Part of the Innovative Learning for All series
Paperback: £18.99 / $29.95
2007, 234mm x 156mm / 9.25in x 6in, 160pp
ISBN: 978-1-84310-528-2, BIC 2: JNSL JNL
This book explores the ways in which pupils with social, emotional and behavioural difficulties can be effectively engaged in schooling - either in school or at home. It explains the social and emotional underpinnings of learning and presents practical strategies for aiding engagement.
Nurture groups, originally devised and implemented in the 1970s, are specially designed classes that cater for pupils having difficulties in adjusting to the requirements of mainstream classrooms. Paul Cooper and Yonca Tiknaz present evidence of the success of nurture groups from the perspectives of the children participating in them, their parents and school staff members who manage nurture groups in schools, and examine what factors affect the success of the group. From this they draw key messages for effective practice, including the fundamental importance of recognising a child's emotional needs and meeting them, and the pivotal role of the relationship between the teaching staff co-ordinating the group.
Nurture Groups in School and at Home will provide essential information and accessible advice for teaching professionals running nurture groups in schools and for parents and carers running them at home.
2 September 2010
"Whilst the books are driven by a vision of what the educational experience of students should be, they are also driven by an evidence based analysis of what we actually know about the actual day to day experience of students and their educators."
1 September 2010
"The history of educational policy 'innovation' tells us that the most vulnerable and at risk pupils are often ignored or, at best dealt with as an afterthought."
31 August 2010
"It is probably wise to recognise the possibility that SEBD are not only encountered in the classroom - staffrooms have their fair share..."
30 August 2010
"It is easy to be fooled by the apparently dismissive attitude that some young people show towards to school. It may be the case that for many students school is, indeed, 'boring' but this does not mean that it is unimportant to them. On the contrary, the school is the main site where young people establish their independent identities outside the family unit. From their earliest experiences of schooling, children are engaging with a key social institution as individuals in their own right. Whether they see themselves as succeeding or failing, socially and academically, they cannot escape the impact of these experiences on their developing identities. Relationships with teachers are central to this identity formation process."
Edited by Paul Cooper
Edited by Carmel Cefai and Paul Cooper
Living Alongside a Child’s Recovery: Therapeutic Parenting with Traumatized Children
Billy Pughe and Terry Philpot
Understanding Attachment and Attachment Disorders: Theory, Evidence and Practice
Vivien Prior and Danya Glaser