Joy Berry | |
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 Author Joy Berry | |
| Born | April 15, 1944 |
| Occupation | Author, educator,parenting expert and character development specialist |
| Genres | Children's literature, child development, moral character development |
| Website | |
| joyberryenterprises | |
Joy Berry (born April 15, 1944) is an American writer and child development specialist.
Berry has written over 250 self-help books for kids that have sold over 85 million copies, and is known in the juvenile publishing and media industries as the "Inventor of Self-Help Books for Kids".[ citation needed ]
According to Berry, “I began writing self-help books for kids in order to fill a void in both educational institutions as well as the marketplace. My goal was to provide step-by-step, easy to understand information that could help kids become responsible for themselves, responsible in their relationship with others, and responsible in the way in which they relate to their environment.”
In 2004, Amnesty International and the United Nations recruited Berry to translate the Convention on the Rights of the Child into a self-help book for kids with related educational materials called Mine and Yours. Soon after, the American Red Cross recruited Berry to write two self-help books for kids with related educational materials that addressed the subjects of Human Dignity as put forth in International Humanitarian Law and Peaceful Conflict Resolution as put forth in the Geneva Conventions.
In 2013, the materials developed for Amnesty International, the United Nations, and the American Red Cross were updated and incorporated into a single edutainment program called Kids for Global Peace. The program features animated characters called The Junkroom Band and includes an interactive website, 36 two-minute music and dance television interstitials (that combine live action with animation), three electronic comic books, and three teachers guides that teach kids about human rights, human dignity, and peaceful conflict resolution.
The Lean Mean Machines: A Story about Handling Feelings
The Letter on Light Blue Stationery: A Story about Self-Esteem
What Happened to A.J.?: A Story about Human Rights
A Fair Weather Friend: A Story about Friendship
A High Price to Pay: A Story about Managing Money
Casey's Revenge: A Story about Fighting Between Brothers and Sisters
The Battle at the McGoverns': A Story about Family Arguments
The Saturday Night Stalker: A Story about Nightmares
The Unforgettable Pen Pal: A Story about Prejudice and Discrimination
The Joy Berry Classics collection of books is divided into seven series which are designed to address childhood issues at every age.
All books feature free downloads, which include (but are not limited to): Tips for Parents, Read Along Soundtracks, and Original Music.
These teach the first steps toward responsibility to children up to three years old.
Very young children often develop irresponsible behavior when they are not encouraged to assume responsibility for their actions and reactions. Parents often foster irresponsible behavior by perceiving children as helpless and incapable of assuming responsibility for their lives.
The purpose of the TMA books is to help parents begin the process of shifting the responsibility for a child's behavior from the parent to the child. These books accomplish this by helping children understand and handle appropriately the people and experiences that they encounter in their everyday lives.
(Books in the TMA series include: Mealtime, Bathtime, Getting Dressed, Bedtime, Travel, Potty Training, Illness, Danger, Boredom, Feelings, Crying, Security Objects, Mommies & Daddies, Brothers & Sisters, Grandparents, Relatives, Different Families, Pets, Friends, The Babysitter, The Doctor, The Dentist, Looking, Listening, Tasting, Smelling, Touching, My Body, Pretending, Day Care, School).
These suggest handling emotions in positive ways to children three to five.
Raw emotions as well as emotionally charged situations are the source of a child's first inner conflicts and discomfort. This inner turmoil can manifest in unacceptable behavior that can be troublesome to parents as well as children.
The purpose of the LTA books is to educate young children regarding their emotions as well as the emotionally charged situations they encounter so that they can understand and handle these emotions and situations in positive instead of negative ways.
(Books is the LTA series include: Disobeying, Feeling Afraid, Feeling Worried, Feeling Frustrated, Feeling Defeated, Feeling Guilty, Feeling Sad, Feeling Lonely, Feeling Angry, Feeling Embarrassed, Feeling Inferior, Feeling Jealous, Feeling Disappointed, Feeling Cheated, Feeling Rejected, Being Away, Being Shy, New Situations, Getting Hurt, Getting Lost, Being Afraid to Fail, Being Patient, Being Good, Needing Attention, Saying “No,” Accepting “No,” Being Cooperative, Being Fair, Playing with Others, Being Helpful, Making Others Angry).
These help replace misbehavior with good behavior in children five to seven.
