This handbook for teachers complements The School Leader's Guide to Restorative School Discipline and shows teachers how to create a classroom of positive relationships, where every member of that classroom community feels a sense of belonging, is valued, and accepts responsibility for the well-being of others. The behavior expectations in this book apply to adults as well as students, and lead to positive learning outcomes. Included are interventions for challening behaviors as well as alternatives to traditional models of punishment, such as in-school suspension, restorative conferencing, and safe crisis intervention. This book is: Evidence-basedInclusivePracticalContextualCulturally responsiveUser-friendly

A collaborative therapeutic approach often proves the best way to assess and meet the needs of children experiencing barriers to learning. This book gives a concise overview of drama and family therapy and describes how both therapies can work together to provide essential pieces of the jigsaw of emotional support for troubled children within an educational setting. Drawing on their own extensive experience, the authors give explanations of the models and techniques of their own specialist therapy, before exploring their joint work and innovative inclusion in a cooperative team of multi-disciplinary professionals. The book discusses the principles and protocols of a Multi Agency Support Team and looks at how the pieces come together in practice. Case studies are provided to illustrate the successful outcomes of this way of working, as well as the challenges it can present. This book will be vital reading for all professionals working alongside children, families and schools, who are interested in addressing the needs of the child on a deeper and more sustainable level.

After decades of experimentation with teaching language minority students, we are still confronted with an achievement gap between these students and their White Anglo counterparts that refuses to close. This gap widens, as students get older. This book is designed to help leadership teams at the school, district, and state levels to develop, implement and evaluate effective programmes for ELLs and all other students. Grounded in the author's extensive research on professional development and effective ELL instruction, the authors describe how professional development programmes integrate language, literacy, and subject matter for better results.

To be successful in today's world, all children need to become competent in emotional, social and organisational skills. This book of easy-to-implement strategies will be an invaluable tool for teaching these essential life skills to children of all abilities. Each chapter provides objectives, lesson ideas, activities and photocopiable worksheets, and adopts an engaging theme appealing to a wide range of interests including science, music, cookery and sports. From developing organisational skills by making use of timetables, reports and note-taking, to promoting self-esteem by creating acrostic poems, Set for Success offers a series of structured yet fun-filled exercises that cater for all learning styles and levels of emotional and social proficiency. This practical resource is ideal for children aged 3-10, and the activities can be easily adapted for older children who need extra support in developing emotional, social and organisational skills.

'Offers great suggestions on how to read and interpret important information for children with behavioral issues.'uRamona Marquez, Director of Special EducationHatch Valley Public Schools, Hatch, NMBecause every behavior has a reason behind ita Functional Behavioral Assessment (FBA) is a highly effective, student-centered approach to improving challenging behavior. The method helps educators figure out why students act the way they do and then make the appropriate environmental or instructional adjustments.Ideal for general and special educators new to FBAs, this concise, accessible guidebook offers a practical overview of how to use classroom and behavioral assessment data to make the learning environment enjoyable for alluincluding the teacher. Readers will learn how to:Identify and understand the underlying factors of challenging behavior Observe, collect, and analyze classroom dataAdopt evidence-based intervention strategies to correct problem behaviorPrepare a proactive plan for serious disruptionsBlending light-hearted humor with personal experiences and case studies, the author provides concrete methods for positive, effective behavioral intervention.

