| Introduction |
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ix | |
| PART 1: POSITIVE FAMILY LEADERSHIP |
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1 | (62) |
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5 | (17) |
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6 | (2) |
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6 | (1) |
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6 | (1) |
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7 | (1) |
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8 | (1) |
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Start with the end in mind |
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8 | (2) |
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Developing a shared vision for your family |
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10 | (1) |
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Finding an appropriate management style |
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11 | (1) |
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12 | (1) |
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Lead by example - the power of modelling |
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13 | (1) |
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Children are acute observers |
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14 | (1) |
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Leaders are never off-duty |
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14 | (1) |
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Don't cripple them with your attitudes |
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15 | (1) |
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15 | (1) |
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16 | (1) |
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Good communication is the key |
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17 | (2) |
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Leaders value relationships |
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19 | (1) |
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Parents and teachers need role models too |
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20 | (2) |
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Creating healthy environments for kids |
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22 | (16) |
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Characteristics of healthy families |
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22 | (1) |
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22 | (2) |
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23 | (1) |
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23 | (1) |
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Opportunities for participation |
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24 | (1) |
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The characteristics of resilient individuals |
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24 | (1) |
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Establishing environments to promote resilience in children |
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24 | (2) |
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Challenge 1: Building a positive sense of self |
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26 | (4) |
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27 | (1) |
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The Courage to be imperfect |
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28 | (1) |
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The folly of the child improvement cult |
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28 | (2) |
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Challenge 2: Building a sense of teamwork |
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30 | (8) |
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31 | (2) |
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33 | (1) |
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How to foster a sense of cooperation |
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34 | (1) |
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35 | (2) |
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37 | (1) |
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Discipline without tears, fear or put-downs |
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38 | (17) |
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41 | (1) |
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Discipline is about learning, not control |
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41 | (1) |
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Kids learn best through action |
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41 | (3) |
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Discipline doesn't have to be time-consuming |
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44 | (1) |
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Discipline starts with you |
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44 | (2) |
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46 | (2) |
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48 | (1) |
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Parenting with a backbone |
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48 | (6) |
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48 | (4) |
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Different approaches for different children |
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52 | (1) |
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53 | (1) |
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54 | (1) |
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Sibling rivalry - helping children manage conflict |
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55 | (8) |
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56 | (1) |
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When and how to interfere |
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57 | (3) |
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Helping them work out a solution |
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58 | (1) |
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58 | (2) |
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Teach them how to fight fairly |
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60 | (1) |
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My child is always being picked on |
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61 | (2) |
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Teach kids some coping skills |
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62 | (1) |
| PART 2: GIVING THEM TOOLS FOR LIFE |
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63 | (62) |
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Building optimism in children |
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66 | (15) |
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67 | (1) |
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The folly of the self-esteem ethic |
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68 | (1) |
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69 | (2) |
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Where do kids gain their optimistic or pessimistic views? |
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71 | (2) |
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Promoting optimism in kids |
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73 | (4) |
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73 | (1) |
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Teach the skills of optimism |
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74 | (3) |
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Changing your child's automatic pessimism |
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77 | (4) |
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78 | (1) |
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Teach your child the ABCs |
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78 | (2) |
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80 | (1) |
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Developing a sense of competency |
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81 | (21) |
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Competency - the basis of self-esteem |
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82 | (2) |
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Creating the cycle of competency |
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84 | (2) |
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Step 1: The stimulus of a model |
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85 | (1) |
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Step 2: Practice, repetition and variation |
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85 | (1) |
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85 | (1) |
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Creating Environments that promote a sense of competency |
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86 | (7) |
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Create opportunities and challenges |
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86 | (3) |
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Provide encouragement and support |
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89 | (1) |
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Adopt a realistic attitude to mistakes |
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90 | (1) |
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Value effort and persistence |
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91 | (1) |
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Hold positive, high expectations |
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92 | (1) |
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93 | (9) |
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93 | (2) |
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Being assertive - standing up for yourself |
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95 | (1) |
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96 | (1) |
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Resolving conflict... and moving on |
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97 | (1) |
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98 | (4) |
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Helping children develop emotional literacy - matters of the heart and spirit |
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102 | (12) |
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Promoting emotional literacy |
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104 | (10) |
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Develop your own emotional awareness |
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105 | (1) |
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106 | (2) |
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Develop a vocabulary for emotions |
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108 | (1) |
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Use emotional moments as opportunities to solve problems |
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109 | (2) |
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111 | (3) |
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Kids with character - the development of positive values and qualities in kids |
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114 | (11) |
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115 | (1) |
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Seven positive values that empower children |
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116 | (8) |
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116 | (2) |
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118 | (1) |
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118 | (2) |
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120 | (1) |
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121 | (1) |
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Teach children to be trusted without making them feel ashamed |
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122 | (1) |
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122 | (1) |
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123 | (1) |
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124 | (1) |
| PART 3: IT TAKES A WHOLE VILLAGE TO RAISE A CHILD |
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125 | (21) |
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128 | (11) |
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Teachers are leaders, not just managers |
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129 | (1) |
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130 | (1) |
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130 | (2) |
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Principles of positive schools |
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132 | (7) |
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132 | (3) |
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High and positive expectations |
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135 | (1) |
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Opportunities for meaningful participation and contribution |
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136 | (3) |
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Healthy communities for kids and parents |
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139 | (7) |
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Surround kids with positive people |
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140 | (1) |
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141 | (1) |
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When parents just won't do |
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141 | (2) |
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The special role of coaches |
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143 | (1) |
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143 | (1) |
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144 | (2) |
| References |
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146 | |
