Lucky Duck Books – serie

Are you teaching or supporting students with special educational needs (SEN) who are struggling with social rules and conventions? This book introduces you to the concept of social stories which are a positive and practical way to help children with these difficulties.

The new edition of this book has over 90 examples of social stories, including over 30 new stories and also contains a new section on:

- why social stories are important

- how to use them in your setting

- how to write your own social stories.

Suitable for use with children of any age, the book includes examples for those children with language delays, communication difficulties, difficult behaviour, antisocial behaviour as well as those with autism.

Broken down into 8 sections it is easy to find an example suitable for the situation you are facing so you can work together with the child to create their personal story.

A great book for any setting, the stories are practical and achievable, the language is down to earth and believable, and the subjects include those that we are often embarrassed to deal with. A must-have for the SEN practitioner.

Circle Time for the Very Young has been used by teachers and practitioners alike for the last ten years! Now in its third edition, this book has been fully updated and includes a CD Rom to help you with Circle Time in your early years setting.

Circle Time is used to help form positive relationships, increase confidence and self-esteem and provide a safe environment to explore feelings and opinions.

Covering the 3 to 9 age range and focused on the core PSHE themes, this book contains the following to help you establish, and maintain, circle time in your setting:

-An explanation of Circle Time and how it works

-Over 100 plans for different Circle Time sessions

-Different plans for both young and older children

-Activity sheets to use at the end of each session

-Evaluation sheets to use at the end of each theme

All the activity and evaluation sheets can be printed from the new CD-Rom making it an ideal resource for those that want to use circle time but don't have time to plan the sessions.

This book is easily used in any setting and is a must-have for busy practitioners.

`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

'This book will educate and enthuse teachers about emotional literacy, while providing them with a host of practical suggestions for working with children to increase awareness, understanding and control of their feelings' - Professor Neil Frude, Clinical Psychologist, Western Mail

Translating the theory of emotional literacy into a practical, whole-school approach, this book is written for teachers, psychologists and lecturers wishing to introduce and implement:

o the rationale

o the practice

o the policy development.

Drawing on his practical experience as a consultant with a special school, the author provides everything you will need to deliver a full training programme on this subject, including activities and a Powerpoint presentation on a CD-rom. His work explains the importance of considering children's emotional life in school situations and gives practical skills to help nurture children's emotional development.

Dr Steve Killick is a Chartered Clinical Psychologist who works in the NHS with young people with severe mental health problems. He has worked in both adult and child mental health and education settings and also works as a consultant and trainer for organisations and individuals. He has recently worked with Headlands School in Wales to produce an emotional literacy programme for organisational change and curriculum development.

`For any teacher or school wanting to set up a buddy scheme, or to explore the possibility of doing so, this book contains some useful suggestions, ideas and guidelines. Even if a school did not wish to adopt the buddy system itself, the book contains useful material relating to citizenship and specific problems, like bullying which makes it a potentially useful resource for teachers and schools in general' - Early Education

Peer buddy systems have been demonstrated as very successful with older students. Positive effects are recognized for the individuals befriended and also for the whole community.

Margaret has used her vast experience with younger children to develop a programme which achieves these outcomes at the stage when they are learning the skills of friendship and co-operation.

Using her popular style of differentiating activities and teaching for two age groups, 6-8 and 9-11, Margaret has provided an exciting, innovative and challenging programme which enhances the citizenship curriculum and the atmosphere of the school.

Margaret Collins is a former headteacher of infant and first schools. She is now Senior Visiting Fellow in the School of Education at the University of Southampton. She researches children's perceptions of health education topics, writes teaching materials for children, books and articles on PSHE.

`What a gem. This book introduces a whole-school approach to an area that has previously been addressed by the speech and language specialists working with small groups.

