Tina Rae – författare

The transition from primary to secondary school is extremely important in the lives of children and young people but it is also a time of significant stress for many. This unique programme is designed to support children during this process, helping to build the confidence, skills and the resources that they will need in order to ensure a smooth and successful transition. This accessible text provides teachers, parents and professionals working with young people with a comprehensive range of resources to effectively support this process, and also: promotes the development of resilient children and young people who can cope effectively with the process of change encourage pupil participation and ensure that well-being is further fostered and maintained both for young people and staff within the learning context includes specific strategies, techniques and ideas regarding the transition process including systems and individualised approaches helps young people to visualise success, manage strong and complex emotions, cope with stress and anxiety, problem solve difficult situations, recognise their own signature strengths and build upon these through a series of activities and problem based learning opportunities. The programme itself also makes use of solution-focused approaches, motivational interviewing techniques, cognitive behaviour therapy strategies and a range of ideas and techniques taken from positive psychology and resilience theory. The wealth of resources offered here make this programme unique and engaging, and will be particularly useful to those who support children with SEN and higher levels of vulnerability.

The transition from primary to secondary school is extremely important in the lives of children and young people but it is also a time of significant stress for many. This unique programme is designed to support children during this process, helping to build the confidence, skills and the resources that they will need in order to ensure a smooth and successful transition. This accessible text provides teachers, parents and professionals working with young people with a comprehensive range of resources to effectively support this process, and also: promotes the development of resilient children and young people who can cope effectively with the process of change encourage pupil participation and ensure that well-being is further fostered and maintained both for young people and staff within the learning context includes specific strategies, techniques and ideas regarding the transition process including systems and individualised approaches helps young people to visualise success, manage strong and complex emotions, cope with stress and anxiety, problem solve difficult situations, recognise their own signature strengths and build upon these through a series of activities and problem based learning opportunities. The programme itself also makes use of solution-focused approaches, motivational interviewing techniques, cognitive behaviour therapy strategies and a range of ideas and techniques taken from positive psychology and resilience theory. The wealth of resources offered here make this programme unique and engaging, and will be particularly useful to those who support children with SEN and higher levels of vulnerability.

This book is the go-to resource for those parents and professionals seeking to support children through the trauma of war and conflict. Not only does it provide the evidence base for effectively integrating refugee children into their new schools, but it also introduces the reader to a range of key tools and strategies to both understand and manage anxiety and trauma -related behaviours. Practical and user-friendly, it demystifies the process of talking about difficult topics, providing helpful advice on how to do this in a trauma informed way, making use of effective tools from therapeutic approaches to help our children and ourselves remain regulated and able to engage in post-traumatic growth.

This book is the go-to resource for those parents and professionals seeking to support children through the trauma of war and conflict. Not only does it provide the evidence base for effectively integrating refugee children into their new schools, but it also introduces the reader to a range of key tools and strategies to both understand and manage anxiety and trauma -related behaviours. Practical and user-friendly, it demystifies the process of talking about difficult topics, providing helpful advice on how to do this in a trauma informed way, making use of effective tools from therapeutic approaches to help our children and ourselves remain regulated and able to engage in post-traumatic growth.

Supporting the Well being of Girls will provide teachers, psychologists, youth workers and learning mentors with an evidence based approach to the vitally important task of supporting and maintaining the well being of girls. This tried and tested programme offers teachers in upper primary and secondary schools sixteen tailored, expert sessions which engage girls and young women in tackling and addressing some of their key concerns and issues. Written by hugely experienced educational psychologists, the sessions utilise tools and strategies from a range of therapeutic interventions including cognitive behavioural therapy and positive psychology to provide a safe and nurturing environment in which to consider some sensitive issues and ultimately providing young women with the strength and self awareness to maintain overall well-being.Areas covered include:-• Body image and appearance• Bullying• Mental health, anxiety and depression• Relationships• Stereotypes• Self-harm• Stress• Healthy LivingThroughout, clear guidance is offered to teachers on running sessions including, welcome and ground rules, talk time and inviting students to share experiences, ice-breakers, activities and feedback.This programme of support also includes a full range of support tools for the school including:- • Information sheet for students• Information sheet for parents• Letter to parents• Mental health fact sheet• Referral routes to specialist agencies• Mental health agencies – contact details• Policy for schools on developing mental health work

