Support staff in schools promoting the emotional and social development of children and young people
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London
National Children''s Bureau
2005
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| 100 | 1 | |a Cooper, Vanessa |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Support staff in schools |b promoting the emotional and social development of children and young people |c Vanessa Cooper |
| 264 | 1 | |a London |b National Children''s Bureau |c 2005 | |
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| 500 | |a Includes bibliographical references and index | ||
| 500 | |a Cover; Contents; Acknowledgements; Introduction; Why extra support is needed; Aims of this book; How the book is laid out; What did the project involve?; Who is this book for?; 1 Why promote emotional and social development?; 2 Support staff -- who they are and how they can help; Why have support staff in schools?; Key benefits; Time and expertise for pastoral care; Contacts with local agencies; A different relationship with pupils; Trust and clarity about confidentiality; Scope to work outside the school; Seeing the child in the context of family and community | ||
| 500 | |a Opportunities to reflect on teaching and learningSupport tailored to the needs of children and communities; Staff with a range of backgrounds and skills; Staff who reflect the local community; Enthusiasm and innovation; 3 What schools can do tomake the best use of support staff; What helps?; A well-written contract or agreement; A positive attitude to pastoral support and PSHE; An inclusive school culture; A supportive senior management team; Integration of support staff into the whole-school team; Good communication; A clear referral system backed by regular meetings | ||
| 500 | |a One key person chosen to liaise within the schoolOpportunities to work with all the school's children and young people; A suitable space; LEA-level, multi-agency training on PSHE and Citizenship issues; What hinders?; Lack of clarity about roles; Part-time support staff not feeling part of the school; Resistance from some managers and teachers; Inflexible timetable arrangements; Referrals channelled through one person; Lack of clarity about who works with whom; Support staff not included in LEA communications; Differences in pay, career structure and qualifications | ||
| 500 | |a 4 Examples of good practiceCoordinated approaches; Case study one: Referral group at Sydney Stringer School and Community Technology College; Case study two: Learning mentors and Connexions PAs at Greenford High School, Ealing; Case study three: Connexions PA at Girls' Grammar School, Torquay; Other examples; PSHE and Citizenship in the curriculum; Case study four: The work of the learning mentor at the Ravenscroft School; Case study five: Learning mentors at Laisterdyke High School; Case study six: Connexions and the Real Game at Kesteven and Sleaford Grammar School, Lincolnshire | ||
| 500 | |a Work on specific health issuesEmotional health and well-being; Sexual health and teenage pregnancy; Alcohol and other drugs; Transitions; Out-of-school activities; The RAGS Project; Connexions Leicestershire: Positive Activities for Young People and the U Project; Empowerment and participation; Encouraging young people in Leicester to participate; Peer mentoring at Highams Park School, Waltham Forest; Working with parents and carers; Learning mentors at Lidget Green Primary School, Bradford; Drop-in services; 5 Key messages for schools; References and further reading; Index | ||
| 500 | |a This book highlights how support staff in schools, such as Connexions personal advisors and learning mentors, can help children and young people, enabling them to make the most of their education | ||
| 650 | 7 | |a EDUCATION / Counseling / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Administration / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 7 | |a Mentoring in education |2 fast | |
| 650 | 7 | |a School employees |2 fast | |
| 650 | 7 | |a School management and organization |2 fast | |
| 650 | 4 | |a School employees |z Great Britain | |
| 650 | 4 | |a School management and organization |z Great Britain | |
| 650 | 4 | |a Mentoring in education |z Great Britain | |
| 651 | 4 | |a Großbritannien | |
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Datensatz im Suchindex
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| any_adam_object | |
| author | Cooper, Vanessa |
| author_facet | Cooper, Vanessa |
| author_role | aut |
| author_sort | Cooper, Vanessa |
| author_variant | v c vc |
| building | Verbundindex |
| bvnumber | BV043081056 |
| collection | ZDB-4-EBA |
| ctrlnum | (OCoLC)794328216 (DE-599)BVBBV043081056 |
| dewey-full | 371.4 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.4 |
| dewey-search | 371.4 |
| dewey-sort | 3371.4 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:16:51Z |
| institution | BVB |
| isbn | 1907969888 9781907969881 |
| language | English |
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| publisher | National Children''s Bureau |
