Designed as a guide for trainers and academic staff as well as for practitioners working with the most disturbed children and young people, this book seeks to explore the connections between the challenges of practice and of learning. The book introduces the matching principle - the principle that, in order to be successful, training for any field of practice should match or reflect key aspects of that practice in terms of personal and professional experience as well as academic content.

Teachers need to be equipped not only to teach, but also to help build mental security and wellbeing into the lives of young people and children. Supporting Behavioural, Emotional and Social Difficulties in School provides practical, relevant and proven strategies and constructive advice in order to guide teachers in this endeavour, helping them to both understand and overcome the difficulties and generational changes faced by young people and children. Containing information on topics such as classroom strategies for common issues; first impressions; and how to deal with adults, leadership and tasks such as school trips, this volume presents tried and tested strategies and shares the author's knowledge when it comes to working in all types of schools, including primary, secondary, and pupil referral units. Not only exploring the strategies, this book also examines the reasons why a situation has arisen, and, for each piece of advice, offers an explanation for why it will work and how it affects our sense of coherence. The book also includes a short introduction to brain development at various ages, exploring the implications for children as they grow and mature, as well as examining how teachers can work with and help children through these developmental stages, assisting teachers in understanding the factors to be aware of when helping students and children develop mental security. Consolidating an understanding of mental and emotional health issues within children and young people, knowledge about cognitive brain development, and advice on what teachers can do in their classroom to make a difference, this book is essential reading for all teachers.

The at-risk population is a growing segment of the American school population and one demanding the utmost from its teachers and program coordinators. Dr. Peterson's book is a welcome addition - straight forwards, though honest and hopefull of powerful ideas for class use.

Written for parent and professionals working with children and young people with visual impairment, this work examines the causes of eye conditions and additional disabilities; how these can restrict access to the mainstream curriculum; and ways in which the effects can be ameliorated. Central to the text is entitlement. National Curriculum areas are discussed, and attention is given to both the hidden curriculum and specialist curriculum and extra curricula activities, and to the competencies required by staff working with these children and young people.

This is an account of a search for ways to teach dance to the profoundly deaf in a variety of schools and settings. The author describes the methods and games she devised with the children to heighten their awareness of rhythm, music and the breath inherent in every dance movement. This work shows the author's gradual realization that knowledge of music is the basis for dance teaching, and that this knowledge can also enhance the training of hearing dancers. This concept led the author to the conviction that, for the hearing as well as for the deaf, dance and music can be an alternative way of knowing, and an opportunity for children to learn to express their unarticulated feelings and thoughts, to communicate, to socialise and to explore the world in which they live. A video cassette is also available.

What can schools and social care workers do to help children affected by domestic violence?

Large numbers of children are affected by domestic violence. The problem crosses every social class and culture. It causes distress and anxiety in children and adversely affects their learning and play, as well as their behaviour, wellbeing and attendance.

Education staff may know of a child or family in crisis, want to help, yet feel outside their comfort zone, grappling with a complex issue not covered in their training. This book describes the impact of domestic violence on children and provides support for education and social care professionals. It takes heavy workloads into account and suggests practical ways of meeting the needs of pupils who come from difficult home backgrounds.

The authors provide guidance and advice on:

• identifying and responding to signs of distress
• helping pupils to talk about and make sense of their experiences
• the impact on parenting and how parents can be supported
• the needs of young people in refuges and temporary accommodation
• pupil safety and government safeguarding guidelines
• educating young people and the community about domestic violence
• specialist domestic violence services and other agencies that support schools.

Domestic Violence and Children draws on the expertise of a wide range of professionals, including specialist domestic violence children's workers and counsellors, psychologists, teachers, mentors and family support workers. It provides essential help and information to all children's service directorates, as well as a range of professionals in education, social care, health and the voluntary sector.