Supporting the Well being of Girls will provide teachers, psychologists, youth workers and learning mentors with an evidence based approach to the vitally important task of supporting and maintaining the well being of girls. This tried and tested programme offers teachers in upper primary and secondary schools sixteen tailored, expert sessions which engage girls and young women in tackling and addressing some of their key concerns and issues. Written by hugely experienced educational psychologists, the sessions utilise tools and strategies from a range of therapeutic interventions including cognitive behavioural therapy and positive psychology to provide a safe and nurturing environment in which to consider some sensitive issues and ultimately providing young women with the strength and self awareness to maintain overall well-being.Areas covered include:-• Body image and appearance• Bullying• Mental health, anxiety and depression• Relationships• Stereotypes• Self-harm• Stress• Healthy LivingThroughout, clear guidance is offered to teachers on running sessions including, welcome and ground rules, talk time and inviting students to share experiences, ice-breakers, activities and feedback.This programme of support also includes a full range of support tools for the school including:- • Information sheet for students• Information sheet for parents• Letter to parents• Mental health fact sheet• Referral routes to specialist agencies• Mental health agencies – contact details• Policy for schools on developing mental health work

Positive psychology, properly understood and applied, offers a tremendous opportunity for improving student and teacher experiences and the overall success of any school. The connection between education and happiness is recognised to be mutually reinforcing; education helps students to be happy and happy students gain more from education. Research has confirmed what educators have long known - that happy students typically achieve more in the classroom and exam room than unhappy students and are more energetic, persistent, creative and better able to get on with others.Using Positive Psychology to Enhance Student Achievement is unique in translating a complex literature written by academic psychologists into a highly practical resource. The activities have been designed to provide a creative and engaging way of enabling students to discover their strengths both in terms of their cognitive abilities and `virtues’, i.e. character strengths.Throughout the programme students are introduced to the key insights of positive psychology: the importance of being connected to others; character training and metacognitive strategies; positive rather than reactive thinking and habits; developing the skills essential for building optimism and resilience; recognising and combating negative thoughts; and understanding that there are certain ways of thinking that can make their lives better. Easy-to-deliver sessions with comprehensive facilitator instructions and activity resources are provided. All lessons are interactive and based on group discussions and role play to ensure that students learn more about themselves and others. Students are encouraged to practise skills and ideas that are discussed during the sessions in their everyday lives with home practice in the form of `take away’ activities being a core element of the programme.This unique resource will be of real relevance and benefit to both staff and students at upper primary and lower secondary level and will give students the tools they need to achieve their full potential.

Positive psychology, properly understood and applied, offers a tremendous opportunity for improving student and teacher experiences and the overall success of any school. The connection between education and happiness is recognised to be mutually reinforcing; education helps students to be happy and happy students gain more from education. Research has confirmed what educators have long known - that happy students typically achieve more in the classroom and exam room than unhappy students and are more energetic, persistent, creative and better able to get on with others.Using Positive Psychology to Enhance Student Achievement is unique in translating a complex literature written by academic psychologists into a highly practical resource. The activities have been designed to provide a creative and engaging way of enabling students to discover their strengths both in terms of their cognitive abilities and `virtues’, i.e. character strengths.Throughout the programme students are introduced to the key insights of positive psychology: the importance of being connected to others; character training and metacognitive strategies; positive rather than reactive thinking and habits; developing the skills essential for building optimism and resilience; recognising and combating negative thoughts; and understanding that there are certain ways of thinking that can make their lives better. Easy-to-deliver sessions with comprehensive facilitator instructions and activity resources are provided. All lessons are interactive and based on group discussions and role play to ensure that students learn more about themselves and others. Students are encouraged to practise skills and ideas that are discussed during the sessions in their everyday lives with home practice in the form of `take away’ activities being a core element of the programme.This unique resource will be of real relevance and benefit to both staff and students at upper primary and lower secondary level and will give students the tools they need to achieve their full potential.

`This is an excellent resource for teachers and other education professionals who are developing their practice in dealing with specific issues in schools. It is concise, well designed and, in the introductory section, linked to current theory. It will prove an invaluable resource for teachers and others who want to develop the social and emotional skills of their pupils' - Special

`There is a wealth of supporting resources in the form of suggested warm up activities and the specifics are the problem solving format as applied to different situations. The accompanying CD contains A4 copies of all worksheets, which are accessible, eye-catching and should appeal to the target age group (7-11)' - Nurturing Potential

This 14-session programme was initially developed for junior age children who had been permanently excluded. It has been adapted to assist young people who are disaffected and difficult, and could be at risk of exclusion.

