Description
Book SynopsisBased on latest research in the field, this book links theory and practice with key agendas and policies on behaviour, children's mental health and well-being. It considers how policy and research influence each other and provides a range of whole-school and individual-teacher actions to support all children, but particularly for those whose behaviour is seen as challenging.
Emma Clarke provides guidance on how practitioners can most effectively support children and manage pupils' behaviour and tracks how theory and policy has had a meaningful impact on what we do in the classroom. The book is divided into three distinct parts, each with its own set of reflective activities and thinking points as well as suggestions for further reading. Chapters in Part I include a focus on what informs the actions taken to support and manage behaviour in the classroom. In Part II, the chapters move on to consider specific approaches and delve into the theories and research which underpin the
Table of Contents
Section 1 Introduction - Framing the Actions we Take
Chapter 1
Behaviour and Mental Health
Chapter 2
Acronyms and Attitudes
Chapter 3
School Policies: Possibilities and Problems
Conclusion
Framing the Actions we Take
Section 2 introduction – Attitudes, beliefs, and Perspectives
Chapter 4
Theory and the Classroom
Chapter 5
Restorative Practice: Reconciliation and Restitution
Chapter 6
Solution Focused Working: Celebrating Success
Conclusion
Attitudes, Beliefs and Perspectives
Section 3 Introduction – Beyond Strategies to Embedded Ethos
Chapter 7
Philosophical Inquiry
Chapter 8
Verities Revisited
Chapter 9
International Perspectives
Conclusion
Beyond Strategies to Embedded Ethos
