manual is essential reading for professionals working with autism who are interested in introducing Minecraft® to support social skill development in their students.Trade ReviewMotivation, in autism, switches us on! Outside of 'interest' connecting to social understanding is unlikely. The author of this book recognises this understanding. Such a resource is unique and has been a long time coming. I am excited by and highly recommend this insightful book. -- Wenn B. Lawson (PhD) Psychology. AFBPsS; MAPs. Senior Consultant Complex Support. SA. Dept. of Ed. Disability, Policy & PlanningChildren with autism often develop talents in specific areas, such as playing computer games, but have difficulties with the social skills needed to develop friendships. This ingenious and engaging group programme uses motivation and game-playing talents to teach specific social skills. By discovering new worlds within Minecraft, the participants explore and acquire the social abilities needed to make friends. -- Dr Tony Attwood, Minds and Hearts Clinic, BrisbaneMarch's Autism Book of the Month is: Teaching Social Skills to Children with Autism Using Minecraft® ??Sure Lego therapy is cool, but have you heard about how Minecraft is being used to develop social skills in autistic children?A SUPER accessible step by step guide to improving communication ability in younger autists, 'Teaching Social Skills to Children with Autism Using Minecraft' stands apart from other stuffy autism support manuals by suggesting that the literal building blocks to verbal & collaborative success may lie in the global gaming phenomenon that is Minecraft: a creation simulator/videogame.While, most autism support guides have a tendency to be quite dry, or assuming of how much a reader knows, TSSTCWAUS does a fantastic job of explaining why autistic people struggle socialising and it's clear explanations mean that there is plenty of autism lessons to learn (even if, by the end, you decide not to trial the new therapy).An innovative read, set to shake up the world of autism therapies, I highly recommend 'Teaching Social Skills to Children with Autism Using Minecraft' for parents with autistic children born in the 2000s. Autistic & Unapologetic * Facebook Page Autistic & Unapologetic *Table of ContentsAcknowledgements. Introduction. Part 1. 1. What are social skills? 2. How are social skills impaired in children with Autism? 3. How can group programs support children with Autism to develop social skills? 4. What is Minecraft? 5. Why use Minecraft to teach social skills? Part 2. 6. Getting set up. 7. Running the program. 8. Sessions plans and handouts. Part 3: Resources. 9. Minecraft Money. 10. Minecraft Snakes and Ladders. 11. Helpful websites. Bibliography.

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Book SynopsisAn essential guide for any professionals working with autistic children and young adults, this book provides expert insights which need to be considered by professionals, parents and autistic people alike. It covers key themes such as anxiety and wellbeing, transition into adulthood, sexuality, intersectionality, and many more.A unique blend of first-hand experience, parental guidance and professional advice is provided from prominent figures in the autism field to offer you an overview of the important issues of today, to help you understand and better support autistic young people.Trade ReviewEffective support: importantly in line with autistic perspectives, current research, current thinking, and a well put together practical guide that considers autism and intersectionality, gender diversity, sexuality, well-being, attachment, mental fitness and so much more. -- Dr. Wenn B. Lawson (PhD)This ambitious book brings together a diverse and vastly experienced group of neurotypical and neurodivergent commentators offering observations and advice based on lived experience and research. I particularly welcome the inclusion of the often neglected topics of autism, ethnicity, and culture, the development of IT, and the justice system. -- Richard Mills, Associate Consultant, AT-Autism, London, & Research Fellow, Dept of Psychology, University of BathThe knowledge within this book is immense. It successfully captures key issues ... research, effective interventions; coupled with insights from lived experiences that highlight the need for intersectionality. This is a valuable book that I would recommend that everyone with an interest in Autism reads. -- Julia Grey, Parent to a 7-year-old Autistic childThe breadth of the topics in this book makes it a highly recommended and valuable tool for EP practice. The chapters provide both evidence-based and thought-provoking touchstones and way-markers for the future of supporting autistic individuals and their families. The contributors provide constructive information that informs the conceptual, ethical, research and legislative foundations important for all professionals working in the field of autism. -- Dr Sara Darchicourt, Senior Educational Psychologist and Autism Lead, WKC (Westminster and Kensington) EPCS

