Language for Behaviour and Emotions: A Practical Guide to Working with Children and Young People, 1st Edition (Paperback) book cover

Language for Behaviour and Emotions

A Practical Guide to Working with Children and Young People, 1st Edition

By Anna Branagan, Melanie Cross, Stephen Parsons

Routledge

300 pages | 350 Color Illus.

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pub: 2020-08-04
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Description

This practical, interactive resource is designed to be used by professionals who work with children and young people who have social emotional and mental health needs and speech language and communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties.

Key features include:

  • A focus on specific skills that are linked to behaviour, such as understanding meaning, verbal reasoning and emotional literacy skills.
  • A framework for assessment, as well as a range of downloadable activities, worksheets and resources for supporting students.
  • Sixty illustrated scenarios that can be used flexibly with a wide range of ages and abilities to promote language skills, emotional skills and self-awareness.

This invaluable resource is suitable for use with young people with a range of abilities in one to one, small group or whole class settings. It is particularly applicable to children and young people who are aiming to develop wider language, social and emotional skills including those with Developmental Language Disorder and Autism Spectrum Disorder.

Table of Contents

Introduction Guide Assessment 1 Language for behaviour and emotions assessment overview 2 Assessment scenarios including scoring guidelines and further analysis 3 Young person’s view of their own communication 4 How well does the adult help me? 5 Adults’ views of young person’s communication skills checklist 6 Comprehension monitoring assessment 7 Behaviour vocabulary assessment 8 Crazy phrases assessment 9 Sarcasm and implied meaning assessment 10 Emotion Words Assessment 11 Narrative assessment 12 Solving people problem assessment 13 How well did I do? Profile and Action Plan LFBE Profile LFBE Action plan Scenarios Scenarios and pictures Attendance sheet Toolkit 1 Saying you don’t understand (comprehension monitoring) 1.1 Introduction to comprehension monitoring 1.2 Why it’s important to say when things don’t make sense 1.3 Self-awareness rating 1.4 How to check it makes sense 1.5 What to say when you don’t understand 1.6 How to let someone know I don’t understand 2 Understanding words (vocabulary) 2.1 Introduction to developing vocabulary 2.2 Why it’s important to learn new words 2.3 Tricky words definitions and symbols 2.4 Word Wizard 2.5 10 steps to learning words independently 2.6 Behaviour vocabulary list and definitions 3 When people don’t say what they mean? Crazy phrases (figures of speech/ idioms), implied meaning and sarcasm 3.1 Introduction to ‘When people don’t say what they mean’ 3.2 Why it’s important to know when people don’t say what they mean 3.3 Definitions of crazy phrases used in the assessment 3.4 Definitions of crazy phrases used in the scenarios 3.5 Learning crazy phrases 4 Talking about feelings 4.1 An introduction to talking about feelings 4.2 Why it’s important to talk about feelings 4A What’s that feeling called? 4.3 Where do I feel that emotion? 4.4 Grouping feelings 4.5 Short version grouping feelings 4.6 What’s that feeling called? 4.7 How strong is that emotion? 4.8 What is the main feeling in the story? 4B Dealing with feelings 4.9a Accepting feelings 4.9b If you LIKE a feeling you can … 4.9c If you DON’t LIKE a feeling you can … 5 Finding clues and explaining your thinking (inference and verbal reasoning) 5.1 Why it’s important to find clues and explain thinking 6 The story (narrative) 6.1 Introduction to narrative development 6.2 Why it’s important to be able to tell stories 6.3 Story frame FBE Level A 6.4 Story frame FBE Level B 6.5 Story frame FBE Level C 6.6 Story frames worked examples 7 Solving people problems 7.1 An introduction to solving people problems 7.2 Why it’s important to learn how to solve people problems 7.3 Solving people problems frame LFBE Language Level A for scenarios 7.4 Solving people problems frame LFBE Language Level A for personal 7.5 Solving people problems frame LFBE Language Level B for scenarios 7.6 Solving people problems frame LFBE Language Level B for personal 7.7 Solving people problems frame LFBE Language Level C/D for scenarios 7.8 Solving people problems frame LFBE Language Level C/D for personal 7.9 Problem solving worked examples

About the Authors

Anna Branagan is a Speech and Language Therapist within a Youth Support Team in Gloucestershire, working to enable vulnerable young people with speech, language and communication difficulties to access support more effectively. She also works within mainstream schools supporting inclusive practice in Worcestershire. Anna trained at Leeds Metropolitan University 25 years ago. She is the co-author of best-selling Speechmark resources Language for Thinking (2nd edition, 2017), Word Aware (2013) and Word Aware 2 (2017).

Melanie Cross is a Speech and Language Therapist who has worked with Looked After Children for many years. Her work has focussed on developing speech and language therapy services for children and young people with Social Emotional and Mental Health needs (SEMH). This work has resulted in publications including Children with Social, Emotional and Behavioural Difficulties and Communication Problems (2nd edition, 2011), and she was lead author of the Royal College of Speech and Language Therapists Clinical Guidelines on Social Emotional and Mental Health. She is also a trainer, Video Interaction Guider and Supervisor.

Stephen Parsons is a Speech and Language Therapist, trainer and author of practical language development resources for teachers and SaLTs. From 1996–2017 Stephen worked as a Speech and Language Therapy Service Manager in Hackney and the City of London. With 30 years’ experience in the field, he is co-author of best-selling Speechmark resources Language for Thinking (2nd edition, 2017), Word Aware (2013) and Word Aware 2 (2017). Stephen graduated in Speech Pathology from Flinders University, before attaining an MSc in Speech and Language Therapy from City University in 2000. He currently serves as Chair of NAPLIC, the association for professionals working with children and young people with developmental language disorder.

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General