home

Attachment is according to Cook, Klein, & Tessier (2007) the unification; connection and affection between a child and caregiver that begins from birth (Pg. 173). Children are thought to be “attached” to their caregiver when they physically and emotionally turn to the caregiver for a sense of security, and the caregiver in return provides the child with a warm, caring and responsive reaction especially during times of distress (Cook et al. 2007. Pg.174). These children often grow to become happy within themselves and through their self-belief are able to create positive relationships with others, constructively and actively relate to peers both socially and emotionally and largely due to the positive recognition received when learning and discovering something new, these children are encouraged and motivated to learn (Queensland Government, Department of Education, Training and the Arts, 2008, pg.1).
 * “//The infant’s strong positive feeling for a primary caregiver provides the seed from which all aspects of development can grow//” **

According to Porter (2002) a child needs the following in order to develop emotional confidence and as a part of their development social confidence:

· **Security**: protection and safety · **Self-Esteem:** the ability and need for the child to worthwhile and valuable individuals. · **Autonomy**: the need for independence, growth and the ability to make decisions for themselves · **Belonging:** to be loved, accepted, appreciated, treasured, respected and wanted.

Recent research would suggest that very young children who demonstrate social and emotional difficulties and have delays in their social and emotional development can have negative implications for their future transitions into schooling, and their potential academic success (Bernard, 2004, pg.22). Children who do not devolp the ability and skills to make responsible decisions, successful relationships with others, the management and control of their own behaviour and dealings towards themselves and others and accept responsibility for their actions are not only less likely to succeed within the school environment, but also struggle to become positive, responsible, and meaningful citizens of society (Zins, Weissberg, Wang, & Walber, 2004).

Some causes and reasons have been suggested by O’Shea et al, (2001) for a child’s emotional and social developmental delays in those children without other medical diagnosis (such as Attention Deficit Disorder). These include :

1. Environmental a. Living arrangements b. Housing dangers such as lead paint or asbestos c. Neighbourhood (is the child safe enough to be able to play outdoors) d. Provision of stimulation (toys, books, etc) that encourage growth and stimulation. 2. Poverty a. Poor nutrition b. Poor health c. Affordability for services 3. Parental risk factor a. Substance abuse (drugs and alcohol) b. Abuse and neglect c. Age of the mother/father (teenage pregnancy) d. Violence e. Mental illnesses (depression, anxiety, etc) 4. Family dynamics a. Single-parents b. Absence of a parent c. Death of a parent d. Step parents e. Siblings (number of, step-siblings) f. Grandparents, aunties, uncles etc. g. Foster homes h. Department of Community Services and their influence on the family

An example of a child who might have difficulties and developmental delays in their social and emotional abilities could be that of a traumatised child. These children can experience trauma through various means such as violence within the family, neglect, abuse, experience in a war torn country, refugee and many other reasons (Downey, 2007)

DEBORAH – Introduction

· My  nHi My name is Deborah and this is Jodi and Stefanie. Before we introduce the topic of our presentation we would like you all to do a little activity. · Hahands up if anyone here has children, works with children or has worked with children of any age, anyone here have siblings? Excellent (hands down) Ok so now I just want you to just take a few moments to recall (don’t speak out loud yet) if you can recall an incident when one of those children you have been a associated with has exhibited behaviour that has been inappropriate or unacceptable. Maybe you can recall a time when your child or a child in your care had a major meltdown. Think about how you responded, or your parent responded, maybe you recall someone in your classroom from school who always misbehaved, how did the teachers respond, what strategies (if any) did they have to deal with the behaviour. If you can recall a personal incident (someone you knew) was there any underlying factors or environmental factors that may have contributed to the person you are thinking of’s behaviour. We now have a short recording for you to listen to. We interviewed some teachers, with varying years of experience and asked them about their experiences with children who had emotional and behaviour problems and how it affected the children’s learning, the classroom atmosphere and some you will hear speak discuss strategies that they had to cope with and help these children. (Recording) We hope you found that interesting, we will discuss it later if time allows. Our presentation today will focus on Emotional & Behaviour Problems. Beginning with the assigned statement Jodi will begin by giving you some background information on how attachment theory........pad out Stefanie will then discuss.......????? And finally I will finish our presentation with some strategies and hands on activities that you might implement in the classroom if you have a child or children that have emotional or/and behaviour disorders (Hand to Jodi).... (Hand to Stef)....  (Hand to Deb)....Talk,then learning activity End with Stef or Jodi Summing up or Assessment/Discussion bout what we have spoken about.

