A Practical Resource For Understanding Behaviour And Emotions

For effective use, this book should be purchased alongside the storybook. Both books can be purchased together as a set, Feel, Think and Do with Ruby, Rafa and Riz: A Storybook and Guide for Understanding Behaviour and Emotions, 978-1-032-05939-6. Written as the adult accompaniment to the Feel, Think and Do with Ruby, Rafa and Riz storybook, this resource explores behaviour with strategies for supporting children who struggle to manage their responses and behaviours; and the role of the adult in recognising signs, de-escalation, connection and reflection. Designed to assist adults in introducing children to their inner world and connecting that world to the world around us in an emotionally safe space, this guidebook contains six sessions that can be delivered to children in a large group, as a class, in smaller groups or individually. These sessions provide the context and landscape of the emotional health of children and what can affect their wellbeing, such as: risk factors and protective factors principles – emotional intelligence, emotional regulation emotions and learning creating emotionally safe spaces the imaginary iceberg – our feelings and thoughts are hidden; our behaviour is on show. Full of opportunities for children to talk about and discuss both the events in the story and their own feelings, thoughts, opinions and ideas, this book enables teachers, support staff and all those working directly with children to expertly cover topics such as the hidden nature of feelings and thoughts, the fact that behaviour is the bit on show, and how talking about feelings and thoughts can help to explain and understand behaviour.

This practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties. Key features include: A focus on specific skills that are linked to behaviour, such as understanding meaning, verbal reasoning and emotional literacy skills. A framework for assessment, as well as a range of downloadable activities, worksheets and resources for supporting students. Sixty illustrated scenarios that can be used flexibly with a wide range of ages and abilities to promote language skills, emotional skills and self-awareness. This invaluable resource is suitable for use with young people with a range of abilities in one to one, small group or whole class settings. It is particularly applicable to children and young people who are aiming to develop wider language, social and emotional skills including those with Developmental Language Disorder and Autism Spectrum Disorder.

This set containing an adult resource guide and storybook encourages children to explore and interrogate their thoughts and feelings in an accessible and fun way while providing trusted adults with clear, straightforward explanations of why this understanding is important and tools that can be used in a learning setting. Through the characters of Ruby, Rafa and Riz who negotiate their way through a world of likes and dislikes, of similarities and differences and through experiences which impact on their lives, the colourfully illustrated storybook helps children to identify and understand their inner emotional world and the crucial role that trusted adults have in supporting them. The practical guidebook Understanding and Exploring Behaviour and Feelings contains details of sessions that can be used by these trusted adults to support the development of good emotional health through the connection between feelings, thoughts and behaviour. Thoughtfully laid out to introduce emotional health and feelings as part of a comprehensive PSHE / RSE programme delivered by teachers and learning mentors, this unique book and resource pack also provides a progressive approach for professionals working in a more therapeutic way with individual children.

For effective use, this book should be purchased alongside the guidebook. Both books can be purchased together as a set, Feel, Think and Do with Ruby, Rafa and Riz: A Storybook and Guide for Understanding Behaviour and Emotions, 978-1-032-05939-6. This children’s storybook tells the story of Ruby, Rafa and Riz as each child has an experience that affects them – unkind friendship, the death of a pet, a bullying family member and coercive peers. Their teacher, who knows nothing of these events, notices the behaviour of each child which leads to him asking how they are feeling and what they are thinking, enabling each child to talk about their emotions and so helping the adult to understand their behaviour. In a clever and enjoyable way, the stories of Ruby, Rafa and Riz lead children through scenarios that introduce ideas key to developing children’s understanding and security such as the: knowledge that behaviour is a response to feelings and thoughts understanding that these feelings and thoughts are a response to the external world insight into how thoughts and feelings are hidden unless shared; and the empowerment to share their emotional context with trusted adults, explaining their behaviour – both to others and themselves. When used alongside the practical guidebook, this unique and engaging story enables all those working directly with children to support their development, allowing children to become strong enough and secure enough to meet the challenges of life and learning.

For effective use, this book should be purchased alongside the storybook. Both books can be purchased together as a set, My Brilliant Brain: A Storybook and Guide for Understanding Anxiety and Implementing Self-Calming, 978-1-032-06903-6. This resource uses simple yet effective shared language for adults and children, allowing them to talk about anxiety, and taking away the shame and blame that children may experience in response to these emotions. It encourages sharing, allowing the feelings of worry and anxiety to become normalised and the child to feel more in control. Full of activities and experiential learning for individual children, groups or classes, this guide covers topics such as: The brain, the amygdala, what anxiety is and how it is normal. Demonstrating and modelling calm, even if you are not, to help reassure and protect the children under your care. Self-calming activities and strategies. Being a Child in Charge – helping children to develop individual strategies that work best for them. Designed for use alongside the storybook Myg and Me: Understanding Anxiety and Implementing Self-Calming, teachers, support staff, therapists and parents will find this guidebook an indispensable tool in the process of helping the children they interact with to feel a sense of self-determination and self-efficacy.

Have you ever wondered why children behave the way they do or why they can become overwhelmed with emotions so quickly? This practical resource has been created to help educators effectively support their children’s behaviour and better understand their emotions. The book focuses on the idea that all behaviour is a form of communication and explores central areas such as self-regulation and attachment, offering strategies that can be used to support challenging behaviour. Each chapter includes examples of practice, reflective questions and an activity for the reader to help consolidate their learning and encourage them to become ‘behaviour detectives’. Key topics discussed include: • Attachment theory, adverse childhood experiences and the importance of feeling safe and secure in the home and setting. • Characteristics of children during conflict situations or moments of challenging behaviour. • Developmentally appropriate expectations for children, and why it is vital that expectations are realistic. • Emotion coaching and the significance of acknowledging and validating feelings. • Linking behaviour with schematic play. Written from first-hand experience and filled with practical advice as well as recommendations for further reading and resources, Supporting Behaviour and Emotions in the Early Years is an essential read for early years educators.

In this accessible and thought-provoking text, the author examines the behaviour of babies and young children in a developmental context, and takes into account the shifts and changes over time as young children grow and mature. Understanding Behaviour and Development in Early Childhood reveals, for example, how behaviour perceived as ‘difficult’ in a young child may be the manifestation of a response to emotional, sensory and cognitive experiences. Throughout the book, readers will find a strong emphasis on emotional well-being and the need to place our understanding of behaviour within a developmental time frame. Based on wide ranging professional experience the topics examined and discussed in this insightful book include: what we understand by ‘behaviour’ how the brain and senses work and mature during early childhood behaviour as a reflection of the child’s internal state what emotions are and how we learn what feelings mean to us as individuals how emotions affect our ability to learn how we develop a sense of self. The book provides suggestions for how adults may think about and respond to changes in children’s behaviour, and how we may support children in learning how to manage their own behaviour as they grow older and encounter wider and more complex situations. Understanding the meaning of behaviour is a constant challenge for anyone working with children. This developmental approach promotes a helpful reflective stance for practitioners and students working in early childhood education and care.

This practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties. Key features include: A focus on specific skills that are linked to behaviour, such as understanding meaning, verbal reasoning and emotional literacy skills. A framework for assessment, as well as a range of downloadable activities, worksheets and resources for supporting students. Sixty illustrated scenarios that can be used flexibly with a wide range of ages and abilities to promote language skills, emotional skills and self-awareness. This invaluable resource is suitable for use with young people with a range of abilities in one to one, small group or whole class settings. It is particularly applicable to children and young people who are aiming to develop wider language, social and emotional skills including those with Developmental Language Disorder and Autism Spectrum Disorder.