Emotional Health and Well-Being: A Practical Guide for Schools

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SAGE, Apr 18, 2004 - Education - 240 pages
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`This publication is a valuable and timely contribution to the current investigations into the behaviours of children and young people that impact on their emotional health. The book will serve as a practical guide for schools addressing the problem as they see it, the case studies vividly illustrating situations and behaviours that teachers will readily recognise. This is a well structured book. [It] deserves to be read and can serve as a source of information on how various behaviours have been defined, investigated and addressed. It will be of value to any school, much more than a topical or interesting read but as the basis of an institutional response to a problem seriously affecting educational achievement for individuals and schools. It would particularly serve as a stimulus to in-service training for teachers and support staff' - George Varnava, Young Minds Magazine

'Each of the authors has considerable relevant expertise so the text is rich both in research data and examples, including case studies, from their experience. Readers will find a wealth of practical advice and encouragement that is balanced by the acknowledgement of the limitations of individual interventions and the potential costs, overt and hidden, of each one. A whole-school approach is advocated and exemplified, including schools that have considered the needs of the staff' - Child and Adolescent Mental Health

`This work would be of use throughout all age ranges as the different problems and strategies are very easily accessible with a lot of proven, practical support. Professor Cowie and her colleagues have produced a valuable tool for use in all schools on both micro and macro level' - Education Review

`The book is an impressive and useful handbook of advice and resources. More than that, because it presents so much evidence, it's able to show, rather than tell, how schools can improve life for their pupils and teachers' - Gerald Haigh, TES Friday Magazine

`This book is recommended for the wealth of practical information it contains about strategies that can help young people in distress' - Youth Studies Australia

Secondary school is the place where young people are most constrained, observed and challenged to develop. This is not necessarily a stress free process, either for the young person, or for teachers and parents. This book describes behaviours, both disruptive and secretive, which indicates emotional distress. It looks at both the risk factors and the protective factors involved in emotional health, and addresses the impact of issues such as bullying, social exclusion, loss and bereavement.

The authors show what schools can do to develop practices grounded in knowledge about the mental health issues which relate to young people. In an accessible way, they present a range of strategies which practitioners have shown to be effective. They focus especially on methods and policies, which have been scientifically evaluated, or which are considered best practice.

Issues and interventions are illustrated throughout with case studies drawn from the authors' own practice and experience. Each of the authors has a long-standing interest in ways of creating supportive environments to prevent distress and to facilitate resilience in the young.

This book is essential reading for secondary school teachers, educational psychologists, education welfare officers and all those with pastoral care responsibilities.

 

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Contents

Section 1
1
Chapter 11 Introduction
3
Chapter 12 The Stigma of Mental Health Difficulties
13
Chapter 13 Why Should Schools be Involved?
24
Chapter 14 Schools in a Social Setting
30
Chapter 15 Why Intervene at WholeSchool Level?
35
Chapter 16 Where to Start in Matching an Intervention to Your School
40
My Life in School Checklist Secondary School Version
51
Chapter 26 Alcohol Drugs and Substance Abuse
120
Chapter 27 The Socially IsolatedChildren on the AspergersAutistic Spectrum
132
Chapter 28 Helping Children Deal with Loss
142
Chapter 29 Eating Problems
151
Chapter 210 Deliberate Selfharm
161
Chapter 211 Attention Deficit Hyperactivity Disorder
172
Chapter 212 Accessing Outside Help
184
Section 3
191

Section 2
53
Chapter 21 Creating a School Community
55
Chapter 22 Disaffecting Young People
68
Chapter 23 Violent Behaviours
80
Chapter 24 Bullying Behaviours
92
Chapter 25 Sexual Health
109
Chapter 31 Predicting the Difficulties
193
Chapter 32 Review and Evaluation
203
Questionnaire Completed by all Schools Currently Using Either TYSR or Circle Time
210
References
214
Index
226
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