There is no doubt about the importance of assessment: it defines what students regard as important, how they spend their time and how they come to see themselves - it is a necessary part of helping them to learn.
This text provides background research on different aspects of assessment. Its purpose is to help lecturers to refresh their approach to the assessment of student learning.
It explores the nature of both conventional assessment such as essays and projects and less widely used approaches such as self and peer assessment. There are also chapters devoted to the use of IT, the role of external examiners and the introduction of different forms of assessment.
With guidelines, suggestions, examples of practice and activities, this book will become a springboard for action, discussion and even more active learning.

Providing practical solutions to common behavioral problems, this book shows how to use the positive momentum approach to encourage long-term positive behaviour among children aged 3-9. Covering issues such as what to do when a child avoids doing work, when they engage in rough play, and when they won't stay in their seat, this book includes targeted behavioral strategies that start with the underlying foundations of behaviour and result in lasting positive change. Through real life examples, the book shows how educators can be role models for children, and how school staff can collaborate with families for success beyond the classroom. The book also includes information specific to working with children with special needs. Accompanying behaviour charts and goal mapping resources are available to download to help with tracking a child's progress.

- This set teaches children the skills the need to cope with worries and stress, particularly in relation to feelings of loneliness and belonging - The storybook and guidebook can be used together in classroom settings or one to one and there’s plenty of activities to help children talk about their issues. - The book uses a friendly and engaging narrative to tackle big global social issues and improve wellbeing in children.

Veteran educator Kathleen Nosek tells parents the secrets to successfully naviagating today's school system and ensuring that dyslexic children receive the quality education they are entitled to by law. Includes a definition of dyslexia, how to identify it, how to get your child evaluated and more.

Nurturing Emotional Resilience in Vulnerable Children and Young People is a guidebook that provides a framework and practical strategies to support children's emotional resilience at a whole-school and more targeted level. Underpinned by research into the concept of resilience, the book centers around the 'Resiliency Rainbow Toolkit'; a ready-to-use theoretical model that draws upon a range of ideas and approaches that act as a resiliency building programme. This practical and interactive programme can be used by educators and counsellors alike and offers creative and engaging ideas for building emotional resilience in children. Each section of the toolkit provides learning objectives, facilitator notes, discussion questions and student activities and is designed to: support students in identifying their own resiliency levels and support network enable students to recognise and increase their existing strengths and values encourage students to examine their talents, interests, dreams and aspirations introduce strategies for boosting less strong areas such as supportive friendships teach students ways to cope with stress and difficult situations. This guidebook can be used alongside seven fully illustrated storybooks that each focus on a different aspect of emotional resilience. It outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children, and discusses some of the key metaphors in the main story How Monsters Wish to Feel. The guidebook and storybooks will be invaluable tools for anyone working to build emotional resilience with children and young people. Storybooks that accompany this guide are: How Monsters Wish to Feel: A Story about Emotional Resilience (ISBN: 9781909301849) The Boat Star: A Story about Loss (ISBN: 9781138308824) The Boy Who Longed to Look at the Sun: A Story about Self-Care (ISBN: 9781138308923) The Day the Sky Fell In: A Story about Finding your Element (ISBN: 9781138308886) The Girl who Collected Her Own Echo: A Story about Friendship (ISBN: 9781138308893) The Hot and Bothered Air Balloon: A Story about Feeling Stressed (ISBN: 9781138309029) The Tale of Two Fishes: A Story about Resilient Thinking (ISBN: 9781138308848) The guidebook can be purchased in a set alongside the seven storybooks (ISBN: 9781138556454). The seven storybooks can also be purchased as a set (ISBN: 9781138556478).

Placement of students with disabilities in the least restrictive environment has become a central issue in special education. To date, no comprehensive treatment of placement issues is available, especially for students with emotional and behavioral disorders who present particularly difficult placement problems. This book combines data and discussions intended to further the understanding of how and why decisions are made to place students with emotional or behavioral disorders in particular educational environments. This volume establishes the problem of placement in a contemporary and historical context, reviews the literature on placement of students with emotional or behavioral disorders, and discusses placement options and concerns about multicultural issues, post-secondary education, law and regulation, demands on teachers, and policy choices.
Its goals are to:
* improve understanding of decision processes leading to placement,
* set the stage for improvements in pupils' lives in school and elsewhere, and
* stimulate research on the many placement issues that are left unresolved.

