This course focuses upon supporting the emotional development and support systems for teachers and schools.  It will also encourage senior management teams within those contexts to review their policy and practice and the ways in which they support staff in effectively managing behaviour of students. The course is designed to meet four central training objectives: For teachers to develop an awareness of their own levels of emotional literacy and how this can impact both negatively and positively upon their own classroom management styles. For teachers to identify the root causes of challenging behaviour and to discriminate accurately between what they can directly influence and what they can only influence indirectly. For teachers to observe high quality classroom practice in which effective strategies and tools are used to manage the behaviour of the students. For teachers to gain skills in assessing difficult situations and to further develop their own repertoire of coping strategies and support options. The course is divided into eight modules as follows: Module 1  -  Identifying and labelling your feelings Module 2  -  Becoming a good listener Module 3  -  Defining and asserting yourself Module 4  -  Managing stress and anger Module 5  -  Managing conflict Module 6  -  Putting it all together - coaching Module 7  -  10 most useful strategies or tips Module 8  -  Action planning

Emotionally Literate Behaviour Management

Politics & Social Sciences

Tina Rae

Social Sciences

Authors Online

Many pupils experience difficulty in controlling their strong feelings and in managing conflict in both school and home settings. This programme aims to help young people:  * avoid or manage situations of conflict * understand that they can create change * realise that it is possible to resolve difficulties and achieve a positive outcome. In this thoughtful approach to anger management, the authors suggest a teaching and learning model and use 'story' as the focus of pupil engagement. The book uses eight newspaper articles to help pupils to develop emotional literacy through subjects such as: * Road rage * racist incidents * Happy slapping * street fights. During the 10 session programme young people will: * understand anger in a variety of situations * learn about physiological and behavioural aspects of anger * rehearse coping strategies * plan positive responses to provocative situations.  This book offers teachers and non-teaching staff a practical, exciting and well-designed resource with full facilitator notes and all handout materials printable from a CD-ROM.

Controlling Anger: A Solution Focused Approach for Young People

Education & Teaching

Sara Daly

Schools & Teaching

Optimus Eduaction

Many pupils experience difficulty in controlling their strong feelings and in managing conflict in both school and home settings. These two programmes (for different age groups) aim to help children and young people: * Avoid or manage situations of conflict * Understand that they can create change * Realise that it is possible to resolve difficulties. In this thoughtful approach to anger management, the authors suggest a teaching and learning model and use 'story' as the focus of pupil engagement. During the 10-session programme, participants will: * Understand the causes of anger in a variety of situations * Learn about physiological and behavioural aspects of anger * Rehearse coping strategies * Plan positive responses to provocative situations. Controlling Anger: A solution-focused approach for children provides eight stories to help pupils develop emotional literacy. The topics of the stories include fighting with friends, bullying, swearing humiliation and exclusion. The stories also reinforce some of the key themes and concepts introduced via the Primary National Strategy's SEAL Curriculum.

Controlling Anger: A Solution Focused Approach for Children

Optimus Education

Teaching and Learning Effective Study Skills is designed to promote the development of study skills for students in Key Stage 3 and Key Stage 4, regardless of levels of ability or achievement. It provides an eight-session programme for young people, which aims to introduce and teach the key study skills essential for effective academic performance and achievement. All students can benefit from these specific strategies for organising, remembering, prioritising and undertaking assessments. These processes are the underpinnings of strategic learning and are essential for accurate and efficient study.  This programme is intended as a fun and stimulating means of developing the kinds of study skills necessary to achieve success in today's ever stressful and 'test bound' curriculum.

Teaching and Learning Effective Study Skills

Lorna Nelson

Both research and anecdotal evidence tell us that bullying affects the lives of many of our children and young people. Working together in partnership to reduce bullying in our schools and communities is crucial. The difference it could make to just one child or young person's life is a difference worth making.&nbsp; Preventing Bullying: Creating Non-Aggressive School Cultures is a practical and comprehensive resource for teachers, parents/carers and other professionals involved in managing the effects of bullying. With sample policies, top tips, information for parents and students, case studies, and additional resources, Preventing Bullying: Creating Non-Aggressive School Cultures will provide your school with the information and resources it needs to successfully combat bullying. Write your review By reviewing our products and sharing your experience, you'll be helping your colleagues decide which resources to invest in, and you'll be providing us with invaluable feedback to use in devloping future titles. So don't be shy and let us know what you thought. You can see what other people said about this product here.

