• Icecream
  • Moon
  • Treasure
  • Worries
  • Girl
  • Boy
Illustrations by Ali Harper

Information for Schools

Deborah’s books are designed to compliment school activities in a wide range of subject areas. They have been written in consultation with Primary School teachers and aim to reflect current Government initiatives in supporting child development and learning.

Extract from: Social Skills Games for Children (2008)

The games are suitable for all children from 5 to 12 years of age. In the school setting they will fit into a wide selection of personal, social and health education (PSHE) and other learning objectives. They can be used to teach and enhance a variety of skills at primary level and to reinforce strategies for social interaction during the vulnerable period of transition to secondary education. The material can be incorporated into individual behaviour plans (IBPs) and can be used to target specific aspects of individual education plans (IEPs).

The games . . . can be used to complement other approaches to social and emotional development currently promoted within the primary education system such as the SEAL programme (social and emotional aspects of learning, DfES, 2005).

Children attending after school clubs, youth groups and play schemes will enjoy and benefit from engaging in the activities and crucially, all the games can be played at home by families. The central role played by parents and carers (and often by the wider family network) in supporting a child’s social and emotional development is of course tremendously important. The special time shared during a fun game can be a boost to helping family members to understand each other, show their love, and strengthen their relationship. Sharing moments of laughter, problem-solving and creativity during games can be rewarding and re-affirming for everyone concerned.

The material will also complement intervention methods used in a diverse range of therapy approaches with individual children or groups, including existing social skills programmes.

Strategies are outlined for helping children to transfer skills to a variety of different situations and to maintain their progress, particularly at times of stress, and facilitators are invited to reflect on their own interactions with children and to consider how this reflection can support the process of change.

Note: The DfES (Department for Education and Skills) ceased to exist in June 2007 and was replaced by the DCSF (Department for Children, Schools and Families)