Karen Ferry is a specialist in education and brain science with over 30 years of teaching experience and a background in neuropsychotherapy.

Below are three books written and co-written by Karen.

Perfect for the classroom, school library, church, or even at home, these books can be purchased via the links provided.

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Benson The Boxer Storybook provides opportunities for children to process loss and move forward with their lives. Whether read on its own or used in conjunction with the Benson The Boxer Program for Loss and Grief, children who have suffered the pain of losing a relationship will find something here that speaks to them.

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This comprehensive program manual provides therapists, parents, and other caregivers with a neuroscience based framework for understanding the effects of loss on children at different developmental stages. Together with the Benson the Boxer storybook, this program is a psychoeducational tool, incorporating contemporary neuroscience research, written specifically for children who have suffered the pain of losing a caring and loving relationship. The first section of the manual provides a definition of loss and trauma, and explains the emotional and neurological effect of loss on children. It specifically looks at the development of memory systems and the behaviours adopted when the brain processes incoming sensory signals, particularly sensory signals that are frightening or painful. The second section provides the theoretical explanation for Benson the Boxer, the themes relevant in loss and grief therapy, as well as guidelines for using the story as a therapist, an educator, or a parent. At the end of the program manual, worksheets are provided for 'junior' children (ages 4-7) and "senior" children (ages 8-12+). Filled with colourful and fun activities, these resources will help children absorb the material and integrate the lessons into their lives.

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the teacher’s essential guide to the brain

By applying neuroscience and the principles of neuropsychotherapy to education, this book answers many of the questions that teachers ponder at one time or another during their career. Questions such as: Why do some students ease into school life and spontaneously build friendships the moment they walk through the school gates, while others are timid and anxious, preferring to slink off somewhere and withdraw? Why do some students retaliate and routinely become angry and aggressive when challenged, while others accept responsibility and move on to the next task? Why do some students always seem to get bullied, while others move through the school system encircled by friends, sleepovers and birthday parties? Why is it that some kids seem to always be in trouble and have a “permanent spot” in the time-out area, while others seem to have a natural tendency to study, apply themselves, cooperate and learn? Why did a particular behaviour management strategy work with one child but not with another one? Teachers usually known what works! They have seen children who are keen and excited, enthusiastic and exuberant about coming to school—and not just because they are going on school camp! Teachers have also been keenly aware and sometimes embarrassed about what did not work so well, but may not really known why. This book will provide teachers, and anyone involved in the field of education, with insights into the minds of student to become a more effective teachers, or administrators.