George Robinson – författare

This practical resource shows how creative and philosophical thinking can be developed in the everyday classroom. Part one describes the authors evolving ideas and practices of creative and philosophical thinking. Part two gives details about why these are seen as important, how to get going and suggests some ideas on how you might want to develop these practices further. This publication will help you develop: * Playful and experimental thinking outside the box * The ability of your children to pose questions that are important to them and create answers that are reasoned and reasonable * Children''s awareness and appreciation of themselves and others as knowledge creators * Children''s confidence and ability to challenge their own thinking and the status quo * Children''s ability to create options for themselves within constraints and to be open to opportunities * Children''s learning to learn about themselves * Teacher''s researching to understand and improve their own practice

Young people today encounter specific challenges and stresses in both educational and social contexts. This resource pack helps participants to:

The authors have designed a flexible programme that encourages young people and adults to respond positively to difficult situations they encounter, focusing on solutions rather than dwelling on set-backs. Topics taught in the 15 sessions include:

This practical resource shows how creative and philosophical thinking can be developed in the everyday classroom. Part one describes the authors evolving ideas and practices of creative and philosophical thinking. Part two gives details about why these are seen as important, how to get going and suggests some ideas on how you might want to develop these practices further. This publication will help you develop: * Playful and experimental thinking outside the box * The ability of your children to pose questions that are important to them and create answers that are reasoned and reasonable * Children''s awareness and appreciation of themselves and others as knowledge creators * Children''s confidence and ability to challenge their own thinking and the status quo * Children''s ability to create options for themselves within constraints and to be open to opportunities * Children''s learning to learn about themselves * Teacher''s researching to understand and improve their own practice

Young people today encounter specific challenges and stresses in both educational and social contexts. This resource pack helps participants to:

The authors have designed a flexible programme that encourages young people and adults to respond positively to difficult situations they encounter, focusing on solutions rather than dwelling on set-backs. Topics taught in the 15 sessions include:

For those who are interested in understanding, using and evaluating the method this book:

- Explains how the Support Group Method began

- Charts the recent controversy over the approach

- Gives step by step guidance on using the SGM

- Includes real life accounts from a practitioner using the method

- Answers frequently asked questions.

The publication includes George and Barbara's submission to the House of Commons Education Select Committee and a research report provided by Professor Peter K Smith who was commissioned to evaluate the use of the method.

Also available: The Support Group Method Training Pack by Barbara Maines and George Robinson

This new book and cd-rom provides a comprehensive training course which follows the structure of the hundreds of training days that Barbara and George have run around the world since 1991. The programme includes:

- clarification of the terms 'bully' and 'victim'

- a challenge to traditional practices

- the steps of the support group method

- what makes it work, including the voices of young people

- research findings.

The pack contains full facilitator notes with a PowerPoint presentation, video excerpts and all activity pages. It provides a challenging course which helps participants to learn and understand effective responses to bullying.

By the end of the presentation the participants will have the opportunity to consider aspects of the programme and place it into the context of the current emphasis on restorative methodology, peer support and the social and emotional aspects of behavioural learning.

`Would be a useful resource to encourage the inclusion of emotional literacy to a wider audience without "giving away the psychology". It could easily be used by teachers as a package, or be used in conjunction with an EP where schools need more encouragement to feel less confident. I would recommend this as a useful practical resource for schools' - Educational Psychology in Practice

All people, including young people, face tensions and stress but its how we learn to manage stress thats important.

The sections of this book cover:

" what is stress

" who becomes affected by stress

" the stresses faced by young people

" good ways to beat stress

" new ways of coping with stress.

The sections use stories to help children understand stress and how it manifests itself, and to develop a set of skills and coping strategies. There are comprehensive teacher notes, photocopiable worksheets and a variety of stress management strategies.

This resource is intended for whole class/group work and is not recommended for individual support for children who have suffered severe trauma.

Teresa Bliss and George Robinson explore the impact that Circle Time can have on the development of social behaviours, ethics and morality. Many new activities are added to the original repertoire.

The book includes:

" a link between Circle Time and the teaching of the moral and spiritual curriculum

" a plan for a terms developmental work

" ways in which issues starting outside the circle can be supported within the security of an already established circle group

" worksheets to increase the range of activities.

This book is the answer to teachers who ask for more ideas to extend the Circle Time programme.

For those who are interested in understanding, using and evaluating the method this book:

- Explains how the Support Group Method began

- Charts the recent controversy over the approach

- Gives step by step guidance on using the SGM

- Includes real life accounts from a practitioner using the method

- Answers frequently asked questions.

The publication includes George and Barbara's submission to the House of Commons Education Select Committee and a research report provided by Professor Peter K Smith who was commissioned to evaluate the use of the method.

Also available: The Support Group Method Training Pack by Barbara Maines and George Robinson

" practical aspects of anti-bullying work

" ideas for whole-school keynote sessions

" facilitators' instructions for group activities

" copiable worksheets and overhead foils.

The programmes are suitable for secondary and upper primary use. They provide an excellent project for primary/secondary liaison based around Year 6 and 7 joint work during the summer term.

Teresa Bliss and George Robinson explore the impact that Circle Time can have on the development of social behaviours, ethics and morality. Many new activities are added to the original repertoire.

The book includes:

" a link between Circle Time and the teaching of the moral and spiritual curriculum

" a plan for a terms developmental work

" ways in which issues starting outside the circle can be supported within the security of an already established circle group

" worksheets to increase the range of activities.

This book is the answer to teachers who ask for more ideas to extend the Circle Time programme.

You have probably heard of the 'No-Blame-Approach' to bullying. The method was featured in the BBC 2 documentary 'I Just Want it to Stop!', broadcast in August 1997.

This book is the only comprehensive account of the 'No-Blame-Approach', and describes its development.

The book is supported by accounts from teachers, psychologists and parents describing their experiences using the method with children and young people in both primary and secondary settings.

The latest edition of this book includes a reference to the research carried out by Sue Young in Hull, confirming the effectiveness of the No Blame Support Group Approach.

This is an essential read for every school intending to evaluate its anti-bullying policy and implement positive procedures.