Lucky Duck Publishing – förlag

`This book is an essential tool if schools are to achieve effective ways forward with those students who are unhappy; disaffected and therefore unable to cope with the present system′ - SNIP

`This is a valuable and well-written book which deserves to be widely read′ - Support for Learning

`The structure of the book is well organized and the use of marginal summaries is particularly use for those wishing an overview of the key themes from the book′ - Educational Psychology in Practice

HIGHLY COMMENDED TES/NASEN BEST ACADEMIC BOOK AWARD 2001

Susan gained her doctorate by researching the experiences of young people who had become disaffected with school. Here, she uses that information to provide a fascinating insight into the feelings and views of those young people who are hard to motivate. What we learn from her work is that we might not like what we hear, we might not agree with what we hear, but, if we are to include these young people in our schools, then we must listen to them.

This book very cleverly combines the academic study with a practical, accessible format. Margin summaries allow the browser to find relevant material. Most importantly, the book provides teachers with suggestions on how to better provide for the pupils who are hard to reach and hard to teach.

Teresa has produced this book for parents. It reflects her experience and wisdom and translates them into a readable and enjoyable handbook for parents who seek advice and knowledge about bringing up children. Schools might buy this book to lend to parents, confident that it will provide the support they need.

Topics covered include:

" parenting styles

" spoiling

" sibling rivalry

" listening

" bad behaviour

" praise

" discipline

" smacking

" bad language

" difficulties for parents

" serious misbehaviours.

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.

For the teachers and pupils already introduced to Circle Time this resource will provide a structured, step-by-step curriculum framework, with games and activities at every stage. The publication comprises a spiral bound file of activities in four sections:

" self-esteem

" communication

" relationships

" spiritual and moral development.

The book has 15 different topics differentiated from Year 1 to Year 6. Each section contains clear teaching plans and all the resources and activities needed for the session.

By working through this programme teachers can demonstrate the incremental development of the Speaking and Listening and PSCHE skills required in the curriculum.

′Michael Tipper is an entertaining, informative and energetic trainer who is emerging as an inspirational teacher of Mentally Literate principles′ - Tony Buzan, inventor of the Mind Map™

Based on the work of Michael Tipper (Grand Master of Memory) and Positively Mad, this interactive book quickly, easily and with a sense of humour will:

" provide a variety of techniques to help you learn

" enhance your ability to remember

" reinforce the technique of Mind-Mapping.

A valuable book to help make efficient use of an individuals time. It will also be an essential tool for teachers, parents, and anybody who assists others to learn.

With the help of this book, all readers should be able to pass on a variety of skills and techniques to benefit others ability to learn.

Michael is a corporate keynote speaker, breakout session specialist and educational presenter and has personally taught over 50,000 people how to get more from their thinking and learning. He regularly writes for the children′s web site www.happychild.org.uk and is a director of Positively MAD - Making a Difference to the next generation - a UK based company that has taught over 250,000 children how to learn more effectively.

`There is no other text that can inform, educate and involve so effectively about the needs of ADHD children in mainstream classrooms. I would recommend that it is included on reading lists for trainee teachers, and is promoted by Special Needs Co-ordinators in schools. - Jane Spencer, De Montfort University

`A remarkable story told with honesty, candour and real strength. It is powerful′ - Rt. Revd. Christopher Herbert, Bishop of St Albans

A fascinating and thought-provoking book written by the mother of an eleven year-old with Attention Deficit Hyperactivity Disorder (ADHD). This book is cleverly constructed and looks at ADHD from many perspectives.

It follows a 22-hour expedition, but it is also a journey of discovery for Anna′s family about how to best help their son.

Peppered with humour, irony, laughter, pain, outrage, discussion and reflection, this book shows a way through the maze of ADHD, and provides a reader-friendly but challenging read.

`The author enables parents and professionals to see inside an Asperger mind. Interwoven into the text is some sound advice about the best ways of helping individuals with the syndrome. This includes some helpful ′recommendations for teaching′ Asperger students, with an attached list of ′things teachers should know′. Throughout, there are poignant reminders of the author′s vulnerability and the cruelty of some of her acquaintances′- British Journal of Learning for Support

`This book will be relevant to teachers, those working within FE and HE and professionals working in the field of mental health′ - Educational Psychology in Practice

`This book is easy to read and one to recommend to colleagues, parents and possibly some young people with Asperger′s Syndrome′ - Support for Learning

`Nita′s personal account of living with Asperger′s Syndrome is an enlightening read. Each chapter gives a revealing insight into her personal experience and challenges of day-to-day life - Contact a Family

This book is a fascinating account of Nita Jackson′s experience of Aspergers Syndrome. If you have already read Clare Sainsbury′s Martian in the Playground, don′t expect a similar publication.

Nita offers a personal account of her unique world:

" is she size 10 or 16?

" where does she come from?

" will she be up or down today?

The book contains personal descriptions of how Aspergers Syndrome affects the author′s day-to-day life and the people around her. Nita shows off her intensely creative talent in her poetry and diary entries, which are used throughout the book. At times, this is an uncomfortable read. However, it is an essential text if you want to understand how the world looks from Nita′s perspective.

