Both books are excellent. They are very relevant to what we teach in relation to -˜Social Personal and Health Education'. For undergraduate students the theory/background to each area is appropriately pitched. The range and selection of activities are excellent and are extremely applicable to the methodology of experiential learning. Both books have a wide range of activities that address the emotional and social intelligence and excellent introductory reading material to the area of SPHE.

I will be recommending these as core text for our first year and second year students.

I offered to review these books as I have an interest in the area of emotional literacy and am also involved in a project using the SEALs (Social and Emotional Aspects of Learning) materials (DIES, 2005) in several primary schools. I was surprised to find no references to the SEALs materials or to National Healthy Schools Standard programmes, as there are clear overlaps between the topics covered. However, I found it useful that each volume has a glossary and a table cross-referencing the activities in the book to National Curriculum PSHE and citizenship outcomes and there are clear links made with emotional intelligence and emotional literacy.

The author is a Training and Development Consultant (previously a teacher), and this is reflected in the references to the workplace and employers. I would not normally have expected this in books aimed at teachers, but felt that this may broaden thinking about children as future citizens and employees and the types of skills that they would need to be successful.

The books are aimed for use with Key Stage 2 pupils, but it is stated that some activities could be used with older students in Key Stages 3 and 4. 1 felt the units on time and money management (-˜My Time' in Vol. I and -˜Money Matters' in Vol. 2) would be particularly useful for older pupils. The books also state that they are not -˜a remedial tool for fixing problem or at-risk children' but that suggested activities could -˜assist atrisk children'.

The books have a clear format, each beginning with a brief introduction and then divided into six units. In my opinion, it would have been useful to have a contents page listing each unit and its activities at the beginning of each volume, rather than -˜mini' contents pages at the beginning of each unit. This would have made the books easier to dip into and to locate relevant activities. A glossary and a bibliography are also included at the end of the books.

Vol. I focuses on -˜personal skills for learning' and includes units such as -˜Marvellous Me', -˜Emotions' and -˜Free to be Me'. Vol. 2 is focused on -˜Social skills for learning' and includes units on -˜Empathy', -˜Conflict' and -˜Moving On'. Each unit includes a list of overall objectives and six to 14 activities with photocopiable resource sheets, each with a brief teachers' guide. I felt some of these objectives were less attainable than others, and that some concepts would be less relevant for younger children and harder for them to assimilate (e.g. budget management). However, there is a- wide range of activities in each volume so the most appropriate can be chosen for the pupils involved.

The book deals with some sensitive issues such as bullying and violence. These are flagged up as needing to be carefully managed by the teacher. 1 found the information on bullying and bullies a little over-simplistic in its handling of a complex issue (e.g. -˜bullies are actually big babies', Vol. 1, p.67).

Overall, 1 felt these easy-to-read books contain a range of useful and practical activities that could be used with children and young people. 1 also envisage using some of the activities when training adults to emphasise the feelings that some more sensitive activities may elicit.



Recommended for those interested in emotional literacy and resilience or working with children on the above areas (primarily in Key Stage 2, but some activities are suitable for older pupils) and PSHE co-ordinators.

These are two new books dealing with (Vol 1) Personal Skills for Effective Learning and in Volume 2 Social Skills for Effective Learning. Both books are excellently written. In fact one astute observer noted, 'The subject matter is spot on. It is exactly what schools, up and down the country, are looking for at the moment. The way the author has set out the progression of the material works really well.

Areas covered (Volume 1) include: An introductory overview for teachers and pupils, identity, emotions, free to be me, my world and my time. Each unit contains an introduction, followed by guidelines. Learning points provide the main focus to assist understanding, complemented by worksheets and specific exercises.



Volume 2 deals with Interpersonal and adoptive skills, empathy, finding solutions, conflict, moving on money matters and diversity. The planning and progression follows the same pattern as volume 1 .The core skills that Annie Greeff details are essential for today's young people to be successful, in tomorrow's world. These books will give confidence to staff who wish to be effective in helping young people learning to cope with the inevitable challenges they face.

A very interesting and captivating read! Designed primarily to cover aspects of the PSHE curriculum, it is also suitable for a wide variety of classes, of different ages and abilities. It is well written, easy to follow and the numerous activities are extremely valuable for any teacher's `toolbox`. A very useful resource

These books have great potential especially with `working with others` and discussion purposes. They include very interesting tasks.

It would be very beneficial if the tasks were referenced towards the basic skills curriculum element numbers.



Well laid out.

Sometimes I wish I was now a youngster again, because more and more teachers are beginning to understand how learning is more and more about a whole bodied, whole mind, whole spirited experience. Annie Greeff in her two volumes of Resilience shares with educators personal skills and social skills required for effective learning.

The personal development concept of education was a grand vision when formal education was set up over 120 years ago. However, as our world has become more knowledgeable and more multi-talented, more capable of multi-tasking outside the classroom unfortunately the formal educational system has lagged behind in changing its approach to education.

The books are refreshing as a unit because they focus on developing self esteem and self confidence by focusing on personal skills first and foremost and then how to develop and encourage another person to be all they can be by applying social skills. Given that in the first world many children and adults feel a lack of connection in their relationships and sadly very often ill-equipped to live life as an adult both financially, emotionally and spiritually. Ms Greeff's books are an excellent introduction into the importance of teaching life skills at a much younger age.

