LEADER 03305oam 2200781M 450 001 9910451341403321 005 20191114074239.0 010 $a1-351-15702-7 010 $a1-281-09678-4 010 $a9786611096786 010 $a0-7546-8049-5 035 $a(CKB)1000000000414760 035 $a(EBL)429876 035 $a(OCoLC)476279403 035 $a(SSID)ssj0000165852 035 $a(PQKBManifestationID)11164395 035 $a(PQKBTitleCode)TC0000165852 035 $a(PQKBWorkID)10143417 035 $a(PQKB)11079933 035 $a(MiAaPQ)EBC429876 035 $a(MiAaPQ)EBC5164666 035 $a(Au-PeEL)EBL429876 035 $a(CaPaEBR)ebr10211161 035 $a(CaONFJC)MIL109678 035 $a(OCoLC)1013826103 035 $a(OCoLC-P)1013826103 035 $a(FlBoTFG)9781351157049 035 $a(EXLCZ)991000000000414760 100 $a20171202d2017 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGrounding Security $eFamily, Insurance and the State 210 $aMilton $cTaylor and Francis$d2017 215 $a1 online resource (158 p.) 225 1 $aLaw, justice, and power 300 $aIncludes index. 311 $a0-8153-8934-5 311 $a0-7546-2355-6 320 $aIncludes bibliographical references and index. 327 $aPillars of security -- Security through the family -- Security through insurance -- Security through the state -- Security and individualism. 330 2 $a"This book examines some of the mechanisms which are currently conceived as affording individual security. The idea of security includes emotional and financial components. These interconnect so that such common concepts as 'trust' in someone and 'care taking' include both ideas of emotional and financial support. State policies on security rest on perceptions of two other institutions, the family and insurance, both of which are subject to change. At one time the extended family was seen as a major security-providing institution, but the contemporary nuclear family is more fragile. The concept of insurance originally entailed ideas of community and mutual aid; however, the institution has developed, in its modern private form, as a profit-driven entity. This book addresses various uses of state power in providing security for individuals, and outlines different ways in which this can be done."--Provided by publisher. 410 0$aLaw, justice, and power. 606 $aSocial security$xEconomic aspects 606 $aSocial security$xPsychological aspects 606 $aSocial security$xPolitical aspects 606 $aFamilies 606 $aInsurance 606 $aState, The 606 $aSocial security$zUnited States 608 $aElectronic books. 615 0$aSocial security$xEconomic aspects. 615 0$aSocial security$xPsychological aspects. 615 0$aSocial security$xPolitical aspects. 615 0$aFamilies. 615 0$aInsurance. 615 0$aState, The. 615 0$aSocial security 676 $a362 700 $aWeisbrod$b Carol$0866645 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910451341403321 996 $aGrounding Security$92234621 997 $aUNINA LEADER 03694oam 2200661I 450 001 9910463715503321 005 20170821191607.0 010 $a1-315-06853-2 010 $a1-134-11090-1 024 7 $a10.4324/9781315068534 035 $a(CKB)2670000000530844 035 $a(EBL)1639118 035 $a(SSID)ssj0001131193 035 $a(PQKBManifestationID)12434187 035 $a(PQKBTitleCode)TC0001131193 035 $a(PQKBWorkID)11110087 035 $a(PQKB)11707481 035 $a(OCoLC)878138733 035 $a(MiAaPQ)EBC1639118 035 $a(EXLCZ)992670000000530844 100 $a20130331e20122000 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeamwork in the management of emotional and behavioural difficulties $edeveloping peer support systems for teachers in mainstream and special schools /$fFran Hill and Lynne Parsons 210 1$aLondon :$cRoutledge,$d2012. 215 $a1 online resource (82 p.) 225 0 $aA David Fulton Book 300 $aFirst published in 2000 by David Rulton Publishers. 311 $a0-367-09051-1 311 $a1-85346-619-0 320 $aIncludes bibliographical references and index. 327 $aCover; Title Page; Copyright Page; Table of Contents; Acknowledgements; Introduction; Part One Conducting a needs analysis in school and identifying and assessing pupil behaviour; Why observe pupil behaviour?; Form 1: Stress in teaching; Form 2: Managing behaviour in the classroom and around the school; Form 3: Pupil reinforcement survey; How to observe pupils in the classroom or around the school; Form 4: Event recording; Form 5: Recording rates of teacher praise / appraisal; Form 6: Recording negative feedback; Analysing pupil behaviour; Form 7: Time sampling observations 327 $aForm 8: ABC recordingForm 9: Behaviour audit; Part Two Peer support systems and professional development; 1 Communication skills in the classroom; Establishing an empathetic relationship; Exploration and assessment; Interpretation and insight; Reorientation and action; 2 Developing a classroom discipline plan; Rules; Exercise 1: Why have class rules?; Rewards; Consequences; Exercise 2: Developing a classroom discipline plan; Exercise 3: Rehearsing a script to use a discipline plan effectively; 3 Understanding behaviour and dealing with difficulty; Exercise 1; The four goals of misbehaviour 327 $aConfronting pupils with their mistaken goalsExercise 2; Part Three Presenting a case study and problem solving; Guidelines for the case study presentation; Problem-solving approaches; An example of a case study; Postscript; Appendix Suggested timetable for a peer support meeting; Bibliography; Index 330 $aFirst Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company. 410 0$aResource materials for teachers. 606 $aProblem children$xEducation$zGreat Britain 606 $aBehavior modification$zGreat Britain 606 $aTeachers of problem children$xTraining of$zGreat Britain 606 $aTeaching teams$zGreat Britain 608 $aElectronic books. 615 0$aProblem children$xEducation 615 0$aBehavior modification 615 0$aTeachers of problem children$xTraining of 615 0$aTeaching teams 676 $a371.93/0941 700 $aHill$b Fran$f1950-,$0914902 701 $aParsons$b Lynne$0914903 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463715503321 996 $aTeamwork in the management of emotional and behavioural difficulties$92050215 997 $aUNINA