Praise for First Edition:"Actually makes enjoyable bedtime reading, since Mellor's style is easy and interesting. Case studies bring the book alive."—Special Children"Good sound advice for those involved in teacher training."—Educational Psychology in PracticeThis updated edition of Nigel Mellor's bestselling Attention Seeking: A Practical Solution in the Classroom focuses on solving the challenges raised by attention-seeking behavior, both in regular classrooms and in pre-school settings. Drawing on more than 20 years' experience working with teachers and parents, the author's approach is down to earth, encouraging, and challenging. Useful both as a reference and a practical guide, the second edition offers a new easy-to-follow layout, with chapters containing practical techniques, new case study materials, and updated references. Other new features include: A 10 step program of clear strategies Guidelines for using stories Discussion of problems with time-out Current information on ADHD, chaos, autism, language problems, and attachmentIdeas for managing parent meetings in schoolWritten for staff in nurseries and schools (mainstream and special), and for lecturers and researchers in departments of education, this resource is ideal for anyone wanting to understand more about attention seeking and how to help the young people who exhibit this behavior.
Sounds Familiar? The Attention Seeking Child in Class
Attention Seeking - Towards a Definition
As a working definition, attention seeking will be taken in this book to refer to those behaviours which, through their very irritating nature, bring a child to the attention of a number of adults in a persistent manner over a lengthy period of time, causing great concern. We would exclude, for instance, the sudden reaction of a child to an upset at home lasting for a few days or weeks. In addition, the pattern should appear in more than one setting (e.g. with several teachers or with teacher and parents/carers).
Unfortunately, the term attention seeking has a pejorative ring to it with an implication of conscious motivation by the child. Our experience shows that this ...