Welcome to Stoneydip where everyone is an Octopus!
…Okay not everyone, there is Puffy, Lucy’s cute (yet poisonous) pet pufferfish.
Lucy is an incurably uncool teen, and an octopus. For no reason at all she is very unpopular, and even her parents don’t like her! The only friend who will hang out with her in public is Puffy, her pet puffer fish. But Lucy’s haters don’t know that she is secretly an awesome guitarist, and she has been picked to join everyone’s favourite local band, Lamington Fuzz. While Lucy rocks at doing her own thing, her classmates realise that spending time with the “cool kids” isn’t all it’s cracked up to be…
Delve into the depths of the sea and explore chapter 1 of Lucy the Octopus‘ tragic (yet often hilarious) life below!
Ages 11 to 16
A learning resource about a girl named Lauryn who tries to fit in with a group of girls but is rejected when she receives a series of cold texts from them. It tells the story from Lauryn’s perspective and the emotional impact this has on her. The story can be read out loud to a class or individually. Also contained are suggested strategies to manage the emotional effect this has on Lauryn, such as choosing a group that fits your own character better, feeling proud of your individuality and understanding that not everyone is nice.
Lauryn’s story is taken from Michael Panckridge and Catherine Thornton’s Be Bully Free, which is a hands-on guide for young people aged 11+ on how to take control of being bullied.
Michael Panckridge, co-author of Be Bully Free, takes a look at the different forms that bullying can take and suggests strategies that victims of bullying can adopt to overcome the problem.
Bullying is about power and the perceived need to gain dominance over another person either physically, intellectually, socially or emotionally. Research into the effect of bullying behaviour indicates that not only does it produce negative short-term psychological problems, but can also affect a person well into their adult life and even lay the foundations for significant and ongoing emotional health problems. Sometimes the bullying is overt and immediate. However, in many cases, the bullying is low-key and ‘hidden’, and the recipient may not be aware of it immediately. Initially the recipient may think it is their own behaviour that is causing the bullying – that there is something wrong with them or what they do. When this happens, the recipient of the bullying tends to avoid being with other people and they use strategies to escape. This may include avoiding school, which can signal the start of school refusal. Continue reading
Jenny Hulme, author of The School of Wellbeing, discusses her new book and the projects she’s explored that support students’ emotional wellbeing. At a time when the state of young people’s mental health is being recognised as central to their learning and attainment, her book gives unique insight into these projects and features the education leaders and charities behind them, including Place2Be, Kidscape, Beat and more.
When I started writing this book a year ago, the media were talking, ever more urgently, about the epidemic of young people at odds with the world around them. Research was suggesting rates of depression were rising in primary schools and anxiety among teenagers had increased by 70 per cent in the past 25 years. Meanwhile, reports noted the rapid rise in hospital admissions for young people with eating disorders. Every story posed more questions than answers about the role of everything from poverty to education policy, exam stress to social media. Other more recent headlines included news of a 14 per cent rise in teenagers being admitted to hospital after self-harming, with the NSPCC saying they delivered thousands of counselling sessions on self-harm last year (as many as 50 a day) via Childline. It was heartening to read at the same time talk of the Government making relationships and sexual health a statutory subject to tackle the problem of sexual harassment and sexting in schools. But developments like this come not a moment too soon. Continue reading
Jonathan Charlesworth, author of That’s So Gay!, discusses the concerted effort by the government and anti-bullying organisations to tackle homophobia in schools but admits that there is progress still to be made. Observing that it is very important just to be yourself in life, he asserts that, in order to be so, restraints such as homophobia need to be removed.
Are you a secondary school teacher or college tutor keen to help a student who’s questioning their sexual orientation and would welcome some guidance? Perhaps you’re a primary school teacher eager to challenge homophobic name-calling or bullying?
In the modern day, civil partnerships are legally recognised throughout the United Kingdom and same-sex marriages are similarly conducted everywhere except North Ireland. It’s an offence to incite or commit a homophobic or transphobic crime. Meanwhile, all our schools and colleges are bound by a Duty of Care to ensure their pupils or students are safeguarded against homophobic, biphobic or transphobic (HBT) bullying. Add to this the finding from a YouGov survey that 49% of young people aged between 18 and 24 define themselves as something other than heterosexual (1) and you would think we wouldn’t have any problem with homophobic bullying in or out of our schools and colleges.
