Making friends can be a challenge for all children, but those with autistic spectrum disorder (ASD) can struggle more than most. This collection of ten fully-illustrated stories explores friendship issues encountered by children with ASD aged four to eight and looks at how they can be overcome successfully. Key problem areas are addressed, including sharing, taking turns, being a tattletale, obsessions, winning and losing, jealousy, personal space, tact and diplomacy, and defining friendship. The lively and entertaining stories depersonalize issues, allowing children to see situations from the perspective of others and enabling them to recognize themselves in the characters. This opens the door to discussion, which in turn leads to useful insight and strategies they can practise and implement in the future. Each story has a separate introduction for adults which explains the main strategies within it. This book will be a valuable resource for all parents and teachers of children with ASD, along with their friends and families, and anybody else looking to help children on the spectrum to understand, make and maintain friendships.
Learning to Be a Good Friend allows adults to show kids how to cultivate friendship. It discusses behaviors that foster friendships, as well as those that drive friends away. It illustrates the pitfalls of peer pressure, and what to do when you can’t find a friend or have lost your best friend.
Learning about Life-Love, Infatuation, Friendship, Exploitation is the only family-based abuse prevention program of its kind for use by parish leaders to guide parents in offering their children a foundation for healthy and loving relationships. Developed from the moral and doctrinal teachings of the Church and piloted with many parishes and schools, Learning about Life empowers parish leaders to guide parents through these important conversations with their children in a way that is appropriate, comfortable, and helpful.
by National Council of American-Soviet Friendship (U.S.)
An introduction to mental health practice ideal for non-psychologists Learning About Mental Health Practice covers the key areas of contemporary mental health practice and is ideal for those in the early stages of their mental health training. The text is organized into three parts. Part I (Foundations) covers the Ten Shared Capabilities, a framework that has been developed by the Sainsbury Centre for Mental Health as a framework for the whole of the mental health workforce. Part II (Issues) includes chapters on socially inclusive practice, service user involvement, interdisciplinary team working, and working with families. Finally, Part III (Approaches) includes chapters on psychological approaches, medication management, holistic approaches, and spirituality and mental health. A student text to accompany Teaching Mental Health (978-0-470-03029-5) Focuses on the 'Ten Essential Shared Capabilities': Working in Partnership; Respecting Diversity; Practicing Ethically; Challenging Inequality; Promoting Recovery; Identifying People's Needs and Strengths; Providing Service User Centred Care; Making a Difference; Promoting Safety and Positive Risk Taking; Personal Development and Learning Much-needed: in 2006 Professor Lord Layard, Professor of Health Economics at the LSE, made a seminal speech in which he outlined an initiative to scale up therapy for people suffering from depression and anxiety by training an additional 10,000 clinical psychologists and therapists
What would the primary curriculum look like with humanities at its heart? How can cross-curricular work help children to learn more effectively? With practical ideas on how to join up the primary curriculum, this book uses history and geography to explore different contexts and strategies for making links between the full range of primary subjects, so that learning can be more integrated and relevant to learners. The authors demonstrate how these subjects can serve as the basis upon which values can be developed in the curriculum. There are powerful case studies, including examples of pupils' work and talk, and teachers' reflections. Additional materials to accompany the book can be found at: www.sagepub.co.uk/rowleyandcooper Written by a group of practising teachers and university tutors, this book will be invaluable to primary teachers, student teachers and all those involved in curriculum design. Chris Rowley is Senior Lecturer in and Geographical and Environmental Education at the University of Cumbria, UK. Dr Hilary Cooper is Professor of History and Pedagogy at the University of Cumbria, UK.
Do you long for a true friend? "Isn't that what we all want? To be seen, in all our glory, for better or worse, the good, the bad, and the ugly and still be embraced?" If only such friendships were easy to find. And keep. For Lisa Whelchel and millions of others, friendship is a challenge. The vulnerability, trust, balance, grace, and time required to develop and maintain strong friendships do not come easily. Growing up as an actress in Hollywood, there were few people Lisa could trust, and even fewer to guide her. By the time she reached adulthood, she had learned to be self-sufficient. She was strong, she was “safe,” and she was lonely. One day, Lisa found that “the desire to experience connection was stronger than the desire to be safe.” She determined right then to finally understand friendship: how to create one, sustain it, and experience the sheer joy of having it. But it wasn’t easy. Since then, she has traveled the ups and downs of friendship, learning about herself, others, and the kinds of friendship God designed. A speaker, teacher, and compelling storyteller, Lisa writes from her heart and her head, sharing her story and helping women understand how to cope with the strengths and weaknesses of friendship, and basing all her advice on the foundation of our ultimate relationship with the Savior.