Deb -Talk As Stefanie spoke about children with emotional and behaviour disorders may have characteristics that hinder their social and academic growth. It’s really important that children that exhibit emotional and behaviour problems feel safe and are able to establish stable relationships. Schools and our classrooms are great places for this to happen. Talk to any teacher and ‘behaviour management’ in the classroom is high on their agenda. Children who exhibit emotional and behaviour problems may be prone to causing disruption and chaos in the classroom. They may try and hurt other children, and also lash out at teachers. They may trouble paying attention, throw tantrums on a regular basis while at the other end of the spectrum they may be withdrawn, silent and overly compliant. And to make matters confusing they may also alternate between the two types of behaviours. If you turn to pg ?? of your handout we have listed some classromm practices for dealing with emotional and behaviour problems. I’ll just expand on a few of them __ Classroom practices for dealing with emotional and behaviour disorders. __ __ IN HAND OUT __  · Understand the Child & Connect ** · Manage your own reactions  ** · Practice ‘I see you need help with...’ · Structure Choices to remain in control · Acknowledge good decisions and choices 2) __ **Manage your reactions** __ **– children with emotional & behaviour problems will often try and control the emotions of adults particularly if they are used to a climate of aggression. Stay calm, keep a check on your emotions DONT get into a power struggle with them. Staying calm will assist in helping them to learn to stay calm. If you feel yourself getting angry take a step back, and don’t hesitate to seek assistance if necessary.**   · ‘I see you need help with cleaning up, picking the chair up’    4) __ Structure and Consistency- __ these children will do better when they know there is consistent boundaries and rules. Enforce expectations and consequences.SEE HANDOUT **5)__Consequences not punishment.-__ Consequences of misbehaviour are related directly to the behaviour. For example ‘If they have made a mess they need to clean it up or if they have hurt another child they need to apoligise – not write out fifty line – I will not hit.** c
 * · Structure & Consistency **
 * · Practice ‘time in’ not ‘time out’ **
 * · Consequences not punishment **
 * · Get to know the parents/carers **
 * · Maintain your role. **
 * 1)· **__Understand the child & Connect__ – Get to know where this child has come from and the details of any environmental influences that may be impacting on their behaviour. Understand that the child may be developmentally younger than their chronological age –understanding this should guide your teaching. Be gentle and consistent in your interactions with them
 * 3) **__I see you need help with ...-__Children with these problems often will get angry but not about anything in particular. When asked why did you behave like that? or why are you so angry they often will not know why or can’t explain because they have all of these mixed up internal emotions. The research suggests not to give warnings or second chances as they haven’t developed patterns of attachment LIKE wanting to please. So if you are aware of misbehaviour try saying something like,
 * 6) __ Structure Choices to remain in control. __ These children often try and manipulate and gain control, a lot of disruption happens due to teachers finding themselves in power battles – for example a child; sits when asked to stand or keeps doing some work after being asked to. Stop and try and take control by offering choices,For example: you can finish that work standing up or sitting down’ ‘ you can finish that now or at recess’ Importantly is keep the anger and frustration out of your voice, try humour like’ well if you don’t want to put your hat on I’ll have to wear it’. **
 * 7) **__Acknowledge good choices and decisions –__ I found this really interesting – Children that exhibit emotional & behaviour problems due to dysfunctional family situations, like abuse often don’t get praised, but in fact the research has found they often don’t respond well to praise. But this doesn’t mean they don’t need positive reinforcement when there’ve done something well. Avoid statements like ‘you’re a good girl’, its better to make a comment about something they have done as opposed to having them think about whether there good or bad. For example; ‘ I see you made a good choice finishing your work, now you can go off to recess’ or ‘ That was a good decision not to fight with Jodi, I can see that was hard to do, but you made the right decision’

