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Teaching of students with emotional & behavioural difficulties

See below for a selection of the latest books from Teaching of students with emotional & behavioural difficulties category. Presented with a red border are the Teaching of students with emotional & behavioural difficulties books that have been lovingly read and reviewed by the experts at Lovereading. With expert reading recommendations made by people with a passion for books and some unique features Lovereading will help you find great Teaching of students with emotional & behavioural difficulties books and those from many more genres to read that will keep you inspired and entertained. And it's all free!

Understanding, Nurturing and Working Effectively with Vulnerable Children in Schools Why Can't You Hear Me?

Understanding, Nurturing and Working Effectively with Vulnerable Children in Schools Why Can't You Hear Me?

Author: Angela Greenwood Format: Hardback Release Date: 28/08/2019

In times of increasing pressure on schools and teachers, it is essential that teachers are equipped to understand the emotional and relational factors in learning and teaching. Vulnerable and disaffected children need understanding and nurture rather than reactive management, which can easily exacerbate their difficulties, leaving them unheard and defensive, and even undermine teacher confidence and effectiveness. Understanding, Nurturing and Working Effectively with Vulnerable Children in Schools offers a comprehensive and accessible exploration of the difficulties faced by teachers and schools from at-risk and disaffected children, including repeated trauma and insecure attachment patterns. The book describes how a thoughtful `relationship based' approach can both alleviate such difficulties and offer a second chance attachment experience, enabling students to discover it might be safe to let down their all consuming defences a little; thus freeing them to begin to learn. It offers Practical suggestions in note form - making them easy to use, refer to and assimilate Numerous case examples and teacher friendly theoretical background material A wealth of ideas for ways forward, including differentiated responses to children in the light of their particular patterns, developmental stages and unmet needs Written from extensive professional experience, this is an essential handbook and resource book for trainers, schools, teachers and school staff, and for educational psychologists and those in children's services working with vulnerable children in pre and primary schools, as well as those in special schools and units.

Understanding, Nurturing and Working Effectively with Vulnerable Children in Schools Why Can't You Hear Me?

Understanding, Nurturing and Working Effectively with Vulnerable Children in Schools Why Can't You Hear Me?

Author: Angela Greenwood Format: Paperback / softback Release Date: 28/08/2019

In times of increasing pressure on schools and teachers, it is essential that teachers are equipped to understand the emotional and relational factors in learning and teaching. Vulnerable and disaffected children need understanding and nurture rather than reactive management, which can easily exacerbate their difficulties, leaving them unheard and defensive, and even undermine teacher confidence and effectiveness. Understanding, Nurturing and Working Effectively with Vulnerable Children in Schools offers a comprehensive and accessible exploration of the difficulties faced by teachers and schools from at-risk and disaffected children, including repeated trauma and insecure attachment patterns. The book describes how a thoughtful `relationship based' approach can both alleviate such difficulties and offer a second chance attachment experience, enabling students to discover it might be safe to let down their all consuming defences a little; thus freeing them to begin to learn. It offers Practical suggestions in note form - making them easy to use, refer to and assimilate Numerous case examples and teacher friendly theoretical background material A wealth of ideas for ways forward, including differentiated responses to children in the light of their particular patterns, developmental stages and unmet needs Written from extensive professional experience, this is an essential handbook and resource book for trainers, schools, teachers and school staff, and for educational psychologists and those in children's services working with vulnerable children in pre and primary schools, as well as those in special schools and units.

Thesis and Dissertation Writing in a Second Language A Handbook for Students and their Supervisors

Thesis and Dissertation Writing in a Second Language A Handbook for Students and their Supervisors

Author: Brian Paltridge, Sue Starfield Format: Paperback / softback Release Date: 08/08/2019

Fully updated and packed with new material, the second edition of Thesis and Dissertation Writing in a Second Language is the ideal guide for non-native speaker students and their supervisors working on writing a thesis or dissertation in English. Considering the purposes of thesis and dissertation of writing alongside writer/reader relationships, this book uses accessible language and practical examples to discuss issues that are crucial to successful thesis and dissertation writing. This edition offers: Insights into the experience of being a doctoral writer, issues of writer identity and writing with authority Typical language and discourse features of theses and dissertations Advice on the structure and organisation of key sections Suggestions for online resources which support writing Extracts from completed theses and dissertations Guidance on understanding examiner expectations Advice on publishing from a PhD Suitable for students from all disciplines, Thesis and Dissertation Writing in a Second Language is essential reading for non-native speaker students looking to complete a thesis or dissertation in English.