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Book SynopsisAre you looking for effective strategies for cooperating with your 'difficult' students? Are you struggling to find motivational tools for students that appear to be angry, rude, cruel, erratic, or stubborn?This book is an essential guide for school staff supporting students with Oppositional Defiant Disorder (ODD). Written by the author of The Parent's Guide to Oppositional Defiant Disorder: Your Questions Answered, this book debunks myths about ODD by providing psychiatric context, strength-based approaches and exploring the disorder through a holistic lens. Supporting teachers in building and maintaining healthy relationships with ODD students, the book equips educators with the skillset to understand their students, identify and avoid common obstacles and prepare their students to thrive in and outside of the classroom. Packed with easy-to-use handouts, questionnaires and printable exercises, this guide is perfect for teacher training and group activities.Trade ReviewAmelia Bowler is changing the paradigm of how we understand Oppositional Defiant Disorder. By recognizing that a diagnosis of ODD is what we observe and not the cause of behavior, Amelia gives permission to see the whole child and find new ways to support them. With practical ideas and relevant case studies, this book is one every teacher needs on their shelf. -- Emily Kircher-Morris, LPC, Author of Teaching Twice-Exceptional Learners in Today's Classroom and host of The Neurodiversity PodcastA critical book for teachers, paraprofessionals, principals, parents, therapists, and child psychiatrists alike. It's clear, concise, and evidence-based. Vitally important, the section on cultural competence underscores the complexity and beauty of every child's unique story and journey. -- Mark W. Wilson, MD, Child and Adult PsychiatristBowler's deft research summaries and relatable examples peel back the ODD mask, revealing determined, courageous students from often-unkind backgrounds. Her stories and strategies illustrate how curiosity and trust can nurture motivation and competence, supplanting those exhausting attempts to control behavior. Bowler delivers hope, plus generous, immediately useful resources. -- Dr. Camille Kolu, Ph.D., BCBA-D, Trauma-informed behavior analysis consultantTable of ContentsIntroductionPart I: Changing the way you see Oppositional Defiant DisorderChapter 1: Oppositional Defiant Disorder: the view from the outsideChapter 2: Struggles linked with Oppositional Defiant DisorderChapter 3: Cultural competence, misunderstandings and biasChapter 4: Managing Your Frustrations and ExpectationsPart II Changing the way the student sees youChapter 5: Control and AutonomyChapter 6 Leadership without coercionChapter 7: Building trust and connectionChapter 8: Responding to students in distressPART III Understanding your students' goals and needsChapter 9: Looking for the WHY of behaviourChapter 10: Common Classroom Struggles: Invisible DisabilitiesChapter 11: Skills that improve cooperation in the classroomChapter 12: Preparing to write an Individualized Behaviour PlanPART IV: Worksheets

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Book SynopsisThis highly visual social skills book uses computer metaphors and visual diagrams to help children on the autism spectrum to understand how their words and actions can affect other people. Easily identifiable computing and social networking metaphors are used to explain how memories are saved in the brain, like files in computer folders, and how, just as files can be shared and downloaded on the internet, people learn about you by sharing their positive and negative impressions with each other. The author explains why certain actions may be 'liked' or 'disliked' by others, and offers guidance on appropriate and inappropriate social behavior.This book also features photocopiable worksheets to reinforce the guidance and lessons offered in the book.

