This book is for parents and carers; teachers, teaching assistants, early years practitioners, educational psychologists, school senior management teams and other education professionals; support groups; youth workers, group leaders and others interested in the wellbeing and socio-emotional development of children and young people.

Given the impact of Covid over the last couple of years, parents, foster carers, early years’ practitioners and teachers have become increasingly concerned at the stress children have been experiencing, and the impact these stress levels have had across every level of society. And there is no doubt that the effect of the pandemic has been exacerbated by the stress visited on families by sudden and dramatic increases in the cost of housing, food, fuel and other living expenses, as well as concerns about the possibilities of unemployment, and stagnating incomes for the majority of those in employment.

These pressures on parents inevitably add to the stress felt by children. And this increased level of stress has a significant behavioural impact in nursery provision, schools and at home. Stress is a major contributor to many of the behaviours that cause concern for schools and those of us who work with children. And distress is an accurate descriptor of most of these behaviours. My intention in this new book is to offer an increased understanding of what stress is, what causes it, the harm it can do and of course how to reduce its impact. Similarly, we consider distress and how it comes about, its communicative function and how best to manage it.

I have tried to make the book as comprehensive in its coverage of our subject matter as possible and so I have included chapters that explain what psychology and neuroscience have to say about stress and the impact it can have on emotional and cognitive development. I have highlighted the range of stressors that can affect stages of development and how stress impacts on transitions throughout childhood. And of course, I conclude the chapters on stress with how to reduce its impact and how Mindfulness Based Stress Reduction can benefit so many of the children we are concerned about.

I have included chapters on Attachment Theory because of the insight it offers regarding our understanding of distress and its communicative function. I have also tried to offer a range of practical advice and strategies on how to manage distress and respond to a distressed child. The approaches I have outlined are based on theories that have been developed in this field over numerous years. 

But it is important to emphasise that the advice I offer on both managing distress and stress reduction are based on over 25 years of direct work with children and young people. I cannot remember exactly how many children I have worked with over this period of time but I do know that I have learned something from every one of them. And it is this guidance of what works as well as what doesn’t work that I have tried to impart in the chapters that follow the theoretical input.

It is my sincere wish that this book will be helpful to parents, early years practitioners, foster carers, teachers and indeed all those who work with children of any age. Distress can be understood and managed. Attachment deficits can be overcome. Stress can be explained and reduced. And children can be helped to grow emotionally and cognitively, to develop resilience and to learn more effectively the lessons that school and life can teach them.       

The new book is available now for preorder.  To read more about it click here