As a parent, how many times have you wished you had an instruction manual to hand when you're dealing with a difficult moment? Parenting can be a tricky business, but here's a guide to help you manage your child's behaviour in a positive and effective way (£2.95)

A user-friendly guide covering areas such as improving a child's self-esteem, communication, making rules and setting boundaries, rewards, sanctions and dealing with arguments. The advice given is flexible and practical (£2.95)

Provides a practical guide for the difficult teenage years on building self-esteem; the value of good communication; on managing conflict; and negotiating with a teenager (£2.95)

Common sense advice put across in a lively and humorous way (£2.50)

Includes ten tips to improve and establish legible handwriting. It does not focus on a specific style but encourages features that will result in an acceptable and functional script (£6)

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.

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)

When a child is suffering because of persistent teasing or where a child has been bullied, the adults in their lives are often left feeling ‘if only I could do something to help...’. This book provides one method of giving such help using techniques taken from cognitive behavioural therapy and NLP (Neuro-linguistic Programming).

Suitable for professionals and parents who are concerned that a child is vulnerable to bullying and/or teasing, this book provides a discreet approach for helping the child to cope better. The ‘talk-through’ approach aims to provide a practical framework for you to ‘get started’. (£6)

A practical framework to help adults provide emotional support to young children aged 4 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)

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)

What do we mean by 'gifted' and 'talented'? What are the characteristics of gifted learners? How do we identify and support children in the early years who show early signs of giftedness? Hannah Mortimer deals with these and other issues, providing practical suggestions about how to identify and meet the needs of gifted and talented pupils.

The issues are addressed in a clear and readable style, always with short examples and a practical focus.

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)

Raising children has never been more in the public eye than in recent times. It is just about one of the most difficult tasks that we face. Children do need guidance. They also need freedom to develop their personalities and independence and finding the right balance is important.

Parents are increasingly recognised as the key to enabling their children to learn socially acceptable behaviour. Relationships are seen as central to providing children with an understanding of how to behave. Positive Parenting has some simple, practical strategies for parents which will enable them to develop and improve relationships with their children. It will also provide professionals with ideas they can pass on to 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.

This book is designed to help those with handwriting difficulties. It does so by:

• identifying and providing answers to the questions most pupils, parents and teachers would like to ask;

• presenting some early requirements for successful teaching;

• referring to handwriting rules. The authors provide ten rules which can help to transform writing, so that it becomes something of which to be proud, rather than a subject of concern.

Autistic Spectrum Disorders (ASDs) are complex. The numbers of children with these conditions seem to be increasing and staff in early years settings are being faced with the difficulties of helping these children learn and develop. This book will provide you with a practical understanding to help you achieve this. Although aimed at all those working in early years settings, this will also be helpful to parents of young children with an ASD. Sections include:

• diagnoses;

• understanding ASDs;

• educational goals and specialist approaches;

• working with parents;

• building communication;

• developing social understanding and enabling play;

• managing behaviour.

The main areas of concern are addressed in a clear and readable style, always with a practical focus, and short examples, on what needs to be done and the principles to guide your practice.

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.