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.

Being a learning mentor means supporting children and young people and helping them deal with the problems that they face, so that they are free to learn and reach their potential. This book will be your guide to achieving this and making sure you get the most out of all the children you work with.

Each chapter opens with a discussion of the topic, giving you all the information you may need, as well as examples and strategies. They also provide fantastic worksheets that can be used directly with children and young people and can be easily printed from the CD-Rom which comes with this book.

New to this edition are chapters on internet safety and hate behaviour as well as the continued discussion of serious issues such as drug awareness and self-harm. Other topics covered include:

- Bullying

- Self-esteem

- Transitions

- Revision

- Anxiety

This is a must have for anyone supporting children and young people and is a true resource that you will come back to time and time again.

Kathy Salter (now Hampson) worked for nearly six years as a Learning Mentor in a large Leeds High School and now works for the Leeds Youth Offending Service as a Youth Justice Worker. She has an M.Ed in Social Emotional and Behavioural Difficulties, and is in the end stages of researching a PhD looking at emotional intelligence and offending patterns.

Rhonda Twidle (now Mitchell) worked with young people as a Support Worker in Tyneside and a Learning Mentor in a Leeds High School before spending five years as Probation Officer, including a secondment to a Family Intervention Project. She is now working with young people and families in Leeds as a Child and Adolescent Mental Health 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.

`Although targeted at educators working with young children, this book lends itself to use with older primary pupils and, with some careful attention being paid to the issues of `age appropriateness', to a wide range of children with learning difficulties, including those attending special schools' - SENCO Update

`The guidance is clear, practical and teacher-friendly and encapsulates current best primary practice' - TES Extra for Special Needs

Bullying establishes itself as soon as young children begin to engage in social groups - someone is left out… someone is different… someone gets hurt. If you are eager to intervene early to support children aged 5 - 12 years in forming collaborative and empathic relationships, this is the resource to help you do it!

Using research findings from over 400 children's views, the book looks at:

-name-calling

-teasing

-excluding

-physical aggression

-verbal harm

-taking and breaking

Each lesson plan follows the same format with a poster-related discussion, class and follow-up activities, developmental work, research activity and lesson review. The book comes with a CD-ROM to print out the six posters as well as 48 individual illustrations. You will not be disappointed with the ease with which the author's ideas translate into classroom use!

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 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.

'This positive book sets out to help teachers and pupils to work together to improve the quality of playtime…The time taken to develop these worthwhile skills is likely to be well spent and benefit the school and playtime in the long run' - Youth in Mind

Includes CD-Rom

This book aims to assist teachers to train pupils aged 6 - 11 in peer befriending. The contents include comprehensive facilitator notes on running training programme for young people including Circle Time activities, pro-social games and necessary photocopiable worksheets.

The contents are based on the author's own experiences of running such a programme to assist pro-social behaviour at breaks and lunchtimes. Also included in the book are some awareness raising sessions for support staff and lunchtime supervisors.

This programme is not intended to be mediation training, rather it is a 'friends' scheme. It has been successfully trialled in primary schools in Bromley.

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.

Includes CD-Rom

Empathy is a fundamental building block for the positive development and mental health of children. It is central to the development of conscience, love, friendship and kindness. This programme supports the encouragement and teaching of empathy and resilience and schools will reap the benefits in their students' achievements.

Identifying key elements that help young people to develop empathic feelings and behaviour, it helps schools to:

ocreate structures that promote connectedness and belonging

oprovide learning experiences that build excitement about learning and hopefulness and possibility for their futures

Activities include 'The Circle of Friendship', which builds empathy into the day-to-day operation of the classroom in a highly motivating and visual way. All 10 sessions include teacher notes, experiential activities, worksheets, games and reflective questions that will encourage young people to explore the different elements of empathic behaviour. Many more ideas for developmental work are also included.

Bob Bellhouse is a teacher, researcher, writer and publisher, Andrew Fuller is a Clinical Psychologist, and Glenda Johnston is an Educational Psychologist. All three are based in Australia.

Developed with the support of the Kent Healthy Schools Programme to encourage primary schools to promote healthy eating, this resource takes a whole-school, holistic approach towards children's eating and relates to the PSHE Curriculum and the Healthy Schools Programme. There is a good blend of easily accessible information on healthy eating supported by individual case studies.

The three sections cover:

" a summary of the range of children's eating issues

" strategies for promoting healthy eating and preventing, recognising and dealing with eating problems

" examples of lesson plans related to the physical, emotional and social aspects of children's eating.

Dr Sally Robinson is principal lecturer in the Department of Health and Social Welfare Studies at Canterbury Christ Church University.

`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.

'This book is encouraging, easy to read and full of inspirational ideas about how to introduce different topics for discussion. Methods to encourage and develop group dynamics are clearly outlined. For any secondary school considering introducing circle time, this book makes a good case in its favour' - Youth in Mind

Includes CD-Rom

The circle time teaching strategy is used extensively and successfully in primary schools, but secondary settings often find it difficult to implement. In this book, the authors advise on how a circle time programme can be developed in secondary schools, involving both staff and students.

Drawing on their experience of using circle time to deliver the PSHE and Citizenship curricula, they present a framework that that can be followed or adapted by other secondary schools. The development includes:

- consultation with students

- choosing the topics for the programme of study

- lesson plans written in the circle format

- recommendation for links within the wider school community and other agencies.

A CD-rom is included, providing lesson plans, circle time games, and advice on inclusion, group work and strategies and approaches suitable for the secondary setting.

The book also shows how the programme can be evaluated, taking into account the perspectives of the trainer, the staff and the students. Any secondary school practitioner looking to implement a circle time programme in their school will find this a useful and practical resource.

Marilyn Tew is a freelance consultant, trainer and facilitator, specialising in the relevance of group work, emotional literacy and Circle Time to PSHE.

Hilary Potter is currently researching in the field of emotional literacy and has extensive experience of teaching and training across a range of educational settings.

Mary Read has taught for over 25 years as well as writing and working as a trainer nationally.

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

'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

'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' - 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

'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

'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.

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.

Includes CD-Rom

`A highly practical resource' - Times Educational Supplement

`This approach could be very usefully employed to tackle the very complex and difficult issue of bullying' - Educational Psychology in Practice

`The how, when, where and what of preparing for a performance is spelled out in considerable detail. If you do accept the challenge at the core of the book you will certainly not want for help' - Junior Education

This is the first in a series of creative and practical resources to link the school assembly with the Personal, Social, Citizenship and Health Education (PSCHE) curriculum and the national literacy objectives for children aged five to 11.

Using the theme of bullying, this scheme of work starts with a lively and dramatic student performance by older pupils in the primary school, including every member of the class. Full scripts, music and dance scores are provided. The bullying scenes involve the audience by focusing on the role of the bystanders.

Comprehensive teacher notes, activities and resources are also included for follow-up work with each year group. This comprehensive pack, produced by two experienced teachers, is useful for anyone running an anti-bullying initiative in their primary school.

Bridget Smith has worked for many years as a specialist in deafness within the health service, as part of a Cambridge University research group, and in the voluntary sector. She has taught as a general practitioner in primary and middle schools with specific responsibilities for music and IT. As well as having tutored children who are excluded from school she is regularly involved in coaching music and sport and in the development of local facilities for youth.

Kate Baker has created and developed effective assemblies with children over many years, as class teacher, literacy and drama co-ordinator and Deputy Head.

She has also devised and directed productions in schools, at children's drama and music courses and for the theatre.

Kate still teaches in primary and middle schools and is currently developing more ideas and materials to enrich the curriculum for Key Stages 1 to 3.

' 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