A Children’s Book that Promotes Kindness to Animals

animal kindness

Tom Alexander explains what motivated him to write My Secret Dog and outlines the book’s positive message in promoting kindness to animals.

It wasn’t supposed to be published. Honest it wasn’t. I was just trying to get my sister a birthday present…

My sister Lois has always wanted a dog, but she lives in central London and keeping a pet is not only impractical, it’s specifically forbidden by the terms of her tenancy. (To avoid confusion, I should mention here that Lois is my older sister.) From this, I had an idea to write a story about a little girl in a similar position who goes the extra step and tries to keep a dog hidden from her mum and her teachers. I wrote it in one sitting and even though I failed all my art classes in school, I knew it needed some illustrations to break up the text. After a few terrible, terrible attempts at drawing a dog, I came up with this:

It wouldn’t win any portraiture awards, but there was no denying it was a dog. More specifically, it felt like the dog. Once I had that, the rest of the illustrations followed. Before too long, I had a collection of pages with text and pictures that I printed out, stapled together and gave to my sister on her birthday. She liked it, so I breathed a sigh of relief, put My Secret Dog in a drawer and left it there. As far as I was concerned, the folded, photocopied sheets were as much of a book as it was ever going to be. Continue reading

Our bodies’ hidden strengths – Resilience and love

This blog was written by Hidden Strength’s Children’s Series co-author C.C. Alicia Hu. The books are available November 21, 2017 for therapeutic use with children ages 4-10 who have experienced trauma or a frightening situation. Read more about each title and pre-order below:

How Little Coyote Found His Secret Strength

Bomji and Spotty’s Frightening Adventure

How Sprinkle the Pig Escaped the River of Tears

by C.C. Alicia Hu

Before we can say “no,” our legs kick and set boundaries.

Before we can say “more,” our hands pull and grab for what we need.

Reclaiming our bodies’ hidden strengths empowers all of us.

Nevertheless, in our modern society, we are often disconnected from our bodies. We turn our body-mind into a machine, like a “car” or a “computer,” so we can control or manage our self for performance enhancement. Maybe we “perform” well, yet, we pay a price.

In the field of psychiatry and psychotherapy, for a long time, we labeled many of the body’s innate defense strategies as “symptoms” or “problems” – our capacity to disconnect and dull the pain, a symptom of “dissociation.” Our ability to quiver and shake to discharge the muscle intensity is a sign of weakness or anxiety.

Bring our bodies’ hidden strengths to enhance our resilience

In the Hidden Strengths Therapeutic Storybooks, three intertwined stories and four major animal characters show how our bodies’ possess the hidden strengths to protect our self. In addition, three adult-like characters demonstrate how to provide companionship that won’t overwhelm the major animal characters’ vulnerable nervous system that resulted from traumatic stress.

In each book, after the therapeutic story, there are two sections designed to provide structural prompts for adults to engage in dialogue and exploration with the child. This “expressive phase” is the key to facilitating the child in communicating their own feelings and creating their own stories. What makes our books unique is that we include embodied play activities to help the child process the stories on the basic sensory-motor level.

Using the metaphorical animal characters for teens and adults

These stories are not only therapeutic tools for children ages 4 to 10. These stories can also be used as metaphors to communicate with teens and adults.

Last week, I was presenting part of the story, “Bomji and Spotty’s Frightening Adventure” at a local grassroots, peer-support recovery center. Adult audiences in recovery from mental illness and substance abuse intuitively got the idea that, inside, we are Bomji the Rabbit, who tend to freeze, as well as Spotty the Cat, who tends to fight.

One participant shared that “sit on ready” is an important coping skill in African American culture. The capacity to be vigilant without moving helped her to survive her childhood.

The metaphorical animal characters made it easy for teens and adults to develop compassion toward their inner child. As children, we oftentimes act without thinking like Spotty the Cat. We are still and invisible to avoid danger like Bomji the Rabbit. We cry like Sprinkle the Pig and we overwhelm our caregivers. We submit like Wimpy the Coyote in order to fly under the radar.

Love: self-compassion toward our hidden strengths

From children to teens to adults, one key element in recovery is to cultivate self-compassion. In the Hidden Strengths Therapeutic Storybooks, we hope to help all readers embrace their bodies’ hidden strengths as a way to enhance self-compassion.

Once, I shared a draft of Bomji the Rabbit and Spotty the Cat with a Vietnam veteran who still suffered from the shame of freezing and wanting to run away in a major battle. In reality, he successfully executed his duty; however, he had a hard time forgiving the “weak” part of him. Understanding that motionless defense (e.g., freeze and collapse) is just as natural and valuable as active defense (e.g., fight and flight) brought him a tremendous sense of relief.

