The Tale of Two Fishes is a therapeutic story about developing resilient thinking. A little girl feeds blue fishes with up-turned mouths and red fishes with down-turned mouths. The more she feeds the red fish, the bigger and more angry they become. The girl realises that if she feeds the blue fish and ignores the red, the blue fish will thrive. The story teaches children about the importance of balanced thinking and not dwelling too much on negative thoughts. This beautifully illustrated storybook will appeal to all children, and can be used by practitioners, educators and parents as a tool to discuss the importance of resilient thinking and the control we have over our own thoughts and behaviour. This story can be purchased alongside six other storybooks as part of a set (ISBN: 9781138556478), as well as in a set alongside the guidebook Nurturing Emotional Resilience in Vulnerable Children and Young People and six other storybooks (9781138556454). The guidebook outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children and will be invaluable tools for anyone working to build emotional resilience with children and young people.

The Tale of Two Fishes is a therapeutic story about developing resilient thinking. A little girl feeds blue fishes with up-turned mouths and red fishes with down-turned mouths. The more she feeds the red fish, the bigger and more angry they become. The girl realises that if she feeds the blue fish and ignores the red, the blue fish will thrive. The story teaches children about the importance of balanced thinking and not dwelling too much on negative thoughts. This beautifully illustrated storybook will appeal to all children, and can be used by practitioners, educators and parents as a tool to discuss the importance of resilient thinking and the control we have over our own thoughts and behaviour. This story can be purchased alongside six other storybooks as part of a set (ISBN: 9781138556478), as well as in a set alongside the guidebook Nurturing Emotional Resilience in Vulnerable Children and Young People and six other storybooks (9781138556454). The guidebook outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children and will be invaluable tools for anyone working to build emotional resilience with children and young people.

Each recipe is divided into steps of preparation which is the method I'm trying to convey and a list of ingredients required during each step. I write each recipe for two servings because if you are as bad at math as I am, it is easier to turn a recipe for two into a recipe for eight than it is to turn a recipe for eight into a recipe for two. Also when you try out a recipe, you probably want a small audience so I have downsized the recipes for use by the home kitchen chef. Each recipe also contains "notes" for each step. These should be referred to before attempting the recipe. These notes give some reason behind the directions or act as "technical standpoints" or safety warnings. These notes can provide the reader with enlightenment about the recipe and the method. I also want to avoid being strict in recipes. The problem with most chefs' cookbooks is that they are too technical, too egocentric and too inflexible. Most recipes are tested in large restaurant kitchens, not in the home.

Nurturing Emotional Resilience in Vulnerable Children and Young People is a guidebook that provides a framework and practical strategies to support children’s emotional resilience at a whole-school and more targeted level. Underpinned by research into the concept of resilience, the book centers around the ‘Resiliency Rainbow Toolkit’; a ready-to-use theoretical model that draws upon a range of ideas and approaches that act as a resiliency building programme. This practical and interactive programme can be used by educators and counsellors alike and offers creative and engaging ideas for building emotional resilience in children. Each section of the toolkit provides learning objectives, facilitator notes, discussion questions and student activities and is designed to: support students in identifying their own resiliency levels and support network enable students to recognise and increase their existing strengths and values encourage students to examine their talents, interests, dreams and aspirations introduce strategies for boosting less strong areas such as supportive friendships teach students ways to cope with stress and difficult situations. The programme is a strengths-based psychological intervention that draws upon ideas and approaches from Attachment Theory, Educational Therapy, Solution-Focused Brief Therapy, Acceptance and Commitment Therapy, Cognitive Behavioural Therapy and Mindfulness. This guidebook can be used alongside seven fully illustrated storybooks that each focus on a different aspect of emotional resilience. It outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children, and discusses some of the key metaphors in the main story How Monsters Wish to Feel. The guidebook and storybooks will be invaluable tools for anyone working to build emotional resilience with children and young people. Storybooks that accompany this guide are: How Monsters Wish to Feel: A Story about Emotional Resilience (ISBN: 9781909301849) The Boat Star: A Story about Loss (ISBN: 9781138308824) The Boy Who Longed to Look at the Sun: A Story about Self-Care (ISBN: 9781138308923) The Day the Sky Fell In: A Story about Finding your Element (ISBN: 9781138308886) The Girl who Collected Her Own Echo: A Story about Friendship (ISBN: 9781138308893) The Hot and Bothered Air Balloon: A Story about Feeling Stressed (ISBN: 9781138309029) The Tale of Two Fishes: A Story about Resilient Thinking (ISBN: 9781138308848) The guidebook can be purchased in a set alongside the seven storybooks (ISBN: 9781138556454). The seven storybooks can also be purchased as a set (ISBN: 9781138556478).

While this volume is based on an earlier work, An Anatomy of Speech Notions (1976), the overall orientation of the present volume is distinctive enough to make it a new work. The former volume was essentially a half-way house to discourse. While including a chapter on discourse struc ture, it was not as a whole explicitly oriented towards con siderations of context. The present volume, however, strives to achieve a more consistently contextual approach to lan guage. A great deal of research and theorizing concerning discourse grammar or textlinguistics has characterized the past decade of linguistic studies. This recent work has, of course, influenced the present volume. In addition, my personal research in several areas has led to increased insistence on the indispensability of discourse studies. Crucial here was my direction of field workshops involving personnel of the Summer Institute of Linguistics, first in relation to languages of Colombia, Panama, and Ecuador (1974- 1975), and later in relation to languages of Mexico (1978). Of further relevance have been my own studies of narrative structure in Biblical Hebrew. Last but not least, is the stimulus and feedback which I have received from my graduate students (whose research is embodied in several theses and dissertations), especially Keith Beavon, Shin Ja Joo Huang, Larry Jones, Mildred Larson, Linda Lloyd, and Mike Walrod.