Seeing Autism is a comprehensive but easy-to-understand guidebook for caretakers, parents, educators, counselors, therapists, and researchers on various aspects of rearing and supporting children with autism spectrum disorder. It provides textual and visual information on technology tools, symptoms, diagnosis, auditory, sensory, visual, physical, and educational issues, as well as strategies and practices to help children on the Autism Spectrum reach their potential. Seeing Autism uniquely capitalizes on sketchnotes, a visual thinking tool, to communicate information and practices. Sketchnotes provide a unique space that can help the reader think differently, generate a variety of ideas, explore alternatives, and develop constructive points for expressing ideas and developing visual communication aids. This book will assist parents, educators, and professionals in schools (counselors, school psychologists, librarians) who work with children diagnosed with ASD; it will help readers increase their knowledge of autism and gain an appreciation for evidence-based practices and forms of technology that can be used to support learners on the autism spectrum. "This book is a call to arms and is as much a resource for the family friend as it is for the provider coming to the home. In the book Seeing Autism, Dr. Demetria Ennis-Cole helps individuals gain an incredible perspective and learn the struggles, challenges and joys of families rearing children, teens and adults on the spectrum. This book covers the entire spectrum and is a fantastic mix of research, parent perspective, and even sketchnotes for visual learners. The material is well-balanced and is a great resource to support individuals on the spectrum at home, in the community or in the classroom." Brad McGarry Father, Speaker, Author and Director of the Autism Initiative at Mercyhurst University

Blending academic theory with policy guidelines and practical suggestions, this book provides a review of current approaches to assessment and Intervention For Children With Emotional And Behavioural Difficulties. It incorporates a discussion of government guidelines on policy and provision with schools and LEAs and reviews a range of successful innovations in intervention. Specific areas are covered, including Exclusion, Integration And Emotional Abuse.; Five Recurring Themes permeate the whole book, these being: the effects of government legislation on all aspects of EBD assessment and provision; the recognition that children with EBD come from economically and socially disadvantaged families and the implication that this has for assessment and provision; the problems of agreeing on an acceptable definition of EBD; the fact that children labelled as EBD do not have an equal opportunity to assessment and provision; and the belief that schools can make a substantial contribution to the prevention of EBD.

Looking In Depth At The Main Issues Of Emotional And Behavioural difficulties of 7-11 year olds, this book draws on recent study material and projects to suggest practical ways of dealing with such difficulties in schools, and to give a clearer understanding of the problems posed by children with EBDs. Key topics covered include educating children with Emotional And Behavioural Difficulties Ebds In Mainstream And Special schools, disruptive behaviour and bullying, withdrawal, anxiety and depression, identification and assessment and how schools, parents and others can help.

Teachers in mainstream schools are increasingly confronted with children with severe emotional and behavioural difficulties. This text provides a concise guide to the major approaches which can be used to deal with emotional and behavioural difficulties. The authors discuss counselling, behavioural approaches, family therapy and class management based on analysis of social interaction. The final chapters look at the development of whole school policies through an extended case study and at the relevance of recent research in school effectiveness to the tackling of emotional and behavioural difficulties. The work should be useful reading for special needs co-ordinators, individual teachers reflecting on the issue in their own classrooms and heads wishing to establish whole school approaches to the problem.

Kate Ripley's work in the topical area of Emotional Literacy has shown that children must first learn to discriminate and label their own emotions before they can focus on understanding other people's. This comprehensive programme is designed to assist early years practitioners help children to achieve these first important steps, the pack consists of: theoretical rationale - long and short version how the programme fits within the current legislative framework baseline assessment details pratical strategies to support the programme evaluation from pilot study bibliography and recommended materials. In addition to the book there are downloadable resources containing a twenty minute video film showing behaviour to be addressed and intervention in action, a demonstration in powerpoint to show to colleagues and stories to use for baseline assessment.