This approach helps to develop language processing skills by improving the auditory and visual attention skills used

The resources on the CD-Rom will be invaluable for reminding pupils if the skills they should be using to learn to listen. This interactive and fun approach explains the difference between the skills of social listening and listening skills necessary for processing information in learning' - TES Extra, Special Needs

`This book is well designed. It utilizes many strategies speech-therapists use in their clinical work. It is a simple resource that is easy to follow and has had good rates of success when delivered by teachers' - Communication Matters

`The programme should lead to improvements in social skills, learning and classroom behaviour, and it is easy to implement with two teaching sessions and a follow-up booster session. There are comprehensive facilitator instructions and all the resources are provided for these fun and interactive sessions that will engage all pupils' - Learning to Learn Newsletter

This book provides a completely new approach to the teaching of listening. Whilst educators are familiar with assessing comprehension, little has been done to ensure that the input process is efficient. By improving auditory and visual attention during a listening activity the authors demonstrate how the process can be enhanced.

The programme should lead to improvements in social skills, learning and classroom behaviour, and it is easy to implement with two teaching sessions and a follow-up booster session.

There are comprehensive facilitator instructions and all the resources are provided for these fun and interactive sessions that will engage all pupils.

The difference between social listening for interaction and accurate listening in a classroom setting is explained. As well as the usual topics: eye contact, body language, acknowledgements etc there is a fascinating section on the neurological evidence for the importance of efficient sitting positions. We expect young people to acquire effective listening skills but it is a complex activity, which benefits direct teaching.

`Chris Mitchell was 20 when he was diagnosed with Asperger syndrome. Both his academic success and the horrendous bullying he suffered highlight the mixed blessings of mainstream education for a child with Asperger syndrome. While his eventual success is heartwarming, from today's understanding of Asperger, the ignorance and hostility Mitchell faced throughout his early life are shocking' - TES Extra for Special Needs

'This autobiographical account of a young man's discovery that Asperger's syndrome could explain his early problems and provide light at the end of the tunnel, is both insightful and inspiring. Parents of children with Asperger's syndrome and also older "aspies" will profit from Chris's hard won experience' - Dyslexia Contact

'[This] is a straightforward read, full of concrete examples of how Asperger's syndrome affects the individual but at the same time acknowledging that every individual is different. Having experienced first-hand the vulnerability of the adolescent with Asperger's syndrome, desperate to make connections with those around him but constantly being knocked back, I was delighted to read about the friendships [Chris Mitchell] eventually establishes when he takes the brave decision to make contacts through the web and sets out on his travels. I would particularly recommend this book to those with little knowledge of Asperger's syndrome, especially for anyone involved in helping those with a diagnosis of Asperger's syndrome through further education' - British Journal of Special Education

`This book is a 'must-read' for any parents of children with Aspergers syndrome and also older aspies themselves. They will be able to relate to the slightly quirky writing style and profit from Chris's hard won experience. These children are so individualistic and often isolated from like minds, so the book will provide some solace that there are other people like them' - Judith Stansfield, Chair North Richmondshire Community Partnership SEN ICT Consultant NASEN ICT Group BDACC Reviews and Literature Editor

`This book shows how one individual with very severe handicaps due to Asperger's Syndrome won through in the end and achieved despite such a poor beginning. This is a book which should be read by anyone who has been diagnosed with Asperger's Syndrome or feels he or she might have this condition' - Dr L F Lowenstein, National Association Gifted Children Newsletter

'This is an unusual book in that it is written by a man where most autobiographical books about autism are written by women. It is both very readable and well-written, with a detached an honest account of his childhood, family life and life prior to diagnosis. He gets on well with his family, and they are happy that he has written this book, and happy with the book, despite some implied criticism of how they brought him up. Indeed, it comes across as less aggressive than some accounts, so it is particularly insightful for parents and other empathotypicals who might find more black-and-white descriptions of their mistakes hurtful.

