The PEERS (R) Curriculum for School-Based Professionals brings UCLA's highly acclaimed and widely popular PEERS program into the school setting. This sixteen-week program, clinically proven to significantly improve social skills and social interactions among teens with autism spectrum disorder, is now customized for the needs of psychologists, counselors, speech pathologists, administrators, and teachers. The manual is broken down into clearly divided lesson plans, each of which have concrete rules and steps, corresponding homework assignments, plans for review, and unique, fun activities to ensure that teens are comfortable incorporating what they've learned. The curriculum also includes parent handouts, tips for preparing for each lesson, strategies for overcoming potential pitfalls, and the research underlying this transformative program.

Bullying affects the lives of many children: some are victims, some take part in bullying others, and many are, to a greater or lesser extent, onlookers or witnesses of bullying behaviours. Usually seen as something that happens in schools and amongst peers, the advent of cyberbullying by mobile phones and via the internet, primarily in this century, has seen cases of bullying increase and traditional forms of the behaviour evolve. This book considers the effects of bullying and cyberbullying on children. It looks at the different roles that are present within bullying and the different effects that it can have on a child's development of psychosomatic problems, self-esteem, friends and loneliness, school satisfaction, and family relations. It focuses on several key aspects of this type of intimidation and considers topics including traditional bullying, the situation of immigrant children in relation to bullying and victimization, cyberbullying in young people, and emotional and behavioural correlates of cyberbullying. This book was originally published as a special issue of Emotional and Behavioural Difficulties.

This practical, evidence-based guide provides a comprehensive introduction to the coaching of secondary school students. Using a clear, step-by-step structure, the book explores how coaching can help students improve performance, enhance wellbeing, develop skills and achieve goals. The ultimate aim is to help the student become his or her own coach. Divided into six parts, Coaching Students in Secondary Schools explores all of the key aspects of coaching, from basic coaching skills to effective methods of evaluation. Having explained why coaching benefits students, the book shows readers how to adopt a 'coaching approach,' structure a formal session, launch a coaching programme and measure its success. Topics covered include: the uses and benefits of coaching the evidence for coaching core coaching skills conducting coaching sessions the practicalities of coaching evaluating the impact of coaching. With real-life scenarios and examples embedded throughout, Coaching Students in Secondary Schools will be essential reading for practising secondary school teachers, classroom assistants and student support staff.

All cultures have children and young people whose emotional wellbeing requires attention and whose behaviours give them, their peers and those who care for them challenges in how to meet their needs. Developing good practice across work with children and young people with social, emotional and behavioural difficulties relies on both professional practice and theory. The chapters in this book are taken from those presented at the International Conference organised by SEBDA in 2010 around the theme 'Transforming Troubled Lives', with each contributor addressing issues of policy, practice or provision whilst exploring an essential question: is what we are doing effective? This critical reflective question is essential if interventions - be they in provision, policy or practice - are to lead to positive outcomes for the children and young people concerned. This book was originally published as a special issue of Emotional and Behavioural Difficulties.

Almost every teacher has experienced at least one of "those kids." The kids who won't sit still, who won't do their work, who don't attend, who won't conform to the classroom expectations, who are straight out defiant and disrespectful. These kids, these so-called "bad kids," and their stories actually have a great deal to teach us. This book centers around these stories and the lessons learned from them. Whether in education or in your everyday relationships with others, the lessons these kids teach will touch your hearts and make a difference in your lives. Picking up before the award-winning documentary The Bad Kids began, Lessons from The Bad Kids will teach us not only to improve our educational system but also how to become better people.

The new Ofsted framework evaluates the behaviour and safety of pupils at the school. This resource provides over 100 lesson plans promoting: recognition of different emotions and behaviours; practice in responding to those different emotions and behaviours; good behaviour towards, and respect for, other young people and adults. Each lesson plan is linked to a children's book and references SEAL. Lessons can support Literacy, PSHE and citizenship. Lesson plans are bracketed into year groups and five or six-week modules that give schools the opportunity to deliver specific projects on anti-bullying / safeguarding, pupil voice and transition. There are also modules covering emotions such as anger, loneliness, excitement, jealousy, kindness, pride and confidence. This is a comprehensive, accessible and invaluable tool for every classroom.

