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Through their writings over the years, distinguished practitioners have crystallised thinking about the underpinning theory of Educational Psychotherapy and by using relevant case examples have shown the value of this approach in helping children and young people to reach their full potential, not just in school, but in life.


The Caspari Foundation publishes an annual journal and is involved in ongoing research on the impact of Educational Psychotherapy. 


This book offers a comprehensive and accessible exploration of the difficulties faced by teachers and schools from at-risk and disaffected children, including repeated trauma and insecure attachment patterns. The book describes how a thoughtful ‘relationship-based’ approach can both alleviate such difficulties and offer a second chance attachment experience, enabling students to discover it might be safe to let down their all-consuming defenses a little, thus freeing them to begin to learn.

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Every day, teachers and other school staff have to deal with children who present challenging behaviour during their learning process at school. This book combines the fundamental principles of attachment theory with teacher-based examples, and practical 'how-to' interventions.


This introduction to Educational Psychotherapy outlines the insights that will be of interest to teachers by discussing troubled children in the classroom who resist efforts to teach them. Its evidence-based approach allows teaching with confidence, and a clear understanding of the role of Educational Psychotherapy in the classroom. The book comprises four case studies of educational therapy work with children, chosen for their narrative interest and the variety of the children's difficulties and backgrounds.

thumbnail_2. Skills for effective learni

One of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on the topic of ‘Skills for Learning’. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. This is a resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care, both now and in the future.

thumbnail_4. What Can I Do About The Kid

All teachers know there can be a challenging pupil in any class. This book starts from what is directly observable in class at both primary and secondary level. A disruptive pupil who continually calls out, who rubbishes their own work, who is too quiet and withdrawn, who can't sit still, who can't follow instructions. Marie Delaney goes straight to the heart of the meaning of this behaviour in this quick and easy-to-follow guide. She describes how teachers can recognise what 'behaviour as communication' really means. She shows teachers, step-by-step, what they can say and do in response.

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In the fast-paced, pressurised, often chaotic life of a school, there are times when even the best tried-and-tested ideas don't seem to work with some classes and some students. Even the most experienced teacher will have times when they feel de-skilled and incompetent. 'Teaching the Unteachable' is aimed at helping teachers deal with these situations and feelings. It explores factors behind those 'bad days' and looks at what can be done when nothing seems to work. Marie Delaney provides a summary of effective behaviour management strategies, drawn from her extensive experience of success in working with pupils of all ages.

thumbnail_6. Why Can't I Help This Child

The book outlines theories of child development from the point of view of the kinds of relationships children make with adults and the effects of their relationships on their learning. In addition, anxieties that some children show about reading, writing and arithmetic are described. In exploring these issues the book draws on Attachment Theory and on Psychoanalytic theories of emotional development. It includes detailed case studies to illustrate ways in which children's learning can be hindered by their difficulties in relating to teachers and the feelings and fantasies that some children have about words and letters.

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One of the five books in the Mental Health and Wellbeing Teacher Toolkit for teachers and other professionals working with children, this practical resource focuses on the topic of ‘Emotional Literacy’ and how to support children and young people on a journey of self-discovery where they learn to recognise, understand, share and manage a range of emotions. Promoting a proactive rather than a reactive approach to dealing with the social and emotional aspects of learning and managing the world of today, Emotional Literacy addresses the increasing number of mental health issues arising among young people.

11. Tweens- What to expect from - and ho

This groundbreaking book provides an examination of the new phenomenon of "tweens": children who maturing earlier, both physically and psychologically, and who are becoming increasingly sophisticated in the way they dress and act. Gently guiding parents to an understanding of the differences between tween and teen behaviour, author Andrea Clifford-Poston demonstrates how the issues parents face in their children's adolescence have roots in the tween years. Packed with case studies from the author's own extensive experience, this book provides clear accounts of child development theories, guidance on management, and much more.

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How do I manage an aggressive child positively when I have twenty other children who need my attention? How can I develop a good relationship with a child I seem to dislike? How do I maintain a positive working relationship with the parents of a disturbed and disturbing child?   With many real life examples, this book is a must-have resource for playworkers seeking to enhance their skills.  It highlights how the way we think about children's behaviour colours the way we react to it. It offers playworkers a different way of understanding many ordinary childhood behaviours such as lying, stealing and bullying, and gives practical advice not only on management but on how practitioners can identify, trust and develop their own skills.

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