As with every book written by someone on the spectrum that I have seen, it is a short book, giving a snapshot of his difficulties and joys before and also after his diagnosis, giving highlights of specific problems and pleasures. Overall I think it would be a good book for someone who recognises himself in the author, or as a starting point for deepening your understanding of your brother, son or friend, or, if you are already interested in this condition, to broaden your understanding of the ways that it present itself' - Asperger United

'[A]n especially uplifting read for a young person or adult newly diagnosed with Asperger's Syndrom. It also would help those unfamiliar with Asperger's Syndrome to understand the condition much better' - REACH

This gripping and at times astonishing story will be inspirational to all adults either facing Asperger's Syndrome personally or interacting with someone who has been diagnosed.

In his own imitable style, Chris Mitchell describes his life before and after diagnosis with Asperger's Syndrome. We follow Chris through primary and secondary school, where his lack of social interaction and anger continually land him in trouble, and where he is bullied for being different. Only his excellent memory and specialist interests enable him to continue, and pass his GCSEs and a GNVQ in Media Studies.

At university he is diagnosed with Asperger's Syndrome. Suddenly his life makes more sense, and his self-awareness means his self-confidence returns, resulting in world travel, a Masters qualification in Information and Library Management and finally, acceptance.

Chris Mitchell is a Records Assistant at Durham County Record Office, and also does public speaking on the subject of Asperger's Syndrome.

Includes CD-Rom

Pupils can fulfil their potential only when they are healthy, happy and at ease in all areas of their lives and the National Healthy Schools Standard (NHSS) is designed to give practical support to help schools achieve this through creating an environment which reduces health inequalities, promotes social inclusion and raises educational achievement.

The book provides the reader with:

"an overview of the National Healthy School Standard (NHSS)

"insight into the theme of emotional health

"a range of case study examples to draw on as exemplars of good practice

"knowledge and resources required to undertake a school based audit on emotional health and well being

"resources to implement an emotional health and well being curriculum.

Becoming an Emotionally Healthy School helps school staff, people working with schools and healthy schools co-ordinators to create, develop and promote a whole school approach to emotional health and well-being. The book offers advice, handy hints and support at each stage of the process and provides all the resources that will be required, including an emotional health curriculum that can be delivered with small groups or whole class groups.

Includes CD-Rom

'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.

'The need to work with children to help them understand the complexity of the place and the relationships within which they are growing up is greater than ever. This programme of stories, developed through Circle Time, gives a clear and challenging context for this work to develop' - Support For Learning

'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

Margaret Collins is a former headteacher of infant and first schools. She is now Senior Visiting Fellow in the School of Education at the University of Southampton. She researches children's perceptions of health education topics, writes teaching materials for children, books and articles on PSHE.

Other books in the series include Tina Rae's Good Choices and Phil Carradice's Life Choices.

Includes CD-Rom

Tolerance and Empathy in Today's Classroom is an activity-based teacher's guide to fostering positive group interaction through imagined experience and discussion for children aged 9 to 14.

In a series of interactive workshops, each one providing a context, a scenario and a list of characters, pupils are invited to engage in discussion, debate and negotiation to solve problems and meet challenges.

The primary focus is the promotion of tolerance, empathy and co-operation, as prescribed in the non-statutory framework for PSHE and Citizenship. Key transferable skills in oracy, enquiry and problem-solving are introduced and practised through each role-play, with specific links to the National Curriculum attainment targets for speaking and listening, and suggestions for extensive cross-curricular work.

Andrew Hammond is Head of English and KS2 Coordinator at St Andrew's School, Woking.

Includes CD-Rom

'Nothing is so exhausting as indecision, and nothing is so futile..teachers, parents and carers worry that the decisions that children and young people make might be unwise or dangerous' - Bertrand Russell

'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

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.

Other books in the series include Margaret Collins's First Choices and Phil Carradice's Good Choices.

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

Includes CD-Rom

Originally developed for deaf children, this innovative and successful drama programme addressing personal, social and emotional needs can benefit all children in primary schools. The interactive and lively ideas cover a variety of themes from empathy to assertiveness.