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Book SynopsisIt is challenging to understand the complexity and multiple causes of school violence. Given the apparent rise in many forms of violence in schools, and the dire consequences to those impacted by violence, it is vital to better support children and youth in both preventing violence and responding appropriately. Issues Around Violence in Schools explores a number of topics related to violence that occurs in schools or with school-aged children and youth. Authors address the nature and extent of violence in schools – including mass shootings but also other forms of violence – and the relationships and intersections among mental health, special education, and school violence in general. They consider positive approaches to mental health, behavior, and overall climate in schools, analysing both disciplinary practices and interventions and supports and their relationship to school violence. Key insights are presented regarding bullying, positive approaches to behavioral and social/emotional concerns, and the promise of threat assessment for mitigating violence and connecting students to needed supports. This volume provides an overview of key areas of promise for improved research and practice, such that schools are better positioned to mitigate violence, and to respond in positive, supportive ways to those who may be impacted by violence.Table of ContentsChapter 1. Issues Around Violence in Schools: Considerations and Introduction to The Volume; Timothy J. Landrum, Lauren W. Collins, And Bryan G. Cook Chapter 2. Bullying and Youth with Disabilities: Understanding The Complexity of Involvement; Katherine A. Graves, Lindsey Mirielli,And Chad A. Rose Chapter 3. The Duality of Online Socialization: Examining The Juxtaposition between Cyberbullying and Online Friendships; Chad A. Rose, Madison H. Imler, And Jessica Cowley Chapter 4. Bullying of Students with Disabilities: An Update of Litigation Trends; Diane M. Holben and Perry A. Zirkel Chapter 5. Bio-Psycho-Social-Cultural: Four Domains of Factors Contributing to School Shootings; Peter Langman Chapter 6. Behavioral Threat Assessment in Schools; Dewey Cornell Chapter 7. Zero Tolerance for Zero Tolerance: Implications and Alternatives for Students with Disabilities; Lauren W. Collins, Timothy J. Landrum, And Chris A. Sweigart Chapter 8. Whole School, Whole Community, Whole Child: Sustainable and Comprehensive Change with Foundational Social and Emotional Supports; Gregory J. Benner, Sean Slade, Lisa Strycker, And Erica O. Lee Chapter 9. Prepare School Crisis Prevention and Intervention; Amanda B. Nickerson, Stephen E. Brock, And Katherine V. Margiotta Chapter 10. A Collaborative Approach to School Safety: Merging Student Voice with School Personnel’s Use of Restorative Practices for Effective Prevention; Claudia G. Vincent, Hill Walker, Dorothy Espelage, And Brion Marquez Chapter 11. Trauma-Informed Care to Prevent and Mitigate Effects of School Violence; Jessica B. Koslouski, Kristabel Stark, And Sandra M. Chafouleas

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Book SynopsisThis innovative approach to managing Forest School, with a focus on children with additional or complex needs, helps children to explore, increase their confidence, take measured risks, improve their self-esteem and become more resilient.Offering a behavioural toolbox and techniques you can put in place immediately within your own practice, this hands-on guide supports positive behaviour with a full range of learners. The book provides you with the tips, suggestions and philosophy to utilise outdoor skills and activities that children can benefit from, regardless of many additional needs they may have.Trade ReviewWarm and engaging in tone, this book is encouraging, thorough and practical, it inspires curiosity and brims with easily applied advice and activities that will add to a Forest School Leader's tool-box, inform the content and conduct of their everyday practice and help no end when dealing with students whose behavior is challenging. -- Chris Holland, author of I Love My World - the playful, hands-on Nature connection guide book and the Storytelling for Outdoor Learning year courseIn this terrific guidebook, David Rylance offers excellent advice to support learning, behavior, and well-being, combined with the power of nature to create an environment where all kids can thrive. -- Richard Louv, author of Our Wild Calling and Last Child in the WoodsTable of Contents1: Introduction to this Book; 2: A Brief Introduction to Forest School; 3: How Forest School can Support all Children Displaying Challenging Behaviour; 4: Managing Your Own Behaviour; 5: Developing Your Behaviour Toolbox for Forest School; 6: Techniques you can use tomorrow in your forest school!; 7: Supporting SEND Behaviour in Your Forest School; 8: Opportunities and Activities to Support Behaviour Change; 9: Team Building Games; add-ons to your Forest School; 10: Conclusion

