Language for Behaviour and Emotions. A Practical Guide to Working with Children and Young People

✍ Scribed by Anna Branagan, Melanie Cross, Stephen Parsons

• Publisher: Routledge
• Year: 2021
• Tongue: English
• Leaves: 404
• Edition: 1
• Category: Library

✦ Synopsis

This practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties.

Key features include:

• A focus on specific skills that are linked to behaviour, such as understanding meaning, verbal reasoning and emotional literacy skills.
• A framework for assessment, as well as a range of downloadable activities, worksheets and resources for supporting students.
• Sixty illustrated scenarios that can be used flexibly with a wide range of ages and abilities to promote language skills, emotional skills and self-awareness.

This invaluable resource is suitable for use with young people with a range of abilities in one to one, small group or whole class settings. It is particularly applicable to children and young people who are aiming to develop wider language, social and emotional skills including those with Developmental Language Disorder and Autism Spectrum Disorder.

About the Author
Anna Branagan is a speech and language therapist within a youth support team in Gloucestershire, working to enable vulnerable young people with speech, language and communication difficulties to access support more effectively. She also works within mainstream schools supporting inclusive practice in Worcestershire. Anna trained at Leeds Metropolitan University 25 years ago. She is co-author of bestselling Speechmark resources Language for Thinking (2nd edition, 2017), Word Aware (2013) and Word Aware 2 (2017).

Melanie Cross is a speech and language therapist who has worked with looked after children for many years. Her work has focussed on developing speech and language therapy services for children and young people with Social, Emotional and Mental Health needs (SEMH). This work has resulted in publications including Children with Social, Emotional and Behavioural Difficulties and Communication Problems (2nd edition, 2011), and she was lead author of the Royal College of Speech and Language Therapists Clinical Guidelines on Social Emotional and Mental Health. She is also a trainer, video interaction guider and supervisor.

Stephen Parsons is a speech and language therapist, trainer and author of practical language development resources for teachers and speech and language therapists. From 1996–2017, Stephen worked as a speech and language therapy service manager in Hackney and the City of London. With 30 years’ experience in the field, he is co-author of bestselling Speechmark resources Language for Thinking (2nd edition, 2017), Word Aware (2013) and Word Aware 2 (2017). Stephen graduated in speech pathology from Flinders University, before attaining an MSc in speech and language therapy from City University in 2000. He currently serves as Chair of NAPLIC, the association for professionals working with children and young people with Developmental Language Disorder.

✦ Table of Contents

Cover
Half Title
Title
Copyright
Dedication
Contents
Introduction
The Language for Behaviour and Emotions approach
How adults can help
What to do when things don’t make sense (understanding)
Saying when you don’t understand (comprehension monitoring)
Understanding words (vocabulary)
When people don’t say what they mean (figurative language)
Talking about feelings (emotional literacy)
Finding clues and explaining your thinking (inference and verbal reasoning)
The story (narrative)
Bringing it all together and solving people problems
In summary
References, further reading and general resources
Guide to using Language for Behaviour and Emotions
1 Creating a communication and emotion friendly environment
2 Assessment
3 Creating a LFBE profile, identifying key skills and related tools
4 Specific everyday strategies
5 Teaching skills in a LFBE session
6 Reassessment
Assessment
General assessment administration guidelines
Language for Behaviour and Emotions assessment overview
Assessment record sheet: Scenario 1
Assessment record sheet: Scenario 2
Assessment record sheet: Scenario 3
Assessment record sheet: Scenario 4
Scoring guidelines
Scenario assessment further analysis
Young person’s view of their own communication
How well does the adult help me?
Adults’ views of the young person’s communication
Comprehension monitoring assessment
Behaviour vocabulary assessment
Crazy phrases assessment (idioms/figures of speech)
Sarcasm and implied meaning assessment (includes exaggeration and white lies)
Emotion words assessment
Narrative assessment
Solving people problems assessment
How well did I do?
Language for Behaviour and Emotions profile and action plan
LFBE profile
LFBE action plan
LFBE action plan summary
Scenarios
1. Granny’s house
2. New home
3. Cute new puppy
4. Runny nose
5. Long holidays
6. Boring game
7. Picnic
8. The storm
9. Motocross
10. Mrs Mad Head
11. Late home
12. Fishing
13. A sudden soaking
14. New school
15. After the match
16. The party
17. Holiday birthday
18. Peppermint thief
19. Street tree
20. Present from Dad
21. End of year
22. Artwork
23. Favourite band
24. Fetch!
25. New trainers
26. Bus ride betrayal
27. Frustrating French
28. The forgotten washing up
29. One step at a time
30. Broken bike
31. Class entertainment
32. Lift home
33. The prom
34. Volcanic tea
35. Basketball game
36. Maths breakthrough
37. Who cares about football?
38. A big fat ginger cat
39. Bus trip
40. Lost and found
41. Poor Ralf
42. Exam results
43. Bad day
44. Little cousins
45. Quidditch
46. Finally!
47. Noisy breakfast
48. Phone call
49. Bike chain sculpture
50. Answering back
51. Ice skating
52. The sleepover
53. Stolen scarf
54. Not again!
55. Little brother
56. A canoe adventure
57. Sunglasses squabble
58. How to lose your friends
59. The fateful lie
60. Some boys are strange creatures
Attendance sheet
Toolkit
Saying when you don’t understand (comprehension monitoring)
Understanding words (vocabulary)
Word Wizard
When people don’t say what they mean
Talking about feelings
What’s that feeling called? (naming emotions)
Dealing with feelings
Finding clues and explaining your thinking (inferenceand verbal reasoning)
The story (narrative)
Solving people problems
Problem solving frame LFBE Language Level A
Problem solving frame LFBE Language Level B
Problem solving frame LFBE Language Level C/D