Acknowledgements |
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ix | |
Introduction |
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1 | (2) |
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The oven: the emotional climate of the classroom |
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3 | (7) |
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Circle Solutions and the ASPIRE principles |
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5 | (1) |
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6 | (1) |
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Alternatives to a behaviourist model |
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7 | (3) |
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10 | (11) |
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Essential main ingredient: positive teacher-pupil relationships |
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10 | (3) |
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Special ingredients -- starred strategies |
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13 | (8) |
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21 | (2) |
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23 | (117) |
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Section 1 Getting Things Done |
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25 | (7) |
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The Recipe: Listening and Following Instructions |
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32 | (2) |
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The problem: avoidance strategies |
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The recipe: focusing on directed tasks |
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34 | (2) |
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The problem: disorganization |
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The recipe: having the right things for a task and getting down to it |
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36 | (2) |
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The problem: helplessness |
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The recipe: increasing independence |
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38 | (2) |
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The problem: refusal to cooperate |
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The recipe: positive responses to teacher requests and directions |
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40 | (2) |
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The problem: not settling but flitting between activities |
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The recipe: focusing on set task to completion |
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42 | (2) |
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The problem: distracted by others |
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The recipe: focus on set task |
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44 | (2) |
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The problem: starting but not finishing set work |
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The recipe: finishing assignments |
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46 | (2) |
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The problem: quiet disengagement |
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The recipe: building confidence |
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48 | (3) |
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Section 2 Dealing with Disruption |
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51 | (2) |
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Positive attention and self-control |
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53 | (1) |
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54 | (2) |
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The problem: pushing or poking other children |
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The recipe: safe use of hands and feet |
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56 | (2) |
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The problem: fidgeting, humming and other noises |
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The recipe: self-awareness and control |
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58 | (2) |
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The problem: attention-seeking silliness |
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The recipe: attention gained by positive behaviours |
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60 | (2) |
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The problem: over-the-top behaviour |
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The recipe: measured responses |
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62 | (2) |
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The problem: frequent interruptions |
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The recipe: waiting in turn |
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64 | (2) |
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The problem: outright defiance |
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66 | (2) |
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The recipe: courtesy/appropriate language |
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68 | (3) |
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Section 3 Social Interactions |
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71 | (3) |
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The problem: not taking turns or sharing |
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74 | (2) |
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The problem: bossiness -- pushing in -- wanting to be first |
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The recipe: appropriate assertiveness |
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76 | (3) |
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The problem: bullying and intimidation |
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The recipe: a safe and supportive classroom |
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79 | (3) |
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The recipe: conflict management |
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82 | (2) |
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The recipe: being trustworthy |
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84 | (2) |
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The problem: lying and blaming others |
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The recipe: accepting responsibility |
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86 | (2) |
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The recipe: self-reliance |
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88 | (2) |
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The problem: trying to buy friendship |
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The recipe: positive approaches to friendship |
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90 | (2) |
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The problem: everyone is against me |
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The recipe: acknowledging the positive |
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92 | (3) |
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Section 4 Emotional Distress |
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95 | (4) |
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The problem: unprovoked aggression |
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1 To express strong feelings in ways that do not hurt others |
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99 | (1) |
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2 To increase awareness of feelings to reduce acting on impulse |
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99 | (3) |
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The recipe: coping with frustration |
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102 | (2) |
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The problem: distress/tantrums/clinging when a parent leaves their child in class |
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The recipe: both child and parent are calm and comfortable |
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104 | (2) |
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The problem: frequent or prolonged crying |
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The recipe: talking about difficulties/feelings |
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106 | (2) |
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The problem: destructive behaviour (own work) |
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The recipe: valuing personal efforts and achievements |
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108 | (2) |
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The problem: destructive behaviour (other people's work and possessions) |
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The recipe: treating belongings with respect |
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110 | (2) |
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The problem: selective mutism |
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The recipe: confidence in speaking |
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112 | (2) |
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The problem: disengagement |
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The recipe: participation/resilience |
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114 | (2) |
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The recipe: positive re-framing |
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116 | (2) |
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The problem: high levels of anxiety |
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The recipe: increased confidence |
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118 | (3) |
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Section 5 Behaviours of Special Concern |
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121 | (4) |
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125 | (1) |
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125 | (1) |
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The problem: obsessive or ritualistic behaviour |
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The recipe: reduced anxiety and sense of control |
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126 | (2) |
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The problem: sexually explicit behaviour |
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The recipe: awareness of what is acceptable and safe |
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128 | (2) |
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The problem: soiling (encopresis) and smearing (scatolia) |
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The recipe: age appropriate self-care |
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130 | (2) |
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The problem: unsafe risk taking |
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The recipe: taking care of self and others |
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132 | (2) |
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The problem: running away |
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134 | (2) |
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The recipe: positive coping strategies |
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136 | (2) |
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The problem: confusing reality and fantasy |
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The recipe: awareness of what is real and what is not |
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138 | (2) |
Resources and further reading |
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140 | (1) |
Cards and other resources for Circle Solutions activities |
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140 | (3) |
Index |
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143 | |