In a classroom the best thing for a teacher to do is promote positive behaviour, to be proactive rather than reacting after a problem has occured. Promoting positive behaviour in aclassroom requires the teacher to have clear expectations of students. In the handout page??, you will see a list of strategies for Proactively managing behaviour in the Classroom'. You will see that all of them are straight forward and could be easily implemented. I wont go through them extensively, but they include, Clarifying Rules, have things like class rules, Be consistent, Use routines, establish boundaries, I'll leave it at thatso you can read them at your leisure, or file them away for later.

Now I want to touch on

__ Social & Emotional Learning __ Social and Emotional Learning (SEL) is a process for helping students develop the knowledge, understandings and skills that support learning, positive behaviour, and constructive social relationships. SEL is an approach that teaches students to recognise, regulate, and express the social and emotional aspects of their lives so they can operate successfully in the world and manage life tasks. If you turn to page??? In your handout we have listed the five core social and emotional competencies that Social emotional programs aim at developing, these are · SEL programs are aimed at developing five core social and emotional competencies: · Self-awareness: __identifying and recognising emotions__; recognising personal interests and __strengths__; maintaining a well-grounded __sense of self-confidence__ · Self-management: __regulating emotions to handle stress, control impulses__, and motivating oneself to __persevere in overcoming obstacles__, setting and monitoring progress toward the achievement of personal and academic goals; __expressing emotions appropriately__ · Social awareness: being able to take the __perspective of and empathise with others;__ recognising and appreciating individual and group similarities and differences · Relationship skills: __establishing and maintaining healthy and rewarding relationships__ based on __cooperation__ and resistance to inappropriate social pressure, preventing, managing, and constructively __resolving interpersonal conflict__; seeking help when needed · Responsible decision-making: making decisions taking into consideration of all relevant factors, including applicable ethical standards, safety concerns, and social norms; the likely __consequences__ of taking alternative courses of action; Learning to evaluate and reflect on the decisions you make. · So now to some hands on activities that you can use in your future classrooms to promote the development of social and emotional skills. These would be appropriate for whole class learning and particularly helpful to assist students who exhibit emotional and behaviour problems, by promoting self understanding, self esteem and self control, which in turn will affect the way they behave. · __ Activity: #1 - Strength Cards __ This activity involves the emotional learning skill //__self awareness – self confidence__// ‘Strength Cards’ is a ‘Circle Time’ activity. The students will be asked to form a circle. The strength cards will then be scattered on the floor in the middle of a circle. Students will be asked to get up and read the cards then choose a card that represents the strength/s they have. The students will then be asked if anyone would like to comment on the card they picked up. Students will be told to sit back in their chair with their card and prepare to say a sentence about the card that they have chosen. __ EXTENSION: __ If time allows we will demonstrate how you could vary this activity with a class for example: Choose a strength that they think the person on their left has, choose a strength that you would like to have etc. __ Activity: #2 - Controlling Feelings __ This activity involves the emotional learning skill //__self management__// Controlling feelings is a ‘Circle Time’ activity. The students will be asked to form a circle. A selection of emotion cards will then be scattered on the floor in the middle of the circle. A sign labelled ‘Easy To Control’ is placed at one end of the room, and a sign labelled ‘Difficult To Control’ is placed at the other. Students will be asked to choose an emotion and decide where on a continuum from ‘easy to control’ to difficult to control’ it fits for them, and place their cards on the continuum. After all students have completed this part of the activity they will be encouraged to discuss why they chose that a particular emotion and also why they placed it at either end of the continuum. __ EXTENSION __ : Depending on the level of interest and time limits, students will be encouraged to partake in a discussion about the choices of emotions, differences in opinion on where each emotion belongs and sharing of personal experiences in controlling emotions.