Each of the 6 modules in the book provides 3-5 session plans which include games, drama exercises and discussion that build up the children's exploration of each theme. Copiable resources are included, and a 'How to Use' section has practical suggestions on how the material may be used and adapted for different children and varying situations. An evaluation sheet is also provided which can be used to track the progress of individual children. A final appendix contains a compendium of games which can be interchanged to suit the needs of the children.

Bringing together the expertise of a drama teacher and the skills of a teacher of the deaf, the book is a very practical resource providing everything a busy teacher needs to engage all young people as participants in a PSHE curriculum.

Angie Wootten has been a teacher of deaf children for over twenty years. She is also a regional tutor and a placement supervisor for the course leading to the qualification as a teacher of the deaf at Birmingham University. In 1999, as a research fellow with the same university, she researched and co-wrote the RNID publication A Review of Good Practice in Deaf Education. In 2002 she completed an MPhil relating to oral communication and deaf adults.

Angie has worked with deaf children of all ages, from babies to college students. She is currently working as an outreach teacher in Warwickshire.

Jacqui is an actress and Deputy Director of Education for the Royal Shakespeare Company.

Based on work done in secondary schools by the NSPCC, this PSHE curriculum resource gives young people the information and skills necessary to keep themselves 'safe'.

Focusing on personal safety, the book addresses key issues such as:

oemotional health and well-being

othe ability to access help and support

ofamily, social and sexual relationships.

Each section contains a comprehensive facilitator's guide.

Developed in consultation with young people, this lively and interactive resource provides them with the information and the vital skills to deal with the difficult situations they face.

'An ideal resource to use when a child or children in a class are experiencing loss and grief. This area of work makes a vital contribution to bringing one of the most essential learning tasks of life into schools, helping children to recognise the universality of loss and encourage them to feel confident about their own and other people's feelings. If this book was used routinely across the country it would contribute to a significant shift in the environment in which children, and ultimately adults, are able to understand and deal with feelings. If you are a teacher please try and get hold of a copy' - Bereavement Care

`Using stories about life events, Margaret Collins focuses on the needs of 4-9 year olds, and the ways in which they can express concerns, anxieties and grief. She also provides helpful advice for children and adults about how to help others when they are experiencing such difficulties' - SENCO Update

When a child faces a problem with health or disability we are quick to offer support or change our expectations. Sadness, distress, anxiety, whether transient or long-term, can have significant effects on every child but they are invisible and the support or adjustments might not be in place.

In this great resource Margaret uses stories about 20 different life events to:

- illustrate the range of feelings

- give permission for the expression of feelings

- encourage empathy towards others

- demonstrate that loss is a common experience for us all.

The work balances an acknowledgement of the need to express sorrow and sadness with an opportunity to consider how to do something that is positive for oneself or helpful to others.

Margaret Collins is a former headteacher of infant and first schools. She is now Senior Visiting Fellow in the School of Education at the University of Southampton. She researches children's perceptions of health education topics, writes teaching materials for children, books and articles on PSHE.

`As well as being of interest to educators, Joan Ross's autobiography would be would be worth including as a text for pupils following citizenship curriculum in secondary schools' - SENCO Update

Joan is an adult with cerebral palsy who grew up when compulsory education was not in place for all children. Her memories of her childhood before inclusion, her development as a teenager and her adult life are chronicled without sentiment and this book offers the reader an autobiography of someone who lives with a significant disability.

The book is supported by SCOPE who have provided an introduction and informative commentary about cerebral palsy.

The book is of general interest and offers information and inspiration to Scope members and those whose lives are touched by CP.