The format is built around Circle Time activities and solution focused thinking. The theme of each session is a problem postcard from a young person highlighting a problem that will have a relevance to the participants. The participants then try to act as agony aunts to solve the problem, focussing their thinking on how to make things better, proving to them that they do possess the knowledge and the skills and can choose these behaviours.

The resource includes comprehensive facilitator instructions, warm ups, activities, Circle Time questions and worksheets.

The programme can be delivered to groups or whole classes and will:

• improve self-esteem

• develop your Social, Emotional and Behavioural Skills (SEBS) programme.

Includes CD-Rom

'In light of Every Child Matters agenda and of the current emphasis on giving children a voice in important decision making situations, this book could be a valuable tool'- Educational Psychology in Practice

'This is a great little book designed to help children between the ages nine and 12 to develop good relationships with each other and with other people... [It] includes clear guidance on ways in which children themselves can raise the self-esteem and social status of their less popular peers through listening, talking and understanding others' - SENCO Update

Ruth and Tina draw upon their experiences to provide a peer support programme that encourages inclusive prosocial processes for young people aged nine to twelve. Drawing upon the philosophy of a Circle of Friends, they have developed a six-step programme that harnesses the skills of popular young people to help others who may have low social status.

The Talk Time programme builds on the message that relationships are what matter most and emphasizes that relationships happen through listening, talking and understanding others.

The book provides all the resources needed including:

• facilitators' notes

• pupil resources

• letter to parents

• staff briefing sheet

• pupil certificate.

The programme is intended to be run for a group of eight to twelve pupils once a week during lunch times for one term. The aim is to help all group members and hopefully carry over to improve the social climate of the classroom and create a positive and cooperative working environment.

Ruth MacConville is the Head of the Special Educational Needs service, based in Ealing.

Tina Rae is a Senior Educational Psychologist based in Hillingdon.

Includes CD-Rom

'This book provides an excellent resource for secondary schools to be used in supporting young people coping with grief, loss and death'- Educational Psychology in Practice.

As the importance of emotional literacy is better established in schools as a pre-requisite for improving achievement, the PSCHE curriculum is increasingly used to offer young people opportunities to express and manage their strong feelings. This book by two experienced and talented authors has been derived from their research and practical work with teenagers. It provides students aged 11 to 18 with an opportunity to:

-consider the effects of grief, loss, and death;

-develop the ability to talk about, acknowledge and manage the feelings associated with the grieving process;

-maintain mental health and resilience.

Most important, is the emphasis on the development of emotional literacy skills and specifically the development of an emotional vocabulary, empathy, tolerance and resilience. The focus on death and loss and the process of grieving is central to the course. The way in which supporting materials are sensitively illustrated and designed for easy differentiation is also a key feature.

Teacher/facilitator notes, copiable activities and all resources are provided for the 10 sessions, which can be delivered to either the whole class or to smaller groups of students.

Tina Rae is a Senior Educational Psychologist based in Hillingdon.

Deborah Weymont is a teacher based in Bristol.

Includes CD-Rom

` I would recommend this book to educational psychologists as it enables realistic interventions within realistic timeframes'-Educational Psychology in Practice

`Nothing is so exhausting as indecision, and nothing is so futile' - Bertrand Russell

.. and teachers, parents and carers worry that the decisions that children and young people make might be unwise or dangerous.

Decision making is a skill involving both a cognitive and an affective process. The ability to:

- recognize the thoughts and feelings;

- consider the consequences;

- choose the best outcome;

is a highly valued facility leading to resilience, achievement and responsibility. The skill can be taught and in these three volumes the authors provide all the materials needed to teach a course on decision making at each age level.

The programme provides a menu of stories related to the real life experiences of the young people. Topics are selected to be age appropriate and the series includes:

" Stealing;

" Lying;

" Social behaviours;

" Risks;

" Justice;

" Loss,Grief and Bereavement;

" Prejudice;

" First love;

" Disability;

" Leaving home;

" Family relationships.

The teacher notes indicate 'stopping points' where reflection and discussion is encouraged. A choice of endings is offered or the young people can develop their own ideas about what might happen next.

The course can be introduced at any age or used to develop the skills through school life from early years to the teens.