__ Activity: #3 - Coping Cards __ –purpose of this activity is to for students to become aware of theirs and others behaviours, empower them to regulate their own behaviour, make them aware of the range of coping and problem solving choices available to them. Students are asked to sit in a circle, the cards are placed on the floo the teacher explains that the aim to complete a sentence... When I feel angry I, yell, wait, cry, run away, calm down, pick on others...then we would discuss their choices, possibly point out the other choices available to them __ Activity: #4- ‘Plate Faces’ - __ is a back up activity if time allows. Students are given a paper plate each, and instructed to draw a happy face on one side, and a sad face on the other. Different scenarios are then read to the students and the students are asked to indicate with their plate-faces whether they would feel happy or sad if they were part of the scenario read.

That it, for my talk., below is a rough lesson plan, not sure if I was meant to do this ??? But at least its a start, please add to adjust especially Closure, assessment bits as required in outline. Deborah.

** 1. ****//__ Outcomes/Indicators __//** Students learn about; · The impact of a positive family environment on a child’s social and emotional development. · Causes and reasons for a emotional and social (behaviour) delays -The impact of an unsupportive family environment on a students learning · The common characteristics of students with emotional and behaviour disorders (EBD) · The role of a teacher/school in supporting students with EBD’s · Basic classroom practices in dealing with students with EBD’s · Aspects and importance of Social and Emotional Learning (SEL) · Some activities and resources to assist in supporting students who have EBD’s Constant references to prior learning and question time at regular intervals will be relied upon to ensure students have followed the learning throughout the lesson. ** 2. ****//__ Resources __//** · Computer with CD facilities for audio presentation · Activity 1 - Strength Cards’ · Activity 2 - Coping Cards’ · Activity 3 - Two large pieces of paper, a texta, emotion cards, blue tack, a blank wall · Activity 4 - Paper plates and textas..

** 3. ****//__ Orientation/Introduction __//** A when paired with the verbal introduction to the lesson. The use of a reflective brainstorming activity and audio recording to start off the lesson will be used to set the scene and centre the participant’s thoughts around the topic at hand. ** 4. ****//__ Content __//** · __ Audio interview __ ; will be used as a tool to promote deeper thought about emotional and behaviour problems in the classroom as a platform to build on in following sections of the lessons. · __ Talk 1; __ will provide students with a background knowledge pertaining to ........   · __ Talk 2; __ will provide students with information on .......    · __ Talk 3: __ will provide students with some classroom practices for dealing with EBD in the classroom and information about social and emotional learning process for helping students develop the knowledge, understandings and skills that support learning, positive behaviour, and constructive social relationships. · **__ Activity: #1 __**__ - **Strength Cards** __ ‘Strength Cards’ is a ‘Circle Time’ activity. The students will be asked to form a circle. The strength cards will then be scattered on the floor in the middle of a circle. Students will be asked to get up and read the cards then choose a card that represents the strength/s they have. The students will then be asked if anyone would like to comment on the card they picked up. Students will be told to sit back in their chair with their card and prepare to say a sentence about the card that they have chosen. __ EXTENSION: __ If time allows we will demonstrate how you could vary this activity with a class for example: Choose a strength that they think the person on their left has, choose a strength that you would like to have etc. **__ Activity: #2 - Controlling Feelings __** Controlling feelings is a ‘Circle Time’ activity. The students will be asked to form a circle. A selection of emotion cards will then be scattered on the floor in the middle of the circle. A sign labelled ‘Easy To Control’ is placed at one end of the room, and a sign labelled ‘Difficult To Control’ is placed at the other. Students will be asked to choose an emotion and decide where on a continuum from ‘easy to control’ to difficult to control’ it fits for them, and place their cards on the continuum. After all students have completed this part of the activity they will be encouraged to discuss why they chose that a particular emotion and also why they placed it at either end of the continuum. __ EXTENSION __ : Depending on the level of interest and time limits, students will be encouraged to partake in a discussion about the choices of emotions, differences in opinion on where each emotion belongs and sharing of personal experiences in controlling emotions. **__ Activity: #3 - Coping Cards __** - purpose of this activity is to for students to become aware of theirs and others behaviours, empower them to regulate their own behaviour, make them aware of the range of coping and problem solving choices available to them. Students are asked to sit in a circle, the cards are placed on the floo the teacher explains that the aim to complete a sentence... When I feel angry I, yell, wait, cry, run away, calm down, pick on others...then we would discuss their choices, possibly point out the other choices available to them **__ Activity: #4- ‘Plate Faces’ - __** is a back up activity if time allows. Students are given a paper plate each, and instructed to draw a happy face on one side, and a sad face on the other. Different scenarios are then read to the students and the students are asked to indicate with their plate-faces whether they would feel happy or sad if they were part of the scenario read. These activities aim to provide students with some hands-on practical tools and activities that they might use in their future classrooms to promote the development of social and emotional learning. These would be appropriate for whole class learning and particularly helpful to assist students who have experienced trauma with their social and emotional learning. ** 5. ****//__ Closure __//** · Finish the presentation by asking the students if they would like to make any comments on the material that has been presented. · Could they see how the activities they engaged in would be valuable for classroom use?.................

