03655nam 22007454a 450 991082287340332120200520144314.01-4462-2744-897866117945521-4462-1564-41-281-79455-41-84860-558-7(CKB)1000000000578311(EBL)354966(OCoLC)476177316(SSID)ssj0000146080(PQKBManifestationID)11162137(PQKBTitleCode)TC0000146080(PQKBWorkID)10182960(PQKB)10770175(SSID)ssj0000359301(PQKBManifestationID)11259335(PQKBTitleCode)TC0000359301(PQKBWorkID)10382483(PQKB)11452887(MiAaPQ)EBC354966(OCoLC)1007860019(StDuBDS)EDZ0000067514(Au-PeEL)EBL354966(CaPaEBR)ebr10256851(CaONFJC)MIL179455(OCoLC)1050958317(FINmELB)ELB138049(EXLCZ)99100000000057831120031113d2004 uy 0engur|||||||||||txtccrEmotional health and well-being a practical guide for schools /Helen Cowie ... [et al.]1st ed.London Paul Chapman Pub. ;Thousand Oaks, Calif. SAGE Pub.20041 online resource (xii, 228 p.) illDescription based upon print version of record.0-7619-4354-4 0-7619-4355-2 Includes bibliographical references (p. 214-225) and index.Cover; Contents; Foreword; About the Authors; Acknowledgements; Dedications; Section 1; Chapter 1.1 - Introduction; Chapter 1.2 - The Stigma of Mental Health Difficulties; Chapter 1.3 - Why Should Schools be Involved?; Chapter 1.4 - Schools in a Social Setting; Chapter 1.5 - Why Intervene at Whole-School Level?; Chapter 1.6 - Where to Start in Matching an Intervention to Your School; Appendix: My Life in School Checklist (Secondary School Version); Section 2; Chapter 2.1 - Creating a School Community; Chapter 2.2 - Disaffecting Young People; Chapter 2.3 - Violent BehavioursChapter 2.4 - Bullying BehavioursChapter 2.5 - Sexual Health; Chapter 2.6 - Alcohol, Drugs and Substance Abuse; Chapter 2.7 - The Socially Isolated/Children on the Asperger's/Autistic Spectrum; Chapter 2.8 - Helping Children Deal with Loss; Chapter 2.9 - Eating Problems; Chapter 2.10 - Deliberate Self-harm; Chapter 2.11 - Attention Deficit Hyperactivity Disorder; Chapter 2.12 - Accessing Outside Help; Section 3; Chapter 3.1 - Predicting the Difficulties; Chapter 3.2 - Review and Evaluation; Appendic: Questionnaire Completed by all Schools Currently Using Either TYSR or Circle Time; ReferencesIndexThis work describes behaviours, both disruptive and secretive which indicate emotional distress. It looks at both the risk factors and the protective factors involved in emotional health and addresses the impact of issues such as bullying, social exclusion, loss and bereavement.High school studentsMental healthSchool health servicesHigh school studentsMental health.School health services.373.1713Cowie Helen155760MiAaPQMiAaPQMiAaPQBOOK9910822873403321Emotional health and well-being3948842UNINA