This book is an essential resource to develop playground relationships. Increasingly schools are working very closely with their children, helping them to develop the skills needed to take charge of their own actions and encourage responsible attitudes towards others in the school. The programme for children outlined in this book, 'Playground Champions', is a primary playground peer support initiative which: trains older children to support their peers in solving issues within the playground by focusing on rebuilding relationships rather than apportioning blame; encourages children to see the viewpoint of others and to create their own mutually agreeable solutions; and, helps to establish emotional health and well-being, safety and happiness. The programme is structured, easy to follow and can be used by teachers and teaching assistants within the school. These printable training materials and resources are comprehensive and can be readily adapted to suit the needs of individual children and schools. The programme fits into the current national initiatives such as Every Child Matters, Social and Emotional Aspects of Learning (SEAL), Citizenship and National Healthy Schools and demonstrates good practice for the annual school self-evaluation form (SEF) and Ofsted. It can also add to the evidence required for the school's disability equality scheme showing that they are committed to disability equality and eliminating bullying and harassment. When properly implemented it will help to develop confidence and improve self-esteem in pupils as well as improving behaviour and reducing stress, leading to a happier and healthier school environment. It is suitable for age: 4-11.

Exploring various aspects of social work from an anthropological perspective, this original book uses an 'outsider' position to develop a reflexive dialogue with social workers from England and elsewhere in Europe. Bell, an anthropologist, worked alongside social work educators and social workers for many years. She widens our insights into social work by offering thought-provoking examples suggesting how social work practitioners view their occupation and their practice, and how wider society views them. Blending research and personal reflection to critically examine social workers' preoccupations and contributions to society, the author explores identities and definitions in social work, making this book refreshing reading for academics, researchers, students and practitioners.

A framework of ethics and values forms the foundation of social workers' professional identities. Ethics and values should shape the way that social workers practice and how they impact upon the lives of the service users they work to support. In a fast-moving world influenced by shifting policy, tight budgets and changing practice standards, students and practitioners need to anchor their understanding of themselves to clear principles for ethical practice. Ethics, Values and Social Work Practice is a brand new text offering students and social work practitioners a contemporary and relevant introduction to the central role of ethics and values in their work. In addition to a grounding in the major trends in ethics applied to social work, this book also provides perspectives on: How to situate ethics and values in social work practiceHow to understand ethics as part of reflective practice as both student and practitionerHow ethics and values link to concepts of power, diversity and social justiceThe role of ethics and values in interprofessional and partnership working The guiding principles and ethics inherent in relationship-based social work. The book supports student learning by providing: Discussion points to allow time for individual reflection or ethical debates Case studies based on likely scenarios from practice, with reflection points to help social workers engage with the issues raisedChapter summaries and key points for social work practice to reinforce the relevance of your learning to real social work practiceA glossary of key terms as a reference for key ethics terms and concepts. Contributors: Pat Cartney, Jean Dillon, Souzy Dracopoulou, Ann Flynn, Alison Higgs, Mina Hyare , Colin Whittington, Margaret Whittington and Tom Wilks."This is an excellent edited reader providing students and practitioners with a grounding in ethics and values whilst linking these to specific practice and the development of professional identity, inclusion and reflective practice. This book will be an essential reader for those in qualifying social work programmes, ASYE staff, practitioners and academics." Hugh McLaughlin, Professor of Social Work, Manchester Metropolitan University, UK"This book provides an exceptional expose of ethics and values in social work practice. Conceptual clarity and critical presentations of contemporary debates are presented in a systematic text. It is written in an accessible style and the content will prove valuable to social work students, practitioners and researchers alike. This is one of the most comprehensive books on ethics and values in social work practice available in the market." Professor Lambert Engelbrecht, Department of Social Work, Stellenbosch University, South Africa

Exploring various aspects of social work from an anthropological perspective, this original book uses an 'outsider' position to develop a reflexive dialogue with social workers from England and elsewhere in Europe. Bell, an anthropologist, worked alongside social work educators and social workers for many years. She widens our insights into social work by offering thought-provoking examples suggesting how social work practitioners view their occupation and their practice, and how wider society views them. Blending research and personal reflection to critically examine social workers' preoccupations and contributions to society, the author explores identities and definitions in social work, making this book refreshing reading for academics, researchers, students and practitioners.

Three centuries after the French explorer La Salle was murdered in the Texas wilds, this volume presents translations of three obscure documents that broaden the view of the man and his exploits. The first non-Spanish effort to settle areas along the Gulf of Mexico is seen from the perspectives of La Salle's engineer; a Spanish pilot who searched for the French colony; and two French lads who, orphaned as a result of the Fort Saint-Louis massacre, lived first among the Texas Indians, then the Spaniards.
The engineer Minet relates both La Salle's 1682 exploration of the Mississippi River and his 1685 voyage to the Gulf of Mexico, from which Minet himself returned to France and prison rather than share the fate of the colonists.
The pilot Juan Enriquez Barroto recounts the Spaniards' 1687 circumnavigation of the Gulf, the finding of La Salle's wrecked ships, and the first close examination of Texas and Louisiana bays and rivers, including the Mississippi passes.
Among the few survivors of La Salle's venture, the two Talon brothers returned to France as adults to give information that was vital to a new undertaking, Iberville's Mississippi colony. In an unparalleled adventure narrative and exploration account, they describe the land, its flora and fauna, and the natives' lives and languages--data of incalculable historical value.
From all three documents, significant sidelights emerge: Minet's description of the English colony of Jamestown, Enriquez's finding of Spanish castaways among the Atakapa Indians, and the Talons' description of life in seventeenth-century Mexico.
With careful scholarly attention--historical introductions, annotation, and commentaries by noted authorities--the documents emphasize the tendency of modern observers to ascribe to La Salle a knowledge of geography that simply was not possible in his time. They lead the editors to a somewhat surprising conclusion about why the vaunted explorer landed in Texas when he was seeking the Mississippi.

"Beyond Transition" aims to support vulnerable pupils who, despite supportive transition programmes, struggle to adjust to secondary school. They can find the size, structure, procedures and work overwhelming and threatening, and this can culminate in failure and disaffection. This resource provides an easy to use intervention programme which can be used throughout Key Stage 3. It includes: identification and monitoring of vulnerable pupils; a flexible programme with comprehensive facilitator notes and resources; evaluation of pupil progress; and, PowerPoint for staff development. The Survival Skills Programme can be used with individuals or small groups and provides a variety of activities including discussions, tasks, role-play and games that build and develop organisational and social skills. The programme covers the key areas of: friendship; organisational skills; dealing with feelings; problem-solving; and, moving forward. This practical resource offers staff a series of lessons that will help pupils to better understand their secondary environment and how to function more successfully in school. It also offers evidence of supporting and working with vulnerable and at risk groups of children. The publication includes a CD-ROM with all copiable resources and the staff training PowerPoint.