Positive Relationships: Evidence Based Practice Around the World. Sue is editing this book for Springer

Changing Behaviour in Schools: Relationships and Wellbeing. To be published by Sage in November 2010

Whole Child is a program for three primary levels with five themes: Emotions, Getting Along, Family and Community, CItizenship and Human Rights, Health and Wellbeing. Each theme for each level has two posters and a story to stimulate discussion and reflection. The teachers resource books use guided questions and Circle Time activities to explore meanings for students. It goes to the heart of the individual within their class and their community. It addresses issues that are critical for our young people and their future - and the future of their world.

Roffey, S, 2006, Circle Time for Emotional Literacy
SAGE/Paul Chapman. Email Sue for a 15% discount. (Australia only) Hear Sue discussing Circle Time on Radio National's All In The Mind. Sample a chapter from the book: Feelings of Belonging

Review on Amazon

Roffey, S, 2005, Helping with Behaviour: Establishing the Positive and Addressing the Difficult, published by Routledge Falmer in an Early Years series co-produced with Nursery World:
This book shows how to establish good practice in early years settings so that all children are supported in developing positive interactions with one another. Sue explains the features of an 'emotionally literate' environment in order to meet the needs of more vulnerable children and looks at how to respond effectively when children are distressed and hard to manage, providing plenty of ideas and inspiration throughout. Read the chapter Once Again with Feeling.
For more detail see the Routledge site or Amazon

Roffey, S, September 2004, The New Teachers Survival Guide to Behaviour London *SAGE/Paul Chapman. Foreword by Bill Rogers
This shows how new teachers might get maximum professional satisfaction by having an authoritative relationship with students. It suggests ways to deal with conflicts and confrontations which do not undermine a sense of self or purpose so that they become just part of the challenge, not the reason to dread Monday mornings. There are also ideas on maximising emotional resources - and looking out for supportive colleagues. See the chapter on establishing good relationships with your students , You and Your Class. This does not include NIc Watt's great illustrations but you can see some of his excellent work and contact him here.

Review by Behaviour UK: "This book should be handed to each teacher training graduate before they enter the classroom. Ideally it should be a recommended text whilst they are still training to teach." More reviews and interviews ...

*Roffey, S.and O'Reirdan,T. 2003 Plans for Better Behaviour in the Primary School: Management and Intervention London David Fulton Publishers www.fultonpublishers.co.uk *
This book's special format allows you to look up the specific behaviour of concern. It provides strategies to manage the situation in the short term and then considers what might be done to meet the child's needs in the longer term. No more ploughing through dense text - this is all at your fingertips, This book is based on Haringey's Primary Behaviour Guidelines commended as good practice by the Department of Education, England and Wales. The chapter on Disruptive Behaviour demonstrates how the book is set out.

Roffey. S, (ed) 2002 School Behaviour and Families: Frameworks for Working Together London, David Fulton Publishers. This book focuses on the relationship that school have with parents and carers, especially in the early stages of behavioural difficulty. It includes chapters written by contributors who have a special expertise in working with parents who harm their children, the carers of children in foster families and residential homes, mobile families and families from diverse communities. It aims to promote the best possible partnership with parents in what is often a sensitive and emotional situation

"An illuminating exploration of the relationships between schools and families...in particular families in which there the child has behavioural difficulties" Times Educational Supplement

Roffey, S. and O’Reirdan, T. 2001 Young Children and Classroom Behaviour: Needs, Perspectives and Strategies London, David Fulton Publishers * also published in Spanish 2004 as el comportamiento de los más pequeños, Madrid, Narcea
This book shows how teachers can encourage children to learn positive attitudes and engage in appropriate classroom behaviour from the outset. It considers ways to minimise disruptive behaviour and encourages a range of useful perspectives on behaviour and young children in school. These are supported by practical easy to implement strategies. This book has been 'highly recommended' by teachers in a survey for the General Teaching Council. UK.

" Here is an essential text for infant and primary colleagues. It is well written, realistic, practical and useful and readable … overall this is an excellent text, indispensable for infant teachers" Bill Rogers author of Behaviour Recovery

July 2001 Roffey, S. Special Needs in the Early Years: Collaboration, Communication and Co-ordination London David Fulton Publishers *
The communication between professionals, parents and early years educators is perhaps the single most important factor in ensuring continuity of progress for a young child with special educational needs. This books focuses on what needs to be done and how to achieve it through good communication practices.

"I would recommend this book to people, including professionals and educators who may be less experienced in working with young children with special educational needs. Howevere even to the experienced professional this book is a significant contribution to the thinking and practice of all those involved in multi-agency work and addressing the needs of children in the early years" The British Psychological Society

Roffey, Tarrant and Majors 1994 "Young Friends : Schools and Friendship" London, Cassell Education. (Published in Danish in 2000 as Er Du Min Ven, Copenhagen, Dansk Psykologisk)
This book sets out to explore the different social contexts that children find themselves in at school. It aims to link principles and theory with practical application by providing a positive social climate in an educational setting. Now out of print.

