Praise for the author:
'Deborah Plummer uses imagination and empowerment to move children and adults from discouragement to success.'
- The Canadian Child and Adolescent Psychiatry Review
'Deborah Plummer shows a fundamental respect for a child's integrity whilst making sure her language and ideas accessible to a wide range of people.'
- Afasic News
This practical handbook helps adults to understand, manage and reflect constructively on children's anger. Featuring a wealth of familiar and easy-to-learn games, it is designed to foster successful anger management strategies for children aged 5-12.
The book covers the theory behind the games in accessible language, and includes a broad range of enjoyable activities: active and passive, verbal and non-verbal, and for different sized groups. The games address issues that might arise in age-specific situations such as sharing a toy or facing peer pressure. They also encourage children to approach their emotions as a way to facilitate personal growth and healthy relationships.
This is an ideal resource for teachers, parents, carers and all those working with anger management in children.
This book is divided into two parts. The first explores the theory around anger, with chapters on understanding anger: why games are used to support healthy anger management; structuring the emotional environment when a child is already angry, and self-reflection and self-care for workers.
I really enjoyed the common sense approach the author uses in this section. She explains anger as a normal, healthy human emotion, and clearly describes the chemistry involved in experiencing and expressing anger.
Children & Young People Now
Anger Management Games for Children is a practical guide with clear and explicit theoretical underpinnings that would be useful for all those supporting the emotional development of primary school aged children... As a psychologist it was refreshing to see a solution-focused approach being used to anger management, with an emphasis on facilitators reflecting on their practice and their own emotional needs... This is an incredibly useful and practical resource for those setting out to successfully use games in anger management work with children.
Deborah M Plummer's practical guide is packed full of easy-to-learn games that will help teachers to understand and manage children's anger.
Junior Education Education Plus
There are many good ideas here that can be dipped in and out or added to your current repertoire ideas.
This handbooks is designed to help adults understand and manage children's anger. It includes games and activities that encourage children aged between five and 12 to express their emotions in a healthy way.
Children and Young People Now
Adults are encouraged to use the games mindfully, making sure they are aware of the possible effects exploring sensitive issues with vulnerable children. Ideas for reflection after each activity prompt children to make sense of the feelings generated by the game they have played. The games are simple to play and clearly explained, with symbols indicating the time required and the recommended age. The games range from five to 60 minutes' duration, and mostly require no extra resources, which make them an invaluable resource for any adult who works with children aged 5-12.
Deborah M. Plummer is a registered speech and language therapist and imageworker practitioner with over 20 years' experience of facilitating groups and working individually with both children and adults. Formerly a clinical lead therapist working within the NHS, she now lectures at De Montford University, Leicester and runs workshops and short courses on the uses of imagery and issues of self-esteem in the UK and abroad. She is the author of Self-Esteem Games for Children, Helping Children to Build Self-Esteem, Second Edition, Helping Adolescents and Adults to Build Self-Esteem, The Adventures of the Little Tin Tortoise: A Self-Esteem Story, and Using Interactive Imagework with Children, all published by Jessica Kingsley Publishers.
Table of Contents
|1 Introduction: Towards a reflective community Development practice: Integrating the gems and wisdoms of critical thinkers|
|2 Jane Addams: Practice mutual accompaniment|
|3 Chimamanda Ngozi Adichie: The danger of a single story|
|4 Hannah Arendt: Time to think|
|5 James Baldwin: We have to go the way our blood beats|
|6 Homi Bhabha: The value of colonial ambivalence|
|7 Ela Bhatt: Start with women; may our action be one of nurturance|
|8 Augusto Boal: Rehearsing the possible|
|9 Behrouz Boochani: Bearing witness in the face of cruelty|
|10 Martin Buber: Practice as an encounter|
|11 Judi Chamberlin: Nothing About Us, Without Us|
|12 Angela Davis: Unlock the gates of poverties and prisons|
|13 Jacques Derrida: Deconstruction, a community development ‘yet-to-come’ and ‘the hauntology of justice’|
|14 Gustavo Esteva: The work of deprofessionalizing ourselves|
|15 Frantz Fanon: A ‘revolution in listening’|
|16 Paulo Freire: Start with the people, but don’t stay with the people|
|17 Mary Graham: ‘Place method’ and custodians of land|
|18 Epeli Hau’ofa: staying close to the ground|
|19 James Hillman: ‘Ensouling the world’ and notitia|
|20 bell hooks: We come to theory because of our pain|
|21 Myles Horton: Educators first, Organizers second|
|22 John Keats: Negative capability and coming into a community|
|23 George Lakoff: Don’t think of an elephant!|
|24 Rosa Luxemburg: Are you willing to go to prison?|
|25 Wangari Maathai: Plant trees and protect genuine democracy|
|26 Joanna Macy: ‘life comes from reconnecting’|
|27 Manfred Max-Neef: Poverties, not poverty|
|28 Chandra Talpade Mohanty: Pay attention to silence and erasure|
|29 Fran Peavey: Questions are the art of gentle revolution|
|30 Arundhati Roy: ‘… do not fragment solidarity …’|
|31 Deborah Bird Rose: Community as the ’shimmer of life’|
|32 Bertrand Russell: Community and the value of idleness|
|33 E.F. Schumacher: Small is Beautiful|
|34 Richard Sennett: Respect|
|35 Vandana Shiva: Be a Seed Saver|
|36 Georg Simmel: The importance of the triad and the stranger in making ‘community’|
|37 Linda Tuhiwai Smith: Listening to old knowledge|
|38 Rabindranath Tagore: … discovering the invitation …|
|39 Thich Nhat Hanh: Being, not doing|
|40 Greta Thunberg: Work where there’s desire and political motivation|
|41 Trinh T. Minh-ha: Recognizing difference in community|
|42 Conclusion Coda – map of practice|