| Description |
1 online resource (130 p.) |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Introduction -- Terminology -- References -- Chapter 1 The role of schools in addressing mental health and well-being -- The prevalence of mental ill health in children and young people -- The stigma of mental health in schools -- Schools as primary sources of mental health support -- External support services -- Filling the gap -- Supporting mental health in schools -- Responding to the pandemic -- Preparing for the future -- Conclusion -- References -- Chapter 2 Cognition -- What is cognition? |
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Why does cognition matter for teachers' practice? -- Understanding the causes underlying the behaviours of pupils -- Understanding the causes underlying the behaviours of teachers -- Cognitive approaches to better mental health in pupils -- Loan your adult brain -- Normalising -- Theory of parts -- Cognitive approaches to better mental health in school staff -- Theory of parts -- Staff supervision -- Conclusion -- References -- Chapter 3 Compassion -- What is compassion? -- Be kind: the kindness of compassion -- Why does compassion matter for teachers' practice? |
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What does compassion look like in teachers' practice? -- Being with -- Giving full attention -- Staying in the here and now -- Creating a sense of safety -- Curiosity -- Self-awareness -- Staying power -- Compassion as a route to better mental health for teachers -- Compassion as a route to better mental health for pupils -- Conclusion -- References -- Chapter 4 Containment -- Holding it together -- Window of tolerance -- What is emotion? -- Mixed emotions -- Thinking about parts -- What is emotion regulation? -- Attachment relationships and emotion regulation |
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Relationships in school and emotion regulation -- Enhancing emotion regulation in the classroom -- Acknowledging feelings -- Conclusion -- References -- Chapter 5 Connection -- Connection is key to human health and well-being -- Attachment: a template for connection -- Attachment behaviours -- Attachment and loss -- Being good enough -- Therapeutic relationships in schools -- Therapeutic skills -- A sense of belonging in school -- Developing a sense of belonging -- Create special traditions for your class -- Be a person as well as a teacher -- Offer enduring relationships |
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Offer a variety of activities which encourage working in groups or teams -- Allow for and recognise the value of play -- Creating change for a sense of belonging -- Conclusion -- References -- Chapter 6 What are schools for? -- What is the point of education? -- Safeguarding knowledge for individual and collective benefit -- Social progress for pupils and the nation -- Economic growth of the nation -- Personal development of each pupil -- What are teachers for? -- Professional expectations of teachers -- Being a reflective practitioner |
| Notes |
Description based upon print version of record |
|
Self-awareness in the role of teacher and worker in education |
| Form |
Electronic book
|
| ISBN |
9781000646856 |
|
1000646858 |
|