' The book shows you how to confidently intergrate music into circle time and will be a useful addition to many teachers' resources'-Early Years Update

'[A]n excellent resource for all teachers looking to introduce music to children aged from four to seven-years-old... The instructions are clear and precise, making it easy to use... an invaluable resource for all busy practitioners' - Early Years Educator

'The book is packed with ideas and the simple format makes it easy to use. Many of the suggestions can be used straight from the book or easily adapted to fit the interests of your own class... The book shows you how to confidently integrate music into circle time and will be a useful addition to many teachers' resources' - Early Years Update

In the same popular and accessible style as Margaret Collins' established and successful Circle Time series, this book provides user-friendly classroom activities to engage young children.

It uses Circle Time techniques to help children use and learn about:

o rhythm, jingles, raps and chants

o songs

o instruments

o ring games

o music, art and story projects.

The enjoyable activities can also enhance learning of other aspects of the curriculum. There is evidence that children who are familiar with a wide ranging repertoire of rhymes and songs learn to read earlier.

Using this book all teachers will be able to use music in their Circle Time sessions in a confident and creative manner.

Margaret Collins is a former headteacher of infant and first schools. She is now Senior Visiting Fellow in the School of Education at the University of Southampton. She researches children's perceptions of health education topics, writes teaching materials for children, books and articles on PSHE.

'This book breaks down the social, emotional and practical aspects of relationships so usefully that it is a good resource for teachers and others working with neurotypical individuals. In fact the book so sensibly discusses pitfalls, strategies and individual responsibilities that it would be valuable reading for teenagers generally as well as for individuals with Asperger syndrome' - Tess Coll, autism outreach teacher

'The Asperger Love Guide is recommended reading for those with Asperger's syndrome who are seeking or within a relationship. The authors provide a clear explanation of how the characteristics of Asperger's syndrome can affect the development of a relationship and the expression of love. They then provide sound practical advice for individuals and couples. I really enjoyed reading The Asperger Love Guide and will be recommending the book to my clients' – Professor Tony Attwood

`This is the first book I've read in a long time that, once started, I couldn't put down until it was finished. It is an exceptionally good read. The 77 pages are written succinctly with no waffle - just straight to the point.

I will definitely buy a copy of this book for the whole family to use! I will use it to guide Joe (my 17 year old Asperger son) when he's ready for it. It's not a book he would read himself; in fact I read the section "the merits of single life" out loud to him a bit like a bed time story' - Action for ASD

'There is a great need for more awareness of Asperger syndrome and how it affects personal relationships. The National Autistic Society find this a helpful guide' - Cathy Mercer, NAS

'This book sets out some helpful facts about relationships in a neat, simple form' - Asperger United

'An excellent self 'help-text'... the book is a clear and matter-of-fact guide to relationships and is unapologetic in offering straightforward and helpful advice for romantic success... Not a word is wasted, and as well as being highly recommended for individuals with Asperger's Syndrome, should also be read by education professionals supporting young people with Asperger's Syndrome in schools, colleges and universities' - SENCO Update

'Aimed primarily at individuals with Asperger syndrome, this very readable book is in fact of use to a much wider audience. The issues are discussed openly and logically and the advice given is both sympathetic and very matter of fact... The book breaks down the social, emotional and practical aspects of relationships so usefully that it is a good resource for teachers and others working with neurotypical individuals. Infact the book so sensibly discusses pitfalls, strategies and individual responsibilities that it would be valuable reading for teenagers generally as well as for individuals with Asperger syndrome' - British Journal of Special Education

Material based on the experiences of the people on the Autistic Spectrum is usually written by neurotypical writers. Here, Genevieve and Dean, both adults with Asperger's Syndrome, share their advice and tips for romantic success.

The chapters cover:

obuilding self-esteem;

othe best places to meet potential partners;

odating;

omaintaining relationships.

Both authors work with the Asperger community, either providing support or training, so their insight is based upon other people's experiences as well as their own. This is shown in a number of case studies that support the elements described in each chapter. They write in a clear, accessible and non-patronizing way which will suit their audience.

This will prove to be an invaluable book to those with Asperger's or those that support Asperger people.

