| Description |
1 online resource (207 pages) |
| Contents |
Foreword; Acknowledgements; Preface; Using the Guide and Resources ; Adoption-Friendly Schools Charter; 1. Why Focus on Adopted Children?; Understanding the early lives of adopted children ; What's unique about adopted children? ; Adopted children are an increasing priority for the DfE ; How do adopted children get on at school? ; Challenges facing schools that work with adopted children; Is school the place to address adopted children's needs?; Isn't this guide just for primary schools?; Who will benefit from schools becoming adoption-friendly?; 2. Effecting Change in Your School |
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Senior leadership sets the tone for changeGetting started ; Your school's team for change; Your school's values drive your change ; When should you start changing? ; Your roadmap for change; Roadmap 1: The problem-solving approach; Roadmap 2: The appreciative inquiry approach; More on the discovery stage; Making change happen; Sustaining change; Confronting obstacles: winning hearts and minds; 3. Identifying Needs; Needs commonly experienced by adopted children ; Identifying adopted children's needs; Know who your adopted children are; Assessing adopted children's needs |
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Choosing measures of social and emotional needsGathering children's views of their needs; Thinking of children's needs developmentally; Thinking of children's needs in terms of skills; Interventions to meet adopted children's needs; Setting targets and measuring progress; Trouble-shooting when nothing is working ; 4. Prioritizing Relationships; Adopted children's early experiences of relationships; What adopted children need from relationships; Relationships in schools; Key adults; The key adult's role; Who can be a key adult?; How does the key adult role work? |
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Myth-busting: confronting common worries about key adults in school Team around the child; The role of the team around the child; Who forms the team around the child?; How does the team around the child work?; All adults in school; The role of adults in the school; Who do we mean by all adults?; How can all adults in school contribute?; Myths about acceptance, validation, and empathy; 'It means I'm agreeing with them' ; Whole-school systems; The school system contributes structure ; The school system contributes timetabling; The school system contributes continuity |
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The school system contributes contingency plansThe school system contributes nurture ; Relationships amongst adults; Finding the joy; 5. Rethinking Behaviour Management; What behaviours mean; Behaviour as communication; Assessing behaviours; Rethinking attention-seeking; Thinking about traditional behaviour management approaches; Reward and consequence systems; Traditional systems often clash with adopted children's needs ; Exploring your school's behaviour management approaches ; Reimagining behaviour management: what's its purpose? ; Retribution or justice; Repentance; Deterrence; Reform |
| Summary |
Based on research conducted by the adoption support agency PAC-UK, this guide will show school leaders how to develop their adoption-friendly policies and practice, with photocopiable and printable resources. Identifying eight key areas for improvement such as staff training and communication with families, it is applicable to all school settings |
| Bibliography |
Includes bibliographical references |
| Notes |
Online resource; title from digital title page (viewed on May 10, 2017) |
| Subject |
Adopted children -- Education
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Adoption -- Social aspects
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Educational psychology.
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Psychology, Educational
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Adopted children -- Education
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Adoption -- Social aspects
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Educational psychology
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| Form |
Electronic book
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| Author |
Boy, Katherine, author
|
| LC no. |
2017013802 |
| ISBN |
9781784505363 |
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1784505366 |
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