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      1. Psykologi och pedagogik
      2. Pedagogik
      3. Utbildningsstrategier och utbildningspolitik

      Finding the Words

      Empowering Struggling Students through Guided Conversations

      AvHayley Watson

      Häftad, Engelska, 2024

      220 kr

      Beställningsvara. Skickas inom 5-8 vardagar. Fri frakt över 249 kr.

      Beskrivning

      Boost your confidence in supporting the mental health of all students Educators can’t always fix or change students’ challenging situations, but with Dr. Hayley Watson's Finding the Words, they can create compassionate, safe spaces to truly make a difference to student wellbeing. As educators, we are in a position where we can help students break out of cycles of anxiety, low mood, and peer struggles, without needing to be a mental health expert. This book shows you how to support students with issues like parental loss, low body image, bullying, addiction, and more—with practical language that you can use anytime you are on-the-spot with a struggling student. This language helps you set boundaries to protect your own wellbeing, by guiding your students towards self-reliance and resilience. In Finding the Words, author and clinical psychologist Hayley Watson offers practical advice with a personal, self-reflective, and relatable tone. In each chapter, you’ll explore the topics students struggle with most, including hot-button issues like consent and prejudice. You’ll learn how to talk to kids about these issues in a way that helps them make positive changes in their lives. With this book, you will feel like you have a psychologist on hand to support you in those moments when you know your response could mean the world to a struggling student. Understand the common issues your students face—anxiety, low body image, acting out, and beyondRead first-person accounts from youth ages 5-19, showing how appropriate responses can nurture and support students through any challenge they face Gain specific, practical techniques and takeaways to use right away in your interactions with studentsLearn the most effective language to use when you are on-the-spot with a struggling studentThis is a critical resource for school leaders, teacher leaders, classroom teachers and school staff. Any adults who work with youth can benefit from this insightful, expert advice on how to help in the moments when your students need you most.

      Produktinformation

      • Utgivningsdatum:2024-02-26
      • Mått:183 x 231 x 23 mm
      • Vikt:386 g
      • Format:Häftad
      • Språk:Engelska
      • Antal sidor:272
      • Förlag:John Wiley & Sons Inc
      • ISBN:9781394187140

      Utforska kategorier

      • Utbildningsstrategier och utbildningspolitik inom Psykologi och pedagogik
      • Studievägledning och elevhälsa inom Psykologi och pedagogik

      Mer om författaren

      Dr. Hayley Watson is a clinical psychologist specializing in children and adolescents and the founder of Open Parachute, a video-based school mental health program using documentary stories of real students sharing their experiences of overcoming struggle. The platform reaches more than half a million students and educators worldwide.

