First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Published in 1987, the central question with which this book is concerned is what can, and should, teachers do about teacher-pupil conflict in schools? Few teachers in secondary education would need to have this sort of conflict described as even if that have been fortunate enough to avoid it themselves they will know of it from staffroom discussion and from the media. In can be seen in disorderly classrooms where pupils 'mess about' and 'have a laugh', and in the bleak expression on the face of their teacher. Equally it can be detected in those classrooms where the teacher is in firm control, but where pupils gaze listlessly out of the window, or only minimally comply with work demands. It is characterized by sudden blazing temper on both sides, and also by long periods of weariness, boredom and disengagement. It is not that conflict which might arise from temporary private troubles, from having a bad day or going through a bad patch, for it is there week in week out, and involves significant numbers. Such conflict has been of interest to both psychologists and sociologists of education and important contributions have been offered by both of these disciplines. Sociologists have mapped out the differing cultural values and norms which appear to promote it. They have identified the social constraints present within the environment in which it is produced, constraints which emanate from the socio-economic organization of society and from the maintenance of an institutional framework, and which affect the micro-dynamics of teacher-pupil interaction. Psychologists have described the effects on behaviour of genetic factors, environmental conditions and cognitive states. Important though such insights are, however, they can only speak indirectly to teacher practice. This book provides an educational approach to the subject discussing topics including theoretical considerations, teacher-pupil discussion and relationships between classroom behaviour and the curriculum. It will appeal to those involved with schools and education, as well as psychologists, educational sociologists and researchers.

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.

99 Activities to Nurture Successful and Resilient Children is a comprehensive and interactive programme filled with practical activities, aimed at schools and education professionals in order to support children in developing their happiness and resilience. Covering twenty eight skill areas, this book encompasses seven key themes for development: Self-awareness Relationships Confidence Seeking solutions Growth mindset Caring Optimism The author has created ninety-nine fun, creative and engaging classroom activities, which clearly and expertly guide the professional in supporting a child's happiness and emotional resilience. Children as young as seven can access the programme and get involved with each activity. This vital resource focuses on all the core areas that contribute to the growth of a child's most important positive qualities, providing a much-needed burst of enthusiasm and expertise to the field. 99 Activities to Nurture Successful and Resilient Children will empower children and help them build a fundamental skill-set that will help them to successfully navigate life and to grow as confident, aware, resourceful, independent, and motivated individuals.

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).

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.

Off-the-shelf support containing all the vital information practitioners need to know about Epilepsy, this book includes * Different types of seizures and what causes them * What to do when a person has a seizure * Advice on how to address school issues * Organizing out of school activities

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.

School Connectedness for Students with Disabilities: From Theory to Evidence-based Practice focuses on the importance of school connectedness for students with disabilities, and presents ways in which this sense of connectedness can be fostered. Written from a holistic perspective, it embraces a variety of approaches, strategies and interventions rooted in evidence-based theory and practice, and examines them not only in regard to the student with a disability, but also school leaders, teachers, families and community members. The book describes and defines the concept of school connectedness, provides the reader with a theoretical framework from which to examine connectedness and explores connectedness from the lens of each of its components. It discusses the importance of assessing school connectedness in order to make data-based intervention decisions, as well as unpacking the components of student engagement, school climate, bonding and attachment. Several school-wide and leadership approaches that foster school connectedness are presented, as are ways to involve families. All of these are discussed through the lens of disability, in order to acknowledge the characteristics of disability that affect student levels of school connectedness. School connectedness has become a priority for many schools and educators internationally. Research demonstrates the importance of connectedness as a protective factor, and its impact on the health behaviour, social, emotional and academic outcomes of young people. Grounded in theory and relevant to practice, this is essential reading for anyone interested in improving the school connectedness of students with different disabilities across the lifespan.

This book provides the busy teacher with all the information they need to make social inclusion a reality within schools. By demonstrating how teachers and schools must work together to promote the wider welfare of all children, the book focuses particularly on the welfare of children on the margins of society who need the most protection. It shows how teachers can aim to reduce inequalities and maximise the learning opportunities available for these vulnerable children, whatever their background or social class. The author addresses key issues such as: attendance and achievement exclusion and behaviour safeguarding and child protection children at risk of missing education. By emphasizing the Every Child Matters agenda and the importance of joined-up partnership approaches with other professionals and agencies, this book is essential reading for all practitioners working to support pupils at risk of exclusion.