Dean Worton is a 31 year-old high functioning individual with a very positive expression of Asperger Syndrome. He runs a successful UK-based website for adults with Asperger Syndrome and hosts real-life meet-ups around the UK for its members. His key interest is in encouraging adults with AS to live positively and successfully with the gifts that Asperger Syndrome provides. He also works in adminstration and resides in North-West England.

Genevieve Edmonds is a 23 year old with 'residual' Asperger Syndrome, which she views as a significant gift. She works as an associate of the Missing Link Support Service in Lancashire supporting those 'disabled by society' including individuals with ASD. She speaks and writes frequently in the field of Autism, along with giving training, workshops and soon counselling. She aims to empower those with ASD, carers and professionals in the understanding of Asperger Syndrome as a difference rather than an impairment. She lives and works in a solution-focused way and is based in North-West England

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).

'Every year I read several manuscripts written by mothers about having a child with Asperger's syndrome. The quality of manuscripts varies considerably. As soon as I started to read 'Living Your Best Life with Asperger's syndrome' I knew it was going to be one of my favourite biographies. I was entranced by Karra's descriptions of her son's intellectual abilities, his perspective on life and sense of humour. The anecdotes illustrate aspects of Asperger's syndrome perfectly. Professionals will have the 'Ah ha!' moment, as the descriptions of events and conversations are consistent with the theoretical models of Asperger's syndrome. Both parents and professionals need to read this book, and then other children with Asperger's syndrome will indeed live a better life' - Professor Tony Attwood

'This book is a worthwhile read and written in a very positive way. Many professionals will find the anecdotes evocative and perhaps illumination. There are also useful and practical tips and ideas noted throughout the book. I would happily recommend it to parents, especially those who are in the early days, post diagnosis and looking for information, ideas and a positive perspective' - Alison Leask, Chair of Autism, Argyll, Scotland

Effectively accommodating the social and academic needs of children on the autistic spectrum is an important task in every school. This book is a practical guide to benefit parents, teachers, Local Education Authorities and international autism organisations.

Each chapter provides a summary followed by anecdotal stories that illustrate a point, describing how a young boy navigates his way through the social challenges that he faces every day.

Issues covered include:

odiagnosis and recognizing the difference;

oproviding support and understanding;

ocommunication;

oconcrete thinking.

The focus of the writing is how to live your best life despite your difference. The book describes the problems and pain Karra faced as her son changed and encountered difficulties at every stage. She also demonstrates her resilience and determination and the book is a celebration of her son and their relationship.

'This is a very accessible book which would be helpful to parents and teachers meeting autism for the first time. The book charts a success story and as such should make an encouraging read. This would be well worth having a parents' group or staff room library.' - Special

Includes CD-Rom

The four books in the series provide a whole-school value based programme for young people from five to twelve years of age. They help in the creation of wellbeing and resilience in students by introducing and developing a range of values and behaviours that will assist with social and emotional health.

The series is well differentiated for the target age group and each volume follows a similar format:

ointroduction;

oguidance on how to use the materials;

olinks to curriculum areas;

ocomprehensive teacher notes on each theme.

The themes are based around stories which will engage young people and these are accompanied by worksheets and follow up activities.

Each book can be used individually or together as a complete programme to promote pro-social values. All the books will help young people to:

ohave a sense of belonging;

oidentify their talents;

odevelop proactive problem solving;

oenhance positive social orientation;

oencourage an optimistic sense of fun.

Includes CD-Rom

The four books in the series provide a whole-school value based programme for young people from five to twelve years of age. They help in the creation of wellbeing and resilience in students by introducing and developing a range of values and behaviours that will assist with social and emotional health.

The series is well differentiated for the target age group and each volume follows a similar format:

o introduction;

o guidance on how to use the materials;

o links to curriculum areas;

o comprehensive teacher notes on each theme.

The themes are based around stories which will engage young people and these are accompanied by worksheets and follow up activities.