      Innehållsförteckning

      • Acknowledgments xvIntroduction xviiChapter 1 understanding student mental health 1Shadow qualities and the true self 1Section 1 rejecting/acceptance (remembering love) 11Chapter 2 finding the words with students who are in rejecting behavior patterns 13What can I do to help students who are rejecting? 15Chapter 3 encouraging students who are disengaged from school 17Why do students disengage from school? 17What can I do to help a student who is disengaged from school? 18How will I have a constructive conversation with a student who is disengaged from school? 18Chapter 4 supporting students who face abuse and domestic violence 25Why does abuse and domestic violence impact students? 25What can I do to help a student who has faced abuse or domestic violence? 26How will I have a constructive conversation with a student who has faced abuse or domestic violence? 26chapter 5 coaching students who bully or are aggressive/violent 33Why do students act with aggression or bully others? 33What can I do to help a student who is being aggressive or bullying others? 34How will I have a constructive conversation with a student who has been aggressive or bullied others? 34Chapter 6 helping gender diverse students feel included 41Why do many students with gender diversity struggle so much? 41What can I do to help a student who is gender diverse and struggling to feel accepted? 42How will i have a constructive conversation with a student who is struggling with their experience of gender? 42Section 2 controlling/spontaneity (remembering safety) 49Chapter 7 finding the words with students who are in controlling behavior patterns 51What can I do to help students who are controlling? 52Chapter 8 supporting students who are worried, anxious, or stressed 55Why do students experience worries, anxiety, and stress? 55What can I do to help a student who is experiencing worries, anxiety, or stress? 56How will I have a constructive conversation with a student who is experiencing worries, anxiety, or stress? 56Chapter 9 guiding students away from peer rivalry 61Why do students get into rivalries with peers and siblings? 61What can I do to help a student who is in a rivalry with a peer or sibling? 62How will I have a constructive conversation with a student who is in a rivalry with a peer or sibling? 62Chapter 10 talking to students about unhealthy eating habits 69Why do students have disordered eating? 69What can I do to help a student who has disordered eating? 70How will I have constructive conversation with a student who has disordered eating? 70Section 3 avoiding/openness (remembering courage) 79Chapter 11 finding the words with students who are in avoiding behavior patterns 81What can I do to help students who are avoiding? 82Chapter 12 supporting students who self-harm 85Why do students self-harm? 85What can I do to help a student who is self-harming? 86How will I have a constructive conversation with a student who is self-harming? 86Chapter 13 helping students who people-please 95Why do students develop people-pleasing behaviors? 95What can I do to help a student who is people-pleasing? 96How will I have a constructive conversation with a student who is people-pleasing? 96Chapter 14 encouraging students who are depressed or apathetic 103Why do students get depressed and become apathetic? 103What can I do to help a student who is depressed or apathetic? 104How will I have a constructive conversation with a student who is depressed or apathetic? 104Chapter 15 guiding students who are caught in addictive patterns 119Why do students become addicted? 119What can I do to help a student who is in an addictive pattern? 120How will I have a constructive conversation with a student who is in an addictive pattern? 120Chapter 16 communicating with students who have faced loss 129Why do students struggle to cope with loss/grief? 129What can I do to help a student who is struggling with grief? 130How will I have a constructive conversation with a student who is grieving? 130Section 4 following/leadership (remembering identity) 141Chapter 17 finding the words with students who are in following behavior patterns 143What can I do to help students who are following? 144Chapter 18 supporting students who are negatively impacted by gender norms 147Why are gender norms impacting students? 147What can I do to help a student who is impacted by gender norms? 148How will I have a constructive conversation with a student about gender norms? 148Chapter 19 guiding students to make healthy choices on social media 155Why is social media impacting students? 155What can I do to help a student who is impacted by social media? 156How will I have a constructive conversation with a student about social media? 156Chapter 20 supporting students with low body image 163Why does body image impact students? 163What can I do to help a student with low body image? 164How will I have a constructive conversation with a student about body image? 164Chapter 21 helping students stand up to peer pressure 171Why does peer pressure impact students? 171What can I do to help a student who is impacted by peer pressure? 172How will I have a constructive conversation with a student about peer pressure? 172Chapter 22 supporting students who are bullied 179Why does being bullied impact students? 179What can I do to help a student who is being bullied? 180How will I have a constructive conversation with a student about being bullied? 180Chapter 23 guiding students who violate consent 185Why do students violate consent? 185What can I do to help a student who has violated consent? 186How will I have a constructive conversation with a student about consent violations? 186Chapter 24 helping students who face prejudice 193Why are students impacted by prejudice? 193What can I do to help a student who is impacted by prejudice? 194How will I have a constructive conversation with a student who is impacted by prejudice? 194Section 5 repeating/freedom (remembering clarity) 201Chapter 25 finding the words with students who are in repeating behavior patterns 203What can I do to help students who are repeating? 204Chapter 26 minimizing the influence of pornography and “rape culture” 207Why are students impacted by pornography and why does “rape culture” exist? 207What can I do to help a student who is impacted by pornography and involved in “rape culture”? 208How will I have a constructive conversation with a student who is impacted by pornography and participating in “rape culture”? 208Chapter 27 supporting students who experience intergenerational trauma 215Why are students impacted by intergenerational trauma? 215What can I do to help a student who has experienced intergenerational trauma? 216How will I have a constructive conversation with a student who has experienced intergenerational trauma? 216Chapter 28 helping students cope with being objectified 223Why are students impacted by objectification? 223What can I do to help a student who has experienced objectification? 224How will I have a constructive conversation with a student who has been objectified? 224Chapter 29 responding to students who share stories of parental conflict and separation 229Why are students impacted by parental conflict and separation? 229What can I do to help a student who is struggling with parental conflict or separation? 230How will I have a constructive conversation with a student who is struggling with parental conflict or separation? 230Chapter 30 what’s next? 237About the author 239Index 241
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