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Book SynopsisChildren with strong social-emotional skills are better able to cope with everyday challenges and benefit academically, professionally, and socially. But the benefits that can be derived from these skills can only be seen if children are given the opportunity to develop them.This accessible guide helps teach children to participate in social-emotional learning. Offering fun group activities including social skill-based improv games, participant written plays, and basic plays that can be transformed using the creative minds of children themselves. To increase participant comfort levels with these activities, the book allows for a graduated exposure of techniques, starting with improv trust building and joint focus games, and progressing to improvisation and writing sketches.Featuring additional downloadable content, including worksheets and lesson plans for classroom use, this is the perfect companion for educators and therapists.Trade ReviewThis is a fabulous resource for all teachers and therapist to help children develop social skills and confidence while having fun. Shawn and Eleni have created a comprehensive guide to using Applied Improv based on their experience in Improvisational Theatre Games, Emotional learning and clinical practice. The games and exercises are clearly defined with excellent graphics to aid the teacher. I love this book and will be using it in my classes and therapy. I hope this becomes a resource in every library. It is a jewel! -- Margot Escott LCSW, Psychotherapist & Improv Teacher, Owner and founder of Improv for WellnessSafe, equitable methods of social emotional healing and learning through dramatic play for young neuro diverse and typical populations are in this book! Novel, transformative Social Theatre methods--intentional embodied approaches for community building and repair of trauma and developmental challenges are offered step by step. Useful handouts founded on the authors' research and clinical practices are a thoughtful book bonus. -- Dr. Mimi Savage, registered drama therapist, Associate Professor CIIS Counseling Psychology and Expressive Arts.Yes! Finally, an incredibly easy to use resource that provides clinicians, teachers, and parents with a fast, effective and engaging way to teach essential social emotional skills. Whether teaching a course or addressing specific needs, Amador and Liossis remove the daunting challenge of helping students who struggle and those who don't with these accessible, supportive, and fun activities. -- Mary DeMichele Creator and author of One Rule Improv® and Improv 'n Ink®.Table of ContentsPrefaceAcknowledgementsChapter One: History of Social Theatre®, Research, and MethodologyHistory of Social TheatreOther Applications of Social TheatreResearch and MethodologyHow Can Social Theatre be Applied?Social Emotional Learning and Parts of ImprovBuilding Skill Based Activities from ScratchMeaning of Humor in Social TheatreGroup Humor versus. 'Stand Up Comedy'Rules of Improv in Application to Social Theatre ActivitiesChapter Two: Establishing Group Flow with Boundaries and RulesHelpful activities to keep Group Flow/structureRule SettingSocial Theatre Group RulesActivity: Using Hands in Group Communication "Silly Hands" Activity: Non-Verbal Body Language in Group Communication "Hot Sauce"Activity: Sharing Group Attention (Who's in the Spotlight?) "Attention Monster"Activity: Sharing and Supporting Group Attention. "SpotlightChapter Three: Strengthening Eye Contact and Deepening Social RelationshipsIntroductionActivity: Building Connections through Eye Contact "Circle Name Game with leveled challenges"Activity: Connecting with Eye ContactActivity: Strengthening Eye Contact"Joint Attention Circle"Activity: Practicing Joint Attention "Passing the Ball"Activity: Strengthening Joint Attention "Mirroring the Mirror"Chapter Four: Reading Social CuesIntroductionActivity: Discovering Details "What Changes" Activity: Recognizing Others Wants "You Wanted to See This?"Activity: Group Problem Solving Using "The Huddle" Activity: Building Listening Skills "Where did that come from?"Role Play: Mutual Eye Gaze and Recognizing BoredomActivity: What to do About Boredom and CuesChapter Five: Recognizing and Expressing FeelingsIntroductionActivity: Recognizing and Expressing Feelings "The Chase"Activity: Connecting Eyes and Emotions"Eye Pass Emo Pass"Activity: Tone Matching and Feelings Puppet "Voice Message"Activity: Matching Feelings and Empathy [Version A, B, C, and D] Version A - "Reading Others Emotions"Version B - "Reading Others Vocal Tones and Body/Facial Expressions"Version C - "Matching Empathy to Feelings"Version D - "Matching Empathy to Feelings - Exploring Anger"Chapter Six: Conversation StrategiesIntroductionActivity: "Presents" in ConversationPLAY: "Your Presence is a Present!"Activity: Building Conversation Skills "WTMI" (Way To Much Information) Activity: Transition Word AssociationActivity: "When I'm Stuck, Make Topic Bigger!" [Version A and Version B] Version A - BiggerVersion B - Narrow Activity: Social Wonder/World Wonder [Version A and Version B]Version A - ActivityVersion B - Role PlayChapter Seven: ????EXPANDING FlexibilityIntroductionActivity: "I'm Stuffed!" A Role Play about Flexible Thinking and BoxesPlay: "I'm Stuffed"Activity: Flexible Imaginations with One Word StorytellingActivity: Morphing Clay Activity: Acting with Props with Different PurposeActivity: Flexible Imaginations with "Yes, Lets!!!!" Chapter Eight: Defining Relationship RolesIntroductionLevel of Relationships and BehaviorProcessing: What Are Relationships and Why are they Important?Activity: Improvising a Relationship.Activity: Defining RelationshipsRelationship Roles and Response WorksheetPLAY - "Interesting Shoes and Relationship Response"Chapter Nine: Perspective TakingIntroductionActivity: Perspective Taking "Switching Perspectives"Activity: Perspective Taking "Testing Perspectives"Activity: Perspective Taking "Step Into My Mind"Activity: Perspective Taking "Step into My Body"Activity: Refer to Chapter ? for Mirror the Mirror (add in)?????Chapter Ten: ??Developing the Inner Monolog, Coping Skills, and MindfulnessIntroductionActivity: Developing Inner Monologue "The Shield" Activity: Finding our Inner MonologuePlaysActivity: Play about Negative Thinking: "Dr. Evil's Remote Control"Mindfulness ActivitiesActivity: Group Mindfulness with "ZIP-ZAP-ZOP" Activity: Being In The MomentActivity: MetronomeActivity: Bubble PopActivity: Invisible Shield

