10. Useful resourcessummerhousesouthwark.org.uk/wp-content/uploads/... · ‘Think Good – Feel Good: A cognitive behaviour therapy workbook for children and young people’, Stallard,

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10. Useful resources

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Many of the resources listed below and an extensive range of other useful and relevant materials and games are available from Incentive Plus. www.incentiveplus.co.uk

Recognising and managing feelings

‘Face your Feelings’, book and deck of cards.

Available from the Incentive Plus (www.incentiveplus.co.uk).

The most useful aspect of this resource is the deck of cards which contains photos of a variety of emotions displayed on a variety of different aged people. Different games can be played with the cards according to the age group and ability of the pupils. At the very simplest level games such as snap can help young children recognise which emotion different facial expressions signify. The cards can also be used with older children (Key Stage 3) where they can play more sophisticated games such as picking three cards and making up a story about why these three people felt the different emotions displayed.

‘A Box Full of Feelings’, Kog, M., Moons, J. & Depondt, L. (2004)

Available from Incentive Plus.

A useful resource for teaching emotional literacy skills to Key Stage 1 children. It focuses on four emotions (happy, sad, angry and scared) and provides a variety of sorting and matching activities as well as stories, finger puppets and posters to help younger children begin to recognise and manage their emotions.

‘Dealing with Feeling, an emotional literacy curriculum’, Rae, T. (2007)

A Lucky Duck Book, Sage Publications, London (www.luckyduck.co.uk).

This new edition of Dealing with Feeling provides teachers of children aged 7 to 14 with structured opportunities to develop their emotional literacy and emotional well-being.

Tina Rae emphasises the development of emotional literacy skills and specifically the development of an emotional vocabulary, empathy, tolerance, resilience and motivation. The focus upon managing more complex and uncomfortable feelings is central to the programme and pupils are introduced to a variety of strategies and techniques which can be applied across a broad range of contexts. As well as including 40 lesson plans a CD-ROM is also included with activity pages. Although written to be used on a whole-class basis the materials could also be effectively used in a small group or adapted for use with an individual pupil.

‘The Feelings Diary’, Shotton, G. (2002)

A Lucky Duck Book, Sage Publications, London.

This book provides you with a photocopiable diary that children can use to record their feelings in an easy way. Given a blank book and asked to keep a diary of their emotions most children would struggle (especially those with literacy difficulties) but the feelings diary provides them with a number of pictures of the emotions we all experience from day to day so that all they have to do is circle the most significant emotions that they have experienced that day and draw or write in the space below why they felt that way. The diary format has been used successfully with a variety of ages from 7 years to adult. The book also provides a programme of activities for developing emotional literacy skills, focusing on a different emotion each week.

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‘Draw On Your Emotions’, Sunderland, M. (1993).

Speechmark Publishing Ltd., Bicester.

This very useful photocopiable book contains lots of exercises to help pupils write and draw about a range of life related topics. Contents include: ‘Your life’, ‘Who are you?’, ‘Your feelings’, ‘Things which make life difficult’.

‘Stress Bingo for Teens’, Driscoll, N. A. (2002).

Wellness Reproductions and Publishing.

The bingo cards provide a focus for discussion. They consider internal stressors, external stressors, physical symptoms, emotions, behaviours and stress relievers.

‘Emotional Coaching, A practical programme to support young people’, Robyn Hromek (2006).


Young people’s healthy emotional development is based on affirming relationships and positive experiences and for some young people the lack of these encouragements leads to personal, social, emotional and behavioural difficulties. This pack provides teachers, mentors, assistants and others with all they need to support these young people through an ‘emotional coaching’ programme.

Self-esteem

‘Think Good – Feel Good: A cognitive behaviour therapy workbook for children and young people’, Stallard, P. (2002).

John Wiley, Chichester.

A resource book that covers the basic theory and rationale behind cognitive behaviour therapy and includes a range of practical exercises and worksheets to help children understand how the way they think affects the way they feel. The resource book also entitles purchasers to free on-line resources.