Taking an innovative approach to autism and play, this practical text focuses on the particular form play and friendship takes for children with autism and their peers. Autistic children have clear preferences for play, with sensory-perceptual experience remaining a strong feature as they develop. Play and Friendship in Inclusive Autism Education offers a framework for supporting children’s development through play, with step-by-step guidance on how to facilitate the playful engagement of children with autism. Up to date research findings and relevant theoretical ideas are presented in an accessible and practical way, highlighting what theory means to ordinary practice in schools, whilst focusing on practical knowledge in autism education. Split into five chapters, this book covers some of the main issues surrounding inclusive education and play: discourses and definitions of play the difference between play and playfulness autism, play and the inclusion agenda in education the nature of sensory-perceptual experience in children’s play cultures effective ways of supporting children’s friendships. With practical guidance on how to support children with autism through play, this book will be essential reading for teachers, learning support assistants, SENCos and play workers, as well as professionals working in an advisory capacity. Students studying courses that cover autism will also find Play and Friendship in Inclusive Autism Education a valuable resource.
'The Faces of Friendship' is one woman's mapping of the interlocking dynamics of friendship that penetrate to the deepest roots within us--our innate sense of belonging both to God and to each other. Isabel Anders, author of personal reflections that reverberate with spiritual insight (Arthur Livingston in New Oxford Review)--Awaiting the Child, Soul Moments, and Seasons for the Soul--has collected here in one volume her insights on the various faces of friendship that we encounter daily, with hints of paths we may follow for our souls' instruction and delight. But this is no simple prescription for everyone or every situation. Anders's strong theological grounding in the underlying meaning of friendship teems with biblical and classical understandings that stretch the reader and invite ongoing interaction--with questions, quotes, and further insights for individuals and groups at the end of each chapter.
This book examines, within the context and concerns of education, Foucault’s reflections on friendship in his 1981 interview “Friendship as a Way of Life.” In the interview, Foucault advances the notion of a homosexual ascesis based on experimental friendships, proposing that homosexuality can provide the conditions for inventing new relational forms that can engender a homosexual culture and ethics, “a way of life,” not resembling institutionalized codes for relating. The contributors to this volume draw from Foucault’s reflections on ascesis and friendship in order to consider a range of topics and issues related to critical studies of sexualities and genders in education. Collectively, the chapters open a dialogue for researchers, scholars, and educators interested in exploring the importance and relevance of Foucault’s reflections on friendship for studies of schooling and education.
In these various stories listeners and readers join Jump Hopalong and his friends as they learn valuable character building attributes. The listeners are encouraged to participate by answering questions, singing, jumping, and hoping along with the characters of each story and are left with a simple rhyme to remember the character building trait that the story was about.
"When Harry Met Sally" is only the most iconic of popular American movies, books, and articles that pose the question of whether friendships between men and women are possible. In Founding Friendships, Cassandra A. Good shows that this question was embedded in and debated as far back as the birth of the American nation. Indeed, many of the nation's founding fathers had female friends but popular rhetoric held that these relationships were fraught with social danger, if not impossible. Elite men and women formed loving, politically significant friendships in the early national period that were crucial to the individuals' lives as well as the formation of a new national political system, as Cassandra Good illuminates. Abigail Adams called her friend Thomas Jefferson "one of the choice ones on earth," while George Washington signed a letter to his friend Elizabeth Powel with the words "I am always Yours." Their emotionally rich language is often mistaken for romance, but by analyzing period letters, diaries, novels, and etiquette books, Good reveals that friendships between men and women were quite common. At a time when personal relationships were deeply political, these bonds offered both parties affection and practical assistance as well as exemplified republican values of choice, freedom, equality, and virtue. In so doing, these friendships embodied the core values of the new nation and represented a transitional moment in gender and culture. Northern and Southern, famous and lesser known, the men and women examined in Founding Friendships offer a fresh look at how the founding generation defined and experienced friendship, love, gender, and power.
Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material. This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education. Key elements include embedding metacognitive instruction in the content matter; being explicit about the usefulness of metacognitive activities to provide the incentive for students to commit to the extra effort; as well as following through consistently. Recognizing that few teachers have a deep understanding of metacognition and how it functions, and still fewer have developed methods for integrating it into their curriculum, this book offers a hands-on, user-friendly guide for implementing metacognitive and reflective pedagogy in a range of disciplines. Offering seven practitioner examples from the sciences, technology, engineering and mathematics (STEM) fields, the social sciences and the humanities, along with sample syllabi, course materials, and student examples, this volume offers a range of strategies for incorporating these pedagogical approaches in college classrooms, as well as theoretical rationales for the strategies presented. By providing successful models from courses in a broad spectrum of disciplines, the editors and contributors reassure readers that they need not reinvent the wheel or fear the unknown, but can instead adapt tested interventions that aid learning and have been shown to improve both instructor and student satisfaction and engagement.
This "Celebrating FRIENDSHIP: Companion Workbook" is a great way for children to learn how to become friends God's way. Each activity can be completed individually or while working with other peers. This workbook includes activities for friendship building skills development and learning Bible verses.
Friendships are like flowers. If you take care of them, they grow and bloom until you have a beautiful garden! The Little Book of Friendship shows young readers what they need to know to make a friend and to be one too.