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Book SynopsisWhat does supervision mean in a school setting?How can supervision benefit staff and student wellbeing?How can I best run supervision sessions?Supervision is an effective way to support staff in navigating the complex experiences of simultaneously teaching and safeguarding children, but much of the existing literature on supervision can't easily be applied to school settings.Bringing together theory and practice, this practical how-to guide includes chapters on why supervision is so important for staff and student wellbeing, what qualities make for an ideal supervisor, how to adapt supervision for in-person and online settings, as well as criteria for an optimum supervision environment and suggested material to include in supervision sessions.Trade ReviewBreaks down the myths and barriers of utilising supervision practice in schools - essential reading for anyone looking to embed whole school approaches to mental health in their setting. -- Ian MacDonald, Trainer at the Charlie Waller Trust and Associate Lecturer at The Open University

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Book SynopsisBeals describes the root causes of the language and learning challenges in autism, their various academic consequences, and a variety of tools and strategies for addressing them. Drawing on what the most current evidence shows about the nature of autism and which therapies are most successful, the book discusses the implications for autism-friendly instruction in academic subjects, noting the ways in which today's classrooms come up short, and suggesting various adjustments that teachers can make.Instead of focusing on social and behavioral issues, general accommodations, and general ways to address learning difficulties, Beals zeros in on academics, on accommodations within specific academic subjects, and on techniques that target autism-specific deficits, situating the issue of educational access within the broader context of disability rights, neurodiversity, and debates about what disability rights and neurodiversity should encompass.Complete acceptance of individuals on the autism spectrum must include complete educational access. This means rethinking assumptions about autistic students, about how we teach expressive language, about how we teach reading comprehension, and about what and how we teach in the many K-12 classrooms attended by autistic students.Trade ReviewFinally, a book with a truly comprehensive focus on autism-friendly curriculum and instruction, rather than another re-hash of how to create an autism-friendly classroom! Beals provides the best description of teaching language and cognition to children and adults with autism I have seen to date. I heartily recommend her book to all autism ABA practitioners. -- Kent Johnson, Founder & Executive Director, Morningside Academy

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Book SynopsisHave you ever taught a pupil who either doesnât start their work or starts but never finishes? A pupil that produces some brilliant but unrelated work? A pupil who canât seem to remember your instructions?Often these are the pupils who, despite a thirst for learning, lack the skills required for classroom success due to a potential unmet need linked to executive functioning. This accessible guide explores the executive functioning difficulties pupils may face which can pose as barriers to learning in the classroom and lead to mislabelling of ânaughtyâ, âlazyâ or âinattentiveâ. Chapters: Address key topics including working memory, organisation, self-monitoring and impulse control Contain a practical toolkit of resources, including helpful sheets to share with staff, parents and carers Demystify the science and theory behind executive functioning Provide practical advice, tried-and-tested strategies, and âwhat to doâ solutions Place a focus throughout on meeting needs in the classroom through adaptive, well-scaffolded and high-quality teaching. With hands-on, simple and impactful advice, this guide will enable the reader to put all they have learnt about executive functioning into practice to best support the learners in their care. It will be key reading for SENCOs, as well as practising classroom teachers and early careers teachers.