Thesis and Dissertation Writing in a Second Language A Handbook for Students and their Supervisors

Thesis and Dissertation Writing in a Second Language A Handbook for Students and their Supervisors

Author: Brian Paltridge, Sue Starfield Format: Hardback Release Date: 08/08/2019

Fully updated and packed with new material, the second edition of Thesis and Dissertation Writing in a Second Language is the ideal guide for non-native speaker students and their supervisors working on writing a thesis or dissertation in English. Considering the purposes of thesis and dissertation of writing alongside writer/reader relationships, this book uses accessible language and practical examples to discuss issues that are crucial to successful thesis and dissertation writing. This edition offers: Insights into the experience of being a doctoral writer, issues of writer identity and writing with authority Typical language and discourse features of theses and dissertations Advice on the structure and organisation of key sections Suggestions for online resources which support writing Extracts from completed theses and dissertations Guidance on understanding examiner expectations Advice on publishing from a PhD Suitable for students from all disciplines, Thesis and Dissertation Writing in a Second Language is essential reading for non-native speaker students looking to complete a thesis or dissertation in English.

Supporting Children with Anxiety to Understand and Celebrate Difference A Get to Know Me Workbook and Guide for Parents and Practitioners

Supporting Children with Anxiety to Understand and Celebrate Difference A Get to Know Me Workbook and Guide for Parents and Practitioners

Author: Louise Lightfoot Format: Paperback / softback Release Date: 10/07/2019

The `Get to Know Me' resources aim to support children, with and those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Louise Lightfoot, the series includes activities specific to anxiety, depression and OCD. In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically. This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw-along versions of Sammy Sloth - a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with anxiety. The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a child's needs to promote empathy and acceptance. Picture book and draw-along versions of Sammy Sloth are available separately, and as part of the Get to Know Me: Anxiety set.

Sammy Sloth Get to Know Me: Anxiety

Sammy Sloth Get to Know Me: Anxiety

Author: Louise Lightfoot Format: Paperback / softback Release Date: 10/07/2019

The `Get to Know Me' series is aimed at children with additional or Social Emotional Mental Health (SEMH) needs and the those who support them. classroom. Developed by child psychologist Louise Lightfoot and illustrated by Catherine Hicks, the resources in this series include activities specific to anxiety, depression and OCD. This book, Sammy Sloth, has been designed to support the individual child but also to be used in whole class teaching, to encourage an empathetic and inclusive environment. In this book, we meet Sammy, a sloth who lives in a beautiful tree by the sea. The story follows Sammy as he wakes up one day to find he feels funny and strange. He can't sit still and does not feel like his usual happy and relaxed self. After pacing up and down he meets Anna the armadillo who tells Sammy that he is silly and has no right to be sad when his life is good. Sammy hears this and feels embarrassed and ashamed of how he has been feeling. Sammy hides away until he meets a kind lizard who shows him kindness and empathy. This book was written with children with anxiety in mind, providing an opportunity to relate to Sammy's thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story. The book is written in a narrative style, so it does not use diagnostic labels and is not intended for this purpose. Instead the focus is on creating a common language which children can understand and use to make sense of how they are feeling. A practitioner guidebook (ISBN 9780815349419) and draw-along version (ISBN 9780815349426) are also available.

Draw-along Silver Matilda Get to Know Me: Depression

Draw-along Silver Matilda Get to Know Me: Depression

Author: Louise Lightfoot Format: Paperback / softback Release Date: 09/07/2019

The `Get to Know Me' series is made up of resources aimed at children with additional needs and SMHE. Developed by child psychologist Louise Lightfoot and illustrated by Catherine Hicks, the series includes activities specific to anxiety, depression and OCD. This book, Draw-along Silver Matilda, is an activity-based picture book story, in which individual children are encouraged to interact with the story in a creative way - through writing, drawing, scrap booking, collage, activities etc. Active engagement helps children to understand and process information, and aids long-term recall. It has been designed to support the individual child and encourage an empathetic and inclusive environment. In this book, we meet Matilda, a bird with silver feathers known for her beauty and graceful flight. The story follows Matilda as she loses her bright feathers and ashamed, hides away from the world until one day an owl comes and sits with her. The owl shows Matilda empathy and stays with her whilst she recovers and watches as she becomes stronger through her experience. This book was written with children with depression in mind, providing an opportunity to relate to Matilda's thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story. The book is written in a narrative style, so it does not use diagnostic labels and is not intended for this purpose. Instead the focus is on creating a common language which children can understand and use to make sense of how they are feeling. A practitioner guidebook is also available (ISBN 9780815349433).