Another time, I shared the same story with a teen girl who engaged in self-cutting as a way to cope with inner turbulence. She was able to identify how she also froze when her external environment became too overwhelming and out of control. She was then able to find her own metaphor for her own fearful, vulnerable part without engaging in blaming.

Helping the reader to accept all the different parts of themselves is what we want these books to achieve, through revelation of the development of self-compassion. Before we can accept our angry fighting part as well as our frozen fearful part, it is helpful if we start seeing these natural capacities as our bodies’ hidden strengths. The act of self-compassion includes recognizing the diverse, creative survival strategies in our bodies. Yes, we are fundamentally resilient, even when we are young and small. Our bodies have always possessed these hidden strengths!

For more information, author events, and to follow the Hidden Strengths Series, check out the authors’ Facebook: https://www.facebook.com/AnneWestcottandAliciaHu/

 

 

 

 

Take a look at our new Pastoral Care and Special Educational Needs catalogue

Our education resources offer valuable guidance on important school issues such as mental health, special educational needs, autism, bullying and peer pressure, safeguarding, restorative justice, sex education, trauma and attachment, gender diversity and more.

If you would like to request a free print copy of the catalogue, please email hello@JKP.com.

If you would like to find out more about our Education books and receive the latest news and offers on them, why not join our mailing list? We can send information by email or post as you prefer. You can unsubscribe at any time. You may also be interested in liking our Special Educational, PSHE and Early Years Resources Facebook page.

Take a look at our new Early Years catalogue

Our Early Years books offer valuable, jargon-free advice on a range of important issues in the field for any setting. From practical guides on positive learning environments to information on running your own successful Early Years business, each publication provides essential support and easy-to-follow activities to help you deliver the EYFS and enhance your practice.

If you would like to request a free print copy of the catalogue, please email hello@JKP.com.

If you would like to read more articles like this and get the latest news and offers on our Early Years books, why not join our mailing list? We can send information by email or post as you prefer. You may also be interested in liking our Special Education, PSHE and Early Years Resources Facebook page.

How to give an awesome assembly for autism awareness: a teaching resource

autism awarenessClick here for an exclusive extract from Creating Autism Champions

Follow Joy’s easy to follow guide which shows you how to run your own assembly, or lesson plan, to raise autism awareness for the whole school or a class. Complete with a complementary download of the slides, this extract from Joy Beaney’s new book Creating Autism Champions is just one of many resources that can be found in the book. Creating Autism Champions is easily adaptable and includes staff training, lesson plans, photocopiable worksheets and online presentations, this ready-to-use programme is perfect to help schools promote autism awareness and inclusion.

If you would like to read more articles like this and hear the latest news and offers on our autism books for schools, why not join our mailing list? We can send information by email or post as you prefer. You may also be interested in liking our Autism, Asperger’s and Related Conditions Facebook page.

Join our Pastoral Care and SEN mailing list

teacher resourcesSign up to our mailing list to receive a free copy of our new Pastoral Care and Special Educational Needs catalogue.

Our resources offer valuable guidance on important school issues such as mental health, special educational needs, autism, bullying & peer pressure, safeguarding, restorative justice, sex education & more.

To request a free print copy of the JKP complete catalogue of books on Pastoral Care and Special Educational Needs, sign up to our mailing list below. Be sure to click any additional areas of interest so we can notify you by email about exciting new titles you might like.

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10 ready-to-use solutions that will help schools meet Ofsted criteria for excellent playtimes

playtimesMichael Follett, author of Creating Excellence in Primary School Playtimes, provides 10 tips to help primary schools meet Ofsted criteria for excellent playtimes.

Imagine childhood without play. It sounds unthinkable but for around 50% of UK children school playtimes are the only time they get to play freely in an open space with their friends. When you think that out of 7 years at primary school, 1.4 of those years is time for play, it is clear that schools are ideally placed to enable children to access 180 days a year of great play opportunities.

As a former teacher, playworker and school improvement adviser I have dedicated the past 17 years to helping schools understand how to improve playtimes. It’s a great project as everyone wins, children are happier and healthier, teachers get more teaching time, leaders more leading time and playtime staff a much more satisfying job. So here are my top ten tips, condensed from my work developing the OPAL Primary Programme with over 200 schools in three continents.

1. Change your culture – A school that values play is a school that understands that play is essential to children’s physical and mental wellbeing and that the recipe for play requires some dirt, some risk, plenty of choices, quite a lot of freedom and a growing amount of trust. Once your school develops a culture of valuing play and understanding the simple conditions it requires to grow and flourish the rest is relatively easy.