**__Australian Statistics__**
The following figures where sourced from the Australian Institute of Health and Welfare (AIHW)

For further information and more detailed information refer to the Australian Institute of health and welfare (AIHW) website : []
 * In Australia, during 2008-09, there were 339,454 reports of suspected child abuse and neglect made to state and territory authorities
 * In 2009 there were 34,069 Australian children living in out-of-home care.

For more detailed information regarding the impact of trauma on children learning refer to the ‘Calmer Classrooms’ document which can be downloaded online at []

**__ Classroom Strategies for Dealing with Traumatised Children. __**

It is really important that children that have experienced abuse or neglect feel safe and are able to establish stable relationships. Schools and teachers can ensure this by making school and classroom environments safe, supportive and providing loads of positive interactions. (COOHC. n.d. online) Further teacher strategies include:  · Understanding the Child  · Managing your own reactions  · Practice ‘I see you need help with...’  · Ensure Structure & Consistency  · Practice ‘time in’ not ‘time out’  · Connect  · Practice Consequences not punishment  · Structure Choices to remain in control  · Acknowledge good decisions and choices  · Get to know the parents/carers  · Maintain your role.

For more detailed information regarding these strategies refer to the ‘Calmer Classrooms’ document which can be downloaded online at []


 * __Social Emotional Learning__**

Vygostsky (1934) as cited in Sorin 2001 said that “Understanding emotions is important to the individual learning and functioning as understanding mathematics, reading, writing and other cognitive areas. Early intervention research (CAFWWA.2008 online) has shown that the ability to understanding emotions and how to build relationships begins at an early age It is described by Gloeman 1995 as cited in Sorin 2001) as not only the ability to recognise emotions in oneself and in others but to understand and work within the social rules governing the display of these emotions.

Children that have lived or live within a family environment where they have consistently watched and listened to or/and been subject to arguments and fighting both verbal and physical may not be able to process the emotions or feelings they have, such as sadness, anger, fear, confusion, grief and loneliness (Baker, Cunningham. 2009. p 201). At school the impact of family violence may be seen in the students behaviour, emotional well being, social interactions and academic outcomes (Savvy School Kit n.d online).

Developing the knowledge, understandings and skills that support learning, positive behaviour and constructive social relationships is a process known as social emotional learning (SEL) It is an approach that teaches students to recognise, regulate, and express the social and emotional aspects of their lives so they can operate successfully in the world and manage life tasks (SEL, n.d, online). According to Huxley et al (2004) education systems both within and outside Australia now stipulate that social and emotional skills must be considered as part of core curriculum alongside academic curriculum and should be integrated within school policy and practice.