'General education teachers need more information and guidance on how to effectively work with students with emotional and behavioral disorders. This book provides an overview of the various needs and characteristics that many of these students display.'uEmily Wilmes, Emotional Behavioral Disorder TeacherRoosevelt Elementary School, Mankato, MNEffective methods for teaching students with emotional and behavioral disorders!Written by experts in the field of special education, this guide provides a clear and comprehensive overview of emotional and behavioral disorders (EBD), along with practical guidelines for working with students diagnosed with EBD. Aligned with the reauthorization of IDEA 2004, these effective and culturally sensitive techniques help teachers understand and distinguish typical behavior from the symptoms, problems, and characteristics of EBD, such as moodiness, argumentative behavior, anger, difficulty interacting with peers, refusing to share, and inability or unwillingness to take responsibility.Ideal for general and special education teachers, this step-by-step resource includes references, a glossary, and information about:Positive reinforcements and effective instructional interventions for the classroom Federal regulations related to students with EBD Ways to promote healthy social interactions Classroom management strategies for specific disorders Classroom Management for Students With Emotional and Behavioral Disorders provides invaluable guidance for redirecting students toward more appropriate behaviors, building important social skills, and establishing a positive classroom climate for all learners.

Previously referred to as the No Blame Approach, the pioneering work of George and Barbara has been popular amongst practitioners seeking an alternative method to punishment for dealing with bullying in their setting. This publication incorporates an updated edition of their best selling 'Crying for Help' and provides a clear practical guide and an explanation of the theory and values underpinning the work. For those who are interested in understanding, using and evaluating the method this book: - Explains how the Support Group Method began - Charts the recent controversy over the approach - Gives step by step guidance on using the SGM - Includes real life accounts from a practitioner using the method - Answers frequently asked questions. The publication includes George and Barbara's submission to the House of Commons Education Select Committee and a research report provided by Professor Peter K Smith who was commissioned to evaluate the use of the method. Also available: The Support Group Method Training Pack by Barbara Maines and George Robinson

Praise for First Edition: "Actuallymakes enjoyable bedtime reading, since Mellor's style is easy and interesting. Case studies bring the book alive." Special Children

"Good sound advice for those involved in teacher training." Educational Psychology in Practice

This updated edition of Nigel Mellor's bestselling Attention Seeking: A Practical Solution in the Classroom focuses on solving the challenges raised by attention-seeking behavior, both in regular classrooms and in pre-school settings.

Drawing on more than 20 years' experience working with teachers and parents, the author's approach is down to earth, encouraging, and challenging. Useful both as a reference and a practical guide, the second edition offers a new easy-to-follow layout, with chapters containing practical techniques, new case study materials, and updated references. Other new features include: A 10 step program of clear strategies Guidelines for using stories Discussion of problems with time-out Current information on ADHD, chaos, autism, language problems, and attachmentIdeas for managing parent meetings in school

Written for staff in nurseries and schools (mainstream and special), and for lecturers and researchers in departments of education, this resource is ideal for anyone wanting to understand more about attention seeking and how to help the young people who exhibit this behavior."

This new edition offers both new and experienced teachers over 200 updated strategies and techniques to meet the critical challenges of today's diverse classroom and unique student needs. This resource features the latest theories and research on classroom management, violence prevention, emotional intelligence, inclusion, and cooperative learning. Addressing 19 common discipline problems, the author offers practical interventions and helps teachers put best practices into action-establishing a warm classroom climate, providing clear expectations, using authentic assessment techniques, and teaching social skills.

Includes CD-Rom `Joan Mowat adapts ideas about understanding, transfer of learning, and theories of mind to help restless students deal better with their responsibilities toward others and themselves' - Professor David Perkins, Graduate School of Education, Harvard University 'Mowat provides a valuable and comprehensive guide to the setting up, running and management of Support Groups as a whole-school initiative...This book would make an invaluable hand-book for anybody in a pastoral leadership role, who is interested in the organisation and setting up of support groups within a social setting' - TES Website Based on material that has been successfully tried and tested, this book provides an example of a whole school approach to setting up and managing support groups to improve the behaviour of pupils with social, emotional and behavioural difficulties. Suitable for both primary and secondary schools, the strategies in the book align with the aims of the new Primary National Strategy and Key Stage 3 Strategy on behaviour and attendance, as well as the SEAL (Social and Emotional Aspects of Learning) curriculum, the Scottish 'Curriculum for Excellence' and 'Happy, safe and achieving their potential' (the standard of support for children and young people in Scottish schools). The book explains the aims of the support group approach, and gives practical advice on: - planning for and setting up a support group - involving parents in the process - assessing pupils' progress - the role of the Support Group Leader - evaluating the implementations of the approach - how this approach supports new initiatives in behaviour & attendance. An accompanying CD contains everything necessary for implementing the approach outlined in the book, along with resources to support staff development. Teachers, Staff Development Co-ordinators, LEA Behaviour Support Teams, Teacher Educators, Student Teachers, Support for Learning and Pastoral Care Teachers will find this an excellent and useful resource. Joan Mowat is Lecturer in Education at the University of Strathclyde. She was previously a Deputy Headteacher in a secondary school, working with pupils with social, emotional and behavioural difficulties, and a former National Development Officer for the Scottish initiative 'Better Behaviour - Better Learning'. Joan offers CPD courses and consultancy to local authorities and schools and can be contacted at [email protected]

