Reducing Anxiety in the Primary School combines the expert knowledge of as specialist in formative assessment, a child and adult psychotherapist, and an outstanding headteacher to address how we may tackle this issue and improve the wellbeing of children in our schools.
Reducing Anxiety in the Primary School combines the expert knowledge of as specialist in formative assessment, a child and adult psychotherapist, and an outstanding headteacher to address how we may tackle this issue and improve the wellbeing of children in our schools.
Shirley Clarke holds a wealth of experience in educational research, including 10 years at the Institute of Education, UCL, and from 23 years of action research teams across the world. She is a multi-bestselling author, including Outstanding Formative Assessment and Visible Learning Feedback co-authored with John Hattie Angela Evans is a Child and Adolescent Psychoanalytic Psychotherapist with extensive experience of working with children, young people and families, individually and with the wider system around them. She worked for 20 years for the National Health Service (NHS) Child and Adolescent Mental Health Service (CAMHS), specialising in Looked After Children. Kate Moss, with a therapy background, is an experienced headteacher and supervisor for education professionals. She also acts as Facilitator for the National Professional Qualifications for Leadership (Behaviour and Culture) (NPQLBC) and Church of England Foundation For Educational Leadership (CEFEL) in addition to Expert Coaching for National Professional Qualification for Senior Leadership (NPQSL) CEFEL.
Inhaltsangabe
Part 1 Why is everyone so anxious and what can we do about it? Ch.1 The 21st Century Context Ch.2 Projection and containment theory: the more we're contained, the less we project Part 2 Understanding and dealing with extreme behaviour Ch.3 Attachment styles in the primary school context Ch.4 Emotional and rational responses Ch.5 Anger outbursts and panic attacks Ch.6 School refusers Ch.7 Self-harming and depression Part 3 Supporting the learning to reduce anxiety Ch.8 Pupil self-efficacy Ch. 9 Effective learning partners Ch.10 Clear learning intentions and co-constructed success criteria Ch.11 Easing the cognitive load Ch.12 On-the-move feedback Ch.13 Curriculum opportunities to discuss emotive themes Ch. 14 The power of nature and the arts: Music, drama and art Ch.15 The power of the arts: Using powerful emotive texts to link with learning intentions Part 4 Creating a containing and compassionate school Ch.16 Visions and values Ch.17 The role of the school leader Ch. 18 Looking after yourself
Part 1 Why is everyone so anxious and what can we do about it? Ch.1 The 21st Century Context Ch.2 Projection and containment theory: the more we're contained, the less we project Part 2 Understanding and dealing with extreme behaviour Ch.3 Attachment styles in the primary school context Ch.4 Emotional and rational responses Ch.5 Anger outbursts and panic attacks Ch.6 School refusers Ch.7 Self-harming and depression Part 3 Supporting the learning to reduce anxiety Ch.8 Pupil self-efficacy Ch. 9 Effective learning partners Ch.10 Clear learning intentions and co-constructed success criteria Ch.11 Easing the cognitive load Ch.12 On-the-move feedback Ch.13 Curriculum opportunities to discuss emotive themes Ch. 14 The power of nature and the arts: Music, drama and art Ch.15 The power of the arts: Using powerful emotive texts to link with learning intentions Part 4 Creating a containing and compassionate school Ch.16 Visions and values Ch.17 The role of the school leader Ch. 18 Looking after yourself
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