Each book can be used individually or together as a complete programme to promote pro-social values. All the books will help young people to:

o have a sense of belonging;

o identify their talents;

o develop proactive problem solving;

o enhance positive social orientation;

o encourage an optimistic sense of fun.

Includes CD-Rom

The four books in the series provide a whole-school values based programme for young people from five to 12 years of age. They are designed to assist in the creation of wellbeing and resilience in students by introducing and developing a range of values and behaviours that will assist with social and emotional health.

The series is well differentiated and follow a similar format. The introduction is followed by guidance on how to use the materials with links to curriculum areas. There are comprehensive teacher notes on each theme. The themes are based around stories which will engage young people and these are accompanied by worksheets and follow up activities.

Each book can be used individually or together as a complete programme to promote pro-social values. All the books will help young people to:

o Have a sense of belonging;

o Identify their talents;

o Develop proactive problem solving;

o Enhance positive social orientation;

o Encourage an optimistic sense of fun.

This book develops the twelve themes from the infant books. Each theme includes objectives, discussion, a relevant story and a choice of four application sheets which involve both individual and group activity.

Approaching school development as a training project for all staff, this book will help schools to work towards collectively selected goals. Excitingly, it also shows how to involve parents, governors and, most importantly, the pupils. This is in sharp contrast to most of the material available for school development, which requires a top led mangement style.

The book describes a school development process consisting of two inset days followed up by a series of staff meetings. A set of activities links the events and requires active participation by all staff, working with pupils to complete the tasks.

Photocopiable resources on a CD-ROM are included which will help you to use this process to reach an outcome suited to your own establishment and culture.

Although the example given is from a junior school the model could be used in any workplace where a unified team ethos is desired. It is equally useful to successful and to failing schools because it focuses on change and development towards an agreed goal.

Sarah Bainbridge is Deputy Head of Air Balloon Hill Junior School in Bristol.

Eating disorders are usually associated with females but there are an increasing number of males affected by anorexia and bulimia. Often there is a link between male eating disorders and athletic prowess, and the quest for physical perfection can result in damaging behaviours associated with diet, supplements and exercise.

This unique and important book combines a mine of information with a readable and engaging case study. The author was shocked and horrified when her son developed anorexia at the age of twelve. Having a research background, she naturally turned her attention to finding out as much as she could about how best to combat this terrifying illness. Her son is now fully recovered and has supported this book that not only describes their experiences, but also provides a practical guide on how to cope with male eating disorders.

A much needed resource for other parents in similar situations, the book will also be of interest to people working in health centres, clinics and hospitals. It will also be invaluable for youth support groups, teachers and sports coaching staff, who are often the first to be aware of concerns about eating disorders in young men.

Jenny is a Chartered Accountant who worked in the pharmaceutical industry for many years. Latterly she has also worked in the Financial Services Industry (for six years) as a pharmaceutical and healthcare analyst and salesperson. She is a member of the Eating Disorder Association and a volunteer member of their Self Help Network.

Eating disorders are usually associated with females but there are an increasing number of males affected by anorexia and bulimia. Often there is a link between male eating disorders and athletic prowess, and the quest for physical perfection can result in damaging behaviours associated with diet, supplements and exercise.

This unique and important book combines a mine of information with a readable and engaging case study. The author was shocked and horrified when her son developed anorexia at the age of twelve. Having a research background, she naturally turned her attention to finding out as much as she could about how best to combat this terrifying illness. Her son is now fully recovered and has supported this book that not only describes their experiences, but also provides a practical guide on how to cope with male eating disorders.

A much needed resource for other parents in similar situations, the book will also be of interest to people working in health centres, clinics and hospitals. It will also be invaluable for youth support groups, teachers and sports coaching staff, who are often the first to be aware of concerns about eating disorders in young men.

Jenny is a Chartered Accountant who worked in the pharmaceutical industry for many years. Latterly she has also worked in the Financial Services Industry (for six years) as a pharmaceutical and healthcare analyst and salesperson. She is a member of the Eating Disorder Association and a volunteer member of their Self Help Network.