First published in 1975, this book compiles a number of studies concerning institutional care and children, which address the question of why institutions that serve apparently similar functions differ so much. The book uses comparative methods such as measurement of different 'dimensions' of institutional care and analysis of interrelationships among specific structural and functional features which characterise particular institutions. As a result, the book draws broad conclusions about the importance of factors that have dynamic influence on the manner in which institutions function and the reasons why they differ. The editors reject the 'steampress' model which postulates that institutions are more or less alike. They discuss ideological and organisational variation, differences in staffing and the manner in which children respond to them, and consider these issues as factors that influence the way in which an institution functions 'as a whole'. Subsequent chapters describe comparative studies carried out in institutions for the mentally handicapped, approved schools, residential nurseries, probation hostels, other 'correctional' institutions and units for autistic children. The book enables the reader to appreciate achievements and shortcomings of contemporary research and thinking in this field.

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

First Published in 2003. This book provides guidance to teachers, teaching assistants, service staff, parents and other professionals regarding the inclusion of children with visual impairments in mainstream primary schools. Rich and detailed case studies of inclusion in four schools are used to enable the development of an understanding that is grounded in the contexts and circumstances of real schools. Whilst focus is on children with visual impairments, many of the themes running through the book hold resonance in relation to thinking about the inclusion of other children with special educational needs.

The lessons in Getting to Know Me aim to foster positive attitudes towards self and others. The book contains worksheets, games, cards and study grids to assist teachers in their day-to-day work in the classroom. All worksheets come with teachers notes suggesting ways of presenting the lessons, and can be used as a structured learning programme, as part of a 1:1 lesson, or to address problems as they arise. Lessons cover: self-image self esteem social skills anger management handling and resolving conflict. For all teachers in mainstream schools and pupil referral units, particularly SENCos, pastoral staff, behaviour management personnel, mentors and LSAs, and teachers of personal, social and health education.

The management of special needs, especially those of students of secondary age, has received considerable attention in the past decade and, in the light of the new education legislation, will assume a new urgency. "The Management of Special Needs in Ordinary Schools" provides an overview of the issues facing teachers in secondary schools with pupils who have special needs. These issues include managerial and curricular problems, in-service training, the use of new technology and the development of community links. The book also illustrates the changes in thinking and practice since the publication of the Warnock Report "Special Educational Needs" (1978). The authors range from teachers to chief educational officers, and include head teachers, psychologists, advisors and administrators, as well as those involved in educational research. Drawing on their experience in the mainstream and in special schools, at secondary level and in further education, the contributors reflect an active involvement in the development of new approaches within this area of education. The educational experiences of those with special needs can be considerably broadened and enhanced through imaginative man

"The Motor Impaired Child" provides a wealth of information and practical guidance for teachers on both the social and educational implications of impairment. Issues covered include working with parents, physical disability in childhood, and the problems posed by limited mobility. Practical advice is given on the integration of impaired children in the classroom, and the final sections focus on how a motor impaired child may be helped through adolescence towards independent adulthood.

Improving Behaviour Management in Your School provides a common sense approach to understanding the causes and triggers of students' challenging behaviour and equips teachers and school leaders with simple tools that can be easily implemented in any school. In his accessible and upbeat style, Tim Dansie uses case studies throughout the book which draw on strategies based on CBT and mindfulness. These strategies have proven to make a huge difference to school life and to how challenging students are managed. Teachers are encouraged to question how schools and classrooms are structured, in order to create environments where all students have the greatest possible opportunity to learn and grow as individuals. This resource includes accessible chapters about: What are the challenging behaviours? What are the causes of challenging behaviours in students? How to work with parents How to get staff on board This is a must-read for all practising and training teachers who wish to understand the reasons for challenging behaviour and how to improve it.

As a parent, a teacher and an Aspie herself, Jennifer O'Toole provides the definitive insider's view of Asperger syndrome. She shows how to help children on the spectrum by understanding how they think and by exploiting their special interests to promote learning. Her strategies work because she thinks like the children that she teaches. This exciting book is full of effective and fun ways of engaging with children with Asperger syndrome. Jennifer explains how theory of mind difficulties create the need for concrete forms of communication, and provides original methods to inspire imagination through sensorial experiences. In particular she reveals the untapped power of special interests, showing how to harness these interests to encourage academic, social and emotional growth. Affirming that different doesn't mean defective, this book offers the insight and guidance that parents, educators, and other professionals need to connect with the Asperkids in their life and get them excited about learning.