‘The Dinosaur’s Journey to Self-esteem’ ages 6-12, 1991.

Childswork/Childsplay, Plainview, NY.

A game for primary age children which explores values, friendships, the ability to understand self and others, and meeting life’s common challenges.

‘No More Bullies’, Nass & Nass (1998)


Suitable for junior age children this game helps children learn effective strategies for dealing with bullies. It incorporates many conflict resolution strategies useful for children who have difficulty managing their anger.

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‘Confidence, Assertiveness, Self-esteem: Series of 12 sessions for secondary school students’, Rae, T. (2000)


This 12-session course for secondary school pupils teaches skills and strategies for more effective relationships and interactions at home and in school.

Young people rate this as a useful pack that manages their learning in a respectful manner and builds relationships with peers and staff.

‘The Anti-bullying Game’, Searle, Y. & Streng, I. (1996)

Jessica Kingsley Publishers, London.

Similar to the above, this group game for secondary pupils facilitates understanding of the causal and maintaining factors that underpin bullying and victim behaviour.

‘Strength Cards’, St. Luke’s Innovative Resources.


48 cards each displaying a different strength. Very versatile and useful for building self-esteem.

‘Strength Cards for Kids’, St. Luke’s Innovative Resources


Great for developing self-esteem in children. 40 cards with a booklet containing suggested uses.

Understanding and managing anger

‘Anger Management: A practical guide’, Faupel, A., Herrick, E. & Sharp, P. (1998).

David Fulton Publishers, London.

A useful introduction to the theory behind anger management and practical strategies schools can employ to help children in managing their anger.

‘Overheating’, Peabody, M. (1998)


A game for the primary age range, based on cars, that explores positive ways of managing angry feelings and penalises overheating! This game is enjoyed by boys and girls alike.

‘A Case for Conflict Resolution’, Peabody, M. A. (1995)


A compendium of six games suitable for the primary age range. The games cover a variety of positive strategies for dealing with conflict including ‘I’ Messages, changing thinking, expressing anger positively, ignoring, walking away and seeking help.

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‘From Rage to Reason’ (1996).

Franklin Learning Systems, Inc: Westport, CT.

A game for the secondary age range that focuses on self-skills, thinking skills and people skills. Players learn important anger-control skills as they compete to give the best advice on how to handle anger provoking situations with family, peers and at work.

‘Anger Bingo For Teens’, Driscoll, N. A. (2002).

Wellness Reproductions and Publishing.

The bingo cards represent potential topics for discussion. They focus on causes, symptoms, consequences, control and prevention of anger.

‘Mighty Angry Dude Game’, Sanady, D. (1999).

Marco Products, Inc., Warminster, PA, USA.

A Wild West game for the primary age group that focuses on calming strategies in difficult situations.

‘The Anger Solution Scriptbook’, Shore, H. (2002).


This is a set of scenario scripts that can be read together or acted out. Each script is followed by a set of discussion questions that focus on the skills that the scenario is designed to teach. Most of the scripts involve an angry person doing something that leads to an angry reaction from the other person. This helps children understand how angry behaviour affects others. Each scenario ends with a resolution of the problem, providing possible strategies for children to use in their own situations.

‘A Volcano in my Tummy’, Whitehouse, E. & Pudney, W. (1996).

New Society Publishers, Gabriola Island.

This book contains 24 lessons for use with individuals or groups in the primary age range. These help children develop an understanding of various aspects of anger and explore strategies for managing angry feelings. It includes short stories, suggested activities and photocopiable worksheets, as well as advice for adults on supporting children.

‘Anger Control Training’, Williams, E. & Barlow, R. (1998).

Winslow: Bicester.

This is a comprehensive programme designed for professionals working with people with anger difficulties. The programme helps people change their thoughts, feelings and behaviour and is particularly suitable for the secondary age range. In addition to the core programme there are additional programmes focused on coping with stress, assertiveness training and enhancing self-esteem.

