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
Nick 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
That is according to Nathalie Slosse, author of Big Tree is Sick, who tells the story of how the book came to be, as well as laying out her case for complete honesty as the best way to engage with children when helping them to understand serious illness.
In surveys on what values we consider important, honesty is always highly rated, usually even as the most important quality. However, when it comes to honestly confiding something serious to our children, we often want to spare them the grief that the harsh truth can bring. It is a dilemma I struggled with when I was treated for breast cancer, and it’s why I want to provide a resource to others in the same situation today.
Sometimes people ask me “Did breast cancer change your way of life?” I wish I could reply that this was not the case; it’s true that prior to my diagnosis I followed my heart when it came to important life choices. But if I’m honest, I must admit that without the painful episode in 2007, I would not be doing what I do now. The battle I had with breast cancer as a mum of a two year old boy helped me discover that I can help people find happiness in difficult circumstances. In 2010 I founded the association Talismanneke to further explore that path.
But let’s start at the beginning.
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
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
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.
When writing the text for What are you staring at?, a graphic novel about restorative justice in a school setting, I couldn’t resist taking a side-swipe at the antiquated system of school detentions, as a repost to the endlessly repeated rhetoric calling for ‘discipline’ to be brought back into the nation’s schools. By pointing out that more often than not, slapping a detention on a young person for wrong-doing is actively counterproductive, I hope to illustrate how ineffective a punitive system is for resolving behavioural issues or engendering self-discipline within a school community. In one of Joseph Wilkins’ most evocative images, our protagonist, Jake, is seen sitting alone in a large classroom. He is serving a detention for punching Ryan, a pupil in the year below, and we see him simmering with anger and resentment at the injustice of it all. At this point in the book, no one has taken the trouble to tease out the story behind his violent behaviour, and because the punishment hurts (as it is designed to) he is minded to take revenge on the very person he harmed in the first place – namely the innocent Ryan – for being the ongoing cause of his pain. Precious little scope there for reflection, understanding, resolution or healing. Continue reading
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.
In this extract from We Need to Talk about Pornography, Vanessa Rogers discusses the impact of pornography on young people. At a time when it has never been more accessible and the likes of revenge porn and sexting are on the rise, there is a growing need for more dynamic education around what pornography is, how sex is portrayed in the media versus reality and how pornography can affect sexual relationships, self-esteem and body image.
Click here to download the extract
Vanessa Rogers addresses this gap in sexual education by providing a comprehensive resource to support anyone who might be involved in sex education for young people. Through open conversations around sex and pornography, parents and educators can encourage healthy and respectful relationships in future generations. Packed with ready-to-use lesson plans and activities, and outlines for staff CPD sessions and parent workshops, this book is an essential resource for PSHE teachers, senior leadership teams, pastoral care teams, school counsellors, youth workers, school nurses and others. Click here to find out more about We Need to Talk about Pornography.
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