First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

With the current emphasis on including children with emotional and behavioral difficulties into the mainstream school every teacher needs to address the problem of children who behave badly in school. This new edition addresses the skills and strategies needed to support the emotional needs of pupils within the National Curriculum framework and school improvement agenda. Many of the activities in the book have direct application in the curriculum for Personal, Social and Health education and Citizenship and will support the whole class, not just those children identified as having behaviour difficulties.

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.

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

Autism is a lifelong condition that requires special care and consideration right into adulthood, and has an impact on many lives. This book is aimed at those concerned with the education and welfare of children with autism; particularly at teachers in Special Education and the psychologists and care professionals who work with teachers and parents of children with autism. Although there is no miracle cure for autism, this book brings a message of hope: that early intervention is advantageous and that, by a better understanding of autism and the different ways it is experienced by individual children, more effective ways can be found to meet educational needs and improve quality of life. Understanding the development processes and problems of children with autism, and the implications of these problems for social and educational learning, is the purpose of this book. The authors provide an accessible account of psychological concepts and research in social and emotional development, communication, cognition and behaviour, as related to individuals with autism. The fundamental problems of autism relationships, communication and flexibility of thought and behaviour are addressed, and practical guidance is offered on how these might be overcome or circumvented, in both home and school. This book specifically addresses the needs of children, but much of it will remain relevant to those working with adults who will appreciate the book s exploration of the roles played by emotion and cognition in the autistic condition, and the way in which these affect teaching and learning.

The Verbal Behavior (VB) approach is a form of Applied Behavior Analysis (ABA), that is based on B.F. Skinner's analysis of verbal behavior and works particularly well with children with minimal or no speech abilities. In this book Dr. Mary Lynch Barbera draws on her own experiences as a Board Certified Behavior Analyst and also as a parent of a child with autism to explain VB and how to use it. This step-by-step guide provides an abundance of information about how to help children develop better language and speaking skills, and also explains how to teach non-vocal children to use sign language. An entire chapter focuses on ways to reduce problem behavior, and there is also useful information on teaching toileting and other important self-help skills, that would benefit any child. This book will enable parents and professionals unfamiliar with the principles of ABA and VB to get started immediately using the Verbal Behavior approach to teach children with autism and related disorders.

'I would highly recommend the skills, expertise and delivery that Cath can bring to a school and can guarantee that any school following her advice will not regret it.' Carl McIver, Head of School, St. Willibrord's R.C. Primary, Manchester 'I have worked with Cath Hunter now in two schools and find that the work she does with children, parents and staff is amazing.' Sam Foord, Headteacher, Ravensbury Community School, Manchester Understanding and Managing Children's Behaviour provides the reader with an insight into children's emotional wellbeing and helps them to understand what and how children communicate and how to respond in a way that provides positive messages, increases their emotional vocabulary and encourages them to change their behaviour. It provides an alternative and effective child centred way of managing children's behaviour through introducing the concept of reflective language and other tools, equipping staff with new skills that are transferable across the school in any role. The book is divided into two sections, enabling the reader to link theory with practice. The first section takes the reader on a journey to help them understand the different factors that influence children's behaviour. The second section of the book focuses on the group work programmes, how they can be used, their value and the impact they can have on children and the school as a whole. The activities in the group work programme explore the concept of using reflective language as a behaviour management tool and are designed to motivate, build confidence, self-esteem and resilience. Useful pedagogical features throughout the book include:- Practitioner and classroom management tips and reflective tasks; Strategies and practical ideas for staff to use to help them engage more deeply with the contents of the book; Flexible, tried and tested group work programmes designed to promote inclusion rather than exclusion; Clear step by step instructions for delivering the work programmes; Case studies showing behaviour examples with detailed explanations for the behaviour and strategies to respond to it. The book is aimed at all primary school staff, especially teaching assistants, learning mentors and family workers who can deliver the group work programmes. It is also recommended reading for SENCOs and trainee teachers and will also be useful for therapists who work with children and are looking at delivering other approaches in their work.