Anne Murray – författare

In this revealing autobiography, Canada’s first lady of song, for the first time, tells the whole story of her astonishing 40-year career in show biz. It is a candid retrospective of the extraordinary success achieved, and the prices that had to be paid.“After ‘Snowbird’ hit, I was swept up like Dorothy in The Wizard of Oz, and catapulted into a strange new universe … If I thought for a moment that I was really in control of events, I was deluded.” Anne MurrayAn unflinching self-portrait of Canada’s first great female recording artist, All of Me documents the life of Anne Murray, from her humble origins in the tragedy-plagued coal-mining town of Springhill, Nova Scotia, to her arrival on the world stage. Anne recounts her story: the battles with her record companies over singles and albums; the struggle with drug- and alcohol-ridden band members; the terrible guilt and loneliness of being away from her two young children; her divorce from the man who helped launch her career, Bill Langstroth; and the deaths of two of her closest confidantes. The result is a must-read autobiography by Canada’s beloved songbird.From the Hardcover edition.

First Published in 1997. This book gathers together some of the experience of a group of Tower Hamlets SLS teachers who have worked in collaboration with mainstream colleagues to develop whole-school behaviour policies. It aims to present key issues related to developing behaviour policies and to provide useful materials and ideas which can be used by schools as starting points for their own projects.

First Published in 1997. This book gathers together some of the experience of a group of Tower Hamlets SLS teachers who have worked in collaboration with mainstream colleagues to develop whole-school behaviour policies. It aims to present key issues related to developing behaviour policies and to provide useful materials and ideas which can be used by schools as starting points for their own projects.

This book is a practical guide to the following eight perspectives on behaviour:

biological - focusing on biological and biochemical processes in accounting for behaviour; behavioural (or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive (or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning - focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic - focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic - focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic - focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological - focusing on the influence of systems and the environment in accounting for behaviour.

The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.

This book is a practical guide to the following eight perspectives on behaviour:

biological - focusing on biological and biochemical processes in accounting for behaviour; behavioural (or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive (or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning - focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic - focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic - focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic - focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological - focusing on the influence of systems and the environment in accounting for behaviour.

The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.

This book is a practical guide to the following eight perspectives on behaviour: biological -focusing on biological and biochemical processes in accounting for behaviour; behavioural(or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive(or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning- focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic- focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic- focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic- focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological- focusing on the influence of systems and the environment in accounting for behaviour.The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.

First Published in 1997. This book gathers together some of the experience of a group of Tower Hamlets SLS teachers who have worked in collaboration with mainstream colleagues to develop whole-school behaviour policies. It aims to present key issues related to developing behaviour policies and to provide useful materials and ideas which can be used by schools as starting points for their own projects.

This book is a practical guide to the following eight perspectives on behaviour: biological -?focusing on biological and biochemical processes in accounting for behaviour; behavioural?(or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive?(or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning?- focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic?- focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic?- focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic?- focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological?- focusing on the influence of systems and the environment in accounting for behaviour. The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.