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This book is for trainee and practising teachers in primary and high schools. It details the behaviourist approach (controlling discipline) and the guidance approach, followed by a critique of each style. In separate chapters, it illustrates how to apply guidance to attention deficits and aggression and bullying. The final section details how to collaborate with parents, safeguard teachers’ wellbeing and write a school policy on student discipline. The book draws on the latest international research to detail how teachers can create the conditions under which all students can learn.

This text is the equivalent title to Parental guidance recommended, written for early childhood teachers and centre-based care workers. It contains many of the ideas that are recommended for parents but also discusses issues that are specific to working with groups of children, such as managing group story and sleep times, resolving disputes between playmates, programming for children with disabilities or giftedness, collaborating with parents, and developing a centre policy on discipline.

This book replaces the popular Children are people too. Written for parents, it explains that although we often share the same values of the guidance approach, we end up instead using the controlling practices of rewards and punishments. This is mainly because we ourselves were raised that way, and because we get into a dance with our spirited children of coercion on our part and rebellion on theirs. However, the more we try to control these spirited children, the worse their behaviour gets. The book will help parents to prevent behavioural problems in children, support children who are distressed, be assertive when our own needs are not being met, and solve problems collaboratively. It also offers ways to solve persistent behavioural problems and reminds us to be compassionate towards ourselves.

Buyers outside of Australia can purchase this on Amazon.

Kindle version here.

This text begins by describing the various domains in which children can display giftedness, and then examines how gifted potential is transformed into talent. Part two outlines gifted children’s social and emotional needs and how teachers and parents can meet these. Section three looks at assessment and curricular adaptations for meeting the learning needs of gifted learners, those who are disadvantaged and those with disabilities. Parenting gifted children is the subject of the final chapter.

This text describes how teachers can collaborate with diverse parents to solve school-based difficulties. Separate chapters address collaborating with parents whose children have disabilities or chronic illnesses, giftedness, attention difficulties leading to disruptive behaviour, and bullying or aggression. Final chapters focus on families enduring adversity and whose children have been abused.

This live recording presents the differences between guidance and the use of controls, offers alternatives to rewards, presents methods for guiding children when their behaviour is disruptive, and answers participants’ questions on some common behavioural issues.

This live recording describes the signs of giftedness and examines how to identify intellectual giftedness. It then examines the emotional and social needs of gifted learners and how to meet these. The third section focuses on meeting the children’s learning needs, including gifted-learning disabled students, and collaboration between parents and teachers in schools.

I often recommend bioresonance to assist children and young people whose health issues are compromising their brain function. This can show as sensory integration difficulties, attention deficits, autism or Asperger’s symptoms, behavioural problems, or excessive emotional meltdowns. This book describes bioresonance and how it works, and gives an overview of other complementary treatments that can help bring children back to health, both physically and emotionally.

As well as enriching our lives, our emotions signal whether our needs are being met and, therefore, ensure our survival. Whereas (in a healthy body) we can trust our emotions, we cannot trust our thoughts because the filters and distortions acquired over a lifetime can inflame our feelings. Therefore, this book details how to identify ‘fake’ feelings, how to regulate our feelings, and how to express our needs and listen to others in ways that enrich our relationships. It details how we can recover from an emotionally abusive childhood to practise emotional literacy and how to apply these skills in the workplace. Finally, it describes how to safeguard our brain health so that it generates true emotions. The book is suitable for adults wishing to enhance their own lives through emotional competence, or for those wishing to teach these skills to children.

The peak age of aggression for humans is from 24 to 42 months. Therefore, this book details how adults can respond to this temporary aggression in young children as well as how to deal with the persistent aggression that is seen in older children who have been maltreated and who subsequently suffer academic failure and social rejection. The second section of the book describes bullying, which emerges around the age of school entry and persists sometimes into adult life. The book details the causes, effects and recommended interventions for schools, with tips for parents of both perpetrators and targets. The book is intended for parents and for teachers from early childhood to adolescence.

Young children’s behaviour
DVD Guiding behaviour
Cost of $80 plus $5 postage.
(A saving of $20)

Parental guidance recommended
DVD Guiding behaviour
Cost of $40 plus $5 postage.
(A saving of $20)

Gifted young children
DVD Gifted children: Meeting their needs.
Cost of $55 plus $5 postage
(A saving of $20)