Teaching Peer Support for Caring and Cooperation - Rae, Tina

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Résumé :
Includes CD-Rom

'In light of Every Child Matters agenda and of the current emphasis on giving children a voice in important decision making situations, this book could be a valuable tool'- Educational Psychology in Practice

'This is a great little book designed to help children between the ages nine and 12 to develop good relationships with each other and with other people... [It] includes clear guidance on ways in which children themselves can raise the self-esteem and social status of their less popular peers through listening, talking and understanding others' - SENCO Update

Ruth and Tina draw upon their experiences to provide a peer support programme that encourages inclusive prosocial processes for young people aged nine to twelve. Drawing upon the philosophy of a Circle of Friends, they have developed a six-step programme that harnesses the skills of popular young people to help others who may have low social status.

The Talk Time programme builds on the message that relationships are what matter most and emphasizes that relationships happen through listening, talking and understanding others.

The book provides all the resources needed including:

. facilitators' notes

. pupil resources

. letter to parents

. staff briefing sheet

. pupil certificate.

The programme is intended to be run for a group of eight to twelve pupils once a week during lunch times for one term. The aim is to help all group members and hopefully carry over to improve the social climate of the classroom and create a positive and cooperative working environment.

Ruth MacConville is the Head of the Special Educational Needs service, based in Ealing.

Tina Rae is a Senior Educational Psychologist based in Hillingdon.

Biographie:
Tina Rae specializes in social, emotional and behavioral disorders and difficulties. She has undertaken research in the areas of engagement and disaffection with learning in young people, debriefing following critical incidents, attachment disorders, emotional well being and the psychological assessment of young offenders. Rae is experienced in assessing children and young people with respect to learning difficulties, emotional well being and relationships with carers.

She is a registered member of the Health Professions Council and a full member of the British Psychological Society. She is currently a Professional and Academic tutor on the Doctorate in Child and Educational Psychology at UEL. Tina is a member of the SEBDA executive and council and a member of ENSEC.

With 68 publications to date, she has written extensively on topics such as well-being, attachment, resilience, emotional literacy, behavioural problems, anger and stress management, critical incidents, cognitive behavioural therapy, motivational interviewing, solution focused brief therapy, loss and bereavement in young people, youth offending and social skills development.

Sommaire:
The Structure of the Programme
Guidelines for Facilitators
Frequently Asked Questions
Step 1: The Whole Class Session
Step 2: Setting up the Group
Step 3: Focus on Positive Behaviours
Step 4: Taking Action
Step 5: Reflecting and Setting Targets
Step 6: Evaluation