GETTING HOLD OF THESE BOOKS IN AUSTRALIA AND THE PACIFIC REGION

*David Fulton and Routledge books are distributed in Australia by Palgrave Macmillan: Phone 03 9825 1025
Fax 03 9825 1010 email
Sage publications are available in Australia from Footprint Phone 02 9997 3185 or email

Sue has also written two teaching and learning resources for the Curriculum Corporation on Values Education. Both are on Friendship, one in the early years and one for middle childhood. Hopefully, these will be in schools by the end of 2007.

ARTICLES

2010 Content and context for learning about relationships: A cohesive framework for individual and whole school development' in Educational and Child Psychology 27 (1) (in press)

2009 Effective and Flourishing: Making a real difference by developing school and student wellbeing. Article for Principal Matters

2009 Robyn Hromek and Sue Roffey: Games as a pedagogy for socia and emotional learning. 'Its fun and we learn things' SImulation and Gaming 40 (5) 626 - 644

2008 Emotional literacy and the ecology of school wellbeing in Educational and Child Psychology 25 (2) 29-39

2007 Transformation and emotional literacy: The role of school leaders in developing a caring community. Leading and Managing Vol 13.1. pp 16 - 30

2007 Oppositional? yes, defiant? yes, disordered? Who says? DECP Debate.

2007 Raising Achievement Update Taking Account of Emotions in Student-Teacher Telationships

2006 EQ Australia "Learning to Care: Relationships, emotional literacy and wellbeing" Text available for download from Curriculum Corporation here.

2006 Circle Time: How it might change you, your school and your students. In Education Connect Issue Six - written with Phil Ward.

2005 Article written with Michelle Nemec on Emotional literacy and whole school change. Australian Association for Research in Education.

Series of monthly articles on young children and behaviour in Nursery World magazine 2005. Some now reprinted in Early Childhood Read Beliefs and Behaviour.

2005 Respect in practice: the challenge of emotional literacy in education. Peer reviewed paper for the Australian Association for Research in Education. Full text on Wellbeing Australia

2005 Emotional Literacy: what is it and what can it do? Article in Classroom (Australia)

2004 The home-school interface for behaviour: A conceptual framework for co-constructing reality Article in Educational and Child Psychology 21:4 95-108

April 2004 Action in the Aftermath Article in the British Psychological Society Division of Educational and Child Psychology Newsletter.

September 2001 Roffey. S. "What do we tell the children?" Article in Sydney Morning Herald following the terrorist attack in New York.

Winter 2001 Roffey, S. "The Emotion in Learning" in EQ Australia

March 2000 Roffey, S. "Addressing Bullying: Organisational Factors from Policy to Practice" in Educational and Child Psychology Vol. 17 No. 1

1997 Roffey, Tarrant and Majors "Friends, who needs them? What do we know and what can we do?" in Educational and Child Psychology: "The Social World of the Child".

1997 "What to do if a Child in Your School Dies".Guidance for Head teachers published by Haringey LEA

1992 The Haringey Response to Bullying: The outcome of a working group to research and write these guidelines. They were launched at a national conference Oct. 1992

1992 Marshall, S. Wright C. and Imich, A. "Trick or Treat - An Appraisal of Appraisal." in "Educational Psychology in Practice"


RESEARCH

"The process of establishing emotional literacy frameworks in Australian schools" Study exploring the experiences of schools in New South Wales and Victoria. Now complete.

"An evaluation of Circle Time in an Australian primary school" This research explores perceptions of outcomes together with the factors which promote or inhibit the implementation and effectiveness of Circle Time.

The home-school interface for behaviour: the views and constructs of parents Doctoral thesis1999.
This was a qualitative study using a triangulated design with 2 focus groups, 77 questionnaires and 19 semi-structured interviews. Interviews were based in personal construct theory and a brief therapy framework. The QSR NUDIST data analysis system was used to explore and categorise the data. This research is written up for teachers and education consultants in "School Behaviour and Families"

"Making Sense of Staying Away".
M. Sc. 1987
This used a personal construct/case study methodology to explore mediating and exacerbating factors in secondary school attendance.

Social and Emotional Adjustment of Children after Divorce
M.Sc. 1986
This was a qualitative and quantitative study with a specific focus on shared care arrangements. Parents in 13 families were asked about various aspects of their experiences in post-divorce parenting and their views of their child’s adjustment. The research also explored factors which enabled shared care arrangements to take place more smoothly and those which inhibited this.

Factors in the transition to secondary school. 1996
This research was carried out with a year 7 in their first year at secondary school looking at both formal and informal issues which supported their successful transition and the problems they had encountered. A year 6 group was also asked about their hopes and fears for transition.

Evaluation of behaviour policy in a secondary school 1994. Assertive discipline was adopted as a behaviour policy and after general comments from teachers about its effectiveness

Views of Year 6 pupils on the social curriculum in school. 1992. This material was presented at a Division of Education and Child Psychology conference in 1993.

Evaluation of an appraisal scheme. 1992 Educational psychologists and appraisal. Written up in Educational Psychology in Practice

Last updated: 2/12/09