Autism and Girls

The Article below appeared in the Guardian (15th September 2018), giving new evidence and insight into the female presentation of Autism.

https://www.theguardian.com/society/2018/sep/14/thousands-of-autistic-girls-and-women-going-undiagnosed-due-to-gender-bias

The article is based on an interview with Professor Francesca Happe, who is co – Editor of a forthcoming book on Autism and Girls, (details below)

Autism And Girls Book Flyer

Vacancy: Project Manager – social & emotional mental health in schools

Beyond Words has an important role to play in the introduction of the proposed social and emotional mental health framework in schools next year. In order to prepare the way we are undertaking a research project in 21 Special Schools in the North, Midlands and South-East of England. We plan to assess how Beyond Words’ books and other visual materials can help children and teachers to address many of the issues raised in the recent Government Green Paper.

If you are a qualified teacher and you have recently left the profession or you are looking for a fresh challenge we would like to hear from you. Beyond Words is based in Central London but this role, which could be 2-3 days per week, would also involve travel to the partner schools.

If you are interested please forward your CV and letter of introduction to our Chief Executive Nick at: nwright@booksbeyondwords.co.uk

 

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Forthcoming courses on Mental Health and Emotional Well Being with Professor Barry Carpenter and Dr Rona Tutt.

http://www.naht.org.uk/welcome/naht-events/courses-list/developing-your-schools-mental-health-provision/

Supporting teachers’ well-being in the context of schools for children with social, emotional and behavioural difficulties

‘Supporting teachers’ well-being in the context of schools for children with social, emotional and behavioural difficulties’

Tina Rae, Naina Cowell & Louise Field
Pages 200-218 | Published online: 30 May 2017

Check out this useful article looking at Teacher well-being . Timely in the context of whole school developments around Positive Mental Health and Emotional Well Being for children and young people.

http://www.tandfonline.com/eprint/GQUIJSFAyqR2gh5yhTGj/full

Inquiring Minds: Adapting mental wealth journals for pupils with additional needs

This beautifully crafted article by Jo Egerton and Bev Cockbill describes a school based inquiry, generating an evidence base, from which professional judgements can be made about the effectiveness of emotional well being journals as a resource for promoting positive mental health is children with SEND.

It is timely as it addresses practical approaches to Mental Heath in schools, but also demonstrates the power of classroom-based inquiry as a key approach to professional learning for teachers and teaching assistants.

Link Below:

https://www.butterflyprint.co.uk/inquiring-minds/

 

Mental Health – Who are the children?

In this briefing paper, Barry Carpenter looks at who are the children whose mental health are particularly vulnerable, and discusses how the creation of a curriculum around Emotional Well Being, may reduce this significant barrier to achievement. The paper also looks at Mental Health as a pervasive Complex Need in children of all abilities.

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Click the thumbnail image above to open and view the paper

Book Review: Bouncing Back & Coping with Change – by Tina Rae

 

Bouncing Back & Coping with Change:

Building Emotional & Social Resilience in Young People aged 9 – 14

Author: Tina Rae, 2016 

Publisher : Hinton House – www.hintonpublishers.com
ISBN:978-1-906531-68-3
Price: £29.99

This is another rich resource from the prodigious Tina Rae. Complete with CD, this book is packed full of ideas and strategies for building emotional resilience. The age range focus is helpful too, 9 – 14 years. It targets the awkward transition into adolescence, and does not lay responsibility at any particular age phase of education.

The introduction sets out the need in children for direct intervention; such shocking statistics as self-harm has increased by 68% in a decade. Rae then builds the case for resilience as a key tenet to help young people cope with change. She considers a ‘Whole School Approach’ to developing resilience and why it is important. Key approaches such as Cognitive Behaviour Therapy and Mindfulness are explained in straightforward, accessible language.

The real strength of this book, which will appeal to classroom practitioners, is the 20 sessions around ‘Bouncing Back and Coping with Change.’ The objectives for these sessions are laid out in full and clear guidance, including success criteria, given for the sessions. Each session plan is carefully constructed and accessible. As I read each one I could envisage how to teach it in practice – a true test of their viability . There are photocopiable resources to support each of the sessions.

At every juncture in the sessions there is ample opportunity for the young person to engage deeply, and reflect personally. The sessions take emotionally complex issues and bring them to daily reality in tangible, viable and practical ways. I have often wondered in recent Government proclamations on Emotional Well-Being in Children, what was meant by grit; now I understand thanks to the activities on ‘developing grit to succeed.’

At a time when the mental health issues of our young people are at the forefront of society and awareness, when schools are addressing new policy responsibilities in this area and building curriculum responses to the new designated area of Social, Emotional and Mental Health (Code of Practice on SEND, 2015), this book is both timely and welcome. It is a treasure trove of ideas and resources to create Mental Wealth in our young people.

Professor Barry Carpenter, CBE. May 2016

Bouncing Back and Coping with Change - Book Cover
Bouncing Back and Coping with Change by Tina Rae, Hinton House Publishers Ltd, 2016