Differences in setting

http://www.dailymail.co.uk/femail/article-3189770/Proof-look-different-changing-room-mirror-say-camera-never-lies-one-thing-AMANDA-PLATELL-learned-mirrors-do.html

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Steps to deal with stress

This booklet was produced by the minding your head in association with the public health agency, the booklet is about stress the main topics covered are Recognising stress, Looking after yourself, Coping better, Learning from bad experiences and taking action.

This booklet also has a problem list where you can write down your “Problem”, “Steps I can take”, “When?” and “Progress”

It also has a three good things section stating “Three things that went well” and asking “why did they happen?”

The booklet isn’t as aesthetically pleasing as the booklet from the mental health foundation. There is a lot of information and images that aren’t cohesive in their style.

Scan 6

How to look after your mental health later in life

The booklet contains 10 practical ways to to protect mental health. The booklet is aimed at over 60s who are approaching retirement but its a nicely compact booklet, and the suggestions could be applied generally. The suggestions:

1 Be prepared

2 Talk about problems and concerns

3 Ask for help

4 Think ahead and have a plan

5 Care for others

6 Keep in touch

7 Be active and sleep well

8 Eat and drink sensibly

9 Do things you enjoy

10 Relax and have a break

This was created by the Mental Health Foundation – So i will take a look at their website and find out if they have anything aimed towards younger children.

PSNI Internet Safety

Found on the PSNIs website

The internet provides a useful educational tool for both parents and children alike. Most homes have an internet connection and research shows that children are the main users.

Did you know that 1 in 12 children actually go to meet people they have only met online?

Let us show you some tips to keep you and your family safe online. It would be a good idea to go over these with your children as well.

  • Never give out information that could allow someone to find you offline.
    • Always keep your personal details private – including your name, address, email address and mobile phone number.
  • Never arrange to meet someone you have met online.
    • Do not feel pressured into meeting someone you do not want to meet.
  • Only use moderated chat rooms.
    • Do not add people you do not know to your Instant Messaging buddy lists.
    • Remember that the person you are chatting to online may not be who they say they are.
  • If you upload a picture then anyone can use or alter it. It is also possible that they could use your photograph and pretend to be you.
  • If you receive an email from someone you do not know then delete it without reading.
  • Use caution:
    • If someone or something is making you uncomfortable or worried then talk to an adult you trust.

Advice for Parents

Safety features are fitted in computers but parents can also buy browsers, search engines or specific software to prevent children accessing unsuitable material.

You should keep all computers in a family area, not bedrooms, as this will allow you and your child to get the most out of the internet together. Your will also be able to keep an eye on what your child is doing online.

Creating confident pupils: advice from HandsOnScotland

Source

HandsOnScotland, a toolkit for people working with children and teenagers, explains that teachers with high confidence in their own teaching ability create confident pupils.

It says that to increase pupils’ self-confidence, teachers must improve pupils’:

  1. Belief in their ability to do things
  2. Sense of worth
  3. Sense of responsibility for their actions

More detailed information is provided for each of those three areas.

There is also a “growing confidence trees” activity to carry out with children, which will encourage them to reflect on their confidence levels. Questions to discuss during the activity include:

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All our articles are defined by the needs of school leaders

Our articles answer members’ questions on all aspects of school leadership, and are published within three working days.

We also anticipate members’ needs by clarifying new policies, legislation or guidance as soon as information is available.

  • What areas are you most confident in?
  • How did you get to be so confident in this area?
  • How can the ways your confidence grew in another area help you grow more confident in the area you wrote on your tree?
  • How can you help other people to grow more confident?