Teaching of students with social or behavioural difficulties Books
Taylor & Francis Psychopathology at School Theorizing mental disorders in education Theorizing Education
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£137.75
Taylor & Francis Ltd Leaving Early
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£166.25
Taylor & Francis Ltd New Directions in Mentoring
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£175.75
Taylor & Francis Ltd New Directions in Mentoring
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£50.34
Taylor & Francis Understanding Childrens Worry Clinical Developmental and Cognitive Psychological Perspectives Essays in Developmental Psychology
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£128.25
Taylor & Francis Understanding Childrens Worry Clinical
Book SynopsisThis accessible guide offers a concise introduction to the science behind worry in children, summarising research from across psychology to explore the role of worry in a range of circumstances, from everyday worries to those that can seriously impact childrenâs lives. Wilson draws on theories from clinical, developmental and cognitive psychology to explain how childrenâs worry is influenced by both developmental and systemic factors, examining the processes involved in pathological worry in a range of childhood anxiety disorders. Covering topics including different definitions of worry, the influence of childrenâs development on worry, Generalised Anxiety Disorder (GAD) in children, and the role parents play in childrenâs worry, this book offers a new model of worry in children with important implications for prevention and intervention strategies.Understanding Childrenâs Worry is valuable reading for students in clinical, educational and developmental psychology, and professionals in child mental health.Table of Contents1. What is Worry? 2. Children’s Worry and Development 3. Children’s Worry and the Family 4. When Children’s Worry becomes a Problem 5. Children’s Worry and Psychological Disorders 6. A New Developmental Understanding of Worry Bibliography Index
£37.99
Taylor & Francis Ltd Eating and Drinking Difficulties in Children A Guide for Practitioners
Book SynopsisClearly illustrated, this is the ultimate practical handbook for all professionals working with children with eating and drinking difficulties, and an essential guide for all students studying this area of therapy.Covering the complex issues involved in the field of eating and drinking difficulties in children, this text: examines the theoretical background while maintaining a clear focus on its practical application provides essential information on all the relevant issues contains an invaluable range of photocopiable material for each chapter, which can be given to families and professional colleagues provides a range of appendices with details of useful resources including a reference list and suppliers of equipment. Trade Review"This is a very practical handbook...very clearly set out...an excellent book for those training to work in the area of dysphagia...an excellent resource to have at hand." — Independent Talking Points"The manual is well researched with excellent references to other sources...is good value for money." — Valerie Moffat, Speech & Language Therapy in Practice"This excellent, highly practical book incorporating good clinical advice and thoroughly researched evidence, is an essential addition to any department library." — Julie O’Key, Chair, Northern Region Dysphagia, RCSLT"It will be an invaluable tool for speech and language therapy students, less experienced clinicians, and also colleagues in associated fields such as physiotherapy and occupational therapy." — Stacey Lawrence, Principal Speech and Language Therapist, Northwick Park Hospital, IJLCD"...a valuable resource for all professionals and those who manage eating and drinking and the associated problems for children/adults." — Jean Dornan, Nurse Lecturer, course director child branch, Queen’s University Belfast, Paediatric NursingTable of ContentsList of figures, List of tables, List of practical exercises, Foreword by Dr Lewis Rosenbloom, Preface, Acknowledgements, 1. Families and mealtimes, 2. Normal development of eating and drinking, 3. Swallowing dysfunction and aspiration, 4. Motor factors that limit oral-motor skills, 5. Positioning, 6. Communication at mealtimes, 7. Sensory influences and their management, 8. Nutrition, 9. Gastro-oesophageal reflux, 10. Tube feeding, 11. Health and safety, 12. Assessment, 13. Management, 14. Oral hygiene, 15. Saliva control, 16. The child with a visual impairment, 17. School mealtimes, 18. Staff training, Appendices, Resources, Glossary, Bibliography, Index
£54.14
Taylor & Francis Ltd Leadership for Mental Wellbeing in the Secondary
Book SynopsisLeadership for Mental Wellbeing in the Secondary School is an introduction to a set of simple shifts you can enact to make your work more rewarding, and your school a flagship of excellence. Full of practical tools and proven strategies this book draws on a combination of research and experience to empower you to make confident changes on your own terms that are suitable for you and the unique circumstances of your school.No matter what stage of your career, this book will help you: influence disenchanted and overloaded teaching staff to feel motivated and valued again (and improve the budgetary bottom line in the process) increase pupil confidence and resilience, preventing deeper mental health problems down the line practise bold leadership and deliver on what you really came into teaching for preparing rounded, confident, individuals for life Emphasising whole-person and whole-school approaches,Table of Contents1. The way it is: a cauldron for chronic stress 2. Time for change 3. Doing your best? 4. Winning Strategies
£128.25
Taylor & Francis Ltd Using Mindfulness to Improve Learning 40
