Gary Bainbridge – illustratör

This therapeutic story focuses on low mood associated with bereavement. Sam feels low and fed up, but doesn't understand why he feels this way. Everyone else has an opinion on the change in his behaviour. His teacher thinks he is being lazy and can't be bothered to finish his work, his mum thinks he is moody and bad tempered, his friends think he is no fun any more and turning into a bore. Comments like, 'Cheer up it might never happen', ' What has got into you?' and 'Do you want to talk about it?' just upset him even more. He doesn't know what the 'it' is, that is making him feel this way. He didn't even feel this bad when his cousin died a year ago! When he is kept behind in class for not completing his work he tells the teacher how confused and sad he feels.Connections are made between his feelings and the looming anniversary of his cousin's death. Sam is helped to understand that thoughts and feelings associated with bereavement can come and go for a long time, and can cause strong emotions. He is shown how to notice and share his feelings and to think about things he can do when he feels this way. He makes a memory box so he can also remember all the happy things about his cousin. In the 'Let's talk about sadness and loss' section, feelings associated with bereavement and helpful coping strategies are shared.

This is a focus on intrusive thoughts and repetitive behaviour, linked to exam anxiety. Everyone knows Gemma always gets thing ''right'' and is top of the class. However she feels under pressure to do well in the Year 5 tests and is becoming increasingly worried. She thinks she has to do certain things to continue to do well and get ''top marks'', such as avoiding the cracks in the pavement. This habit starts to take over and Gemma wonders why she is doing this. As the story progresses, Gemma is helped to understand how it can be normal for anxiety and stress to affect thoughts. The metaphor of having a bully in her mind, making her do things she doesn''t really want to do, is introduced. She decides to stand up to her inner bully before it takes over.  The accompanying, ''Let''s talk about. when thoughts get stuck,'' highlights how stress and pressure can affect us, including some of the ''catastrophising'' and ''black and white'' thinking errors that can be linked with exam stress and pressure. Paul Nagel has worked as an educational psychologist for 17 years. This has included working as a Lead Professional Educational Psychologist managing a traded service, as well as holding Senior Specialist posts for early years and disability.  Over the years Paula has worked in multi agency teams within paediatric services, youth offending teams, Sure Start and an anti bullying service. She is currently Principal Educational Psychologist (North) for the national children''s mental health charity, Place2Be. Before qualifying as an Educational Psychologist Paula was a primary school teacher. Gary Bainbridge is an artist, comics creator and secondary school Art, Photography and Media Studies teacher from Durham. He''s best known for the North East based kitchen sink superhero comic Sugar Glider and the Newcastle-set crime fiction comic, Nightbus. Gary teaches at an academy in Northumberland.

This is a focus on intrusive thoughts and repetitive behaviour, linked to exam anxiety. Everyone knows Gemma always gets thing ''right'' and is top of the class. However she feels under pressure to do well in the Year 5 tests and is becoming increasingly worried. She thinks she has to do certain things to continue to do well and get ''top marks'', such as avoiding the cracks in the pavement. This habit starts to take over and Gemma wonders why she is doing this. As the story progresses, Gemma is helped to understand how it can be normal for anxiety and stress to affect thoughts. The metaphor of having a bully in her mind, making her do things she doesn''t really want to do, is introduced. She decides to stand up to her inner bully before it takes over.  The accompanying, ''Let''s talk about. when thoughts get stuck,'' highlights how stress and pressure can affect us, including some of the ''catastrophising'' and ''black and white'' thinking errors that can be linked with exam stress and pressure. Paul Nagel has worked as an educational psychologist for 17 years. This has included working as a Lead Professional Educational Psychologist managing a traded service, as well as holding Senior Specialist posts for early years and disability.  Over the years Paula has worked in multi agency teams within paediatric services, youth offending teams, Sure Start and an anti bullying service. She is currently Principal Educational Psychologist (North) for the national children''s mental health charity, Place2Be. Before qualifying as an Educational Psychologist Paula was a primary school teacher. Gary Bainbridge is an artist, comics creator and secondary school Art, Photography and Media Studies teacher from Durham. He''s best known for the North East based kitchen sink superhero comic Sugar Glider and the Newcastle-set crime fiction comic, Nightbus. Gary teaches at an academy in Northumberland.