Peer buddy schemes are gaining popularity as a means of supporting new pupils. Benefits help not only the new pupils but also the supporters.

The existence of a peer support system was perceived as beneficial to the school as a whole. Naylor & Cowie 1999.

Research into peer buddy systems indicates they:

" protect against bullying

" promote a caring school

" enhance befrienders communication skills

" build confidence and trust

" provide positive role models.

A photocopiable resource containing everything needed to implement, support and evaluate a peer support scheme, comprising:

" teacher notes

" six training sessions

" student handbook.

This book written by two practitioners is the culmination of 18 years work in Kirklees. It started as a co-operative learning project and developed into a wonderful resource for all those who not only want to Push Back the Furniture to do Circle Time but are looking to extend and develop their ideas.

The notes are comprehensive and explicit to promote the development of:

" Confidence and responsibility

" Roles and responsibilities as citizens

" A healthy lifestyle

" Good relationships

As well as 25 lessons there are:

" Themes on self, others, responsibilities and non-verbal communication.

" A resource section with 29 co-operative games and activities

" Photocopiable resources also provided on CD-ROM.

This is an exciting and inspiring resource written by practitioners for practitioners in primary schools. The material demonstrates the authors blend of real experience with fresh enthusiasm from Circle Time.

Refugee children have often experienced great disruption, violence and fear. They have frequently lost members of their family and may even have witnessed their deaths. They have left everything that is familiar and found themselves deposited in a completely different, strange and sometimes frightening environment.

This exceptional resource offers the adults who support these young people a sensitive, honest and practical programme. There is a good balance between affective and skills based activities and, whilst recognising the uncertainty they face, the eight sessions all provide a positive focus for the young people and their families.

The programme includes:

} Exploring our Feelings about Who We Are

} Role-Models

} Poetry and Painting

} History, Legislation and my Bill of Rights

} My Shield of Strength

} Hopes, Fears and Dreams

The resource includes copiable material for participants personal files, and posters for display.

This book tells the story of how one school planted a seed of peace that grew and rippled over the years. A reflective, narrative style explains the experience, followed by critical research into:

} The Gardeners Adult Leadership

} Planting the Seeds Proactive Programmes

} Tending the Garden Response Strategies

The book provides a practical, well structured and well researched approach that will give valuable assistance in creating a peaceful environment.

`This is a book that will be useful to carers, helping them understand the issues that affect male suffers and some of the barriers they will have to break down in order to recover. It will also reassure men affected by an eating disorder that they are not alone, their problems are understood b medical professional and that recovery is possible′ - Signpost

Anna has established herself as a leading author in the field of eating disorders and combines her personal experiences with an extensive research interest. Her two previous books published by Lucky Duck were winner and special commendation in the NASEN/TES book awards and we expect this publication to be equally well received.

It would be a mistake to think that eating and body image problems are experienced only by women. Anna draws the readers attention to the characteristic and special difficulties for men, including:

" athletics, body building and eating

" depression and self-esteem

" eating disorders and homosexuality.

Like all her books she offers a comprehensive overview and contributes information, advice and hope. This is a book for those affected and those who want to help them.

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.

Refugee children have often experienced great disruption, violence and fear. They have frequently lost members of their family and may even have witnessed their deaths. They have left everything that is familiar and found themselves deposited in a completely different, strange and sometimes frightening environment.

Following the publication of New in Our Nation, a resource for older students, this book has been written to provide a similar resource for younger pupils. It offers the adult who supports these pupils a sensitive, honest and practical programme. This is a good balance between affective and skills based activities and, whilst recognising the uncertainty they face, the six sessions all provide a positive focus for the children and their families.

The programme includes:

"who we are

"important things to me

"similarities and differences

"what is it like to be different?

"my shield of strength.

The resource includes copiable material for participants personal files, and posters for display.

SHORT LISTED FOR TES/NASEN TEACHING AND LEARNING BOOK AWARD 2004

`Brian Marris and Tina Rae must be congratulated on producing a very accessible and well thought through programme of work′ - Debate

`A useful programme for any secondary school looking for a framework to support anger management and problem solving with groups of at risk pupils′ - Special Needs Information Press

An emotionally literate approach to supporting excluded and disaffected students at Key Stage 2, 3 and 4.

This 15 session programme was initially devised to support excluded pupils at the Hillingdon Tuition Centre. It has been adapted to assist students who are disaffected and at risk of exclusion.

The ESCAPE programme covers the following Key skills of Emotional Literacy:

} awareness of feelings

} self-assurance

} authenticity

} flexibility

} personal insights

} self-regulation

} accountability

} self-motivation.

Each session provides comprehensive teacher notes, activities and worksheets and concludes with a co-operative group game. Use is made of Brief Therapy interviews and a suggested weekly individual tutorial session where progress can be monitored and targets set for the next meeting.

A resource that will help young people function in a reflective way, helping them to:

} cope more effectively with their feelings

} learn and practise better ways to behave.