This timely text, written by experts in research, practice and training in the field, proposes a whole-school community approach to the reduction and prevention of school violence. Underpinned by recent research findings, the book is illustrated throughout with case studies, examples of good practice in action, ideas and resources including exercises, activities and checklists. The book covers: - personal characteristics of perpetrators, victims and bystanders - role of the family - ethos and culture of the school - quality of interpersonal relationships at school - quality of the learning environment of the school - links between school and community The authors' approach aims to promote non-violence , improve the climate of the school, enhance relationships among staff, pupils and parents, and to support the emotional health and well-being of all members of the school community. Strategies include preventative methods, provision for the individual needs of pupils and peer support, emotional literacy and restorative practice. The authors also provide guidance on how to create a shared understanding of school violence, how to prepare for change and how to carry out an effective needs analysis in order to successfully address the issue. This book is essential for practitioners, students in education and school management as well as local educational advisors.

Teachers in mainstream schools are increasingly accommodating pupils on the autistic spectrum in their classrooms, and this books offers advice on one of the most difficult aspects of teaching children and young adults with autism - understanding and managing their often challenging behaviour. This book: o explores issues surrounding behaviour support o supplies INSET materials for developing practice in behaviour management o contains self-audit tools for practitioners o gives practical advice on developing an appropriate learning environment o provides guidance on how to promote positive behaviour o contains tried and tested photocopiable material and practical resources. Essential reading for all teachers and teaching assistants working with pupils on the autistic spectrum, this book is based on the sound advice of an experienced practitioner who understands the reality of managing challenging behaviour in the classroom. Martin Hanbury is head of a special school, a regional tutor on the Webautism course at the University of Birmingham and works for the National Autistic Society.

'This book provides a succinct overview of issues relevant to understanding and supporting pupils with ADHD. It is well written and includes authentic case studies... The real strength of the book is in its careful consideration of how collaborative working can enable youngsters with an ADHD diagnosis to get the best out of their education. Ideas outlined are practical but are also based on careful thinking about effective models and approaches to intervention... an excellent starting point for anyone embarking on research related to educational provision for pupils with ADHD' - SENCO Update 'In many ways this publication reads like a toolkit, and as such offers a range of practices that may be considered in order to improve outcomes for all. A readable and supportive book' - SNIP Children with Attention Deficit Hyperactivity Disorder (ADHD) can be hard to include in a mainstream classroom, and managing their behaviour is often a challenge. Drawing directly from real classroom experience, this book shows how to use effective management strategies to improve behaviour in the classroom and at home. This interdisciplinary approach will provide teachers with: " strategies to deal with disruptive behaviours " ways to channel children's positive characteristics " advice on how teachers can support and guide parents " behaviour management techniques to promote positive behaviour " advice on collaborative working, and how teachers can build partnerships with other professionals.