This is a focus on worries about transition to secondary school. Jake is in Year 6. He is worried about the transition to secondary school because he has heard many rumours, including one about the older pupils flushing first years'' heads down the toilets. The story illustrates how many of the pupils share similar worries about the impending transition even though their behavior looks different. Jake''s behaviour illustrates his initial negative coping strategies as his worry grows. This includes not talking about it, opting out of his usual interests and activities, not sleeping and becoming angry with his mother.  Some of his worries are alleviated on his taster visit to the new school, especially when he plucks up the courage to go into the boys'' toilets. Following a misunderstanding in the toilets with some older boys, he is able to share his worries with another pupil and use humour to reflect on his behaviour. The accompanying, ''Let''s talk about .worry,'' text shares information and facts about mental health and transition.  Paul Nagel has worked as an educational psychologist for 17 years. This has included working as a Lead Professional Educational Psychologist managing a traded service, as well as holding Senior Specialist posts for early years and disability. Over the years Paula has worked in multi agency teams within paediatric services, youth offending teams, Sure Start and an anti bullying service. She is currently Principal Educational Psychologist (North) for the national children''s mental health charity, Place2Be. Before qualifying as an Educational Psychologist Paula was a primary school teacher. Gary Bainbridge is an artist, comics creator and secondary school Art, Photography and Media Studies teacher from Durham. He''s best known for the North East based kitchen sink superhero comic Sugar Glider and the Newcastle-set crime fiction comic, Nightbus. Gary teaches at an academy in Northumberland.

This is a focus on worries about transition to secondary school. Jake is in Year 6. He is worried about the transition to secondary school because he has heard many rumours, including one about the older pupils flushing first years'' heads down the toilets. The story illustrates how many of the pupils share similar worries about the impending transition even though their behavior looks different. Jake''s behaviour illustrates his initial negative coping strategies as his worry grows. This includes not talking about it, opting out of his usual interests and activities, not sleeping and becoming angry with his mother.  Some of his worries are alleviated on his taster visit to the new school, especially when he plucks up the courage to go into the boys'' toilets. Following a misunderstanding in the toilets with some older boys, he is able to share his worries with another pupil and use humour to reflect on his behaviour. The accompanying, ''Let''s talk about .worry,'' text shares information and facts about mental health and transition.  Paul Nagel has worked as an educational psychologist for 17 years. This has included working as a Lead Professional Educational Psychologist managing a traded service, as well as holding Senior Specialist posts for early years and disability. Over the years Paula has worked in multi agency teams within paediatric services, youth offending teams, Sure Start and an anti bullying service. She is currently Principal Educational Psychologist (North) for the national children''s mental health charity, Place2Be. Before qualifying as an Educational Psychologist Paula was a primary school teacher. Gary Bainbridge is an artist, comics creator and secondary school Art, Photography and Media Studies teacher from Durham. He''s best known for the North East based kitchen sink superhero comic Sugar Glider and the Newcastle-set crime fiction comic, Nightbus. Gary teaches at an academy in Northumberland.

This is a focus on low mood associated with bereavement. Sam feels low and fed up, but doesn''t understand why he feels this way. Everyone else has an opinion on the change in his behaviour. His teacher thinks he is being lazy and can''t be bothered to finish his work, his mum thinks he is moody and bad tempered, his friends think he is no fun any more and turning into a bore. Comments like, ''Cheer up it might never happen'', '' What has got into you?'' and ''Do you want to talk about it?'' just upset him even more.  He doesn''t know what the ''it'' is, that is making him feel this way. He didn''t even feel this bad when his cousin died a year ago! When he is kept behind in class for not completing his work he tells the teacher how confused and sad he feels. Connections are made between his feelings and the looming anniversary of his cousin''s death. Sam is helped to understand that thoughts and feelings associated with bereavement can come and go for a long time, and can cause strong emotions. He is shown how to notice and share his feelings and to think about things he can do when he feels this way. He makes a memory box so he can also remember all the happy things about his cousin. In the ''Let''s talk about .sadness and loss,'' section, feelings associated with bereavement and helpful coping strategies are shared. Paul Nagel has worked as an educational psychologist for 17 years. This has included working as a Lead Professional Educational Psychologist managing a traded service, as well as holding Senior Specialist posts for early years and disability. Over the years Paula has worked in multi agency teams within paediatric services, youth offending teams, Sure Start and an anti bullying service.  She is currently Principal Educational Psychologist (North) for the national children''s mental health charity, Place2Be. Before qualifying as an Educational Psychologist Paula was a primary school teacher. Gary Bainbridge is an artist, comics creator and secondary school Art, Photography and Media Studies teacher from Durham. He''s best known for the North East based kitchen sink superhero comic Sugar Glider and the Newcastle-set crime fiction comic, Nightbus. Gary teaches at an academy in Northumberland.