2. Use what you have – OPAL’s research has revealed that the average primary school uses its field for between 8-16% of the 180 days there are in the school year. If you have space, don’t spend money on equipment until you find ways to use your valuable space for at least 80% of the year. (OPAL School’s average around 95%).

3. Put someone in charge – Good play in a school takes planning, resources and persistence. 20% of the school day will not improve itself. Traditionally schools dedicate very little leadership attention to the management of what is often the trickiest part of the school day to manage.

4. Be Generous – How many children are in your school – 100, 200, maybe 500? How many hours play is that a year? In a school of 200 children the answer is 160,000 play hours a year. So be generous – don’t build one play house build ten, don’t put in a sand table, build a beach! Children need lots of space and lots of stuff to avoid conflict at playtimes and access to plenty of fuel for their imaginations.

5. Make use of free stuff – Children much prefer to play with stuff than on things. They don’t really mind what you give them to play with, they just need lots of it. So don’t worry about asking the PTA to raise thousands to build a thing to play on, instead think about how you can provide children with many, many things to play with. We are not talking about toys, we are talking about the secret magic ingredients of play called loose parts, which is virtually anything you can think of that is safe enough to play with, from and empty box to an old pan or a bit of wood.

6. Use Nature – Nature changes every day, it re-grows, it is naturally calming and attractive to children. Instead of a play catalogue why not go to a garden centre and see what resources they have that would provide lots of open ended play value?

7. Provide Choices – What is the essence of play? It is surely the freedom to choose for yourself. To be able to decide for your own reasons and motivations where you go, who you play with and what you play with. Look around your playground. Is it an oasis of potential choices waiting to be discovered? The more variety on offer, the more freedom of choice actually means something.

8. Allow time – Play is a human right under the UN Convention on the Rights of the Child Article 31 and every school has a legal and moral duty to implement the convention. So don’t regard playtime as a problem to be whittled away or used up with finishing work, but as an opportunity to provide an essential part of a good childhood.

9. Don’t waste your money – Children will always be attracted by newness, so any play equipment, however poor its play value, will be investigated by children for the first six weeks of its presence, but children are around school play equipment for around 1800 hours a year, for several years and it is only worth investing in capital equipment which will continue to present interest and challenge, building strength, fitness and coordination over a number of years, otherwise you are just buying very expensive benches to hang-out on.

10. Keep it up – Providing great play for every child should be the concern of every adult who cares about quality of childhood, because making play better in schools is not up to children, it is up to us the decision makers and power holders, the leaders, staff and parents. We are the people who are in charge; of their time, and their space, and the rules. Governments are not, and children cannot make us provide for their play, it must be done because we ourselves care about children having fun, joy and happiness.

If you would like to read more articles like Michael’s and get the latest news and offers on our education books, why not join our mailing list? We can send information by email or post as you prefer. You may also be interested in liking our Special Education, PSHE and Early Years Resources Facebook page.

What are the different forms of bullying and what strategies can be used to overcome the problem?

bullyingMichael 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

What does the government mean by British Values and the Prevent Duty in the Early Years?

British ValuesAs a formal part of the Early Years Foundation Stage, educators are now required to deliver instruction of British Values and the Prevent Duty in classrooms, nurseries and other early years settings.  In response, Kerry Maddock, author of British Values and the Prevent Duty in the Early Years, outlines what exactly the government means by this legislation and offers clear advice to early years practitioners on how to implement British Values in such a way that also fosters individual liberty. Through case studies, research, and interviews with OFSTED inspectors, her book is an essential guide for any Early Years professional seeking guidance on this statutory requirement.

Click here to read the extract

If you would like to read more articles like Kerry’s and hear the latest news and offers on our Early Years books, why not join our mailing list? We can send information by email or post as you prefer. You may also be interested in liking our Special Educational, PSHE and Early Years Resources Facebook page.

Counsellors working with young people often find it can feel like messy, complex work. What helps when counsellors are stuck?

counsellorNick Luxmoore, author of Practical Supervision for Counsellors who Work with Young People, explores the positive impact that good supervision sessions can have on counsellors who are struggling to break down barriers with young people in their care.

It’s Nikki’s first day as a counsellor and she’s about to see four young people. “Help!” she says, panicking. “What am I supposed to do?” Elsewhere, the girl Stephanie’s been seeing for counselling has ripped up a box of tissues and stormed out of the room, Marvin’s complaining that his counselling waiting list is getting longer and longer, and all the young people at Maggie’s school appear to be cutting themselves or feeling suicidal….

However experienced or inexperienced they may be, all professional counsellors are obliged to have regular meetings with a supervisor: someone with whom they can untangle the “stuckness” that develops in their thinking and relationships. Most are only too glad of the facility and most counsellors are able to choose their supervisor, someone who may or may not already have experience of working with young people. Continue reading