| Description |
1 online resource (238 p.) |
| Contents |
Cover -- Half Title -- Endorsement Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgements -- Note -- Introduction -- Why write a book on boys' mental health? -- Stories, research, and solutions -- A summary of the book's content -- The aim of the book -- Notes -- References -- Chapter 1: Anger -- The story -- Three students: a thought experiment -- The research -- Why anger? -- Anger: it's not all bad -- What is anger? -- Why do we get angry? -- Anger and gender -- Adult gender differences in the expression and experience of anger |
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The problems with adult male anger -- Child and adolescent gender differences in the expression and experience of anger -- Why do boys express their anger the way they do? -- The solutions -- A. Teach students about anger -- Teach students what anger is -- Teach students the difference between anger and aggression -- Teach students to recognise the physical signifiers of anger -- B. Help angry students to manage their anger -- Anger management techniques -- Articulating anger -- Anger management plans -- Destigmatise anger -- C. Use time-outs effectively -- The TIME time-out saga |
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D. Hold students (and teachers) accountable for their behaviour -- The final word -- Notes -- References -- Chapter 2: Exclusions -- The story -- The research -- 'Those' boys -- An alternative explanation -- Teachers' racial bias -- Disciplining Black boys -- Racial prejudice: start 'em young -- Who are schools for? -- The solutions -- A. Tackle teacher bias -- B. Be mindful of policing language -- C. Audit your provision -- Diverse texts appraisal form -- D. Involve parents of ethnic minority backgrounds -- E. Employ more staff from ethnic minority backgrounds |
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F. Make use of external providers -- G. Think carefully about school trips -- H. Come down hard on racist bullying -- The final word -- Notes -- References -- Chapter 3: Suicide and self-harm -- The story -- The research -- 'Only very few' -- Teachers and child suicide -- Suicide and self-harm -- Why do young people self-harm? -- Gender differences in self-harm -- Prevention, intervention, and postvention -- Postvention -- Intervention and prevention -- The solutions -- A. If you think a child might be suicidal, ask them directly -- B. Learn to recognise the signs of self-harm |
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C. Respond to disclosures appropriately -- Responding to a disclosure -- D. Reframe your thinking on attention-seeking -- E. Reduce access to means of self-harm and suicide -- F. Create and refer to safety plans -- G. Signpost support services -- H. Teach about suicide responsibly -- The Werther effect -- The final word -- Self-harm safety plan -- Notes -- References -- Chapter 4: Talk -- The story -- The research -- Men and talk -- Why don't men talk? -- Children's emotional expression -- Boys' talk -- The solutions -- A. Remind students of how to talk -- B. Normalise male emotional talk |
| Notes |
Description based upon print version of record |
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What's your weather? |
| Subject |
Boys -- Education
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Teenage boys -- Education
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Boys -- Mental health
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Teenage boys -- Mental health
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Sex differences in education.
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Boys -- Education.
|
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Boys -- Mental health.
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Sex differences in education.
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Teenage boys -- Education.
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Teenage boys -- Mental health.
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| Form |
Electronic book
|
| ISBN |
9781000861594 |
|
1000861597 |
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