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| Foreword | ||
| About the authors | ||
| Acknowledgements | ||
| 1.1 | Introduction | 3 |
| 1.2 | The stigma of mental health difficulties | 13 |
| 1.3 | Why should schools be involved? | 24 |
| 1.4 | Schools in a social setting | 30 |
| 1.5 | Why intervene at whole-school level? | 35 |
| 1.6 | Where to start in matching an intervention to your school | 40 |
| 2.1 | Creating a school community | 55 |
| 2.2 | Disaffected young people | 68 |
| 2.3 | Violent behaviours | 80 |
| 2.4 | Bullying behaviours | 92 |
| 2.5 | Sexual health | 109 |
| 2.6 | Alcohol, drugs and substance abuse | 120 |
| 2.7 | The socially isolated/children in the Asperger's/autistic spectrum | 132 |
| 2.8 | Helping children deal with loss | 142 |
| 2.9 | Eating problems | 151 |
| 2.10 | Deliberate self-harm | 161 |
| 2.11 | Attention deficit hyperactivity disorder | 172 |
| 2.12 | Accessing outside help | 184 |
| 3.1 | Predicting the difficulties | 193 |
| 3.2 | Review and evaluation | 203 |
| References | 214 | |
| Index | 226 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Juliet Rutherford
reviewed Emotional Health and Well-Being: A Practical Guide for Schools on March 14, 2020
Emotional Health and Well-Being: A Practical Guide for Schools
So, it read like a textbook. But it wasn't too bad, because I was actually interested in what they had to say. I skipped around a lot, and sometimes skimmed entire pages in minutes, but I got the gist of the book. Education is a humane enterprise, not a factory to produce the same product over and over again. In order to create successful schools, we need to take the focus off of national standardized, high-stakes testing and keep accountability local. There are lots of ideas in there for school improvement, each which probably deserves its own book. A must-read for legislators, although they wouldn't spend the time on it.
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