Book SynopsisWritten by an experienced school and meditation teacher, this book is packed with tried and tested mindfulness exercises and relevant follow-up wellbeing, pastoral and academic activities for anyone working with young people. It includes discussions about education and wellbeing, anecdotes from real life experience and numerous testimonies from students and teachers, as well as easy to follow instructions and plenty of useful in-depth explanations. All activities in this book link to variety of school subjects, including science, maths, philosophy, music, art and sport. Divided into two parts, the book explores: What mindfulness and grounding are How mindfulness and grounding works at home, in daily life and in education How teachers can use mindfulness and grounding in the classroom and how parents can support mindfulness and grounding at home What effects can be expected from mindfulness meTrade Review"This is a book about mindfulness that could make a real difference to the way in which teachers and students experience life in the classroom. " - Leslie J Francis, Professor of Religions and Education, University of Warwick "I totally endorse and support inspiration for children about which Billie writes, which is so needed in this world with so many machines that children are attracted to." - Gurmukh Kaur Khalsa, teacher of Kundalini Yoga and a pioneer in the field of pre-natal yoga "This book is a treasure box of ideas about the person, about education, and it generously shares with us dozens of meditation exercises that can help us and our children learn about ourselves and develop the empathy our world so desperately needs." - Karem Roitman, lecturer, international development consultant and Director of Thinkers Meet Up "This magnificent teachers handbook that instructs young people how to "BE" rather than how to "DO" is revolutionary to the educational system." - Elizabeth B. Jenkins, writer, spiritual teacher and author of ‘Return of the Inka’ Table of ContentsPART ONE Introductory word for teachers How to use this book and what is inside What happened first? How I got to do this…. Why I wrote this book Young people and their self- and spiritual development Happiness in schools Why should they do nothing? Who is responsible? The role of beauty and positive narrative in young people’s development A short word about emotions Why is calling it Emotional Health better than Mental Health? What do students want in 21st Century? Behaviour in the classroom and well-being of students ‘Good Girl’, ‘Bad Boy’ Myths and other traps What about teachers? Can a stressed-out teacher spread happiness? About Mindfulness What Mindfulness is and what it isn’t - demystifying modern misconceptions About grounding - the magic ingredient for mindful life What is ‘grounding’? Why teachers need to have those tools? A few words for parents Gratitude Exercise Mindfulness, meditation and grounding at home PART TWO What is in the Part Two and how to use it? Mindfulness meditation in the classroom and logistics of implementation: group sizes, space, times to use it, length of exercises, space, environmental sounds, background music, safety and age of students PRACTICAL EXERCISES GROUNDING MEDITATIONS FOR POSITIVE SELF-PROGRAMMING LIST OF GROUNDING MEDITATIONS THREE ELECTRONIC MEDITATIONS FOR TEACHERS
£24.99
Taylor & Francis Ltd Promoting Positive Mental Health in the Primary
Book SynopsisMental health and wellbeing is a hugely important agenda in education, both nationally and internationally. Promoting Positive Mental Health in the Primary School unpacks scientific and psychological research and evidence to explain positive mental health through the lens of a primary classroom in the language of teaching professionals. Chapter by chapter, the book focuses on specific elements fundamental to positive mental health promotion in the classroom, including developing positive relationships, emotional literacy, empowering children as learners as well as the importance of teacher wellbeing, and illustrates how these can be achieved. It offers: An examination into the connection between positive mental health and good teaching Guidance underpinned by evidence for teachers and school leaders who wish to embed a consistent approach to positive mental health promotion Practical suggestions for whole school profeTrade ReviewTina Stones, EdD student at University of Edinburgh Following the introduction of ‘Getting it Right for Every Child’ agenda in Scotland and ‘Every Child Matters’ in England, there has been an increased interest in wellbeing in education. Further, ‘The Good Childhood Inquiry’ raised the profile of the emotional wellbeing of children and schools have a responsibility to develop the wellbeing of the children. Research suggests the implementation has been complex and not all teachers view the promotion of positive mental health as their responsibility. I would suggest that there is a real need for this book and the markets would include schools, FE colleges and HE institutions. Since the introduction of OECD measurements of the wellbeing of young people the international market will also be a possibility. I expect a sustained interest in the field of positive mental health promotion in education. I believe the topic will grow and evolve as the needs and complexities of childhood and youth grow and change. I don’t believe the book will become quickly out of date so long as it does not focus too strongly on the current policy context. Emotional literacy, wellbeing, resilience, positive mental health, nurture and positive relationships are likely to remain important agendas for primary school teachers. The evidence base for nurturing environments is growing and is likely to further expand in the future. Dr Richard Woolley, University of Worcester Mental health is an area very much to the fore in education at the present time, and will continue to be important. In England, Ofsted will focus increasingly on children’s well-being as a part of inspections, which will further raise the profile of positive mental health. A book that explores issues in way that is accessible to primary school teachers will be beneficial. Table of ContentsAcknowledgements Introduction Part I: Theoretical and contextual background Chapter 1 – What is positive mental health Chapter 2 – Positive mental health promotion in schools Part II: How to promote positive mental health in school Introduction to Part 2 Chapter 3 – Positive Relationships Chapter 4 – Ethos Chapter 5 – Emotional literacy Chapter 6 – Empowering children as learners Chapter 7 – Embedded promotion and targeted action Part III: Strategies for developing whole school approaches, including those to promote teacher wellbeing Chapter 8 – The importance of a whole school approach Chapter 9 – Teacher wellbeing Appendix References
£28.99
Arcadia Publishing (SC) Waterford Country School
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£20.39
Key Education Social Skills MiniBooks Cooperative Play and
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£7.69