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Puppets

A selection of animal puppets (available from Incentive Plus or Puppets By Post). We particularly like the shark, the mouse, the tortoise, the spider, the snail and the dragon.

‘The Anger Alphabet: Understanding anger – an emotional development programme for young children aged 6 to 11’, Rae, T. & Simmons, K. (2003)


The 26 elements of this programme help children understand anger and to see that it is linked with other feelings such as fear, loss and jealousy etc. They will begin to realise that anger is not always harmful and negative but should be managed effectively.

There are complete teacher instructions, including discussion, Circle Time activities, photocopiable posters and worksheets, and ideas for plenary and follow-up work.

‘Teaching Anger Management and Problem-solving Skills’, Rae, T. & Marris, B. (2006).


Based on the work of the Hillingdon Tuition Centre, this is a practical, innovative and useful resource for 9-12 year olds whose behaviour is causing concern.

The book follows a similar format to the authors’ popular ‘Escape from Exclusion’ (shortlisted for the TES/NASEN Book for Teaching and Learning Award).

Friendship skills

All About Me (primary), Hemmings, P. (1991).

Barnardo’s.

A lovely game with beautifully illustrated question cards which really get children talking without them even realising it! I have always thought the jungle scene depicted on the base board to be more suitable for younger children (Key Stages 1 and 2) but recently my high school bought the game as they felt it would also appeal to their Key Stage 3 and 4 pupils.

The Ungame (secondary) 1997.

Talicor, Inc. Las Vegas.

Like ‘All About Me’ a great game for breaking the ice and getting pupils to talk about themselves; if they are feeling challenged, what they would like to change about themselves, important memories, what they do when they feel sad. A good ‘getting to know you’ game.

‘Circle of Friends’, Hamilton, C. (1999).


This is a game for primary age children that teaches and reinforces behaviours that help them build lasting relationships with others. The gameboard depicts a town. Children travel around the town answering questions about making friends and being a friend, collecting pop-it beads along the way.

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The Conflict Resolution Game (secondary), 1995.


This game helps pupils become familiar with a variety of strategies for resolving conflict. I found that it was most effective to cover up some of the strategies displayed on the base board as pupils found looking at 12 different strategies a little overwhelming. Better to concentrate on just a few to start with and then build them up as they become familiar with them. The situations depicted on the cards sometimes require a bit of thought to get your head round them, even as an adult, so once again it is best to read them through and vet the cards before playing the game with the pupils, or you may come unstuck!

‘Welcome to Friendship: A Course that Empowers Young People to Discover the Need For and Value Of Positive Relationships’, Street, J. (2004).


In writing this ten session course John Street draws upon his many years of experience working with young people. The main theme of this book (with CD) is that if we can build good friendships they will sustain us throughout our lives. It also aims to help young people understand the importance of friendship as a crucial part of childhood and adult life.

During the programme, students work from a reflection of themselves towards an understanding of the reciprocity which is developed in relationships. The content could be used in schools or youth and faith groups. The sessions include: respect, support, encouragement, communication.

The format includes a copiable student workbook with illustrations. The materials can be photocopied or printed from the CD. A really valuable resource that will not only assist young people in understanding friendship but will engage them with its lively approach supported by an attractive workbook.

‘Promoting Friendships in the Playground: A Peer Befriending Programme for Primary Schools (with CD-ROM)’, Bishop, B. (2006).


This book aims to assist teachers to train pupils aged 6 - 11 in peer befriending. The contents include comprehensive facilitator notes on running training programme for young people including Circle Time activities, pro-social games and necessary photocopiable worksheets.

The contents are based on the author’s own experiences of running such a programme to assist pro-social behaviour at breaks and lunchtimes. Also included in the book are some awareness-raising sessions for support staff and lunchtime supervisors.

This programme is not intended to be mediation training, rather it is a ‘friends’ scheme. It has been successfully trialled in primary schools in Bromley.

‘Young Buddies: Teaching Peer Support Skills to Children Aged 6 to 11’, Collins, M. (2005).