Preventing Bullying: Creating Non-Aggressive School Cultures

Jan Sargeant

Elizabeth Smith

Parenting & Relationships

My BasketThere are no products in your shopping cart.  0 Items Total: GBP0.00 Any publicationOptimus EducationChris KingtonTeach to Inspire Any formatPrinteBookSubscription Any sectorPrimarySecondaryCollege/FEEarly Years Sign inRegister HomeAbout UsWhat's new?BestsellerseBooksChris KingtonTeach to InspireYour interestAssemblies Behaviour management CPD Early years Education psychology Geography Gifted and Talented Leadership and management SEAL Special educational needs Teaching and learning Your job roleAssistant Head CPD leader Child Protection Coordinator Classroom Teacher Curriculum Manager Deputy Head Director of Studies Early Years Professional Educational Psychologist Geography teacher Head of Year Headteacher Home School Coordinator ICT Manager Leading teacher for gifted and talented Learning Mentor PSHE and Citizenship Coordinator Parent SEAL Coordinator SENCO School Business Manager\Bursar School Governor Subject Leader Teaching Assistant Teaching and Learning CoordinatorKeeping Out of Trouble  By Rachael Hayes, Tina Rae GBP79.00Customer Rating: 0.Share This Product  Age:SecondaryISBN:978-1-906517-28-1Published:July 2009 Print IntroductionCustomer ReviewsDeliveryWrite your review By reviewing our products and sharing your experience, you'll be helping your colleagues decide which resources to invest in, and you'll be providing us with invaluable feedback to use in devloping future titles. So don't be shy and let us know what you thought. You can see what other people said about this product here.  Books: If you are in the UK, your order should usually arrive within 3-5 working days. Please allow up to two weeks for deliveries outside the UK. eBooks: If purchased by credit card, you will be provided with easy download instructions for immediate download. If purchased by invoice you will have to wait until we have confirmed that your email address and contact details match your school's. This is typically done on the following working day. Subscriptions: For details about subscription delivery, please see the general product information. Postage & Packaging Postal rates will vary depending on the weight of the order and the destination of delivery as follows: Region Weight Price 0-11kg GBP6.50  UK 11-20kg GBP11.50 20kg + GBP15.00 0-11kg GBP11.50  Europe 11-20kg GBP15.50 20kg + GBP19.00 0-11kg GBP15.00  Rest of World 11-20kg GBP19.00 20kg + GBP25.00  Still got questions? Further delivery information can be found here. .Related products  Controlling Anger: A Solution-focused Approach for Young PeopleSara Daly, Tina RaeGBP45.0 0 Tough Issues, Tough ChoicesBrian Morris, Tina RaeGBP125.00 Self-harm & SuicideElizabeth Smith, Tina RaeGBP79.00 --------------------------------------------------------------------------------  Summary of contents The Keeping Out of Trouble programme will enable secondary schools to provide interventions targeted at students who are, or are at risk of, committing criminal offences. By developing the students' awareness of victims, the consequences of their actions and sensitive issues as well as by encouraging students to engage in self-reflection, students will develop the strategies, knowledge and understanding to support themselves in making informed choices about their behaviour and future actions.  This essential new resource is based on a programme that was developed by staff in the Youth Offending Team and The Hillingdon Pupil Referral Unit, who recognised that students needed more support. The programme fits in with the Every Child Matters agenda, tackling the 'Be Healthy' 'Stay Safe' 'Enjoy & Achieve' and 'Making a Positive Contribution' aims. The Keeping Out of Trouble programme consists of an initial tutorial session, followed by 16 group sessions and a final self-evaluation and target setting session. These strands of support aim to meet the following objectives: *To enable students to develop consequential thinking *To encourage the development of victim awareness *To develop an understanding of restorative work and ways that they can engage in this kind of work *To enable students to develop an awareness of their own feelings and the ability to label, identify and express these feelings in a safe way *To further develop personal insight, gaining knowledge of strengths and weaknesses and the ability to take structured criticism and feedback *To encourage the development of confidence and self-assurance *To encourage the development of self-reflection skills *To develop an awareness of the consequences of their behaviours - both for themselves and others *To further develop a sense of responsibility and locus of control, that is, to have internal control *To encourage students to further develop and appreciate the perspectives of others, that is, empathy *To encourage students to develop a range of strategies to pre-empt and avoid anti-social and offending behaviours *To encourage facilitators and students to cooperate as joint problem-solvers, engaging in wide ranging discussions around key issues The programme is aimed at: *All young people, especially those who have demonstrated anti-social or criminal behaviour *A group of young people of a similar age *Young people who have not been identified as prolific offenders

