Strategies to help the classroom teacher focus on influence rather than control with sections on therapeutic approaches to education, nature and nurture, and emotional literacy. (£12.95) ... but there is a special offer on (see alongside).

Edited by John Visser, this popular title focuses on nuture groups, the relationships between teachers and pupils, multi-agency approaches and emotional intelligence. (£12.95) ... but there is a special offer on. Order both this title and Supporting Staff working with pupils with SEBD for just £15

A new book of imaginative ideas for dealing with some of the more common difficult behaviours that you might have to deal with from biting to swearing. The book is divided into two sections - a short section offering a set of principles for managing children's behaviour, followed by an A-Z of typical problem behaviours, with real-life examples and suggested solutions ... all for only £5.

Identification, diagnosis and what you might observe in this group of children and suggests ways of providing practical support. "...so full of useful information, ideas and strategies for dealing with the child who has attention problems, that the practitioner will probably have it constantly to hand ..." (£6)

Covering important issues such as special educational needs, anti-discrimination, behaviour, bullying, disability and equal opportunities, this book will help you develop an inclusion policy for your setting and provide you with practical ideas with its day-to-day implementation.

What is ‘typical’ behaviour in young children? How do you set about changing problem behaviour? What do we mean when we talk about behaviour management? How do I draw up a Behaviour Policy for the nursery? What is the best way of observing and assessing behaviour?
What sort of interventions should I try, and what happens when those don’t seem to be working? How should we support parents who have a child with challenging behaviour?

You'll find the answers in this easy-to-read guide (£6).

Do you have a child with a very short fuse . . . or a high level of anxiety? A child that overreacts in most situations? There can be many reasons why children react angrily, and here is a discreet approach to help them to understand and then learn how to control their angry feelings and reactions.

Based loosely on cognitive behaviour therapy and using a ‘talk-through’ approach, you will be able to help the child to think about his/her feelings in a different way and feel more in control of them.

There are twelve, clearly laid out practical sessions that use fireworks as a model for understanding and working on strategies to manage anger – the initial spark that lights the fuse, the speed at which the fuse burns, and the explosive firework.

Hannah Mortimer’s practical and user-friendly approach has been used successfully in both home and educational settings. (only £5)

A practical framework to help adults provide emotional support to young children aged 5 to 11. It can be used at home or at school.
 

There are 12 practical sessions with the emphasis on involving the child in each. There are useful activities for working on relaxation techniques, comments from adults who have used the approach and a list of further resources to help (only £5)

Why is it that the children who can least afford to switch off are the ones who don’t pay attention? And that children who most need to ask for help are the ones least likely to do so? If children are opting out in the classroom, switching off or passively waiting for direction, we need to understand the barriers they face and help them engage by making their learning opportunities more meaningful, interactive and rewarding.

This book aims to make classroom experience more accessible to all learners, and highlights the links between behaviour and hidden language processing difficulties. Based on tried and tested activities, strategies and self-help skills, you will find answers to these questions and ways of improving attention and concentration linked to a simple troubleshooting guide. (£10 inclusive of postage & packing)

This book is the result of an action research training programme delivered to teachers and support staff from both mainstream and special schools. The aim of the project was to bring a group of teachers supporting young people with social, emotional and behavioural difficulties together, share good practice and encourage class-based research.

The contributions come from recognised consultants in the field:

Joan Pritchard sets the scene with an overview of SEBD. The possible causes relating to SEBD, issues around developmental psychology and perspectives underpinning strategies widely used are all examined.

John Cornwall explores therapeutic approaches to education and points to the need for the ethos, culture and climate in schools to change in order to meet children's difficulties.

Paul Cooper considers the complex interactions and influences of biological, social and psychological factors in pupils with SEBD and how and understanding of biological influences on children helps informs teachers' use of assessment, intervention and learning styles.

Rob Long focuses on emotional literacy and looks at ways of developing self-esteem.

Peter Hook and Andy Vass deal with positive discipline and key characteristics that go towards creating classrooms in which it is possible for all pupils to grow emotionally.

A collection of chapters highlighting successful practice:

• Nurture Groups – a study of Nurture Group placement and the effectiveness of this approach.

• The importance of relationships between teacher and pupils.

• A carefully structured approach to planning for the transfer of pupils from specialist to mainstream settings.

• How ICT can effectively re-engage pupils in their education.

• Multi-agency approaches – a description of a project involving a child and adolescent mental health services team showing what can be achieved by collaborative work.

• Emotional intelligence – how staff, working with pupils with EBD, can be supported. A valuable account of the training, development, counselling and supervision in a school and the positive impact on both staff and pupils.

The term Attention Deficit/Hyperactivity Disorder (AD/HD) has become more widely used in the UK in recent years. Nevertheless, it remains a controversial topic for many people particularly, perhaps, because of the medication sometimes prescribed in its treatment.

In this book Hannah Mortimer concentrates on planning and supporting the individual needs of children with attention difficulties rather than being preoccupied with the dilemmas surrounding diagnosis and treatment. There are useful pointers to help in identification; examples of developing, implementing and monitoring programmes and activities; working with other professionals; and working in partnership with parents.

How often have you wished for an instruction manual when trying to deal with tricky behaviour? Of course every child is unique and there are no ‘recipes’ when it comes to dealing with difficult behaviour. However, here are some imaginative ideas for managing some of the more common tricky behaviours you are likely to have to deal with on a day-to-day basis in a nursery group, crèche, playgroup or childminding setting.

These include biting, bossing, climbing, crying, ditching the dummy, kicking and smacking, lack of confidence, not doing as asked, pulling and tugging, running off, scratching and gouging, soiling, spitting, swearing and temper tantrums.

Each has a brief pen picture of a child displaying that kind of difficulty, how staff worked out what to do, what they did and why it worked.

What is ‘typical’ behaviour in young children?

How do you set about changing problem behaviour?

What do we mean when we talk about behaviour management?

How do I draw up a Behaviour Policy for the nursery?

What is the best way of observing and assessing behaviour?

What sort of interventions should I try, and what happens when those don’t seem to be working?

How should we support parents who have a child with challenging behaviour?

Hannah Mortimer deals with these important questions in her usual easy-to-read style, providing a helpful and practical framework for dealing with young children’s behaviour. This book forms a companion to An A-Z of Tricky Behaviours in the Early Years which provides specific information and guidance about particular behaviours such as biting, kicking or throwing temper tantrums. Behaviour Management in the Early Years provides you with the general approaches that you need in order to manage behaviour in the early years.

Writing an inclusion policy, putting it into practice and then providing evidence that you are following it presents a challenge for early years settings. We so want to ‘get it right’ that it can be quite daunting.
Covering important issues such as special educational needs, anti-discrimination, behaviour, bullying, disability and equal opportunities, this book will help you develop an inclusion policy for your setting and provide you with practical ideas with its day-to-day implementation.
Provided also, is a sample Inclusion Policy for you to adapt to your own setting.