Sarah Johnson
All About SEMH: A Practical Guide for Primary Teachers
19,99 €
inkl. MwSt.
Versandfertig in über 4 Wochen
10 °P sammeln
Sarah Johnson
All About SEMH: A Practical Guide for Primary Teachers
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
All About SEMH is an accessible and informative guide for primary school teachers, designed to increase their understanding of social, emotional and mental health needs and enhance their toolkit with practical, evidence-informed strategies to support children in their care.
Andere Kunden interessierten sich auch für
- Sarah JohnsonAll About SEMH: A Practical Guide for Secondary Teachers19,99 €
- Lynn McCannAll About Autism: A Practical Guide for Primary Teachers19,99 €
- Judy HornigoldAll About Dyscalculia: A Practical Guide for Primary Teachers19,99 €
- Lynn McCannAll About Autism: A Practical Guide for Secondary Teachers19,99 €
- Viv RandallTeachers and Young Researchers in Action36,99 €
- Mentoring Teachers in the Primary School40,99 €
- Andrew Davis (UK Durham University)Mathematical Knowledge for Primary Teachers52,99 €
-
-
-
All About SEMH is an accessible and informative guide for primary school teachers, designed to increase their understanding of social, emotional and mental health needs and enhance their toolkit with practical, evidence-informed strategies to support children in their care.
Produktdetails
- Produktdetails
- All About SEND
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 126
- Erscheinungstermin: 5. September 2023
- Englisch
- Abmessung: 127mm x 199mm x 11mm
- Gewicht: 162g
- ISBN-13: 9781032225654
- ISBN-10: 1032225653
- Artikelnr.: 68101970
- All About SEND
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 126
- Erscheinungstermin: 5. September 2023
- Englisch
- Abmessung: 127mm x 199mm x 11mm
- Gewicht: 162g
- ISBN-13: 9781032225654
- ISBN-10: 1032225653
- Artikelnr.: 68101970
Sarah Johnson is the founder of Phoenix Education Consultancy, which helps educational establishments to understand what they are doing well and looks at addressing gaps to improve their service. She previously worked in both primary and secondary mainstream education, including as director of inclusion for a large primary school, and as head of a Secondary Pupil Referral Unit.
Foreword
Acknowledgements
Acronyms
1. Part 1: Introduction
The purpose of this book and how you might use it
1.1 The evolution of the term 'SEMH'
1.3 A brief overview of the international policy picture
1.4 What does it mean to have Social and Emotional Mental Health Needs?
Part 2: Practical Strategies
2.1. Anxiety
2.1a) Emotional based school avoidance
2.1b) Generalised anxiety
2.1c) Social phobia/anxiety
2.1d) Specific phobias
2.1e) Selective mutism/situational mutism
2.1f) interventions and support for children with anxiety
2.2a Reactive Attachment Disorder (RAD)
2.2b Disinhibited attachment disorder/Disinhibited Social Engagement
Disorder (DSED)
2.2c Intervention and support for children with Reactive Attachment
Disorder (RAD)
2.2d Intervention and support for children with Disinhibited Social
Engagement Disorder (DSED)
2. 3 Attention Deficit Hyperactivity Disorder (ADHD)
2.3a Intervention and support for children with ADHD
2. 4 Foetal Alcohol Spectrum Disorder (FASD)
2.4b Intervention and support for children with FASD
2.5 Harmful Sexual Behaviour
2.5a) Beyond referrals
2.6 Extreme/Pathological demand avoidance (E/PDA)
2.6b Intervention and support for children with EDA
2.7 Self-Harm
2.8 Post-Traumatic Stress Disorder (PTSD)
2.8a Intervention and support for children with PTSD
2.9 Tic Disorders
2.9a Tourette's Syndrome
2.9b) Paediatric Autoimmune Neuropsychiatric Disorders Associated with
Streptococcal infections (PANDAS) and Paediatric Autoimmune
Neuropsychiatric Disorder (PANS)
