Young people today encounter specific challenges and stresses in both educational and social contexts. This resource pack helps participants to: * Understand the importance of mental health and wellbeing * Recognise the stresses that they, and other people, face * Develop effective managing strategies. The authors have designed a flexible programme that encourages young people and adults to respond positively to difficult situations they encounter, focusing on solutions rather than dwelling on set-backs. Topics taught in the 15 sessions include: Challenging stereotypes * Multiple intelligences * Self-esteem * Positive communication * Focusing on strong emotions * Stress and coping strategies * Making good decisions

This book details positive reasons for going outdoors with learning. Contents include: * Movement towards personalised learning * Putting the curriculum outdoors * It is not just PE * Planning and assessment templates. Short-term planning templates for outdoors and easy assessment ideas are also included. Full of activities, this book will give practitioners inspiring ideas for the outdoor classroom at little to no cost. Outdoor learning is fun, and this book is an essential tool for anyone wishing to implement a creative and exciting outdoor classroom in his or her school.

`The video provides a good overview of strategies used by practising teachers in authentic settings. The general attitude was optimistic and showed how small changes can have a positive effect of children's lives. The Handbook is written in easily accessible language and includes a very informative overview of Asperger's Syndrome by Rita Jordan' - Educational Psychology in Practice Whilst the frequency of Autistic Spectrum disorders rises and identification and assessment techniques improve, we can expect to find young people with Aspergers Syndrome in every school. This extensive resource features the excellent, flexible and imaginative ways in which adults working in schools can improve the learning and social experience for these students. Other videos have been made to help us understand the diagnosis this programme focuses on useful and practical strategies. The video was filmed in several schools and colleges where we found models of good practice. It includes a commentary by Rita Jordan and the full transcript of her extended interview is provided in the accompanying handbook.

The book is concise and persuasive. The evidence presented in it does indicate that in certain circumstances the approach can be highly successful. It is a useful resource for those schools re-evaluating their policy documents on bullying and a valuable training resource for those involved in teacher education. It will certainly provoke debate in staff rooms and lecture theatres alike' - "Maggie Bowen, North East Wales Institute of Higher Education

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You have probably heard of the 'No-Blame-Approach' to bullying. The method was featured in the BBC 2 documentary 'I Just Want it to Stop ', broadcast in August 1997.

This book is the only comprehensive account of the 'No-Blame-Approach', and describes its development.

The book is supported by accounts from teachers, psychologists and parents describing their experiences using the method with children and young people in both primary and secondary settings.

The latest edition of this book includes a reference to the research carried out by Sue Young in Hull, confirming the effectiveness of the No Blame Support Group Approach.

This is an essential read for every school intending to evaluate its anti-bullying policy and implement positive procedures.

Since 1990 we have joined many schools to help them organise anti-bullying days for pupils. This publication is a collection of activities, processes and programmes that have been put together to help schools organize either a single awareness day or a series of shorter workshop sessions for pupils, which include:

" practical aspects of anti-bullying work

" ideas for whole-school keynote sessions

" facilitators' instructions for group activities

" copiable worksheets and overhead foils.

The programmes are suitable for secondary and upper primary use. They provide an excellent project for primary/secondary liaison based around Year 6 and 7 joint work during the summer term.

As a teacher who has specialized in supporting "at risk" students I believe the use of Circle Time can be of help bridge the academic/ral divide. The authors, quite rightly, emphasise the Circle Times in not an advice sympathy or therapy group and they also write "pupils who have a positive view themselves are likely to achieve more, both socially and academically, than those pupils whose self-esteem in low' - "Simon Wheeler, Suffolk LEA Pupil Behaviour Project Officer

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Teresa Bliss and George Robinson explore the impact that Circle Time can have on the development of social behaviours, ethics and morality. Many new activities are added to the original repertoire.

The book includes:

" a link between Circle Time and the teaching of the moral and spiritual curriculum

" a plan for a terms developmental work

" ways in which issues starting outside the circle can be supported within the security of an already established circle group

" worksheets to increase the range of activities.

This book is the answer to teachers who ask for more ideas to extend the Circle Time programme.

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

This practical resource shows how creative and philosophical thinking can be developed in the everyday classroom. Part one describes the authors evolving ideas and practices of creative and philosophical thinking. Part two gives details about why these are seen as important, how to get going and suggests some ideas on how you might want to develop these practices further. This publication will help you develop: * Playful and experimental thinking outside the box * The ability of your children to pose questions that are important to them and create answers that are reasoned and reasonable * Children's awareness and appreciation of themselves and others as knowledge creators * Children's confidence and ability to challenge their own thinking and the status quo * Children's ability to create options for themselves within constraints and to be open to opportunities * Children's learning to learn about themselves * Teacher's researching to understand and improve their own practice