Margaret Malpas, author of Self-fulfilment with Dyslexia, explains how it is not just talent that makes people successful but rather the strength of character to succeed. Admitting that dyslexic people may well struggle academically at an early age, she nonetheless asserts that with dyslexia comes the determination to prove your critics wrong.
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In this extract from Disruptive, Stubborn, Out of Control?, Clinical Psychologist Bo Hejlskov Elvén looks at the psychology behind children’s behaviour and offers fresh advice to teachers on how to handle confrontation in the classroom. Referring to his method as the low arousal approach, he puts forward that it is best not to rise to the bait, but to act moderately in order to restore harmony and gain the student’s trust.
With many examples of typical confrontational behaviours and clues for how to understand and resolve the underlying issues, his book provides an innovative approach to restructuring the teacher-student relationship. Click here to find out more about the book.
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Ages 8 – 14
A colouring book and journal filled with uplifting quotes and poems that encourages children experiencing stress, anxiety and other big feelings to manage their emotions. With a range of activities that introduce mindfulness and encourage relaxation, the workbook is designed to prepare young people for future difficult situations.
This extract is taken from Pooky Knightsmith’s The Health Coping Colouring Book and Journal, which is designed to help young people manage difficult thoughts, feelings and emotions such as anger and anxiety.
Clinical psychologist Colby Pearce provides a concise and easy to understand introduction to what ‘attachment’ means, how to recognise attachment disorders and how to help children who have an attachment disorder. This extract is taken from his new book A Short Introduction to Attachment and Attachment Disorder, Second Edition which offers a comprehensive set of tried-and-tested practical strategies that can be used in the home, school and consulting room with children affected by an attachment disorder. Colby is also the author of A Short Introduction to Promoting Resilience in Children.
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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
Sue J. Daniels, a therapeutic counsellor and author of Working with the Trauma of Rape and Sexual Violence, discusses the top 20 do’s and don’ts for working with survivors of sexual violence.
I remember the first client I ever saw; she was an ex-heroin addict who had been sexually violated by her brother when she was eleven years old. That particular client session was twenty years ago now, and I still remember her to this day.
The client told me that it wasn’t until she was fifteen that she realised what her brother did to her wasn’t normal. Before then, she only knew that she felt uncomfortable and that she didn’t like it but because she loved him she accepted it. During a school biology lesson she had a light bulb moment that it was wrong; so very wrong. After many years of drug addiction and self-sabotage, it took a further twenty years for her to fully disclose what had happened when she engaged in therapy for the first time.
When a person has been raped or sexually violated in any way, they can often live in their own private hell, unable to speak or recall their experiences easily. Having a trained professional to listen, with both their ears and their heart, can be priceless to that individual and is the beginning of healing and restoration for that person.
Every week we get calls from counsellors, policing teams, support workers and other professionals asking for information and/or advice about working with rape and sexual violence, so I’ve put together the following information to answer some of the questions previously asked:
Research shows that for many schools it is hard to keep up with the high speed train that is a student’s online life. New apps and high risk behaviours emerge at the same time that new Ofsted inspection requirements are outlined. Only 45% of secondary pupils strongly agree that their teachers know enough about online safety, whilst Ofsted says that training for teachers is inconsistent. So how do you address the fastest evolving aspect of a young person’s education today? Continue reading
This Sensitivity Test has been provided by Ilse Sand, author of Highly Sensitive People and The Emotional Compass. Test yourself to see how sensitive you are.
This is a shortened version of the test; the complete test can be found in the book “Highly Sensitive People in an Insensitive World: How to Create a Happy Life“.
The Sensitivity Test
Grade each statement from 0 to 4 as below. There are five different ways to answer each statement.
0 = This does not describe me at all
1 = This describes me a little
2 = This describes me to some extent
3 = This describes me fairly well
4 = This describes me perfectly
Dr. Nicola Davies, co-author of Eating Disorder Recovery Handbook, discusses the benefits of a holistic approach to recovery and what questions you need to answer before beginning your journey.
Many people suffer from eating disorders and often they do so in secret. Living with an eating disorder like anorexia, bulimia, or binge eating disorder can be an extremely isolating experience, which can deplete your self-esteem and confidence, distort your concept of health and body image, and make you forget what is truly important in life.
Recognising that you have a problem with an eating disorder is an important first step, followed closely by the acknowledgement that you need help and you need to open up about the problem to someone you trust. In recovering from an eating disorder, you will need to go through several stages, which can take a lot of time and energy. Rates of recovery will be different for everyone and there may be times you will return to unhealthy eating and dieting behaviours. It’s easy to perceive this as a sign of failure and lose confidence in moving forward, but it’s important to keep focused on positive change.
So, what does it take to achieve recovery from an eating disorder? Although eating disorders are linked with unhealthy eating, dieting and exercise practices, overcoming them takes a whole lot more than changing what you eat and normalising your weight. Eating disorders often spring from a very deep emotional pain and are associated with other conditions such as depression, personality disorders, and obsessive behaviours. This means that long lasting recovery from an eating disorder involves the strict re-alignment of your entire life – dealing with the past, living in the present, and navigating the future.
Sarah Naish describes the real children behind the characters in her new book series for ages 3 to 10, and explains why each story is such a helpful resource for parents whose adopted or fostered children are struggling to manage their emotions. Introducing Rosie Rudey, Charley Chatty, Sophie Spikey and William Wobbly, none of them had an easy start in life but luckily their mum is here to help them save the day.
All the time I was raising my 5 adopted children I was desperate to find a book which would cut through all the psycho- babble and help me to help my children – quickly and effectively. My daughter Rosie and I have now written the children’s books that I always tried to find to read to my children. They are Rosie Rudey and the Very Annoying Parent, Charley Chatty and the Wiggly Worry Worm, Sophie Spikey Has a Very Big Problem and William Wobbly and the Very Bad Day.
Rosie was adopted by me at the age of 8, along with her four younger siblings, aged 7 months, 2, 3 and 6. The children had reactive attachment disorder (disorganised attachment) and were therapeutically re-parented successfully to a secure adulthood. Rosie now works alongside me in Inspire Training Group, helping to train foster carers, adopters and social workers. Continue reading