Challenging Behaviour in Schools: Teacher Support, Practical Techniques and Policy Development - Couverture rigide
Synopsis
The emotional impact of difficult and challenging behaviour in schools has never made it easy for professionals to respond in a calm and considered manner. This applies equally to teachers, senior staff in schools, support services and administrators. Yet the pressure to respond effectively continues to grow. "Challenging Behaviour in Schools" describes effective practical approaches which have been developed by schools and support services. It acknowledges that, in dealing with difficult behaviour, it is necessary not only to consider techniques but also the support processes that accompany them. The editors have each had extensive professional experience in this field, and are the organizers of the annual "New Directions in Behaviour Support" courses at Nottingham, which have encouraged and disseminated new practice over recent years. All the contributors have been associated with these courses and their accounts should be of direct value to senior staff, special needs co-ordinators and governors in schools, educational psychologists, support teachers and those involved in policy and planning.
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Présentation de l'éditeur
Difficult pupil behaviour can reflect and exacerbate stresses within a school, increasing the potential for conflicts among teachers, parents and support staff. The need to acknowledge and overcome this in practice is fully recognised and is a central challenge addressed by this book.
Challenging Behaviour in Schools describes effective practical approaches that have been developed by schools and support services. It contains chapters on behaviour support in mainstream primary and secondary schools, the organisation of support services and also looks at the ways parents and schools can work together. Other chapters outline whole school approaches to building better behaviour, as well as specific techniques.
Challenging Behaviour in Schools will be of direct, practical value to all teachers, senior staff, special needs coordinators and governors in schools, educational psychologists, support teachers and all those involved in policy and planning.
Biographie de l'auteur
Peter Gray is Principle Educational Psychologist for Nottinghamshire, and has been the editor of the journal Educational and Child Psychology. Andy Miller is Course Director in Educational Psychology at the University of Nottingham. Jim Noakes is Headteacher of the Northern Area Education Support Service, Warwickshire.
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