'The Asperger Social Guide is a pocket sized travel guide for adults with Asperger's syndrome exploring the social world. Genevieve and Dean have written a practical handbook based on their personal experiences. They know what people with Asperger's syndrome need to know and write in a clear and engaging style. I endorse their explanations, tips and strategies and will be recommending The Asperger Social Guide to my adult clients and those who support them' – Professor Tony Attwood

`This looks like a book that our social skills groups and some of our schools could use… Social skills are a big problem area for people with AS, so quality help is always needed' - Cathy Mercer, National Autistic Society

'Overall I think that this is a very useful book and you can read the sections as and when you need to' - Action for ASD

'[R]eaders who have already begun to grasp the basics of social interaction could learn a lot from this book' - Asperger United

'An excellent self 'help-text'... Not a word is wasted, and as well as being highly recommended for individuals with Asperger's Syndrome, should also be read by education professionals supporting young people with Asperger's Syndrome in schools, colleges and universities' - SENCO Update

The imposition of 'social skills' teaching is sometimes seen as stemming from a negative attitude to social difference. Participation in 'activities' might be resented by the AS community and the choice to learn and adopt neuro-typical behaviour should to be offered as an option and in a very respectful way.

This book is a self-help manual written by two AS adults who offer others the benefits of their experiences. It is suitable for private study by AS individuals and can also be used in FE and higher education establishments for support and personal development courses.

Genevieve Edmonds is a 23 year old with 'residual' Asperger's Syndrome, which she views as a significant gift. She works as an associate of the Missing Link Support Service in Lancashire supporting thoise 'disabled by society' including inviduals with ASD. She speaks and writes frequently in the field of Autism, along with giving training, workshops and soon counselling. She aims to empower those with ASD, carers and professionals in the understanding of Asperger's Syndrome as a difference rather than an impairment. She lives and works in a solution focussed way and is based in north-west England.

Dean Worton is a 31 year old high functioning individual with a very positive expression of Asperger Syndrome. He runs a very successful UK-based website for adults with Aseprger's Syndrome and hosts real-life meet-ups around the UK for its members. His key interest is in encouraging adults to live positively and successfully with the gifts that Asperger's Syndrome provides. He also works in administration and resides in north-west England.

Written for the busy classroom teacher, this book provides quick access to an abundance of Circle Time activities.

Building on the success of the first edition, this new book retains the original edition's clarity and ease-of-access, whilst providing more than twice as much material. It has also been updated to take account of new legislation, including Every Child Matters and The National Standard for Healthy Schools.

Clear headers guide the reader to core games and appropriate themes, each with helpful hints for planning and implementation, and to assist the smooth running of the sessions. The theme section demonstrates ways of using core Circle Time activities such as 'Sentence Completion' and 'Silent Statements' to explore sensitive issues such as friendships and bullying.

An important new feature is a structure to help readers understand what they should be expecting from pupils during Circle Time at each key stage. New and expanded sections on group work and the development of Circle Time are also included.

This is a valuable resource for teachers, educational psychologists and youth workers, whether they are experienced Circle Time practitioners or new to the technique.

`The video provides a good overview of strategies used by practising teachers in authentic settings. The general attitude was optimistic and showed how small changes can have a positive effect of children's lives.

The Handbook is written in easily accessible language and includes a very informative overview of Asperger's Syndrome by Rita Jordan' - Educational Psychology in Practice

Whilst the frequency of Autistic Spectrum disorders rises and identification and assessment techniques improve, we can expect to find young people with Aspergers Syndrome in every school. This extensive resource features the excellent, flexible and imaginative ways in which adults working in schools can improve the learning and social experience for these students. Other videos have been made to help us understand the diagnosis this programme focuses on useful and practical strategies.

The video was filmed in several schools and colleges where we found models of good practice. It includes a commentary by Rita Jordan and the full transcript of her extended interview is provided in the accompanying handbook.