As part of preparation for the classroom, it's key for trainee teachers to understand the emotional needs of students. This book provides a clear introduction to emotional development and attachment, offering advice and guidance from a diverse range of professional perspectives including psychology, health and education.
As part of preparation for the classroom, it's key for trainee teachers to understand the emotional needs of students. This book provides a clear introduction to emotional development and attachment, offering advice and guidance from a diverse range of professional perspectives including psychology, health and education.
Foreword by Professor Barry Carpenter; Introduction - David Colley (Oxford Brookes University) and Paul Cooper (Brunel University); 1. Models of Emotional Development - David Colley and Paul Cooper; 2. Attachment Behaviour and Learning - Heather Geddes (Caspari, UK); 3. Neuroscience and Emotional Development: the basics explained - Maisie Satchwell-Hirst (Oxford University); 4. Attachment Aware Schools - Janet Rose (Norland College) and Louise Gilbert (Bath Spa University); 5. Emotion Coaching - Licette Gus and Felicia Wood (Kate Cairns Associates); 6. Promoting Resilience in Schools: The importance of both training and reflection for teachers and school staff - Mike Solomon (Tavistock Clinic, London); 7. Emotional Development and Missed Early Experiences: The Nurture Group Appraoch - David Colley; 8. Understanding the Impact of Trauma on Children in the Classroom - Betsy de Thierry (Trauma Recovery); 9. People meet in a classroom and say 'hello': a psychoanalytic perspective on the emotional relationship between the teacher and student - Peter Wilson (Place2Be); 10. A Psychoanalytic Understanding of Change and Transition in Education - Biddy Youell (Tavistock Clinic, London); 11. Supporting children and young people with social, emotional and mental health difficulties: working in a multi-agency team - Kathy Evans and Erica Pavord (University of South Wales); 12. Emotional Development and Children in Care: the Virtual School perspective - Tony Clifford and Anne-Marie McBlain (Virtual Schools Team, Stoke on Trent); 13. Social Pedagogy in the Classroom: supporting children and young people in care - Emma Black, (South Tyneside Educational Psychology Service), Michael Bettencourt, (Virtual School Head, South Tyneside) and Claire Cameron, (University College London); 14. Including Children with Disorganised Attachment in Mainstream Primary Schools - Maggie Swarbrick (Treatment Foster Care Oregon, Oxford, UK); 15. The importance of professional supervision for all staff in schools - Dave Roberts (Mulberry Bush School, Oxfordshire); 16. Emotional Development and approaches to Classroom Management - Jon Reid (Oxford Brookes University); 17. Disruptive Behaviour and Unsolved Problems - Poppy Nash (York University); 18. Classroom behaviour: finding what works for you - John Visser (Northampton University); 19. Supporting the Emotional Development of Teenagers - Janice Cahill (Pendlebury Centre PRU); 20. Conclusion: Drawing Together the Threads - David Colley and Paul Cooper; Author biographies; Subject index; Author index
Foreword by Professor Barry Carpenter; Introduction - David Colley (Oxford Brookes University) and Paul Cooper (Brunel University); 1. Models of Emotional Development - David Colley and Paul Cooper; 2. Attachment Behaviour and Learning - Heather Geddes (Caspari, UK); 3. Neuroscience and Emotional Development: the basics explained - Maisie Satchwell-Hirst (Oxford University); 4. Attachment Aware Schools - Janet Rose (Norland College) and Louise Gilbert (Bath Spa University); 5. Emotion Coaching - Licette Gus and Felicia Wood (Kate Cairns Associates); 6. Promoting Resilience in Schools: The importance of both training and reflection for teachers and school staff - Mike Solomon (Tavistock Clinic, London); 7. Emotional Development and Missed Early Experiences: The Nurture Group Appraoch - David Colley; 8. Understanding the Impact of Trauma on Children in the Classroom - Betsy de Thierry (Trauma Recovery); 9. People meet in a classroom and say 'hello': a psychoanalytic perspective on the emotional relationship between the teacher and student - Peter Wilson (Place2Be); 10. A Psychoanalytic Understanding of Change and Transition in Education - Biddy Youell (Tavistock Clinic, London); 11. Supporting children and young people with social, emotional and mental health difficulties: working in a multi-agency team - Kathy Evans and Erica Pavord (University of South Wales); 12. Emotional Development and Children in Care: the Virtual School perspective - Tony Clifford and Anne-Marie McBlain (Virtual Schools Team, Stoke on Trent); 13. Social Pedagogy in the Classroom: supporting children and young people in care - Emma Black, (South Tyneside Educational Psychology Service), Michael Bettencourt, (Virtual School Head, South Tyneside) and Claire Cameron, (University College London); 14. Including Children with Disorganised Attachment in Mainstream Primary Schools - Maggie Swarbrick (Treatment Foster Care Oregon, Oxford, UK); 15. The importance of professional supervision for all staff in schools - Dave Roberts (Mulberry Bush School, Oxfordshire); 16. Emotional Development and approaches to Classroom Management - Jon Reid (Oxford Brookes University); 17. Disruptive Behaviour and Unsolved Problems - Poppy Nash (York University); 18. Classroom behaviour: finding what works for you - John Visser (Northampton University); 19. Supporting the Emotional Development of Teenagers - Janice Cahill (Pendlebury Centre PRU); 20. Conclusion: Drawing Together the Threads - David Colley and Paul Cooper; Author biographies; Subject index; Author index
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