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| spelling | Cooper, Vanessa Verfasser aut Support staff in schools promoting the emotional and social development of children and young people Vanessa Cooper London National Children''s Bureau 2005 1 Online-Ressource txt rdacontent c rdamedia cr rdacarrier Includes bibliographical references and index Cover; Contents; Acknowledgements; Introduction; Why extra support is needed; Aims of this book; How the book is laid out; What did the project involve?; Who is this book for?; 1 Why promote emotional and social development?; 2 Support staff -- who they are and how they can help; Why have support staff in schools?; Key benefits; Time and expertise for pastoral care; Contacts with local agencies; A different relationship with pupils; Trust and clarity about confidentiality; Scope to work outside the school; Seeing the child in the context of family and community Opportunities to reflect on teaching and learningSupport tailored to the needs of children and communities; Staff with a range of backgrounds and skills; Staff who reflect the local community; Enthusiasm and innovation; 3 What schools can do tomake the best use of support staff; What helps?; A well-written contract or agreement; A positive attitude to pastoral support and PSHE; An inclusive school culture; A supportive senior management team; Integration of support staff into the whole-school team; Good communication; A clear referral system backed by regular meetings One key person chosen to liaise within the schoolOpportunities to work with all the school's children and young people; A suitable space; LEA-level, multi-agency training on PSHE and Citizenship issues; What hinders?; Lack of clarity about roles; Part-time support staff not feeling part of the school; Resistance from some managers and teachers; Inflexible timetable arrangements; Referrals channelled through one person; Lack of clarity about who works with whom; Support staff not included in LEA communications; Differences in pay, career structure and qualifications 4 Examples of good practiceCoordinated approaches; Case study one: Referral group at Sydney Stringer School and Community Technology College; Case study two: Learning mentors and Connexions PAs at Greenford High School, Ealing; Case study three: Connexions PA at Girls' Grammar School, Torquay; Other examples; PSHE and Citizenship in the curriculum; Case study four: The work of the learning mentor at the Ravenscroft School; Case study five: Learning mentors at Laisterdyke High School; Case study six: Connexions and the Real Game at Kesteven and Sleaford Grammar School, Lincolnshire Work on specific health issuesEmotional health and well-being; Sexual health and teenage pregnancy; Alcohol and other drugs; Transitions; Out-of-school activities; The RAGS Project; Connexions Leicestershire: Positive Activities for Young People and the U Project; Empowerment and participation; Encouraging young people in Leicester to participate; Peer mentoring at Highams Park School, Waltham Forest; Working with parents and carers; Learning mentors at Lidget Green Primary School, Bradford; Drop-in services; 5 Key messages for schools; References and further reading; Index This book highlights how support staff in schools, such as Connexions personal advisors and learning mentors, can help children and young people, enabling them to make the most of their education EDUCATION / Counseling / General bisacsh EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Mentoring in education fast School employees fast School management and organization fast School employees Great Britain School management and organization Great Britain Mentoring in education Great Britain Großbritannien http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=456376 Aggregator Volltext |
| spellingShingle | Cooper, Vanessa Support staff in schools promoting the emotional and social development of children and young people EDUCATION / Counseling / General bisacsh EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Mentoring in education fast School employees fast School management and organization fast School employees Great Britain School management and organization Great Britain Mentoring in education Great Britain |
| title | Support staff in schools promoting the emotional and social development of children and young people |
| title_auth | Support staff in schools promoting the emotional and social development of children and young people |
| title_exact_search | Support staff in schools promoting the emotional and social development of children and young people |
| title_full | Support staff in schools promoting the emotional and social development of children and young people Vanessa Cooper |
| title_fullStr | Support staff in schools promoting the emotional and social development of children and young people Vanessa Cooper |
| title_full_unstemmed | Support staff in schools promoting the emotional and social development of children and young people Vanessa Cooper |
| title_short | Support staff in schools |
| title_sort | support staff in schools promoting the emotional and social development of children and young people |
| title_sub | promoting the emotional and social development of children and young people |
| topic | EDUCATION / Counseling / General bisacsh EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Mentoring in education fast School employees fast School management and organization fast School employees Great Britain School management and organization Great Britain Mentoring in education Great Britain |
| topic_facet | EDUCATION / Counseling / General EDUCATION / Administration / General EDUCATION / Organizations & Institutions Mentoring in education School employees School management and organization School employees Great Britain School management and organization Great Britain Mentoring in education Great Britain Großbritannien |
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