Reducing bullying is the aim of all schools and important to teachers, parents and to the young people in their care. It can best be achieved when the topic is fully integrated into the emotional and behavioural curriculum. One successful way to achieve this is to include literature and video about bullying into children's experience throughout school life. This comprehensive list of published material will reassure teachers that the resources are readily available and safe to use. Each item is described and explained with guidance on the target age group.

The information books and training materials referenced will provide the basis for informed policy.

The 43 page booklet is attractively presented and illustrated with pictures from some of the books mentioned.

This volume focuses on working with people who have challenging behaviours from staff from all professions, but also parents, relatives and friends. Emphasizing good practice, the book discusses what to do in challenging situations, good incident management procedures, and ways in which staff can work together, plan and problem-solve. Staff from a variety of disciplines provide accounts of their day-to-day work and the editor highlights and comments on issues of practice, technique and theory.

TABLE OF CONTENTS:

Commentary - helping the person learn how to behave; positive incident management - insights from staff involved and issues for the organization; a flat for one - social service provision at the extreme; the challenge of class six; commentary - managing incidents of challenging behaviour - principles; working with people with challenging behaviour in a further education class within a long-stay hospital; developing practice in a residential team - training, talking, thinking, working; Andrew - a classroom for one; commentary - managing incidents of challenging behaviour - practices; leading a well-challenged social services residential team; Ann - the challenge of a difficult-to-reach five-year old; exotic communication, conversations, and scripts - or tales of the pained, the unheard and the unloved?

This outstanding work offers the latest information on the causes, assessment, treatment and prevention of disruptive behavioral problems in underachieving children and adolescents. It describes and evaluates the most frequently used treatment methods and leads readers through one type of effective treatment, detailing the stages, issues, pitfalls and predictable client/therapist reactions. Mandel summarizes numerous assessment tools that have been developed for underachievers and reviews the key components in successful prevention programs.

Based on a national examination of English special schools providing for pupils with emotional and behavioural difficulties, this work identifies factors associated with good practice. It offers advice on how schools can become more effective in providing for troubled and challenging pupils. The book also highlights aspects of successful provision which can be applied in mainstream schools and pupils referral units.

TABLE OF CONTENTS:

History, theory and effective practice; pupils and parents - who are they?; the characteristics of staff working in schools for pupils with EBD; some aspects of management; addressing pupil needs; physical provision; effective schooling for pupils with emotional and behavioural difficulties.

The first edition of this book, published in the wake of the Elton Report, "Discipline in Schools", made accessible to primary school teachers and student teachers the means of putting many of the Report's findings into practice. It has proved of value in a period of unparallelled change in primary education and the management of schools. Six years on, however, there is a need for updating and the introduction of ideas which have been found effective in the interim. The author has enhanced the book's appeal by incorporating frequent checklists and by including new material for experienced staff as well as for students and newly qualified teachers.

Using a larger format than it precursor, the second edition continues to place emphasis on strategies for forestalling behaviour problems through thoughtful class management and lesson planning, responding positively to behaviour incidents, communicating positive expectations and enhancing pupil motivation. There are three new chapters developing whole-school behaviour policies, improving playground and lunchtime behaviour and combatting bullying.

TABLE OF CONTENTS:

Effective behaviour management; pre-empting behaviour problems; reinforcing good behaviour; responding to behaviour problems; developing a whole-school behaviour policy; playtime and lunchtime; combatting bullying.

Since we ran the first "Stamp Out Bullying" day in 1990 we have joined many schools to help them organise anti-bullying days for pupils. This publication is a collection of activities, processes and programmes have been put together to help schools organise either a single awareness day or a series of shorter workshop sessions for pupils.

* Practical aspects of antibullying work

* Suggested timetables

* Ideas for whole school "keynote" sessions

* Facilitators' instructions for group activities

* Copiable worksheets and overhead foils

The programmes are suitable for secondary and upper primary use.

This text outlines eight major perspectives on behaviour and their implications for the classroom: biological, behavioural, cognitive-behavioural, social learning, psychodynamic, humanist, ecosystemic and ecological.

The biological perspective is included solely for information, particularly with reference to ADD/ADHD. The other seven perspectives are examined through the use of case studies, examples of interventions along with the presentation of instruments and photocopiable materials.

TABLE OF CONTENTS:

Introduction - general schema - A.F.I.E model; comparison grid - eight perspectives; biological perspective; behavioural perspective; cognitive-behavioural perspective; social learning perspective; psychodynamic perspective; humanist perspective; ecosystemic perspective; ecological perspective; photocopiable resources.

An evaluation of the success of different approaches to tackling school bullying. Issues covered include:

- developing a whole-school policy

- classroom and curriculum materials

- training lunchtime supervisors

- the playground environment

- pupils in bullying situations

An evaluation of the success of different approaches to tackling school bullying. Issues covered include:

- developing a whole-school policy

- classroom and curriculum materials

- training lunchtime supervisors

- the playground environment

- pupils in bullying situations

Presents step-by-step advice on developing a whole-school policy and suggests methods for tackling bullying through classroom and curriculum activities, including video, drama and quality circles. Emphasis is placed on assertiveness training for pupils who may be bullied, and non-punitive work with pupils who bully others. Advice is provided on training lunchtime supervisors, enhanching playground activities, and improving the playground environment.

Distills the most recent and relevant findings regarding behavior management, offering practical suggestions for using new techniques in the classroom. Defines and discusses learning, language and motor skills disorders. Addresses the concept of temperament and its impact on children's behavior and personality. Covers problems of anxiety, depression and shyness as well as more pervasive disorders including Tourette's Syndrome and autism. Features a detailed review of effective and ineffective management strategies in the classroom.

A small minority of children and adolescents can be dangerous, violent and murderous. As such, they shatter society's warm images of childhood play and innocence. When a horror story such as the murder of James Bulger hits the headlines, there is much spurious and fanciful comment but little attempt at serious explanation which might enhance public and professional understanding of this disturbing phenomenon. Gwyneth Boswell researched this field throughout the 1990s. Having identified an urgent need for an assembly of evidence about aetiology and treatment of these young people, she has brought together a formidable body of academic and professional experts, specifically to address the question "Why?"