2.9c) Intervention, support and adaptions for tic disorders
2.10 Managing emotions
2.10a) Self-soothing
2.10b) Self-regulation
2.10c Hurting others
Part 3: Further Resources
3.1. other resources
3.2 mapping school support
3.3 Mapping resources within and beyond the school gates
Bibliography
Index
Acknowledgements
Acronyms
1. Part 1: Introduction
The purpose of this book and how you might use it
1.1 The evolution of the term 'SEMH'
1.3 A brief overview of the international policy picture
1.4 What does it mean to have Social and Emotional Mental Health Needs?
Part 2: Practical Strategies
2.1. Anxiety
2.1a) Emotional based school avoidance
2.1b) Generalised anxiety
2.1c) Social phobia/anxiety
2.1d) Specific phobias
2.1e) Selective mutism/situational mutism
2.1f) interventions and support for children with anxiety
2.2a Reactive Attachment Disorder (RAD)
2.2b Disinhibited attachment disorder/Disinhibited Social Engagement
Disorder (DSED)
2.2c Intervention and support for children with Reactive Attachment
Disorder (RAD)
2.2d Intervention and support for children with Disinhibited Social
Engagement Disorder (DSED)
2. 3 Attention Deficit Hyperactivity Disorder (ADHD)
2.3a Intervention and support for children with ADHD
2. 4 Foetal Alcohol Spectrum Disorder (FASD)
2.4b Intervention and support for children with FASD
2.5 Harmful Sexual Behaviour
2.5a) Beyond referrals
2.6 Extreme/Pathological demand avoidance (E/PDA)
2.6b Intervention and support for children with EDA
2.7 Self-Harm
2.8 Post-Traumatic Stress Disorder (PTSD)
2.8a Intervention and support for children with PTSD
2.9 Tic Disorders
2.9a Tourette's Syndrome
2.9b) Paediatric Autoimmune Neuropsychiatric Disorders Associated with
Streptococcal infections (PANDAS) and Paediatric Autoimmune
Neuropsychiatric Disorder (PANS)
2.9c) Intervention, support and adaptions for tic disorders
2.10 Managing emotions
2.10a) Self-soothing
2.10b) Self-regulation
2.10c Hurting others
Part 3: Further Resources
3.1. other resources
3.2 mapping school support
3.3 Mapping resources within and beyond the school gates
Bibliography
Index
Foreword
Acknowledgements
Acronyms
1. Part 1: Introduction
The purpose of this book and how you might use it
1.1 The evolution of the term 'SEMH'
1.3 A brief overview of the international policy picture
1.4 What does it mean to have Social and Emotional Mental Health Needs?
Part 2: Practical Strategies
2.1. Anxiety
2.1a) Emotional based school avoidance
2.1b) Generalised anxiety
2.1c) Social phobia/anxiety
2.1d) Specific phobias
2.1e) Selective mutism/situational mutism
2.1f) interventions and support for children with anxiety
2.2a Reactive Attachment Disorder (RAD)
2.2b Disinhibited attachment disorder/Disinhibited Social Engagement
Disorder (DSED)
2.2c Intervention and support for children with Reactive Attachment
Disorder (RAD)
2.2d Intervention and support for children with Disinhibited Social
Engagement Disorder (DSED)
2. 3 Attention Deficit Hyperactivity Disorder (ADHD)
2.3a Intervention and support for children with ADHD
2. 4 Foetal Alcohol Spectrum Disorder (FASD)
2.4b Intervention and support for children with FASD
2.5 Harmful Sexual Behaviour
2.5a) Beyond referrals
2.6 Extreme/Pathological demand avoidance (E/PDA)
2.6b Intervention and support for children with EDA
2.7 Self-Harm
2.8 Post-Traumatic Stress Disorder (PTSD)
2.8a Intervention and support for children with PTSD
2.9 Tic Disorders
2.9a Tourette's Syndrome
2.9b) Paediatric Autoimmune Neuropsychiatric Disorders Associated with
Streptococcal infections (PANDAS) and Paediatric Autoimmune
Neuropsychiatric Disorder (PANS)
2.9c) Intervention, support and adaptions for tic disorders
2.10 Managing emotions
2.10a) Self-soothing
2.10b) Self-regulation
2.10c Hurting others
Part 3: Further Resources
3.1. other resources
3.2 mapping school support
3.3 Mapping resources within and beyond the school gates
Bibliography
Index
Acknowledgements
Acronyms
1. Part 1: Introduction
The purpose of this book and how you might use it
1.1 The evolution of the term 'SEMH'
1.3 A brief overview of the international policy picture
1.4 What does it mean to have Social and Emotional Mental Health Needs?
Part 2: Practical Strategies
2.1. Anxiety
2.1a) Emotional based school avoidance
2.1b) Generalised anxiety
2.1c) Social phobia/anxiety
2.1d) Specific phobias
2.1e) Selective mutism/situational mutism
2.1f) interventions and support for children with anxiety
2.2a Reactive Attachment Disorder (RAD)
2.2b Disinhibited attachment disorder/Disinhibited Social Engagement
Disorder (DSED)
2.2c Intervention and support for children with Reactive Attachment
Disorder (RAD)
2.2d Intervention and support for children with Disinhibited Social
Engagement Disorder (DSED)
2. 3 Attention Deficit Hyperactivity Disorder (ADHD)
2.3a Intervention and support for children with ADHD
2. 4 Foetal Alcohol Spectrum Disorder (FASD)
2.4b Intervention and support for children with FASD
2.5 Harmful Sexual Behaviour
2.5a) Beyond referrals
2.6 Extreme/Pathological demand avoidance (E/PDA)
2.6b Intervention and support for children with EDA
2.7 Self-Harm
2.8 Post-Traumatic Stress Disorder (PTSD)
2.8a Intervention and support for children with PTSD
2.9 Tic Disorders
2.9a Tourette's Syndrome
2.9b) Paediatric Autoimmune Neuropsychiatric Disorders Associated with
Streptococcal infections (PANDAS) and Paediatric Autoimmune
Neuropsychiatric Disorder (PANS)
2.9c) Intervention, support and adaptions for tic disorders
2.10 Managing emotions
2.10a) Self-soothing
2.10b) Self-regulation
2.10c Hurting others
Part 3: Further Resources
3.1. other resources
3.2 mapping school support
3.3 Mapping resources within and beyond the school gates
Bibliography
Index