Acknowledgements. Introduction. Part One: Theoretical Background. 1. Imagery, Imagework and the Process of Change. 2. Understanding Self-Esteem. 3. Working within the School Curriculum. 4. The Child with Speech and Language Difficulties. 5. Guidelines for Facilitators. Part Two: Instructions for Self-Esteem Activities. I. Getting Started (STARS and EMERALDS). II. Who Am I? (RUBIES). III. Friends and Feelings (SILVER). IV. Feeling OK About Being Me (GOLD). V. Taking Care of Myself (PEARLS). VI. More Than Just Talking (SAPPHIRES). VII. Solving Problems (RAINBOWS). VIII. Setting Goals (MOONBEAMS). Part Three: Activity Worksheets. I. STARS and EMERALDS (Getting Started). II. RUBIES (Who Am I?). III. SILVER (Friends and Feelings). IV. GOLD (Feeling OK About Being Me). V. PEARLS (Taking Care of Myself). VI. SAPPHIRES (More Than Just Talking). VII. RAINBOWS (Solving Problems). VIII. MOONBEAMS (Setting Goals). Part Four: Working with Parents. Introduction. Session 1. Getting Started. Session 2. Foundation Element: Self-Knowledge. Session 3. Foundation Elements: Self and Others and Self-Awareness. Session 4. Foundation Element: Self-Acceptance. Session 5. Foundation Element: Self-Reliance. Session 6. Foundation Elements: Self-Expression and Self-Confidence. Session 7. Make-believe, Playing Games and Telling Stories. Session 8. Course Review and Goals for the Future. Appendix A: The Iceberg of Low Self-Esteem. Appendix B: Relaxation Script. Appendix C: Instructions for Calm Breathing. Appendix D: Children's Books. Subject Index. Author index. Activities index.
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Description
The book is practical and positive.
[It] is thoughtfully produced and is evidently grounded in practical experience. It will be useful for professionals working to develop children's self-esteem and confidence.' Bulletin This practical guide has a fund of ideas describing how teachers can harness powerful young imaginations and help build self-esteem.' The Teacher
a rich resource in its own right, or to pick and mix, incorporating activities into other ways of working, according to the needs of the children and one's own personal and professional preferences.' YoungMinds The book will be of genuine interest and use for Special Educational Needs coordinators and class teachers alike.' Education 3-13 This
workbook is designed to assist children in moving from head information on self-esteem to heart experiences that [can] impact deeply on their sense of themselves.
Deborah Plummer uses imagination and empowerment to move children and adults from discouragement to success.
She shows again what people such as Ignatius Loyola and Virginia Satir knew imagination can be a powerful tool for change.' The Canadian Child and Adolescent Psychiatry Review This publication should find its way into resource libraries in schools and speech and language therapy departments as well as being generally available to parents and carers.' Afasic News It contains clear instructions for people working with children to put together a group programme, and whilst Plummer emphasises helping children with speech and language difficulties, it would be easy to adapt the activities to other children.' 0-19 Magazine