This is a focus on low mood associated with bereavement. Sam feels low and fed up, but doesn''t understand why he feels this way. Everyone else has an opinion on the change in his behaviour. His teacher thinks he is being lazy and can''t be bothered to finish his work, his mum thinks he is moody and bad tempered, his friends think he is no fun any more and turning into a bore. Comments like, ''Cheer up it might never happen'', '' What has got into you?'' and ''Do you want to talk about it?'' just upset him even more.  He doesn''t know what the ''it'' is, that is making him feel this way. He didn''t even feel this bad when his cousin died a year ago! When he is kept behind in class for not completing his work he tells the teacher how confused and sad he feels. Connections are made between his feelings and the looming anniversary of his cousin''s death. Sam is helped to understand that thoughts and feelings associated with bereavement can come and go for a long time, and can cause strong emotions. He is shown how to notice and share his feelings and to think about things he can do when he feels this way. He makes a memory box so he can also remember all the happy things about his cousin. In the ''Let''s talk about .sadness and loss,'' section, feelings associated with bereavement and helpful coping strategies are shared. Paul Nagel has worked as an educational psychologist for 17 years. This has included working as a Lead Professional Educational Psychologist managing a traded service, as well as holding Senior Specialist posts for early years and disability. Over the years Paula has worked in multi agency teams within paediatric services, youth offending teams, Sure Start and an anti bullying service.  She is currently Principal Educational Psychologist (North) for the national children''s mental health charity, Place2Be. Before qualifying as an Educational Psychologist Paula was a primary school teacher. Gary Bainbridge is an artist, comics creator and secondary school Art, Photography and Media Studies teacher from Durham. He''s best known for the North East based kitchen sink superhero comic Sugar Glider and the Newcastle-set crime fiction comic, Nightbus. Gary teaches at an academy in Northumberland.

This easy-to-understand, engaging guide arms teens with healthy thinking habits and coping strategies for staying on top of their mental health. Using tried and tested therapeutic techniques, readers are given the tools to build their own personalised mental health 'workout' to boost their emotional resilience and wellbeing.Informed by the experiences of teens themselves, this friendly guide gives practical tips and strategies on how to overcome everyday stresses and ditch negative thinking 'frenemies' before they develop into more serious issues. Teens will be better equipped to recognise negative thoughts and emotions, monitor their mood and behaviour, and flex their positive thinking muscles in order to combat the mental health blips we all face sometimes.

This easy-to-understand, engaging guide arms teens with healthy thinking habits and coping strategies for staying on top of their mental health. Using tried and tested therapeutic techniques, readers are given the tools to build their own personalised mental health 'workout' to boost their emotional resilience and wellbeing.Informed by the experiences of teens themselves, this friendly guide gives practical tips and strategies on how to overcome everyday stresses and ditch negative thinking 'frenemies' before they develop into more serious issues. Teens will be better equipped to recognise negative thoughts and emotions, monitor their mood and behaviour, and flex their positive thinking muscles in order to combat the mental health blips we all face sometimes.

This therapeutic story focuses on worries about transition to secondary school. Jake is in Year 6. He is worried about the transition to secondary school because he has heard many rumours, including one about the older pupils flushing first years' heads down the toilets. The story illustrates how many of the pupils share similar worries about the impending transition even though their behavior looks different. Jake's behaviour illustrates his initial negative coping strategies as his worry grows.This includes not talking about it, opting out of his usual interests and activities, not sleeping and becoming angry with his mother. Some of his worries are alleviated on his taster visit to the new school, especially when he plucks up the courage to go into the boys' toilets. Following a misunderstanding in the toilets with some older boys, he is able to share his worries with another pupil and use humour to reflect on his behaviour. The accompanying, 'Let's talk about worry' text shares information and facts about mental health and transition.

This therapeutic story focuses on intrusive thoughts and repetitive behaviour, linked to exam anxiety. Everyone knows Gemma always gets thing 'right' and is top of the class. However she feels under pressure to do well in the Year 5 tests and is becoming increasingly worried. She thinks she has to do certain things to continue to do well and get 'top marks', such as avoiding the cracks in the pavement. This habit starts to take over and Gemma wonders why she is doing this.As the story progresses, Gemma is helped to understand how it can be normal for anxiety and stress to affect thoughts. The metaphor of having a bully in her mind, making her do things she doesn't really want to do, is introduced. She decides to stand up to her inner bully before it takes over. The accompanying, 'Let's talk about when thoughts get stuck' highlights how stress and pressure can affect us, including some of the 'catastrophising' and 'black and white' thinking errors that can be linked with exam stress and pressure.