Every teacher knows who the class clown(s) are, as does every assistant principal, guidance counselor, and administrator in the school building. Reaching and teaching class clowns, however, requires instructional strategies rarely, if ever, taught in college or in-service workshops. Until now! Author William Watson Purkey offers readers this lively, informative, and concise guide to teaching class clowns. Whether teaching elementary, middle school, or high school grades, every teacher will find something of value here to help these gifted but at-risk learners find the right way to succeed in school and in life.

'I liked the way it dealt with the difficult issues such as mental health, sexuality and future employment in a clear and direct way, providing well thought out, practical responses.' 'Easy to read yet informative.' 'Very accessible in an area of SEN that is now a key area of concern.' ' Captivating, good presentation with the case studies, reflective oasis and points to remember.' 'Very useful for Sencos and teachers.' - Judging Panel for NASEN/TES Book Award 'There can be no doubt that the action suggested by the authors to improve outcomes for pupils with ASD, would benefit the inclusion of all pupils' - Special Needs Information Press 'The book gives a clear insight into some of the issues which are important from the perspective of the pupil, the challenges they face and the behaviours that can result. It openly addresses the impact of these behaviours on a school and offers clear guidance and strategies. The options given are realistic, practical and achievable and the Reflective Oasis sections offer an ideal starting point for self-evaluation and staff training' - Mike Ridout, Head of Access and Inclusion Service, Bridgend LEA 'All those involved in education at secondary level including senior managers and governors will find this concise book informative in helping them to understand the needs of their pupils with ASD' - Ian Attfield, Advisory Teacher ASD, Birmingham Specialist Support Service 'The book not only gives sound advice, it helps the reader to find a wider range of sources of support and information... a useful, practical guide that makes the organisation of inclusive education achievable' - Special 'The book does have a number of useful strategies and tips, but it provides more than just a list of practical points. Support staff are encouraged to reflect upon their own practice and that of their school... The book is well worth buying and should appeal both to support workers and their managers' - Support For Learning 'The book fills a niche by distilling and providing information to busy teachers... an important little book that is quite readable and may be very useful to its intended audience' - American Psychological Association When a young person with autistic spectrum disorders enters secondary school, there are lots of new factors to consider. This books looks at: " making good transitions from primary school " how to provide helpful INSET for colleagues (including teachers, senior managers, support staff and lunchtime supervisers) " using a special interest as a tool for learning " record-keeping, IEPs and sharing information across the school " subject disapplication and formal examinations " social strategies to employ in a large high school " useful tips for staff - what to do and what not to do " work experience, careers and self-advocacy The importance of working closely with parents is also covered, as is dealing with challenging behaviour. '...the book not only gives sound advice, it helps the reader to find a wider range of sources of support and information...The authors have not sought to minimise the difficulties or to pretend that schools and individuals will not have to change or adapt, nor have they avoided difficult questions. What they have one is to write a useful, practical guide that makes the organisation of inclusive education achievable' - Resource File

`An eye-opening and heart-opening book.' -Bonnie Benard, Senior Program Associate, WestEd Identify and promote overlooked strengths to cultivate resilience. Now more than ever, counselors, teachers, community youth workers, and parents are striving to prevent individual and school-wide tragedy before it happens. Critical to the success of their efforts is a deep respect for the adolescent experience. In this book, author and social worker Michael Ungar takes a fresh, hopeful approach to challenging youth by looking beyond the surface of "bad" behaviors to understand them as ways of coping with life's adversities. Strengths-Based Counseling With At-Risk Youth provides the tools both to understand and access strengths buried beneath problem behaviors. It offers specific, effective strategies in working with adolescents to construct positive identities and realistic action plans. Features include Six strategies for youth engagement, covering common problem behaviors such as drug use, violence, delinquency, and promiscuity An entire chapter on bullying An abundance of real-life examples and counseling narratives A Resilient Youth Strengths Inventory to assess resilience and identify areas that need strengthening Sincere application of Ungar's compassionate and open-minded strategies is sure to transform the lives of countless adolescents in need, and the institutions that serve them.