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Book SynopsisBehaviour Management and the Role of the Teaching Assistant draws on the latest research as well as teaching assistants' own views to enable readers to reconsider TA deployment and to maximise the benefits TAs have to offer in supporting childrenâs behaviour. It considers the difficulties facing TAs, summarises the key stages in the evolution of their role in the classroom and highlights the significant challenges of TAsâ role definition. Using current research findings, this book provides guidance and practical activities to support schools in empowering TAs to work with children whose behaviour challenges. Each chapter considers a range of strategies for working with TAs, as well as the strengths and limitations of these approaches. There are also a range of self-/school-auditing and self-evaluation tasks with key points to consider and practical in-school suggestions at the end of each chapter.This is essential reading for professionals at all levels working in schools wanting to understand how teaching assistants can best be supported to successfully manage behaviour in schools. Table of ContentsIntroductionPart One Who are TAs and What Do they Do? Behaviour in Primary Schools Perspectives on Behaviour Approaches to Managing Behaviour How and why the TA role is changing and what this might mean for schools today TAs Supporting Children’s Behaviour – Advantages and Limitations TAs, Teachers and School Behaviour Policies Part One ConclusionPart Two 8. Clearly Defined TA role and its Impact on Managing Behaviour9. Others’ Views of the TA Role and their Impact on TAsPart Two ConclusionPart Three10. Training and the TA 11. Power and the TA 12. Whole-School Approaches and the TA 13. Deployment and the TA Part Three ConclusionPart Four14. Empowering TAs to Work with childrenPart Four Conclusion

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Book SynopsisCreating Sensory Smart Classrooms introduces educators to the foundations of sensory processing and offers tools to meet the wide variety of sensory needs in each classroom. This comprehensive handbook helps readers understand the neurobiology behind sensory processing and regulation issues, recognize when a student is over- or under-stimulated, and integrate different sensory inputs into the school environment. Practical and accessible chapters foster an understanding of how sensory processing influences behaviors in the classroom and how protective relationships, combined with sensory strategies, positively influence students' regulation for improved learning outcomes. Packed with useful examples, this is essential reading for teachers looking to develop the knowledge and skills they need to design sensory smart environments that support ALL learners.Table of Contents1. Setting the Stage for Learning with Sensory Processing 2. The Connection Between Sensory Processing, Regulation, and Relationships 3. Identifying Sensory Processing Disorder in the School Environment 4. The Visual System 5. The Auditory System 6. The Vestibular System 7. The Tactile System 8. The Proprioceptive System 9. The Gustatory, Olfactory, and Interoceptive Systems 10. Postural Stability and Praxis 11. How Sleep, Diet, and Screen Time can Influence Sensory Processing and Regulation Conclusion