**__Social Emotional Education__** Golemam the author of the bestselling book 'Emotional Intelligence' states(1995) 'As family life no longer offers growing numbers of children a sure footing in life, schools are left as the one place communities can turn to for correctives to children s deficiencies in emotional and social competence' (Sorin, 2001. p40). There are many SEL programs and activities available for schools /teachers to choose from to engage students in SEL. Essentially SEL programs are aimed at developing five core social and emotional competencies, these include:


 * Self-awareness:** identifying and recognising emotions; recognising personal interests and strengths; maintaining a well-grounded sense of self-confidence


 * Self-management:** regulating emotions to handle stress, control impulses, and motivating oneself to persevere in overcoming obstacles, setting and monitoring progress toward the achievement of personal and academic goals; expressing emotions appropriately


 * Social awareness:** being able to take the perspective of and empathise with others; recognising and appreciating individual and group similarities and differences


 * Relationship skills:** establishing and maintaining healthy and rewarding relationships based on cooperation and resistance to inappropriate social pressure, preventing, managing, and constructively resolving interpersonal conflict; seeking help when needed


 * Responsible decision-making:** making decisions based on a consideration of all relevant factors, including applicable ethical standards, safety concerns, and social norms; the likely consequences of taking alternative courses of action; evaluation and reflection

(SEL. n.d online)

__** Administration to Classroom: Implications for schools and teachers. **__
The process of intervention for a student who has been traumatised involves contribution at every level of the education system. The involvement of administrators to counsellors to classroom teachers aims to provide a holistic approach in providing adequate support for a student who has experienced family collapse or abuse. It begins with a state department run system that informs schools about students who are known to have experienced family collapse or abuse. Each state uses a slightly differing system, for example; the New South Wales Department of Education and Training uses a system of numbering called the Enrolment Registration Number. Students who are known to have been abused, placed in care, or had intervention from DOCs are ‘flagged’, and this is made known to the executive team at any school the student is enrolled in. From here, the school has an obligation to initiate the forming of an Individual Learning Plan (ILP) for the student. The Education Departments of each state have policies and procedures that can be viewed online on their respective websites, but the general consensus is that an ILP team is necessary for traumatised students. Contributors to the ILP include the Principal, Deputy, Classroom teacher, Carer, the student and the School Counsellor, and where applicable a Student Learning Support Officer, social case worker, psychologist or paediatrician. The education plan may include other plans such as a disability, transition, behaviour or health care plan. Classroom strategies are then built from the ILP depending on the individual and relevant needs of the student. Sometimes the student may be calm, but detached from learning. Other times the student might go through a turbulent period in which they are so emotionally charged that the concept of learning is unrealistic. Often the biggest hurdle with a student who has suffered abuse or family collapse is addressing challenging behaviours. There are a huge amount of behavioural resources out there that can help with dealing with a traumatised student.

**References**
Australian Institute of Family Studies Accessed 2nd September 2010 []

The Child & Family Welfare Association of Australia (CAFWAA) CAFWAA Response to Ampe Akelyernemane Meke Mekarle “ Little Children are sacred” report. (2007) [] Accessed 28th August 2010

Baker, L. Cunningham, A. (2009) //Inter-Parental Violence: The Pre-Schooler’s Perspective and the Educator’s Role//. Early Childhood Education Journal. v37. p199-207. Accessed on Informit Database 26th August 2010

Butterworth, D. Fulmer, A. (1991). //The Teachers Role in a Violent Society: a current educational issue.// Unicorn. v17 (2). p107-113. Accessed on Informit Database 27th August 2010

Calmer Classrooms:A guide to working with traumatised children.(n.d) Victorian State Government Office of Child Safety Commissioner. Accessed online 27th August 2010 []

CFAWAA: //Child and Family Welfare Association of Australia. National Submission on the Reduction of Domestic and Family Violence 2008//. Accessed online 6th September 2010 []

Counseling Services(n.d) Dysfunction al Families:Recognising and overcoming their effects. Accessed online 28th August 2010. []

Huxley, L. Freeman, E, Frydenberg, E. (2004). //Teaching coping skills: Implications for practice.// Paper presented at AARE conference, Melbourne Australia. 2004. Accessed online via Informit database 3rd September 2010.