Supporting Children in Public Care in Schools is a training package designed for delivery to teachers, social workers, carers and all those supporting young people who are in public care. Based on collaborative multi-agency and multi-professional work with psychologists, teachers and social workers, Supporting Children in Public Care in Schools focuses on the different types of loss that children in care may experience as a result of significant changes in placement, such as the loss of family, friends, routine and the familiar school environment. The training pack includes photocopiable material and instructions for more than a dozen training sessions. These address a range of issues including why young people are in care, how feelings of loss relate to the experience of being in care and how being in care may affect education, attainment and emotional attachment. There is a focus on making any necessary school transitions work effectively in order to provide educational stability in a young person's life. The authors realise that the transition into school is a key event, so it is crucial that it is carefully planned, that there is a positive welcoming ethos and that there is effective communication within the school. The flexible modular structure of this resource means that sessions can be planned around trainee's needs and can be delivered as single topics if required. Each training module includes group activities, templates for OHP transparencies, handouts for trainees and a bibliography. This much-needed training package raises awareness of the experiences of young people in public care and provides essential guidance for staff in schools or other settings on how to assist young people through corporate parenting, smooth transitions into school, designated teachers and personal education plans.

Individuals with Asperger's Syndrome (AS) benefit from a positive, affirming support of their individuality. This forward-looking book focuses on building individual strengths and resilience, rather than modifying perceived weaknesses, through individualized therapy within a group context. Integrating psychological and educational theory with a variety of creative therapies, Judith Martinovich combines activities such as art making, drama, music, puppetry, yoga and photography with conventional cognitive-behavioural interventions to support individuals with AS. The different activities complement and reinforce each other and are designed to address specific traits of the autism spectrum to aid skills development. Although created primarily for use with adolescents and young adults, the practical and versatile activities can be adapted for different age and skill levels, objectives and settings. Informed by contemporary research, they meet the objectives of a framework of principles drawn from Positive Psychology and Social and Emotional Learning. Creative Expressive Activities and Asperger's Syndrome is a comprehensive resource for parents as well as teachers, social workers, psychologists and arts therapists who wish to link therapeutic goals with creative activities for people with or without Asperger's Syndrome.

For children with ADHD in grades 1-6, problems with homework have been shown to contribute to academic skills deficits, underachievement, and significant levels of parent-child conflict. This manual presents the first empirically supported homework intervention approach specifically developed for families coping with ADHD. Grounded in a solid theoretical and empirical rationale, the book provides detailed instructions for setting up the program, recruiting and selecting participants, and conducting each of the seven sessions. Practitioners learn how to implement specialized instructional and behavioral interventions to facilitate collaborative home-school relationships, foster effective study skills and work habits, and enhance family functioning and children's self-esteem. Special features include detailed case examples; checklists for monitoring the integrity of interventions; recruiting instruments and outcome measures; and helpful parent handouts. Ideal for use with groups of parents and children, or with one family at a time, this manual is an invaluable resource for school psychologists and counselors, clinical child psychologists and other mental health practitioners, and special education professionals.

This work provides practical, hands-on strategies to teaching social skills to children with high-functioning autism and Asperger syndrome. It includes a detailed description of the social deficits of these children as they appear in the classroom - difficulties with such things as understanding idioms, taking turns in conversation, understanding and using tone of voice and body language - and ways to address them. Instruction is included in the book to enhance the development of appropriate, measurable, and meaningful individualized education plans (IEPs) to incorporate social goals. Lesson plans are included to facilitate the ability to "teach" these social goals. Parents should find this text a useful training tool to help develop social education curriculums for their children, and teachers will find it helpful as an easy-to-read manual containing many "nuts and bolts" strategies to utilize in the classroom.