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisThis is a book about teachers' classroom motivating styles. Motivating style is the interpersonal tone and face-to-face behavior the teacher relies on when trying to motivate students to engage in classroom activities and procedures. The over-arching goal of the book is to help teachers work through the professional developmental process to learn how to provide instruction in ways that students will find to be motivationally-enriching, satisfying, and engagement-generating.To realize this goal, the book features six parts: Part 1: Introduction, introduces what teachers are to supportnamely, student motivation; Part 2: Motivating Style, explains what a supportive motivating style is; Part 3: How to, overviews the recommended motivationally-supportive instructional strategies one-by-one and step-by-step; Part 4: Workshop, walks the reader through the skill-building workshop experience; Part 5: Benefits, details all the student, teacher, and classroom benefits that come from an Trade Review"Finally a motivation book not based on pushing or pulling the student into the class activity, but based on the premise that students are already motivated and it is more about students answering ‘Why do this or that?’ Motivation is about direction and striving, about developing deeper levels of autonomy and competence, and the teachers role is to stand in the students shoes to understand their motivations, to be inviting, to show patience, and to create classroom learning activity that provide students with an opportunity to become motivated to learn. Based on the best theory of psychological being, grounded in 20 years of workshops to show how to engage students to thrive and strive, and with a perfect blend of practical and theoretical excellence."- John Hattie, Emeritus Laureate Professor, Director of the Melbourne Education Research Institute, University of Melbourne, Australia"In this engaging and very accessible book, the authors provide convincing evidence why teachers do well to invest in autonomy-supportive teaching. Importantly, they also go to great lengths to provide specific recommendations how teachers can apply this motivating approach in their daily teaching, to the benefit of their students and themselves."- Maarten Vansteenkiste, Professor, Department of Developmental Psychology, Personality, and Social Psychology, Ghent University, Belgium"This is an important and interesting book that should be on the shelf of every teacher who would like to apply recent insights from rigorous research to their everyday practice. We really need such books, and we do not have enough of them."- Avi Assor, Professor Emeritus, Department of Education, Ben-Gurion University, IsraelTable of ContentsPart 1: Introduction 1. Origins 2. Student Motivation Part 2: Supporting Motivation 3. Motivating and Demotivating Teachers 4. Motivating Style 5. Measuring Motivating Style Part 3: "How to" 6. Take the Students' Perspective 7. Invite Students to Pursue Their Personal Interests 8. Present Learning Activities in Need-Satisfying Ways 9. Provide Explanatory Rationales 10. Acknowledge and Accept Negative Feelings 11. Rely on Invitational Language 12. Display Patience 13. Discipline, Structure, and Behavior Change Part 4: Workshop 14. The Workshop 15. Does the Workshop Work? 16. Why the Workshop Works Part 5: Benefits 17. Student Benefits 18. Classroom Benefits 19. Teacher Benefits Part 6: Getting Started 20. Can All Teachers Become Autonomy Supportive? 21. Must Teachers Do All The Work? 22. Teachers' Professional Development 23. Conclusion

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Book SynopsisThis book is designed to support teachers in promoting social and emotional wellbeing within their diverse classroom. With 50 detailed lessons plans and supplemented resources to promote discussion, each lesson plan contains learning outcomes, activity descriptions and further questions around areas of diversity specific to race, culture and LGBTQ+.This accessible text offers a collection of activities with supplemented resources on a wide range of pertinent topics that challenge children to reflect, ask questions, analyse and find solutions through open discussion and collaboration. It provides them with the opportunity to explore their feelings and understand empathy and develop coping strategies in order to promote mental wellbeing. The content covered in this resource includes topics such as the psychological impact of discrimination, the Black Lives Matter movement, prejudice, coping with loss, feeling left out, moving school and managing as a young carer. A practical guide ideal for those new to teaching as well as more experienced practitioners, this resource will help address social and emotional wellbeing through themes that often affect marginalised groups and is crucial reading for anyone looking to embed an inclusive mental wellbeing culture within their school. Trade Review"This text will be a great resource for teachers in highlighting the importance of mental health and emotional wellbeing. It also offers guidance on case scenarios that can help prevent events happening and ways in dealing with them at a practical level. A greater in-depth questioning and self-reflection identifies the impact this has on children’s learning and development with a positive outcome."Mr Umesh Raja, Headteacher (The Swaminarayan Preparatory School)."Manisha has worked for Show Racism the Red Card now since 2014 and is one of our most skilled and knowledgeable educators of young people. She has delivered equalities training in a wide range of settings, including schools within Inner London and those in less diverse areas of the UK. Manisha has also successfully delivered workshops for SRtRC overseas and is a greatly respected member of our Team. More recently Manisha has led the development of workshops and resources which help young people improve their emotional wellbeing. Some of the exercises from those workshops are included in this publication and I am positive they will be of great use to all teachers working with young people of all ages."Steve Goodsell, Southern Regional Manager (Show Racism the Red Card)."Manisha Tailor MBE has been an active changemaker within the sport and physical activity sector striving continually for diversity and equality for sport and mental health with a plethora of very impactful projects. Being the Vice-Chair for Coaching in Sporting Equals' British Asians in Sport and Physical Activity (BASPA) Advisory Board, we know she has the experience, sensitivity and knowledge to share best practice for mental health, wellbeing, diversity and inclusion. We are sure that those who access this guide will gain so much value and insight - leading to an increase in empathy and awareness." Arun Kang OBE, CEO (Sporting Equals).Table of Contents50 lesson plans covering topics such as Black Lives Matter movement, prejudice, coping with loss, feeling left out, moving school and managing as a young carer. Each lesson plan relates specifically to the PSHE curriculum, diversity, race, culture and LGBTQ+.

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