Why are some teachers better at managing pupil behaviour than others?

How do teachers persuade pupils to want to learn?

Why is the working atmosphere in the classroom such an important part of teachers working lives? Can anyone become good at classroom management?

Classroom management is a major element of the teaching and learning process, impacting on standards of achievement, pupil motivation, and the quality of teachers' working lives. Managing Pupil Behaviour provides routes through the classroom management maze and will help practising and aspiring teachers to learn to manage behaviour effectively in their classrooms.

The book draws on the views of over 100 teachers and 700 pupils to determine what factors help teachers to manage learning effectively in their classrooms, so that pupils can learn, and teachers can enjoy their work. Teachers and pupils provide eloquent testimonies on why some teachers become better than others at getting pupils to want to learn and to behave well.

The book also includes a unique 10-point scale that encourages teachers to think about the degree to which they are relaxed and in assured control of their classrooms and can enjoy their teaching. The scale is designed to get teachers to think about:

• factors influencing the working atmosphere in the classroom
• the influence of the working atmosphere in the classroom on teaching and learning
• equal opportunities issues surrounding the tension between inclusion and situations where some pupils may be spoiling the learning of others.

Managing Pupil Behaviour has been written to help all teachers think about different ways to approach this vitally important aspect of their working lives.

For effective and safe use, this book should be purchased alongside the professional guidebook. Both books can be purchased together as a set, Helping Children Learn About Domestic Abuse and Coercive Control: A Floss and the Boss Storybook and Professional Guide [9780367344511] This beautifully illustrated and sensitively written storybook has been created to help young children understand about domestic abuse and coercive control. Floss is a happy little puppy who loves going to Doggy Daycare and playing with her best friend, Houdini. The story explores how things change when her Mum's new friend, Boss, comes into their lives. It helps children who have experienced domestic abuse and trauma to make sense of their feelings, teaching them to seek help and stay safe. This book: Can be used to support the 'Healthy Relationships' topic in the PSHE curriculum Can be used to address the topic of domestic abuse and coercive control with individuals, small groups and whole classes, enabling dialogue around a sensitive issue Encourages children to seek support Designed to be used with primary-aged children, this book provides a vehicle for talking to children about staying safe and their emotional wellbeing. It is also available to purchase as part of a set with a professional guide to support the sensitive and effective use of the storybook.

Now in a fully updated second edition, this professional guidebook has been created to help adults provide emotional support for children who have experienced the loss of somebody they know, or something they loved. Written in an accessible style and with a sensitive tone, Helping Children with Loss provides adults with a rich vocabulary for mental states and painful emotions, paving the way for meaningful and healing conversations with children who are struggling with difficult feelings. Practical activities provide opportunities for conversation and will empower the child to find creative and imaginative ways of expressing themselves when words fail. Key features of this resource include: Targeted advice for children who defend against feeling their painful feelings by dissociating from grief Tools and strategies for helping children cope with loss, including engaging activities to help children explore their feelings in a non-threatening way Photocopiable and downloadable resources to help facilitate support Written by a leading child psychotherapist with over thirty years' experience, this book will support children to develop emotional literacy and connect with unresolved feelings affecting their behaviour. It is an essential resource for anybody supporting children aged 4-12 who have experienced loss.

Almost every teacher has experienced at least one of "those kids." The kids who won't sit still, who won't do their work, who don't attend, who won't conform to the classroom expectations, who are straight out defiant and disrespectful. These kids, these so-called "bad kids," and their stories actually have a great deal to teach us. This book centers around these stories and the lessons learned from them. Whether in education or in your everyday relationships with others, the lessons these kids teach will touch your hearts and make a difference in your lives. Picking up before the award-winning documentary The Bad Kids began, Lessons from The Bad Kids will teach us not only to improve our educational system but also how to become better people.