Yet lesbian, gay or bisexual young people including those questioning their sexuality remain vulnerable to harassment and far too many are still experiencing bullying in our schools. Continue reading
Poetry can prove a great way into difficult conversations in therapeutic, classroom or family settings. In this chapter from Using Poetry to Promote Talking and Healing, author Pooky Knightsmith offers a series of poems to help get people talking about issues surrounding bullying and abuse this Anti Bullying Week.
Click here to download the extract
Using Poetry to Promote Talking and Healing includes a collection of over 100 poems written by the author with accompanying activities, as well as a 50 prompts to encourage clients to write their own poems. A complete resource for anyone considering using poetry to explore difficult issues, and a creative way of exploring important mental health issues in PSHE lessons, this book will be of interest to youth, school and adult counsellors, therapists, psychologists, pastoral care teams, PSHE co-ordinators and life coaches, as well as parents.
It’s Anti Bullying Week, so we thought we’d share this extract from Alison Knowles’ new children’s book Ollie and the Golden Stripe. In this story, Ollie learns the importance of empathy when his classmate Adam is bullied during a game of football. Empathy transports Ollie into Adam’s shoes and teaches him not to laugh at Adam, but to understand and share his feelings.
Click here to download the extract
Alison is also the author of Ollie and His Superpowers. The books are designed for parents and schools to help children be the best version of themselves.
It’s Anti Bullying Week, and to mark the occasion we thought we’d share this extract from Naomi Richards and Julia Hague’s new book Being Me (and Loving It) which contains 29 easy-to-read stories to help build self-esteem, confidence, positive body image and resilience in children aged 5-11.
In this story, Ginny becomes upset when the older girls in the playground start calling her names. Turning to her mother for advice, she learns that it is best only to listen to the people who you care about and to ignore those who you don’t. The story is accompanied by notes for the educator to support discussions and reinforce the messages being taught.
Click here to download the extract
In this extract, Bill Hansberry draws upon real stories from school life to give a strong sense of what restorative justice is and how it works. He begins with the story of two boys, Tristan and Jason, whose intractable conflict was seemingly spiralling out of control. Admitting that restorative justice is at times not for the faint-hearted, he nonetheless asserts that its constructive approach to conflict resolution ‘improves behaviour by improving relationships between people in schools’.
>>Click here to download the extract<<
Suitable for education settings from preschool to college, A Practical Introduction to Restorative Practice in Schools explains what restorative justice is, how it can be used in schools, what it looks like in the classroom and how it can be implemented. Featuring case studies that illuminate the underlying restorative principles and practices, the book covers a wide range of topics from the basics of restorative justice, through to school-wide processes for embedding the approach in policy and practice.
Drawing on the expertise of educators and consultants, this is a must-have resource for any school or centre that is serious about reducing bad behaviour and developing safer learning communities.
In this article, Bill Hansberry reflects upon his new book to discuss the importance of restorative justice as a constructive approach to conflict resolution in schools compared to traditional punitive methods. Suitable for education settings from preschool to school, A Practical Introduction to Restorative Practice in Schools explains what restorative justice is, how it can be used in schools, what it looks like in the classroom and how it can be implemented. It is an essential resource for any school or centre that is serious about reducing bad behaviour and developing safer learning communities.
Restorative Practices are not for the faint-hearted. They demand that our work in schools be less political and more human. This demands that, when things go wrong in schools, we empathise with students (and those who love them) and move into emotional spaces with them that we may not have occupied previously. Restorative practices are not a discipline from a distance. They are up close, personal and at times confronting, which is at odds with the direction that many schools are taking their disciplinary systems. As communities become increasingly disconnected and fearful of one another, responses to conflict, harm and wrongdoing that bring people and their difficult emotions face to face can seem too risky for many, yet schools who have bravely embraced restorative practices have found that this is a risk well worth taking. Continue reading