Understanding and Managing Children's Behaviour through Group Work Ages 7 - 11
A child-centred programme
'I would highly recommend the skills, expertise and delivery that Cath can bring to a school and can guarantee that any school following her advice will not regret it.'
Carl McIver, Head of School, St. Willibrord's R.C. Primary, Manchester
'I have worked with Cath Hunter now in two schools and find that the work she does with children, parents and staff is amazing.'
Sam Foord, Headteacher, Ravensbury Community School, Manchester
Understanding and Managing Children’s Behaviour provides the reader with an insight into children’s emotional wellbeing and helps them to understand what and how children communicate and how to respond in a way that provides positive messages, increases their emotional vocabulary and encourages them to change their behaviour. It provides an alternative and effective child centred way of managing children’s behaviour through introducing the concept of reflective language and other tools, equipping staff with new skills that are transferable across the school in any role.
The book is divided into two sections, enabling the reader to link theory with practice. The first section takes the reader on a journey to help them understand the different factors that influence children’s behaviour. The second section of the book focuses on the group work programmes, how they can be used, their value and the impact they can have on children and the school as a whole. The activities in the group work programme explore the concept of using reflective language as a behaviour management tool and are designed to motivate, build confidence, self-esteem and resilience. Useful pedagogical features throughout the book include:-
- Practitioner and classroom management tips and reflective tasks;
- Strategies and practical ideas for staff to use to help them engage more deeply with the contents of the book;
- Flexible, tried and tested group work programmes designed to promote inclusion rather than exclusion;
- Clear step by step instructions for delivering the work programmes;
- Case studies showing behaviour examples with detailed explanations for the behaviour and strategies to respond to it.
The book is aimed at all primary school staff, especially teaching assistants, learning mentors and family workers who can deliver the group work programmes. It is also recommended reading for SENCOs and trainee teachers and will also be useful for therapists who work with children and are looking at delivering other approaches in their work.
Table of Contents
1. What does a child need to be emotionally healthy?; 2. The impact of external circumstances on a child’s ability to learn and succeed in school; 3. What is this child trying to tell me?; 4. Integrating emotional wellbeing into the whole school; 5. Developing positive and meaningful relationships at school; 6. You can make a difference; 7. The benefits of group work; 8. The role of the facilitator; 9. Starting and Ending group work; 10. "What ifs" for group work; 11. Friendship programme and facilitator’s notes; 12. Self esteem programme and facilitator’s notes
Cath Hunter is a therapeutic consultant, trainer and play therapist and has thirty years' experience of working with children, staff and families. Her academic experience includes lecturing on childcare and play work at City College Manchester and working as a clinical supervisor at Liverpool Hope University.
Visit the author’s website at www.therapeuticfamilyinterventions.co.uk
'This is an elegantly written resource book providing its reader with a complete step by step guide to delivering the group programmes; but I have found that it is so much more. The author has created an insightful resource which translates the world of the child into an easily accessible manual for staff to consider. The author has been able to communicate the child’s emotional health needs so simply and effectively that I would recommend this book as a must have when working in schools, alongside parents and for your own therapeutic practice. It is a resource to come back to again and again.' - Chandrika Meeten, Play Therapy Magazine