Many children with language and learning difficulties also experience difficulties with social, emotional and behavioural development. Emotional literacy packages often contain worksheets, stories and abstract language concepts. Children who have difficulties with literacy, attention or speech and language may find it difficult to access many aspects of these packages. This resource aims to deliver an appealing, practical and meaningful programme which all children (including those with learning difficulties) will find easy to access and enjoy. There are eight sessions which cover: Understanding anger; Understanding feelings; Self-esteem; Triggers and fuses; Learning to think differently; Physiology and relaxation; Strategies to manage anger; and, Review and reinforce. The accompanying downloadable resources provide colour images and practical worksheets from the resource session material that can easily be printed. This is a comprehensive, practical resource that facilitates the development of children's belief in their own ability to change and equips them with the skills to achieve change.

Discover the full potential of the Blobs! Eagerly awaited, this comprehensive resource book for understanding and using Blobs provides: a fantastic insight into Blobs and Blob Trees, their development and the theory behind them; clear instructions on how Blobs can be used to discuss a wide variety of important issues, emotions or feelings; session ideas and activities for working with groups and individuals of all ages; questions to use with the Blobs; and, what not to do when using Blobs! Ideal for anyone new to the Blobs resources, this manual will also provide background information and additional ideas for those familiar with this engaging series.

If your program is among the thousands using the evidence-based "Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, " this is the one tool you need to support teachers to effectively use the practices. Developed by highly respected creators of the Pyramid Model for classrooms enrolling children 2-5 years of age, the TPOT(TM) is an in-depth tool that provides information on how well teachers are implementing practices related to universal, targeted, and individualized supports. A trained administrator conducts a classroom observation and teacher interview, uncovering detailed information about the quality of 14 key teaching practices, noting red flags that indicate areas for immediate support, and observing how teachers respond to challenging behaviors. TPOT(TM) results show which practices are being implemented successfully--and what teachers need to focus on to ensure positive social-emotional outcomes for young children.

TPOT(TM) helps programs:

• Support effective implementation of the proven PBIS-based Pyramid model
• Promote social-emotional competence in young children
• Implement strategies to prevent and address challenging behavior
• Compare implementation across classrooms, teachers, and programs
• Identify where teachers need extra professional development and support
• Guide coaching efforts

Along with Volume 22 of the same series, this book addresses the most current perspectives and issues related to behaviour disorders and it involves leaders in the behaviour disorders field. This books specifically addresses practice concerns and students with EBD. This book is organized to allow readers to follow behavioural disorders in a very logical and thoughtful process. Topics addressed include inclusion, social skills training, effective instruction, response-to-intervention, transition, technology finally ending with working families, and teacher preparation. Chapters can be read in order or independently since they have considerable versatility. We feel that this volume of "Advances in Special Education" will be an excellent resource for special education professionals who teach and serve students with behavioural disorders.

This 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 skills, emotional skills and self-awareness. This invaluable resource is suitable for use with young people with a range of abilities in one to one, small group or whole class settings. It is particularly applicable to children and young people who are aiming to develop wider language, social and emotional skills including those with Developmental Language Disorder and Autism Spectrum Disorder.

What is it that makes some children bully and some become victims?

What can you do if despite your best efforts, a child keeps on taunting another?

What steps can you take before communicating with parents and what will you say?

The practice of bullying endures in all schools today. Despite the implementation of bullying policies, parents and staff can be equally perplexed: not really understanding what they have or haven t done to allow it to happen.

Christine Macintyre explores this highly emotive topic, asking why as many as one in 12 school children are bullying victims, and will show in a highly practical way, what can be done to support the children and help staff improve their own practice.

This book will provide help and guidance on:

• enhancing the self-esteem of the affected children, showing how new-found confidence will enable children to offset the effects of being bullied or indeed being a bully.
• how to tell parents their child is bullying or being bullied, and how to build up a meaningful and mutually supportive relationship with them.
• creating a learning environment that prevents the desire for children to bully.