'You'd be hard pushed to find a better decision-making programme than this excellent set of books... This series will undoubtedly kick-start conversation, prod thinking and stimulate classroom debate' - Times Educational Supplement Magazine

Based on the work of the Hillingdon Tuition Centre, this is a practical, innovative and useful resource for nine to 12 year olds whose behaviour is causing concern.

Using the theme of a young boy writing letters from a Pupil Referral Unit, each session includes:

owarm up activities

oreading the letter

ogroup discussion

oactivities

oa plenary session.

By creating this fictional character, Daniel, typical difficulties can be addressed safely by the participants. The book follows a similar format to the authors' popular Escape from Exclusion (shortlisted for the TES/NASEN Book for Teaching and Learning Award).

Includes CD-Rom

For many teachers, gender issues related to role models, image and expectations have an effect upon the behaviour and achievement of both boys and girls, often to their disadvantage.

This innovative and practical resource, for teachers of students aged 5-13 provides:

o a programme to promote gender equality and inclusivity in schools and colleges

o a rationale for the programme based on social justice

o a practical set of classroom activities to implement the programme

The book combines the talents and commitment of two leading authors to provide an 'action inquiry' methodology - engaging students and staff in the processes of investigating what is currently happening, and planning, implementing and reviewing improvements. This contributes to the development of the school as a self-evaluating organisation, which listens to the voice of the child.

The programme supports teachers and other school staff in developing as reflective practitioners, and children and young people in developing as reflective learners. It can also be used to engage schools and colleges in joining the UNICEF 'Rights Respecting' programme which is demonstrating positive results.

'A real strength of the resource is the inclusion of practical activities that have been carefully designed for pupils. These are excellent and lend themselves for use in a variety of ways. This is a thoroughly recommended resource.' - SENCO Update

For many teachers, gender issues related to role models, image and expectations have an effect upon the behaviour and achievement of both boys and girls, often to their disadvantage.

This innovative and practical resource, for teachers of students aged 14-19provides:

o a programme to promote gender equality and inclusivity in schools and colleges

o a rationale for the programme based on social justice

o a practical set of classroom activities to implement the programme

The book adopts an 'action inquiry' methodology - engaging students and staff in the processes of investigating what is currently happening, and planning, implementing and reviewing improvements. This contributes to the development of the school or college as a self-evaluating organisation which listens to the voice of the young person.

The programme also supports teachers and other school staff in developing as reflective practitioners, and children and young people in developing as reflective learners.

'A real strength of the resource is the inclusion of practical activities that have been carefully designed for pupils. These are excellent and lend themselves for use in a variety of ways. This is a thoroughly recommended resource.' - SENCO Update

Includes Online Resources

 

'An ideal resource developed from research, practice and teaching, this book contains everything that a busy teacher needs to support the social and emotional development of her pupils. The scenarios are based upon real life situations and are therefore meaningful and engaging for young people. It can be used in whole class, group or individual work settings, either as a complete step by step teaching programme or as reference resource.'

Dr. Ruth MacConville, Author, Head of SENS, L.B. of Ealing

This new combined edition of the bestselling Dealing with Feeling and Dealing With More Feeling provides teachers of children aged 7-14 with structured opportunities to develop their emotional literacy and emotional well-being. It is firmly supported by a wealth of research which links children's mental and physical health to the development of emotional literacy.

 

In this second edition, Tina Rae emphasises the development of emotional literacy skills and specifically the development of an emotional vocabulary, empathy, tolerance, resilience and motivation. The focus upon managing more complex and uncomfortable feelings is central to the programme and pupils are introduced to a variety of techniques which can be applied across a broad range of contexts.

 

Included in this exciting resource pack are:

-40 Lesson plans

-236 full-colour activity pages located on the online resources

-Role play activities to develop joint problem solving skills

 

Packed with teacher-friendly resources, this book clearly fulfils the requirements of the PSHE curriculum and Healthy Schools agenda whilst also complimenting and building upon many of the themes in the SEAL curriculum (Social and Emotional Aspects of Learning).

'The Anger Alphabet is invaluable for those who work with young people as professionals in either education or social care. This second edition gives sound advice, practical activities, and a clearly structured programme of experiences with new illustrations, activities for outdoors and new practical tools such as charts, checklists and lists of strategies for young people, their parents and their teachers'Terri Harrison, Nature Nurture Project, Camphill School, Aberdeen

An ideal resource for primary teachers, this practical book helps children understand anger and identify links with other emotions with an interactive programme using 26 elements. They will learn skills to effectively manage their anger with activities and exercises.