Peer buddy systems have been demonstrated as very successful with older students. Positive effects are recognised for the individuals befriended and also for the whole community.

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This is an exciting, innovative and challenging programme which enhances the citizenship curriculum and the atmosphere of the school.

Gender issues

‘Developing Emotional Literacy with Teenage Girls: Developing Confidence, Self-esteem and Self-respect’, Rae, T., Nelson, L. & Pedersen, L. (2005).


As girls mature into adolescence they often experience a crisis in terms of loss of self-esteem and identity, leaving them vulnerable to both peer and society pressures. This resource creates an opportunity for teenage girls to be clearer and more positive about their developing identities as young women.

The ten-session programme improves confidence, self-esteem and self-awareness, with the talk element encouraging students to develop their own problem-solving strategies.

‘Developing Emotional Literacy with Teenage Boys’, Rae, T. & Pedersen, L. (2007).


Growing concern about the emotional development and mental health of young men is often reported in the media, frequently accompanied by statistics showing that the majority of young people with behavioural and learning difficulties are male.

This programme, which has been developed from research, practice and teaching, and has been tried and tested in a pupil referral unit, helps the participants to acknowledge the importance of emotional development and the fact that they have a responsibility to do something about it.

‘Creating Gender-fair Schools, Classrooms and Colleges: Engendering Social Justice’, Raphael Reed, L. & Rae, T. (2007).


Two volumes for 5 to 13-year-olds and 14 to 19-year-olds available separately.

For many teachers, gender issues related to role models, image and expectations have an effect upon the behaviour and achievement of both boys and girls, often to their disadvantage.

This innovative and practical resource for teachers provides a programme to promote gender equality and inclusivity in schools and colleges.

The programme also supports teachers and other school staff in developing as reflective practitioners, and children and young people in developing as reflective learners.

Empathy and resilience

‘Empathy: Promoting Resilience and Emotional Intelligence for Students Aged 7-10 years’, Bellhouse, B., Fuller, A., Johnston, G. (2005).


Empathy is a fundamental building block for the positive development and mental health of children. It is central to the development of conscience, love, friendship and kindness. This

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programme supports the encouragement and teaching of empathy and resilience and schools will reap the benefits in their students’ achievements.

‘Tolerance and Empathy in Today’s Classroom: Building Positive Relationships within the Citizenship Curriculum for 9 - 14 Year Olds’, Hammond, A. (2006).


This is an activity-based teacher’s guide to fostering positive group interaction through imagined experience and discussion.

In a series of interactive workshops, each one providing a context, a scenario and a list of characters, pupils are invited to engage in discussion, debate and negotiation to solve problems and meet challenges.

‘Game Time: Games to Promote Social and Emotional Resilience for Children aged 4 - 14’, Hromek, R. (2004).


These games will be invaluable for those working with small groups of young people who find it difficult to behave and co-operate with their peers.

They are progressive in terms of skill development and complexity and have a strong focus on early intervention. The games may be used sequentially over 6 to 8 sessions to practise a range of social and emotional skills; or in a one-off session to cover specific skills.

Therapeutic stories

‘Annie Stories’, Brett, D. (1986).

Workman Publishing, New York.

This book outlines to parents how they can use stories to help their child through a variety of potentially difficult experiences; such as the birth of a sibling, fears about going to the dentist, first day at school. The stories are all contained in the book for parents to adapt according to their child’s situation. Her subsequent publication ‘More Annie Stories’ contains stories on further topics.

Social skills

‘Socially Speaking’, Shroeder, A. (1994).

LDA Wisbech, Cambridge.

A useful resource containing lesson plans aimed at Key Stage 2 but is also very useful for less able pupils at Key Stages 3 and 4. It is divided into three units; ‘Let’s communicate’, ‘Let’s be friends’ and ‘Let’s practice’.

‘Communicate’, Waldo & Mayo (2000).

Eau Claire, Wisconsin: Thinking Publications

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A game to reinforce social communication skills during adolescence, it covers issues like disagreeing, expressing feelings, maintaining a friendship, dealing with teasing, and many more.