Keeping out of Trouble: A Preventive Approach for Secondary Students

Rachael Hayes

Motivational Interviewing (MI) was originally developed by Miller and Rollnick (1991, 2002) and was defined as a person-centred, directive method for enhancing intrinsic motivation to change by exploring and resolving ambivalence. Unlike non-directive counselling, this approach has been described as more focused and goal-directed. The examination and resolution of ambivalence is the key purpose and the facilitator adopting this approach will therefore be intentionally directive in pursuing this goal.  Motivational Interviewing is a counselling technique originally developed within medical settings in order to support individuals with addiction problems. It is a powerful tool for use with young people who may not always wish to change their behaviours or have strong reasons why they wish to maintain certain behaviours. A central premise was that people are not always ready to change their patterns of behaviour and the approach does not presume or assume that people actually want to change particular aspects of their behaviour. Behaviour change is, in effect, reliant upon the individual's motivation. Change is motivated by a perceived discrepancy between present beliefs and important personal goals or values. Overall, it is the student who is responsible for choosing and carrying out the change.  Using Motivational Interviewing with Young People In the school context concerns regarding an individual student's behaviour may well have come from a third part, for example, a parent, teacher, mentor. The young person concerned may not be motivated to change his behaviour and may not share the same aspirations or goals as these concerned adults. This resource is consequently aimed at students in order to encourage them to explore their own patterns of behaviour and to further develop an understanding of the change process and the benefits it might bring.  The programme introduces students to MI and the basic Motivational Interviewing skills:  1. Open-ended questions. 2. Reflective listening. 3. Reframing. 4. Developing discrepancy.  5. Looking forward.  The programme is both educational and therapeutic in design. The programme can provide some useful resources for the clinician engaged in individual interventions and the Learning Mentor, SENCO, Inclusion Manager or other professionals wishing to develop a programme of support for an individual student. A significant feature is the way in which students themselves are required to try out and make use of the key stills and strategies of the MI approach. The idea here is to promote this powerful notion of peer support and to encourage young people to perceive themselves as change agents who are both motivated and motivating to others.

Teaching Tools, Vol. 2: Motivational Interview Approach for Secondary Staff and Students

Cognitive Behaviour Therapy (CBT) is a specific, goal-orientated therapy which often results in positive change within a short period of time, unlike traditional psychotherapy which can take many years to produce positive results. CBT emphasises the role that thoughts play in regard to both emotions and behaviours. It advocates that changing thought processes can have a significant effect upon altering behaviours. CBT offers individuals a way of talking about themselves, their world and other people and about how what they do affects their thoughts and feelings. Unlike many other 'talking treatments' CBT focuses upon the here and now and ways to improve the individual's state of mind in the present time as opposed to focusing on causes of distress of past symptoms.&nbsp; This programme for young people introduces and teaches the key elements and skills of a Cognitive Behavioural Approach. Participants are taught that by changing thought processes they can have a significant effect in altering behaviours. Change Your Mind - Skills-based Learning There is a wealth of recent research to show that CBT is both a promising and an effective intervention for treating children's psychological difficulties and problems. It also involves problem-solving skills training and social skills work. Given the increasing awareness and prevalence of mental health problems amongst young people, this programme aims to articulate these concerns whilst also providing 12 sessions of skill-based learning. The sessions introduce key elements and techniques of the CBT approach and encourage young people to reconsider their negative assumptions and learn how to change their self-perceptions in order to improve their mental and emotional state. The programme is not intended to be delivered as individual 'therapy' per se, but rather as a small group or whole class intervention providing facilitators with a series of tried and tested resources for use with young people. The idea is not to target only those regarded as exhibiting behavioural problems, low self-esteem and anxiety but to include all young people in order to prevent escalation of any difficulties and to provide them with a range of CBT problem-solving strategies and techniques. The programme is both educational and therapeutic in design but is not, in any sense, a substitute for individual interventions delivered by appropriate clinicians. However, the resources can and do provide useful tools for the clinician engaged in such individual interventions and the Learning Mentor, SENCO or Inclusion Manager wishing to develop a programme of support for an individual student.

Teaching Tools, Vol. 3: Cognitive Behavioural Approach for Secondary Staff and Students

Sandy Egan

The Secondary SEAL Resource Bank: Extended Student Activities and Staff Training aims to provide your staff with a broad selection of resources and highly practical activities to develop the SEAL agenda within your school.  With practical, user-friendly student activities and in-depth staff training, The Secondary SEAL Resource Bank: Extended Student Activities and Staff Training will ensure that your students will have the opportunity to develop and reinforce their social and emotional skills both individually and as part of a group.  By developing these skills in your students you are providing them with the opportunity to become more motivated and successful learners, who can actively engage with and respect others.

The Secondary Seal Resource Bank: Extended Student Activities and Staff Training

Patricia Black

Lisa Pedersen

Developing Social and Emotional Skills in the Early Years is a comprehensive programme for early years providers to support the development of young children's social and emotional skills.  This latest offering from Tina Rae and Sara Daly will support early years practitioners in teaching pupils to develop basic skills in communicating emotions, making and sustaining friendships and modelling genuine and appropriate social and emotional responses. With an introductory PowerPoint presentation and facilitator notes, Developing Social and Emotional Skills in the Early Years will provide you with the practical and relevant resources you need to support your pupils' social and emotional development.

Developing Social and Emotional Skills in the Early Years

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Books by Tina Rae