The books contain useful exercises that any teacher, trainer, educator can apply and although written for teachers of young children, any adult trainer who is training company employees would also do well to read through the exercises to see how they can make their own training practices more effective by integrating personal and social skills into the learning process for adults who haven't had the benefit of such knowledge, information and training in their informative years.

I feel the contents of each of the Resilience books will not only inspire educators into helping their students retain the natural resilience of all young children when it comes to learning about their world, however it will also enhance the educators own relationships and social skills. The concepts shared within these two books are skills that the world needs right now and where better than to begin to implement them than in the halls of learning?



I would encourage you to make these two books part of your library because they are inspirational in the way they have drawn to together information, practical tips, useful ideas on how to implement and most of all, a way to begin to appreciate the magic of our differences.

A clearly presented treasure chest of activities. The overview and theoretical background puts the activities into perspective. This is a warmly written and well-structured look that I am delighted to have. What a useful resource!

The Resilience two volume set, for primary and middle school teachers, will help you promote self-managed, resilient learning in your classroom. These practical workbooks detail a holistic approach to developing your students' Resilience through a series of modules with activities, theory, and reflective exercises.

Resilience: The Personal Skills You Need to be an Effective Learner Includes sections on:
Annie Greef has set out to offer a new way forward to develop the personal skills of young people. What is very encouraging is that responsibility is being given to the learner for their learning. As Annie points out, resilient learners have tools and skills to help them succeed across the curriculum.

• Resilience (an introductory overview for the teacher and pupils)


• Marvellous Me


• Emotions


• Free to Be Me


• My World


• My Time

Another feature of this approach is the involvement of young people in shaping the learning environment. It is suggested that teacher and children could have regular discussions about the rules for the learning session, a place to decide jointly how learners take ownership of their learning process.

The materials in the book encourage critical thinking and dialogue thus engaging all the intellectual and emotional intelligence in the classroom ” imagine the strengths of teachers, learning assistants AND children all being harnessed for the purpose of learning!

Greeff quotes Thomas Perls and Margery Hutter Silver ( 1999) who have studied resiliency in well adjusted individuals of extreme old age. The traits that define resiliency include : adaptability, sense of humour, service to others, sense of purpose and involvement. If we can inculcate these qualities in young people, the quality of their lives and society as a whole.

I can thoroughly recommend the use of the exercises in this book , which are presented in a teacher friendly way with timing, group use suggestions, script to set up the activity and worksheets where appropriate. The material fits very well with the PSHE and Citizenship curricula as defined in the National Curriculum.



This volume truly is a treasure chest that can be used over many years with individuals, small and large groups of young people from primary through middle school .

RESILIENCE Vol. 1 personal skills for effective learning will be an invaluable resource to all school staff who believe that "prevention is better than cure". All children will benefit from the activities carefully detailed by Greeff. Additionally helpful is the linking of the activities to PSHE and citizenship. Resiliency is a well researched concept that has helped us to understand those skills and attributes that enable children to be healthy in unhealthy circumstances. Greeff has provided us with the tools to enable children to experience and learn the skills to manage the inevitable challenges they will face, life is not problem free.

It is a joy to read. A fine balance between intellectually sound; emotionally and creatively stimulating; practical, playful whilst supporting the bigger questions of self and one's place in a world that is changing faster than at any period in history.

I see this as becoming a valuable hand book for teachers and parents that wish to assist their children (and themselves) along a path of learning and living and away from the direction of negativity, frustration, fear and disallusionment that so many of us have been launched on following too many negative educational and life experiences.

I would be wary of describing any book as “essential reading” but I do believe that this one is. Drawing from the latest understanding on intelligence, creativity and the dynamics of social and spiritual co-existence this book filters, sifts and presents the reader not only with the essence of all that brain and heart based learning and provides exciting and relevant exercise to develop theses skills in children that will assist them for life.



Finally, having worked in the arena of creativity, learning and confidence since the early 80's it is with a mixture of real joy and regret that I say that this is the book I wish I had written. Annie has fulfiled, in quite a brilliant way, the messages and direction that myself and others have been banging on about for years. A real achievement to her and a precious gift to the rest of us.

The thinking behind this work is excellent, the acknowledgement of the lack of focus in the the primary school curriculum to enable children to develop their ability as learners and also to develop those personal qualities that will enable them to deal more effectively with what life may throw at them.

The range of exercises are fascinating and creative, encouraging participants to make that extra step outside their safety zone so that real personal development can occur.

The structure of teachers notes with the exercises allows the teacher to select that which is most appropriate for their students. The exercises form a useful basis that the creative teacher can simplify, elaborate or simply use as a take off point for their own designs.

The American nature of the work, particularly in Vol 2 hints to a very different cultural outlook as to what is important in the world when compared to my own view. The age band for the work as “primary” I feel is slightly restrictive as some of the topics dealt with do not surface as concerns (in the UK) until the early secondary stage.



A very useful resource to stimulate classroom or youth work on this important topic.

A new resource for teachers interested in raising young learners' emotional intelligence. The book provides the reader with extensive theoretical background, drawing on the work of diverse authorities in the field. It also contains numerous useful activities for teachers to adapt to the age of children they teach. The book will be a valuable resource for educators researching the field of emotional intelligence.