Illustrator Emma Lindström talks us through how Robin and the White Rabbit came to be, and shares her process for creating the striking water colour and photo imagery that adorn the book.
Under a tree in the schoolyard, a lone child is sitting. They sit there looking at the others… all the while turning further and further away. The feelings are piling up around the child, but no one’s there to help the child reach through the wall of feelings that separates them from the other children. The child is told that they must play with the other children, that they should be involved in the world around them. But how do you do that? The only thing the child knows right now is that it is fairly safe to sit under the tree… But what if a white rabbit would show up? A soft and kind rabbit who you can hug and play with…
Hello, my name is Emma Lindström. I am a preschool teacher with several years of experience supporting children with special needs, now specialising in visual aid.
In the summer of 2015, I sat at a café with my new-found friend Åse. We met only a few days earlier, by chance at a picnic. Åse talked about her experiences with people in need of visual communication, and soon we started to discuss the importance of understanding the need for people to communicate in ways other than spoken language. I related to my experiences as a support teacher in preschool and Åse talked about the various projects she participated in and her experiences from Konstfack College of Arts. After a while we considered what it would be like to create a picture book that highlights visual communication. Continue reading
Susan Young, author of The STAR Program, talks about the innovative methods she has developed to help children with ADHD develop their self-control, concentration and problem-solving skills.
I started working with young people with Attention Deficit/Hyperactivity Disorder (ADHD) over 20 years ago. The clinical picture has changed over these years due to research, which has considerably advanced our scientific knowledge and understanding about the aetiology, presentation, treatment and prognosis of ADHD. ADHD is now recognised to be a lifespan condition yet, despite international guidelines on the assessment, treatment and management of ADHD, too many young people reach adulthood with undiagnosed ADHD. As a psychologist, I am less concerned with a “clinical” diagnosis than the functional problems associated with inattention and the immediate or longer-term effects on a child’s development and life satisfaction. As a mother I know how worrying this can be and, as a clinician, I know that steps can be taken to help and support a child in overcoming these difficulties. I know how important it is for everyone to work together to help children effect change in their lives, so I wanted to develop an intervention that may involve teachers, parents/carers and the children themselves. We do not often intervene directly with children and treatments: we usually aim to make change by teaching those who interact with them to change the environment around them in some way. I think this underestimates our children’s abilities and misses an important opportunity. Why can we teach children academic skills but not life skills? I wrote the STAR Intervention to provide these life skills to children, their parents/carers and, hopefully, others involved in their care. Continue reading
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
Sonia Mainstone-Cotton, author of Promoting Young Children’s Emotional Health and Wellbeing, provides some very useful and easy tips for supporting young children’s happiness at this important stage in their development.
Wellbeing is a term we hear a lot about for adults and young people, but we don’t hear so much about it for young children. We know that the rates of teenage mental health problems are rising alarmingly, and we are aware that children and young people are feeling increasingly stressed and distressed. I passionately believe if we can help young children to have a good wellbeing then we are setting them off to a great start in life. But to help children have a good wellbeing, we need to be proactive about it.
One critical aspect of a child having good wellbeing is by them knowing that they are loved – that they are loved for the unique and precious individuals they are. Parents and grandparents clearly have a crucial role in letting children know that they are unconditionally loved, but I also believe that key workers, teaching assistants, children’s workers also have a role in showing children that they are loved and wanted. We show this through the words we use and the way we hold children. Part of my job is as a nurture consultant; I have seven children and schools that I support throughout the year. Every time I see one of my nurture children I ensure I show delight in seeing them that day. I smile at them, I look them in the eyes and tell them how lovely it is to see them today, how much I have been looking forward to our time together. Continue reading
Margaret Malpas, author of Self-fulfilment with Dyslexia, provides an overview of the creative process in a person’s brain and explores the reasons why creativity is a particular strength of people with dyslexia.
Her book, printed on cream paper so that it is easy on the eye, is a very simple to follow guide designed to help people with dyslexia make the most of their true potential. Royalties from the sale of the book will be donated to the British Dyslexia Association. Find out more about the book here.
Why not join our Special Educational Needs mailing list for more exclusive content from authors and information on upcoming books? You can unsubscribe at any time. Click here to sign up.
Follow us on Facebook @JKPspecialeducation.
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.
Download the extract
If you would like to read more articles like Margaret’s and hear the latest news and offers on our Special Educational Needs books, why not join our mailing list or like our Special Educational Needs Facebook page? You can unsubscribe at any time.
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.
If you would like to read more articles like Bo’s and hear 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, and please also tell us about your areas of interest so we can send the most relevant information. You can unsubscribe at any time.
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