Based on case studies giving first hand accounts of real-life situations, and evaluations of strategies that have been tried and tested, this book suggests fresh and inspiring ways of tackling a problem faced by many practitioners today.

This book was written for all those families, who, due to lack of funding, are unable to access therapeutic means of intervention.The book is written as though it were a therapy session, with would-be problems dealt with as they arise. The journey this book takes its readers on is a journey into the heart of a treatment process, albeit an imaginary one, where the daily problems that one may encounter on such a program are worked through using behavioral modification and psychotherapeutic methodology. The book explains what may be going wrong on the program, what to do to test assumptions, and what to do when all else has failed. The book works from the premise that children with autism are not immune from emotional upsets and goes on to demonstrate how other forms of interventions can be combined and be shown to have positive results. The case histories within the book are altered ever so slightly so as not to distort the facts but rather to protect the children from being identified.

The 'Get to Know Me' resources aim to support children, with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Dr Louise Lightfoot, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically. This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of Sammy Sloth - a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with anxiety. The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a child's needs to promote empathy and acceptance. Picture book and draw along versions of Sammy Sloth are available separately, and as part of the Get to Know Me: Anxiety set.

This resource includes more than 70 worksheets to make social and emotional learning fun! This resource uses exciting graphics, games and activities to engage and stimulate children in the learning process. It deals with a wide range of issues that affect children today.

`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.

As of 2016 the Department for Education (DfE) want to ensure all trainee teachers have an understanding of emotional development and attachment, and so this book presents the key concepts that are essential for training in this area to ensure all teachers are up to date. Attachment issues and mental health have a huge impact on pupils' performance and so an understanding of young people's emotional development is crucial for any teacher. Increasing teachers understanding and skills around emotional development can prevent many long term mental health difficulties in our schools and in our communities. Key topics such as attachment theory, emotion coaching, tackling disruptive behaviour and the trauma continuum are introduced and explained, with advice and tips for a classroom setting offered throughout. The experiences of practitioners in the field are presented alongside those of researchers, offering a range of diverse perspectives including education, psychology and health. This is an essential text for trainee and practising teachers.

Primary and secondary teachers who experience difficult behaviour from young children in their classrooms will welcome this handbook, first published in 1997 and now revised and updated, which encourages an objective approach to tackling behaviour problems. The strategies aim to: help the teacher gain back control of the classroom and feel positive about helping the pupil settle to work; present an observation method that measures the frequency and context of difficult behaviour; help the teacher to form useful definitions from identified patterns of behaviour; and present practical, realistic strategies that can be followed step by step or used for inspiration.;Teachers, SENCOs and pastoral staff in mainstream and special schools can use these tried and tested strategies over and over again in the classroom. The book should also be useful for teacher training courses, educational psychologists and for senior management staff who are setting up behaviour policies in schools.

Turn random acts of school counseling into definitive and data-driven efforts! In this new edition of a bestseller, school counseling scholar and advocate Trish Hatch and National School Counselor of the Year Julie Hartline provide school counselors with new ways for moving from reactive to proactive and from random to intentional counseling. By using data to determine what all students deserve to receive and when some students need more, readers will learn effective ways to provide proactive school counseling services, hold themselves accountable, and advocate for systemic change. Inside you'll find: Clear and straightforward directions for analyzing data, planning and providing interventions, and evaluating your work Strategies for using data to drive interventions, develop curriculum scope and sequence, create action plans and pre- and post-tests, initiate systems changes, and report results Methods aligned with the most recent edition of the ASCA National Model (2019), ASCA Professional Standards and Competencies, Evidence-Based Practice, Multi-Tiered Systems of Support (MTSS), and Multi-Tiered Multi-Domain Systems of Support (MTMDSS) New practitioner examples and artifacts, including a RAMP School of Distinction Flashlight Package, plus dozens of tools, templates, surveys, action plans, and data management forms Equip yourself to think and plan differently, and become more efficient and effective by using data to drive your school counseling program!

Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.