New to this edition is:

-information on recent initiatives on anger management in schools

-models and top tips for coping with anger

-new activities and ideas

-further information for young children aged 5-9

This instructional guide for teachers comes with photocopiable worksheets and activities suitable for both group and individual work for the whole-class which are available to download online.

Tina Rae has 25 years experience working with children, adults and families in both clinical and educational contexts within local authorities. She is currently a Professional and Academic tutor on the Doctorate in Child and Educational Psychology at University of East London.

'The Anger Alphabet is invaluable for those who work with young people as professionals in either education or social care. This second edition gives sound advice, practical activities, and a clearly structured programme of experiences with new illustrations, activities for outdoors and new practical tools such as charts, checklists and lists of strategies for young people, their parents and their teachers'Terri Harrison, Nature Nurture Project, Camphill School, Aberdeen

An ideal resource for primary teachers, this practical book helps children understand anger and identify links with other emotions with an interactive programme using 26 elements. They will learn skills to effectively manage their anger with activities and exercises.

New to this edition is:

-information on recent initiatives on anger management in schools

-models and top tips for coping with anger

-new activities and ideas

-further information for young children aged 5-9

This instructional guide for teachers comes with photocopiable worksheets and activities suitable for both group and individual work for the whole-class which are available to download online.

Tina Rae has 25 years experience working with children, adults and families in both clinical and educational contexts within local authorities. She is currently a Professional and Academic tutor on the Doctorate in Child and Educational Psychology at University of East London.

'This book should be on the shelf of every professional that works with teenagers in ANY setting. As lives become increasingly busy, emotional health andl literacy is often overlooked. In this text, Rae shows us how to create a dialogue with teenagers and reminds us that emotional health is an indicator of overall health as teenagers become adults' -Donna Duffy, School of Health and Human Sciences, University of North Carolina, Greensboro, USA

 

The pressures and concerns of teenagers are at the forefront of their emotional and mental health. This resource provides young men and women with guidance and tools to recognise the importance of social skills to aid their development.

 

The sessions and practical activities will allow students to address issues of identity, self esteem, covering topics including relationships, drugs and problem-solving.

 

The new edition also looks at:

- Gang cultures

- Cyber bullying

- Future pressures

- Eating disorders

 

This new resource also introduces therapeutic approaches to promote well-being, as well as offering accessible worksheets which can be downloaded from the 'Preview' tab above.  Tina Rae has 25 years experience working with children, adults and families in both clinical and educational contexts within local authorities. She is currently a Professional and Academic tutor on the Doctorate in Child and Educational Psychology at University of East London.

'This book should be on the shelf of every professional that works with teenagers in ANY setting. As lives become increasingly busy, emotional health andl literacy is often overlooked. In this text, Rae shows us how to create a dialogue with teenagers and reminds us that emotional health is an indicator of overall health as teenagers become adults' -Donna Duffy, School of Health and Human Sciences, University of North Carolina, Greensboro, USA

 

The pressures and concerns of teenagers are at the forefront of their emotional and mental health. This resource provides young men and women with guidance and tools to recognise the importance of social skills to aid their development.

 

The sessions and practical activities will allow students to address issues of identity, self esteem, covering topics including relationships, drugs and problem-solving.

 

The new edition also looks at:

- Gang cultures

- Cyber bullying

- Future pressures

- Eating disorders

 

This new resource also introduces therapeutic approaches to promote well-being, as well as offering accessible worksheets which can be downloaded from the 'Preview' tab above.  Tina Rae has 25 years experience working with children, adults and families in both clinical and educational contexts within local authorities. She is currently a Professional and Academic tutor on the Doctorate in Child and Educational Psychology at University of East London.

Elevate your support for children's well-being in schools with our user-friendly resource, offering practical strategies and guidance for busy educators to navigate and nurture mental health. You'll deepen your understanding of the key emotional and social challenges children face today through evidence-based techniques for engaging with children and young people at both a preventative level and to recognise and respond to mental health needs as they arise. Covering topics including developmental trauma, anxiety, eating disorders, school-avoidance, self-harm and more, this handbook is designed for the busy individual seeking to support the well-being of children and young people to dip in and out of as needed. Perfect for use in school and educational settings, the bounty of information sheets, top tips and key strategies provided can be used to effectively provide the trauma-informed nurture that so many children need.

