Positive Relationships

Relationships are at the heart of our lives; at home with our families, with our friends, in schools and colleges, with colleagues at the workplace and in our diverse communities. The quality of these relationships determines our individual well-being, how well we learn, develop and function, our sense of connectedness with others and the health so society. This unique volume brings together authorities from across the world to write about how relationships might be enhanced in all these different areas of our lives. It also explores how to address the challenges involved in establishing and maintaining positive relationships. This evidence-based book, primarily grounded in the science of positive psychology, is valuable for academics, especially psychologists and professionals, working in the field of well-being.

This edited volume brings together a select group of leading organizational scholars for the purpose of developing a foundation-setting book on positive relationships at work. Positive Relationships at Work (PRW) is a rich new interdisciplinary domain of inquiry that focuses on the generative processes, relational mechanisms and outcomes associated with positive relationships between people at work. This volume builds a solid foundation for this promising new area of scholarly inquiry and offers a multidisciplinary exploration of how relationships at work become a source of growth, vitality, learning and generative states of human and collective flourishing. A unique feature of the book is the use of a connecting commentator chapter at the end of each section. The Commentator Chapters, written by preeminent scholars, uncover and discuss integrative themes that emerge within sections. The editors approach the topic from multiple levels, each level providing critical, valuable insights into the dynamic process underlying positive relationships at work. These levels are arranged in five parts: an introduction to positive relationships at work; Individuals and Dyads; Groups and Communities; Organizations and Organizing; and a conclusion that offers an engaging invitation and multi-level map for guiding future research. This volume will appeal to academics and practitioners, as well as scholars and graduate students in organizational psychology, management, human resources, and inter-personal communications.

In this unique and original book, Jamel Carly Campbell and Sonia Mainstone-Cotton come together to have an open and honest conversation about developing positive and responsive relationships in the early years. The book is divided into three main chapters – building positive relationships with children; with other professionals; and with families and the wider community – and each conversation explores a range of key themes, from building trust and listening to the voice of the child, to diversifying practice and creating a setting that represents the wider community. These discussions encourage the reader to consider the connections we make every day, to rethink and empower their practice, and to place a much higher value on their position as an early years advocate. With reflective questions included to allow the reader to think about their own practice, as well as suggested further reading to explore the themes in more depth, this engaging and accessible book is a must-read for all early years professionals – and, importantly, encourages every practitioner to begin new conversations of their own.

Positive relationships between practitioners and parents are essential for young children’s wellbeing, but achieving this can be difficult if there is not enough understanding about how relationships work when one person (the practitioner or teacher) has to play the professional role. Strong communication skills are fundamental to this relationship and to building a sense of community between home and nursery or school. This new book explores how practitioners can build warm, friendly and caring relationships with parents. It clearly explains the dynamics of a conversation, the theory behind how relationships are formed or destroyed and provides practical strategies to put this knowledge into practice. Grounded in the theories of attachment, transactional analysis and solution focused therapy this book will help you to: Increase your level of self awareness Improve your listening skills Understand ‘how’ to communicate with different parent ‘types‘ Learn how to conduct an individual parent interview Develop professional care giving skills Full of practical examples and strategies, this text will be welcomed by early years practitioners and students who wish to develop the skills and confidence they need to effectively communicate with the parents of the children they care for.

One of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on developing the skills necessary to build and maintain successful relationships. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. Chapters span key topics including Communication, Respecting Yourself and Others, Resolving Conflict and Team Building. A complete toolkit for teachers and counsellors, this book offers: • Easy-to-follow and flexible lesson plans that can be adapted and personalised for use in lessons, smaller groups or 1:1 work. • Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3. • New research, ‘Circles for Learning’, where the introduction of baby observation into the classroom by a teacher is used to understand and develop self-awareness, skills for learning, relationships, neuroscience and awareness of others. • Sections on the development of key skills in communication, skills for learning, collaboration, empathy and self-confidence. • Learning links, learning objectives and reflection questions. Offering research-driven, practical strategies and lesson plans, Positive Relationships in School is an essential resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care: both now and in the future.

Providing an invaluable resource for scholars and researchers, this book investigates positive psychology and relationships theory and research across a range of settings and life stages—intimate, work, educational, senior/retirement, and in the context of diversity. Nearly universally, relationships are a key source of what we all seek in life: happiness, fulfillment, and well-being. The experts who contributed to this novel volume apply the framework of positive psychology to the findings of relationships research across a variety of practical contexts. What actions create and sustain respectful, caring, joyous, stimulating, and loving relationships? How do people rich in friendship, intimacy, and interpersonal skills think and behave? How do they unconsciously cultivate positive relationships? This book brings together authoritative reviews, cutting-edge research, and thoughtful scholarship that serve to answer these questions and document the benefit of positive relationships in a variety of settings and across the human life span. Following a comprehensive introduction, the book addresses positive intimate relationships, positive relationships at work, positive relationships during different stages of life (in youth, in adolescence, and among older adults), and positive relationships intersecting with diversity. The chapters underscore the simple concept that relationships are central to what makes life worth living and are fundamental to well-being across all life domains as they play out at home, in school, at work, in retirement homes, and in the community at large.

To attain EYPS, candidates must demonstrate that they can establish fair, respectful, trusting and constructive relationships with children. This book helps those on EYPS pathways to understand and develop these important relationships. It begins by examining trust as a key theme and goes on to discuss how to ′tune in′ to individual children and how to ′tune out′ or say goodbye. It gives practical advice on helping children build resilience and take risks. Positive relationships with children are examined within the context of relationships with others and the text also considers how practitioners can support other professionals in their setting.

Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behaviour management strategies on offer, allowing them to make a critical assessment of their appropriateness and effectiveness in the classroom, and assisting them to promote closer links between ‘behaviour’ and ‘learning’. Now in a fully updated second edition, the book focuses on how teachers can provide a safe and secure setting where positive relationships are fostered, placing increased emphasis on learning behaviours that contribute to pupils’ cognitive, social and emotional development. The book is full of practical approaches that can help teachers support pupils to achieve, relate to others and develop behaviours that characterise self-esteem, confidence and resilience. It includes chapters covering: • relationship with the curriculum, relationship with self and relationship with others; • whole-school approaches and the school behaviour policy; • reframing special educational needs; • dealing with more challenging behaviour; • transitions. This second edition also includes an updated emphasis on the links between mental health, behaviour and relationships in schools, and reflects Department for Education advice for school staff, changes to the National Curriculum and the new SEND Code of Practice. Through the application of the Behaviour for Learning framework, the book encourages teachers to address the needs of pupils who exhibit behavioural difficulties, whilst still pursuing excellence in teaching and learning for all pupils. It is a compelling and essential read for all trainees and practising teachers, CPD coordinators and other professionals working with children in schools.