Supporting Children with OCD to Understand and Celebrate Difference A Get to Know Me Workbook and Guide for Parents and Practitioners

Supporting Children with OCD to Understand and Celebrate Difference A Get to Know Me Workbook and Guide for Parents and Practitioners

Author: Louise Lightfoot Format: Paperback / softback Release Date: 09/07/2019

The `Get to Know Me' resources aim to support children, with and those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Louise Lightfoot, the series includes activities specific to anxiety, depression and OCD. In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically. This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw-along versions of Tidy Tim - a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with OCD. The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a child's needs to promote empathy and acceptance. Picture book and draw-along versions of Tidy Tim are available separately, and as part of the Get to Know Me: Tidy Tim set.

Draw-along Tidy Tim Get to Know me: OCD

Draw-along Tidy Tim Get to Know me: OCD

Author: Louise Lightfoot Format: Paperback / softback Release Date: 09/07/2019

The `Get to Know Me' series is made up of resources aimed at children with additional needs and SMHE. Developed by child psychologist Louise Lightfoot and illustrated by Catherine Hicks, the series includes activities specific to anxiety, depression and OCD. This book, Draw-along Tidy Tim, is an activity-based picture book story, in which individual children are encouraged to interact with the story in a creative way - through writing, drawing, scrap booking, collage, activities etc. Active engagement helps children to understand and process information, and aids long-term recall. It has been designed to support the individual child and encourage an empathetic and inclusive environment. In this book, we meet Tidy Tim, an octopus with many arms but not many friends. His swirly whirly feelings make him spend all day cleaning and tidying his house instead of going out and making friends. But one day, Tidy Tim gets himself into a terrible tangle and realises he needs the help of Jenni the Jellyfish, who helps him untangle his arms and his feelings. This book was written with children with OCD in mind, providing an opportunity to relate to Tim's thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story. The book is written in a narrative style, so it does not use diagnostic labels and is not intended for this purpose. Instead the focus is on creating a common language which children can understand and use to make sense of how they are feeling. A practitioner guidebook is also available (ISBN 9780815349488).

Get to Know Me: OCD

Get to Know Me: OCD

Author: Louise Lightfoot Format: Paperback / softback Release Date: 09/07/2019

The `Get to Know Me' resources aim to support children, along with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs, and encourage empathy and understanding. Developed by child psychologist Louise Lightfoot, the Guidebook, Picture book and Draw-along book in this three-part set will help key adults support children with OCD. Practical guidance, tools and strategies are supported by a narrative picture book and a draw-along version, which explore the thoughts, feelings and sensations experienced by many children with OCD.

Get to Know Me: Depression

Get to Know Me: Depression

Author: Louise Lightfoot Format: Paperback / softback Release Date: 09/07/2019

The `Get to Know Me' resources aim to support children, along with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs, and encourage empathy and understanding. Developed by child psychologist Louise Lightfoot, the Guidebook, Picture book and Draw-along book in this three-part set will help key adults support children with depression. Practical guidance, tools and strategies are supported by a narrative picture book and a draw-along version, which explore the thoughts, feelings and sensations experienced by many children with depression.

100 Ideas for Primary Teachers: Supporting Pupils with Social, Emotional and Mental Health Difficulties

100 Ideas for Primary Teachers: Supporting Pupils with Social, Emotional and Mental Health Difficulties

Author: Roy Howarth Format: Paperback / softback Release Date: 27/06/2019

Research has found that any one class might contain two to six children with profound social, emotional and behavioural difficulties. Without effective intervention and response, this can have a profound impact on the progress of these children, as well as the delivery of the curriculum to all pupils. Roy Howarth uses his extensive experience and expertise in this field to present practical solutions for supporting pupils with social, emotional and mental health difficulties, as well as alleviating pressures on whole-class teaching and management. Suitable for all mainstream and specialist teachers, 100 Ideas for Primary Teachers: Supporting Pupils with Social, Emotional and Mental Health Difficulties considers techniques for observation, intervention and differentiation, as well as preventing and dealing with significant difficulties. This fully updated edition will help teachers ensure all pupils can participate fully in lessons, learn more constructively and make better progress.