Does your middle or high school student struggle with sensory challenges? A Buffet of Sensory Interventions: Solutions for Middle and High School Students with Autism Spectrum Disorders offers a smorgasbord of sensory-based interventions for use by educators, occupational therapists and parents. This practical and well-researched tool is unique because it focuses on middle and high school students, whose sensory needs are often overlooked. For this age group, the author emphasizes the importance of fostering independence, self-advocacy and self-regulation as a way to for teens with autism spectrum disorder (ASD) to take ownership of their sensory needs as they transition into adulthood. Using simple terminology and illustrations, the book also explains sensory basics, describes the sensory systems, discusses sensory challenges experienced by those with ASD, and helps develop daily educational interventions through assessment of sensory needs. Parents and educational team members working with teens with ASD will benefit from adding this resource to their library.

Written by an experienced author and acknowledged leader in the field, this book is: * A single, authoritative source for spoken language foundations, curriculum guides, and best practices * Materials have been tried-and-tested with the deaf and hard of hearing, their teachers and practising professionals * Each chapter includes chapter objectives, questions, summaries, case-studies, problems, bibliographies and appendices.

Disaffected pupils respond well in circumstances where they feel secure, where they have a sense of being valued and respected, and where they perceive there to be opportunities for them to succeed. Paul Cooper offers some insights into how these outcomes might be achieved in both mainstream and segregated settings. Paul Cooper grounds his investigation in the views expressed by a group of pupils who have been excluded from mainstream schools and placed in residential schools for pupils with emotional and behavioural difficulties. He charts the perceptions these pupils have of their current and former experience of schooling, as well as their views on the nature and causes of their difficulties. Connecting the insights gained from these pupils to work that has been done in the area of school effectiveness, he offers some guidelines on ways in which teachers and managers can work towards reducing disaffection in schools. The book's practical research base emphasizes the need to find solutions to educational problems within the real life contexts in which they occur; it will be of interest to all those whose concerns are with the everyday realities of schooling.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

Positive 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 mindfulness, inclusion and wellbeing. Taken together, these provide a philosophy and a highly effective framework for building conflict literacy and a culture of peace in schools.

ADHD is a common, complex and yet often misunderstood condition, affecting children, adolescents and adults. It causes a wide range of difficulties with concentration, impulse control, hyperactivity, motivation and time awareness. This can often lead to school failure, expulsion, and emotional, behavioral and social problems. An estimated two per cent of the population suffers from ADHD. To ensure their effective treatment, three critical areas need to be addressed. Parents, teachers and professionals must become aware of the possibility of ADHD (symptoms can mimic other medical and environmentally related conditions, which can make accurate recognition difficult). Second, the reality of coping with ADHD in its many forms, both for individuals with the condition and those around them, must be acknowledged and understood. Finally, there is a need for a holistic approach to the assessment and management of ADHD to ensure the most effective resolution for individuals. The author gives an overview of the condition based on the broad internationally recognized approach to ADHD, which takes account of its biological as well as environmental elements. He discusses appropriate management guidelines, which include consideration of medication as well as psychosocial and educational strategies. The book aims to be a comprehensive and authoritative text on ADHD, its causes and management currently available in the UK. It provides a practical guide to the process of dealing more effectively with ADHD, from initial recognition to effective management strategies via assessment and diagnosis. It is intended for parents, teachers and other professionals to facilitate appropriate understanding and support for this distressing condition.

The books in this set centre around the mindfulness practice of being with emotions and experiences - allowing them to be - as opposed to teaching strategies to manage or fix them. Beginning 2020, all pupils in primary school will be taught about the importance of mental wellbeing. This resource provides the perfect starting place for these conversations. No training or understanding of psychology is needed to use the books. They are uncomplicated, relying on the simplicity of listening and open-ended creativity.

Good communication between teachers and pupils, and between pupils themselves, helps to build a good learning environment where all pupils can achieve. This book covers key communication issues including: forming sound relationships understanding non-verbal behavior accentuating the positive and eliminating the negative.