Table 1 Book Descriptions and Classroom... | Emerald Publishing

Table 1

Book Descriptions and Classroom Implementation

Book	Content	When to Use	Implementation	Examples of Student Responses
Calm Down Time (Verdick, 2010)	Explores several strategies children can use when they are feeling sad, angry, or are unable to express their emotions. Recommended strategies include taking a break from the situation to calm down, deep breathing, and asking for help from others.	When teachers notice children becoming frustrated in the classroom.	Teachers can prompt children to use one of the self-calming strategies described in the book.	Kindergarten students were able to provide a variety of examples of things they could do to calm themselves down, including: “tell the teacher you’re upset,” “say nice things,” and “get some peace and quiet.”
The Energy Bus (Gordon & Scott, 2012)	Provides students with strategies for focusing on positive situations in their lives. Students learn slogans that help them develop positive attitudes and deal with a variety of challenging circumstances and people. The central message is that children should share their positive energy and be kind to others.	When teachers notice children struggling with a challenge.	Teachers can prompt students to adopt a more positive mindset toward themselves and others.	Third grade students emphasized the importance of not being a bully and demonstrated an understanding that, “if you don’t treat people nice, they won’t treat you nice,” and you should “never let anyone bring you down.”
How Full is Your Bucket? (Rath & Reckmeyer, 2009)	Outlines the importance of treating others in a positive manner and helps children understand ways in which they can demonstrate care toward others. The underlying theme is that people must have positive emotional energy within themselves in order to exhibit acts of kindness towards others.	When teachers observe students expressing negative emotions and acting inconsiderately towards others.	Teachers can encourage students to demonstrate thoughtful actions toward others and pay attention to their own state of mind.	Kindergarten student stated that after she was mean to someone, she felt “ashamed and ungrateful,” indicating that she was developing appropriate emotions in response to her own negative behaviors.
The Invisible Boy (Ludwig & Barton, 2013)	Explores how children feel when they are not included by others. Children see the transformation the main character experiences as he forms friendships with peers, and they learn the importance of developing relationships outside of their immediate group of friends.	When certain students are not included in group activities.	When engaged in group activities, teachers can prompt students to include children who are not part of their social circle.	First grade students were able to empathize with main character who was being ignored. They said they would be sad if they were him and expressed negative sentiments about the classmates who were ignoring him.
Stand in My Shoes (Sornson, 2013)	Teaches children about empathy by describing the value of paying attention to other people’s feelings and expressing concern for their emotions. The book also emphasizes the importance of standing up for children who are being treated unfairly.	When students are acting inconsiderately or appear oblivious to the feelings of others.	Teacher can encourage students to be attentive to how other people are feeling and to respond appropriately by saying or doing something considerate for them.	First grade students were able to give examples of questions they would ask to see how others were feeling and identified several people, such as parents, teachers, and friends, that they could ask.
Zach Apologizes (Mulcahy & McKee, 2012)	Outlines a four-square apology model, which involves children identifying what they did that hurt someone, how they think that person felt, what they could do differently next time, and how they might make it up to the person.	When students fail to reconcile after a conflict.	Students can complete the four-square apology model and identify appropriate reconciliation behaviors.	Kindergarten student who displayed frequent anti-social behaviors was involved in a conflict with another student. Even though she claimed her aggressive behavior was an accident, she apologized to the victim, which she had previously been unwilling to do when engaged in conflicts.
Zach Gets Frustrated (Mulcahy & McKee, 2012)	Provides children with suggestions for positive reframing to help them employ an optimistic outlook when faced with negative situations. Children are encouraged to develop a mindset that helps them move beyond perceiving themselves as victims.	When teachers notice children focusing on experiences that affect them in a negative way.	Teachers can encourage students to consider alternative ways of viewing the situation.	First grade students were able to identify situations in which they got frustrated, such as during math class, when students wouldn’t share with them, and when siblings were mean to them. They were also able to describe strategies they could use to calm themselves down in negative situations, such as taking deep breaths.