OOHC. Out-of-home-care. ( n.d). Department of Education and Early Childhood Development. Accessed online 5th September 2010 []

SEL: Social & Emotional Learning (n.d) Accessed 3rd September 2010 []

Savvy School Kit (n.d) Accessed online 3rd September 2010 []

Sorin, R. (2001) //Teaching emotions to young children//. __Educare News__; n.119 p.40-41; October 2001. Accessed on Informit Database 2nd September 2010

__**Websites**__
Australian Institute of Family Studies - this site has statistical infomation pertaining th Children in out-of -home-care in Australia []

Bounce Back website - This has heaps of information about this resilience program. it also has a great deal of resources particularly related to literacy and emotional and social well being. []

Department of Education,Employment and Workplace Relations Site- Has self-awareness lesson plans, activities and other useful resources for an explicit approach to teaching the social and emotional competencies to early years’ students. Fantastic and Very useful site. []

Mind Matters - is a national mental health initiative for secondary schools funded by the Australian Government Department of Health and Ageing. It has some really useful information and great resource materail. []

The Game factory website- has a range of physically interactive games/resources (to buy) that are designed to help change the student teacher relationship from one based on control and compliance to one based on guidance and self-determination. This site has some demonstration videos, **//__WORTH WATCHING!!__//**! []

The //Theragames// website provides information about a range of therapeutic games aimed at promoting social and emotional development in children. __[]__

Bellhouse, B. (2009) //Beginners Guide to Circle Time with primary school students//. Inyahead Press. Australia. Bellhouse, B(2008). The Circle Time: Games and Activities Book & Cards Pack. Inyahead Press. Australia. Bellhouse, B. Johnston, B. Circle Time and learning about FEELINGS.Robert Bellhouse. Australia. McGrath, H. Noble, T. (2003) //Bounce Back! Teachers Handbook: A Classroom Resiliency Program.// Pearson Australia - For Lower Primary to Junior Secondary
 * · Filled with lots of easy to facilitate activities for helping students learn about their feelings and the feelings of others
 * · Bounce Back is a resiliency program. This book is filled with practical strategies to help young people cope with the complexity of their everyday lives and learn to 'bounce back' when they experience sadness, difficulties, frustrations and hard times.

McGrath, H. Noble, T (2003) //Bounce Back! Teachers Resource Book// Pearson Australia. - Lower primary, Level 1.

McGrath, H. Francey, S. (1992) //Friendly Kids, friendly classrooms: Teaching Social Skills and confidence in the Classroom.// Longman Cheshire. Australia
 * An old book but a good book! Filled with loads of strategies, games and activities to create a positive and fun filled classroom where everyone can develop confidence and feel good about themselves

Resource Packs
 Strength Cards for Kids. Innovative Resources. Australia. · Great set of 40 cards that name and brilliantly illustrate important strengths kids can discover or indentify with. The pack comes with a 24 page booklet filled with loads of activities that incorporate the cards to help students foster conversations, develop self-esteem and build meaningful relationships. Cope cards for Little kids. Inyahead Press. Australia. · A set of cards/actities to help young children learn social and emotional problem solving and coping skills.

From here you can search for Policies and Procedures of government schools under a range of catagories. Most notable for the topic of student welfare are links under the headings '**Access and Equity**' and '**Wellbeing**'. These are helpful for broadening your understanding of the roles and reponsibilities of the school and teachers in dealing with a traumatised student.
 * DET Policies and Procedures Page:
 * [] **


 * DET Student Welfare Policy:
 * []|Wellbeing|Behaviour+%26+discipline **


 * Victorian State Government Child Safety Commissioner's 'Great Expectations: Supporting Children And Young People In Out Of Home Care'

code []

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 * Victorian State Government Child Safety Commissioner's 'Calmer Classrooms: A Guide To Working WIth Traumatised Children':

code @http://www.ocsc.vic.gov.au/downloads/calmer_classrooms.pdf

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