This practical text explores children's emotional development and the correlation between emotional security and effective learning. The authors focus on a wide range of specific emotional issues, such as coping with loss, separation, anxiety, panic, and anger management. They discuss how to raise a child's self esteem and motivation and the advice and techniques offered will help teachers, SENCOs and learning support staff to create an understanding and supportive environment for all children in the primary classroom.

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.

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

Many children with emotional and behavioral difficulties behave well in a one-to-one situation with an adult. It is when they are in a group with their peers that their behavior deteriorates dramatically. The more teachers understand about group dynamics, the better equipped they will be to support children who find such skills as turn-taking and sharing difficult. This book looks at:

• group skills
• managing difficult groups
• the group leader.

Schools are often faced with dealing with children who have mild forms of obsessive compulsive disorder. Through increased understanding, staff can support children with minimum stress. This book answers questions including: What is obsessive compulsive disorder? What are the causes? How can school staff help the sufferer?

Wartime Record Of Germany's Deadliest Raider, As Told By Her Captain.

Wartime Record Of Germany's Deadliest Raider, As Told By Her Captain.

Rob Long s Intervention Toolbox is written for education practitioners who support young people with problem behaviours that act as barriers to their successful engagement with school. Taking a multi-dimensional approach, the Toolbox provides solutions to deal with the multi-faceted nature of challenging behaviour.

There are 6 compartments to the Toolbox:

Physiological;

Feelings;

Behaviour;

Cognitive;

Social;

Happiness.

For each compartment there are a number of tools (interventions) that may be used depending on the age and level of understanding of the young person. As all problem behaviours have many component parts, the Toolbox enables practitioners to employ several interventions to comprehensively tackle challenging behaviours.

There are specific sections on both Asperger s Syndrome and Attention Deficit Hyperactivity Disorders with In Class Behaviour Plans for these learners, as well as an accompanying CD Rom including resources for putting strategies into practice. The CD Rom also provides PowerPoint slides for training staff in using the Toolbox.

As an experienced professional, teacher and educational psychologist, Rob Long s strategies combine innovation with sound psychology and learning theories.

There are specific sections on both Asperger s Syndrome and Attention Deficit Hyperactivity Disorders with In Class Behaviour Plans for these learners, as well as an accompanying CD Rom including resources for putting strategies into practice. The CD Rom also provides PowerPoint slides for training staff in using the Toolbox.

As an experienced professional, teacher and educational psychologist, Rob Long s strategies combine innovation with sound psychology and learning theories."

This practical, down-to-earth guide offers the means for you to awaken your healing hands. Focussing on the use of hand sensitivity and energy in healing, the guide introduces methods to rapidly sharpen your latent skills and increase your confidence when feeling and working with Qi. Based on a combination of clinical examples, Daoist philosophy, and detailed 'how-to' instructions, the author shows you how to develop your ability to work energetically with your hands, providing an invaluable, powerful tool for subtle diagnosis and healing work that can supplement other methods.

Barely out of film school, Rob Long struck the jackpot and landed a job on the phenomenally successful TV sitcom, Cheers. However, with the demise of the show, Long was faced with the question, 'Is there life after Cheers?' Mercilessly witty about the daunting process of setting up a new series and getting it on air, these two books tell the absurd tale of what came next. Getting from pitch to pilot is a tricky path to navigate successfully, from making non-negotiable changes and deal-breaking edits, combined with accommodating the whims of studios, networks and agents, often the finished product ends up a long way from where the script-writer started. With the help of his agent, her constant demands, monstrous salesmanship, brutal irony and unswerving loyalty, Long's career fluctuates from wannabe to player, from award-winning script-writer to burnt out has-been. And it's all, as he says 'half true'.

A sense of loss can have a very disturbing affect on children and can come about not only as a result of bereavement, but also after divorce/seperation, moving away from friends, moving between foster homes etc. This book looks at:

• 
  
• understanding loss
• 
  
• how different children react to loss
• 
  
• listening to troubled children.

Understanding how children think and feel is the key to buiding good relationships in the classroom. This book looks at:

• 
  
• underlying causes of emotional conflicts
• 
  
• the nature of maladaptive coping mechanisms
• 
  
• why boys tend to act out and girls ten to act in
• 
  
• interventions to promote the use of adaptive coping styles.

Is there more disruptive behavior in schools today?

The simple answer to this often asked question is probably yes. But the reasons lie more outside teenagers than inside. For too many teachers there can be an attitude of: "I was a teenager once, therefor I know what it is like." But we all develop in a unique time and the issues are unique to that period. Pressures differ, fears differ. There are times when schools are seen to be part of the problem rather than the solution.