Book	Content	When to Use	Implementation	Examples of Student Responses
Calm Down Time (Verdick, 2010)	Explores several strategies children can use when they are feeling sad, angry, or are unable to express their emotions. Recommended strategies include taking a break from the situation to calm down, deep breathing, and asking for help from others.	When teachers notice children becoming frustrated in the classroom.	Teachers can prompt children to use one of the self-calming strategies described in the book.	Kindergarten students were able to provide a variety of examples of things they could do to calm themselves down, including: “tell the teacher you’re upset,” “say nice things,” and “get some peace and quiet.”
The Energy Bus (Gordon & Scott, 2012)	Provides students with strategies for focusing on positive situations in their lives. Students learn slogans that help them develop positive attitudes and deal with a variety of challenging circumstances and people. The central message is that children should share their positive energy and be kind to others.	When teachers notice children struggling with a challenge.	Teachers can prompt students to adopt a more positive mindset toward themselves and others.	Third grade students emphasized the importance of not being a bully and demonstrated an understanding that, “if you don’t treat people nice, they won’t treat you nice,” and you should “never let anyone bring you down.”
How Full is Your Bucket? (Rath & Reckmeyer, 2009)	Outlines the importance of treating others in a positive manner and helps children understand ways in which they can demonstrate care toward others. The underlying theme is that people must have positive emotional energy within themselves in order to exhibit acts of kindness towards others.	When teachers observe students expressing negative emotions and acting inconsiderately towards others.	Teachers can encourage students to demonstrate thoughtful actions toward others and pay attention to their own state of mind.	Kindergarten student stated that after she was mean to someone, she felt “ashamed and ungrateful,” indicating that she was developing appropriate emotions in response to her own negative behaviors.
The Invisible Boy (Ludwig & Barton, 2013)	Explores how children feel when they are not included by others. Children see the transformation the main character experiences as he forms friendships with peers, and they learn the importance of developing relationships outside of their immediate group of friends.	When certain students are not included in group activities.	When engaged in group activities, teachers can prompt students to include children who are not part of their social circle.	First grade students were able to empathize with main character who was being ignored. They said they would be sad if they were him and expressed negative sentiments about the classmates who were ignoring him.
Stand in My Shoes (Sornson, 2013)	Teaches children about empathy by describing the value of paying attention to other people’s feelings and expressing concern for their emotions. The book also emphasizes the importance of standing up for children who are being treated unfairly.	When students are acting inconsiderately or appear oblivious to the feelings of others.	Teacher can encourage students to be attentive to how other people are feeling and to respond appropriately by saying or doing something considerate for them.	First grade students were able to give examples of questions they would ask to see how others were feeling and identified several people, such as parents, teachers, and friends, that they could ask.
Zach Apologizes (Mulcahy & McKee, 2012)	Outlines a four-square apology model, which involves children identifying what they did that hurt someone, how they think that person felt, what they could do differently next time, and how they might make it up to the person.	When students fail to reconcile after a conflict.	Students can complete the four-square apology model and identify appropriate reconciliation behaviors.	Kindergarten student who displayed frequent anti-social behaviors was involved in a conflict with another student. Even though she claimed her aggressive behavior was an accident, she apologized to the victim, which she had previously been unwilling to do when engaged in conflicts.
Zach Gets Frustrated (Mulcahy & McKee, 2012)	Provides children with suggestions for positive reframing to help them employ an optimistic outlook when faced with negative situations. Children are encouraged to develop a mindset that helps them move beyond perceiving themselves as victims.	When teachers notice children focusing on experiences that affect them in a negative way.	Teachers can encourage students to consider alternative ways of viewing the situation.	First grade students were able to identify situations in which they got frustrated, such as during math class, when students wouldn’t share with them, and when siblings were mean to them. They were also able to describe strategies they could use to calm themselves down in negative situations, such as taking deep breaths.