This book is a resource for the identification, selection, implementation, and evaluation of evidence-based practices to promote positive outcomes for learners with autism spectrum disorder across the lifespan and enhance their quality of life. The book discusses the decision-making process for identifying and selecting evidence-based practices to address the academic, behavioral, and social needs of this population of learners. It provides a systematic description of the implementation and evaluation of evidence-based practices within the context of ongoing assessment and data-based decision making. It presents evidence-based training models for promoting the adoption and implementation with fidelity of evidence-based practices while highlighting an ethical decision-making model for solving dilemmas common to selecting, implementing, and evaluating evidence-based practices. The book underlines the importance of developing collaborative partnerships with families and other professionals to better address the needs to learners with autism spectrum disorder.

Monster Moods is a set of beautifully illustrated playing cards designed to support emotional literacy in children and young people. Seven colourful monsters embody seven common difficult emotions: anger, fear, jealousy, loneliness, restlessness and sadness. With accompanying game ideas, online activities and downloadable posters, Monster Moods can be used to facilitate work with a young person in recognising, understanding, labelling, expressing and regulating their moods and emotions. The Resource includes: 42 'Monster Mood' cards and guidance on suggested ways to use them "Coping with my Monster Moods" worksheets Printable feelings vocabulary chart and Monster Moods fan to encourage children to 'name it to tame it' (Dan Siegel) Eight printable posters to promote emotional literacy in small group work Designed for use in groups or on a 1:1 basis by teachers, professionals and parents, the cards can be used independently or alongside the storybook How Monsters Wish to Feel. Monster Moods is a playful and non-directive approach to talking about, accepting and validating a young person's 'big feelings'. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

The Tale of Two Fishes is a therapeutic story about developing resilient thinking. A little girl feeds blue fishes with up-turned mouths and red fishes with down-turned mouths. The more she feeds the red fish, the bigger and more angry they become. The girl realises that if she feeds the blue fish and ignores the red, the blue fish will thrive. The story teaches children about the importance of balanced thinking and not dwelling too much on negative thoughts. This beautifully illustrated storybook will appeal to all children, and can be used by practitioners, educators and parents as a tool to discuss the importance of resilient thinking and the control we have over our own thoughts and behaviour. This story can be purchased alongside six other storybooks as part of a set (ISBN: 9781138556478), as well as in a set alongside the guidebook Nurturing Emotional Resilience in Vulnerable Children and Young People and six other storybooks (9781138556454). The guidebook outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children and will be invaluable tools for anyone working to build emotional resilience with children and young people.

How Monsters Wish to Feel is a therapeutic story about a journey to develop emotional resilience. Using the analogy of the Japanese art of Kintsugi, whereby broken pottery is restored to wholeness with a golden lacquer, the story alludes to the importance of focusing on the strengths and protective factors in a child's life, rather than the problems and risks, in order to promote emotional resilience. It depicts a tale of how a child's needs can sometimes become distorted, so that the needs we see expressed through outward behaviour (the monster) mask the true, hidden emotional needs that go unmet. The story also alludes to the importance of focusing on the strengths and protective factors in a child's life, rather than the problems and risks, in order to promote emotional resilience. This beautifully illustrated storybook will appeal to all children, and can be used by practitioners, educators and parents as a tool to discuss emotional resilience with children. This story can be purchased alongside six other storybooks as part of a set (ISBN: 9781138556478), as well as in a set alongside the guidebook Nurturing Emotional Resilience in Vulnerable Children and Young People and six other storybooks (9781138556454). The guidebook outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children and will be invaluable tools for anyone working to build emotional resilience with children and young people.

Although executive function difficulties are often addressed in school-age children, there are few resources showing professionals how to help these individuals when they are older. This book presents a dynamic coaching model that helps college students become self-regulated learners by improving their goal-setting, planning, time management, and organizational skills. Ideal for use with students with attention-deficit/hyperactivity disorder (ADHD), learning disabilities, acquired brain injury, and other challenges, Mary R. T. Kennedy's approach incorporates motivational interviewing and emphasizes practical problem solving. User-friendly features include numerous concrete examples, sample dialogues, and print and online resource listings. In a large-size format for easy photocopying, the book contains 21 reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials for repeated use.