‘Communicate Junior’, Mayo, Hirn, Gajewski & Kafka (1991).

Thinking Publications, Eau Claire, Wisconsin.

A game to reinforce social skills in primary age children covering areas such as eye contact, body language, following rules, sharing, taking turns and more.

‘The Helping Caring Sharing Game’, Gardner, R.A. (1998).


Designed to be suitable from age 4, this game promotes communication and social skills. It enables discussions that promote feelings of self-worth and improve interpersonal relationships.

‘Look Before You Leap’ (1994)


Frogs leap across lilypads to catch flies while avoiding the alligators! This is a fun game designed to encourage children to plan and think ahead. It is especially useful for impulsive children and is suitable for primary and early secondary.

‘The Social Skills Game’, Searle, Y. & Streng, I. (1996).

Jessica Kingsley Publishers,London.

This game is good for groups of secondary age children who experience difficulties with relationships. The game focuses on a positive and fun group experience. It explores interaction styles and helps to improve self-concept.

Supporting children through loss and bereavement

‘It’s OK to be Sad’, Collins, M. (2005).


This book contains activities to help children aged 4 - 9 manage loss, grief or bereavement.

‘Grief in Children: A Handbook for Adults’, Dyregrov, A. (1991).

Jessica Kingsley Publishers, London.

This book explains children’s understanding of death at different ages and outlines how adults can best help them to cope with the death of friends and relatives.

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‘Breaking the Silence: A Guide to Helping Children with Complicated Grief – Suicide, Homicide, AIDS, Violence, and Abuse’, Goldman, L. (2001).

Brunner-Routledge, Hove.

Dealing with traumatic grief, this book contains practical ideas for supporting children who have lost friends or relatives in complicated circumstances that block them from expressing what has happened and therefore working through the grief process.

‘Grief Encounter’, Gilbert, S. (2004).

NCB Publications, London.

Suitable for primary and early secondary, this is a workbook to encourage conversations about loss between children and adults. It contains activities that will help children open up and share their feelings.

‘When Someone Very Special Dies’, Heegaard Marge (1988).

Woodland Press

This book involves children in drawing and colouring as a part of learning about the natural stages of life and death. It helps them to talk about their views and beliefs as well as become aware of others. A lovely, gentle way of working with a child who has been bereaved.

‘Good Grief ’, Ward, B. & Associates (1988).

Jessica Kingsley Publishers,London.

There are two versions of this book, one for under-11s and one for over-11s. They provide excellent guidance for supporting pupils who are grieving as a result of various kinds of loss, and also helps adults develop their understanding of the impact of loss on pupils.

‘Supporting Young People Coping with Grief, Loss and Death’, Weymont, D. & Rae, T. (2006).


‘This book provides an excellent resource for secondary schools to be used in supporting young people coping with grief, loss and death’ – Educational Psychology in Practice.

As the importance of emotional literacy is better established in schools as a pre-requisite for improving achievement, the PSCHE curriculum is increasingly used to offer young people opportunities to express and manage their strong feelings.

Most important, is the emphasis on the development of emotional literacy skills and specifically the development of an emotional vocabulary, empathy, tolerance and resilience. The focus on death and loss and the process of grieving is central to the course. The way in which supporting materials are sensitively illustrated and designed for easy differentiation is also a key feature.

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‘Remembering: Providing Support for Children Aged 7 - 13 Who Have Experienced Loss and Bereavement’, Nelson, L. & Rae, T. (2004).


All children experience loss, often a death or a family separation; sometimes a friend moves away or a pet dies. Loss is the inevitable consequence of the positive experience of attachment.

In this beautiful book Tina and Lorna offer teachers a resource that will support their understanding of the process and facilitate recovery.

Documents

10. Useful resourcessummerhousesouthwark.org.uk/wp-content/uploads/... · ‘Think Good – Feel Good: A cognitive behaviour therapy workbook for children and young people’, Stallard,