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`There is no other text that can inform, educate and involve so effectively about the needs of ADHD children in mainstream classrooms. I would recommend that it is included on reading lists for trainee teachers, and is promoted by Special Needs Co-ordinators in schools. - Jane Spencer, De Montfort University`A remarkable story told with honesty, candour and real strength. It is powerful'' - Rt. Revd. Christopher Herbert, Bishop of St AlbansA fascinating and thought-provoking book written by the mother of an eleven year-old with Attention Deficit Hyperactivity Disorder (ADHD). This book is cleverly constructed and looks at ADHD from many perspectives.It follows a 22-hour expedition, but it is also a journey of discovery for Anna''s family about how to best help their son.Peppered with humour, irony, laughter, pain, outrage, discussion and reflection, this book shows a way through the maze of ADHD, and provides a reader-friendly but challenging read.

Visit the author''s own website here!From the author of our best-selling Circle Time for the Very Young comes another practical and exciting resource. Using the Circle Time framework Margaret has developed active ways to deliver elements of the PSHE and citizenship curriculum.Using her ingenious format the author has presented four themes:" personal education" health education" social education" citizenship.Each theme has 10 topics to cover the entire school year, and at two age levels on facing pages.This delightfully illustrated and practical book will not be left lying around in the staff-room it is a pick-up-and-use publication!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.

`The book is concise and persuasive. The evidence presented in it does indicate that in certain circumstances the approach can be highly successful. It is a useful resource for those schools re-evaluating their policy documents on bullying and a valuable training resource for those involved in teacher education. It will certainly provoke debate in staff rooms and lecture theatres alike' - Maggie Bowen, North East Wales Institute of Higher EducationYou have probably heard of the 'No-Blame-Approach' to bullying. The method was featured in the BBC 2 documentary 'I Just Want it to Stop!', broadcast in August 1997.This book is the only comprehensive account of the 'No-Blame-Approach', and describes its development. The book is supported by accounts from teachers, psychologists and parents describing their experiences using the method with children and young people in both primary and secondary settings. The latest edition of this book includes a reference to the research carried out by Sue Young in Hull, confirming the effectiveness of the No Blame Support Group Approach.This is an essential read for every school intending to evaluate its anti-bullying policy and implement positive procedures.

This programme is aimed at students (aged 11 to 16) with challenging and angry behaviours leading to disaffection and disciplinary problems. The handbook includes teacher notes, lesson plans and photocopiable resources.The 10 lessons and follow up work empower students to:" reflect on behaviour and consequences" recognise and understand feelings" develop strategies to control angry outbursts" respond to conflict without anger" resolve relationship difficulties.The programme promotes self-belief in students that they can effect change in their behaviour and achieve a positive outcome to reduce the risk of exclusion.

`As a teacher who has specialized in supporting "at risk" students I believe the use of Circle Time can be of help bridge the academic/ral divide. The authors, quite rightly, emphasise the Circle Times in not an advice sympathy or therapy group and they also write "pupils who have a positive view themselves are likely to achieve more, both socially and academically, than those pupils whose self-esteem in low' - Simon Wheeler, Suffolk LEA Pupil Behaviour Project OfficerTeresa Bliss and George Robinson explore the impact that Circle Time can have on the development of social behaviours, ethics and morality. Many new activities are added to the original repertoire. The book includes:" a link between Circle Time and the teaching of the moral and spiritual curriculum" a plan for a terms developmental work" ways in which issues starting outside the circle can be supported within the security of an already established circle group" worksheets to increase the range of activities.This book is the answer to teachers who ask for more ideas to extend the Circle Time programme.

This book has been developed from Gillians own work in primary and secondary schools. The publication consists of:- comprehensive teacher notes- lesson plans focused on emotional literacy- copiable diary pages notes.Facilitating this programme the teacher will:- help students to understand, manage and express their own emotions- extend the range of feelings and vocabulary used- encourage emotionally literate behaviours and relationships.An essential resource for those who want to encourage emotional development in young people.

SHORT LISTED FOR TES/NASEN TEACHING AND LEARNING BOOK AWARD 2004`Brian Marris and Tina Rae must be congratulated on producing a very accessible and well thought through programme of work' - Debate`A useful programme for any secondary school looking for a framework to support anger management and problem solving with groups of at risk pupils' - Special Needs Information PressAn emotionally literate approach to supporting excluded and disaffected students at Key Stage 2, 3 and 4.This 15 session programme was initially devised to support excluded pupils at the Hillingdon Tuition Centre. It has been adapted to assist students who are disaffected and at risk of exclusion.The ESCAPE programme covers the following Key skills of Emotional Literacy:} awareness of feelings} self-assurance} authenticity} flexibility} personal insights} self-regulation} accountability} self-motivation.Each session provides comprehensive teacher notes, activities and worksheets and concludes with a co-operative group game. Use is made of Brief Therapy interviews and a suggested weekly individual tutorial session where progress can be monitored and targets set for the next meeting.A resource that will help young people function in a reflective way, helping them to: } cope more effectively with their feelings } learn and practise better ways to behave.