Positive psychology focuses on building strengths and developing creative and positive thinking in order to boost happiness, well-being and achievement. It helps people to be motivated, maintain positive mental health, and to flourish in all areas of their lives.This resource is a fully-formed positive psychology programme designed to promote happiness, resilience and motivation in young people aged 11–18. It introduces the theory and research behind positive psychology, and includes a guidance section for facilitators on how to deliver the programme. The programme itself is made up of 24 chapters which reflect each of the 24 'character strengths' identified by Martin Seligman, the founder of positive psychology. These strengths include creative thinking, kindness, fairness, leadership, forgiveness, and teamwork. Activities teach students how to develop these strengths and skills in order to initiate positive change in their lives. This resource provides teachers, counsellors, psychologists, social workers and others working with young people with a complete programme to promote well-being in young people and help them flourish in their lives.

Tina has produced another book based on her work as a behaviour support teacher. This is an ideal resource for use as part of a PHSE programme with a whole class or smaller group work.

It is specifically aimed at students who appear to be experiencing unacceptable levels of stress in their lives and who require support in order to understand, acknowledge and cope with specific stressors/sources of stress.

There are 12 sessions in this book. These include comprehensive teacher notes and photocopiable worksheets for the students. The structure ensures active pupil participation and provides an opportunity to look at both the causes and effects of stress. With a greater understanding of stress, young people are helped to learn and practise better coping strategies.

This book aims to support teachers in increasing their own understanding of the difficulties that some students experience in coping with school, particularly in the area of behaviour.

It promotes a different way of looking at behaviour change in school, and suggests practical ways to approach difficult students that may help ensure their inclusion in the mainstream context.

The 10 key concepts include:

" teaching students to analyze and reflect

" using targets

" it's not fair

" don't tell me, show me.

This is an essential resource for those working with troubled and troublesome teenagers, and is written by teachers and psychologists with experience of these challenging pupils.

This programme is aimed at students (aged 11 to 16) with challenging and angry behaviours leading to disaffection and disciplinary problems. The handbook includes teacher notes, lesson plans and photocopiable resources.

The 10 lessons and follow up work empower students to:

" reflect on behaviour and consequences

" recognise and understand feelings

" develop strategies to control angry outbursts

" respond to conflict without anger

" resolve relationship difficulties.

The programme promotes self-belief in students that they can effect change in their behaviour and achieve a positive outcome to reduce the risk of exclusion.

This programme has been designed for use with parents/ca/carers and their children to achieve a better understanding of challenging behaviour. It attempts to raise awareness about the importance of the parenting role and how this involves understanding relationships, communication skills, social skills and the incorporation of the emotional needs of all family members.

The course offers parents of children of all ages an opportunity to evaluate and reflect on both their own and their childrens levels of self-esteem and confidence.

The 10 sessions have been designed to empower, motivate and enable parents to develop strategies within the context of a supportive, non-judgmental and non-threatening environment. There are comprehensive notes, photocopiable worksheets and a shorter, four-session, structure is also provided.

`What makes this book a potential winner is the way in which the underlying theoretical principles are first of all clearly outlined (no jargon here!) and then are fully developed in a series of practical activities. The book is crammed full of ideas… accessible worksheets… it is excellent… thoroughly recommend it' - Special

`This handbook is likely to be a very excellent addition to resource materials available for primary phase teachers to build on their knowledge of circle time and self-esteem activities. The structured format is very easy to follow and provides teachers with clearly planned activities to enable them to practice and extend their skills in this area' - Educational Psychology in Practice

This 12-session course for primary aged pupils builds on the Circle Time process to teach an extensive range of personal and social skills with activities and ideas for follow up work.

Strategies to teach include:

" listening

" turn taking

" accepting differences

" giving and receiving compliments

" co-operating with others

" confident speaking to peers.

Full lesson notes and beautifully drawn copiable resources provide everything a busy teacher needs to deliver this worthwhile programme of self-esteem activities.

`It is refreshing to find such material that has some of its key objectives in changing staff and teacher perceptions of children with behavioural needs' - Educational Psychology in Practice

This 12-session course for secondary school pupils teaches skills and strategies for more effective relationships and interactions at home and in school.

The pack includes:

" teacher notes

" worksheets

" self-esteem rating scales.

Strategies to teach include:

" mirror talk

" positive thinking

" respecting yourself.

Young people rate this as a useful pack that manages their learning in a respectful manner and builds relationships with peers and staff.