The normal egocentricity of young children often leads to misbehavior that evokes unwanted responses from others. These unwanted responses can lead to a destructive cycle of negative action and reaction.
The purpose of the HMBG books is to help break the cycle of negative action and reaction. This is accomplished by each book defining a misbehavior; explaining the cause of the misbehavior; discussing the negative effects of the misbehavior; and offering suggestions for replacing the misbehavior with acceptable behavior.
(Books in the HMBG series include: Being Lazy, Being Forgetful, Being Careless, Being Messy, Being Wasteful, Overdoing It, Showing Off, Being a Bad Sport, Being Selfish, Being Greedy, Breaking Promises, Disobeying, Interrupting, Whining, Complaining, Throwing Tantrums, Teasing, Tattling, Gossiping, Being Rude, Snooping, Lying, Cheating, Stealing, Being Bullied, Being Bossy, Being Destructive, Fighting, Being Mean).
Seven to nine-year-olds learn to live.
Children are often ill-equipped to assume responsibility. Failure to function responsibly can result in a lack of meaning and productivity that can lead to dissatisfaction and regret.
The purpose of the LS books is to teach children the information and skills they need to live intelligent, responsible lives. This is accomplished by teaching children the personal skills they need to take care of themselves, the social skills they need to develop and maintain positive relationships, and the coping skills they need to relate to things in positive rather than negative ways.
(Books is the LS series include: Self Esteem, Human Sexuality, Health & Nutrition, Emotions, Rights & Responsibilities, Prejudice & Discrimination, Thinking & Learning, Decisions & Problems, Personal Goals, Manners, Communication, Disagreements, Friendships, Parent/Child Relationships, Sibling Relationships, Family Rules & Responsibilities, Family Arguments, Nightmares, Illness, Danger, Trauma, Time Management, Money Management, Consumerism, Family Law, School Law, Community Law, The Juvenile Justice System).
Children nine to eleven years of age should strive to survive.
Some children are often not prepared to fulfill the expectations society has of them, resulting in failure, frustration and disappointment for themselves and others.
The purpose of the SS books is to provide the information and skills that let children follow through with expectations, like cleaning their rooms, getting good grades, caring for their pets, and choosing the right peer groups.
(Books is the SS series include: Good Grooming, Getting Dressed, Good Posture, Sleep and Rest, Cooking for Yourself, Being Prepared, Being Careful, Handling Emergencies, Table Etiquette, Telephone Etiquette, Writing Etiquette, Public Etiquette, Entertaining, Visiting, Peer Groups, Rules and Regulations, Boredom, Using Television, Using the Computer, Using the Internet, Playing Electronic Games, Homework & Schoolwork, Good Grades, Cleaning Your Room, Caring For Your Clothes, Doing Yard Work, Caring For Your Pet, Babysitting, Conservation, Earning an Allowance, Family Finances).
Self-actualization begins at eleven.
Preadolescent misbehavior is often a direct result of low self-esteem, lack of purpose or direction, pressure to succeed, traumatic experiences, unresolved problems, and/or boredom. Peer pressure is often the catalyst that turns these factors into misbehavior.
Dealing with preadolescent misbehavior via the shape-up-or-ship-out approach can be ineffectual because it deals with the symptoms rather than the problems. In order to make a substantial impact on preadolescent misbehavior it is imperative to resolve the issues that cause it.
The purpose of the WS books is to help young people overcome obstacles that prevent genuine happiness and success, get in control of their lives, and excel in every way possible.
(Books in the WS series include: You Can Overcome Fear, You Can Overcome Stress, You Can Handle Criticism & Rejection, You Can Handle Rude People, You Can Handle Tough Situations, You Can Get Rid of Bad Habits, You Can Be Smart, You Can Be Creative, You Can Be Assertive, You Can Be In Control, You Can Get Organized, You Can Achieve Goals, You Can Be Beautiful, You Can Be Liked, You Can Be Happy, You Can Be a Star, You Can Be a Winner, You Can Have a Great Future).
Addressing challenging subjects for children of all ages
All children encounter, either directly or indirectly, difficult subjects and situations that can, if not handled properly, have a negative. Many adults are not equipped to help children handle appropriately the difficulties they experience.
The purpose of the GATQ books is to provide honest, unbiased answers to hard questions that can help children as well as adults turn negative experiences into positive ones. The books can also help parents, teachers, and counselors initiate therapeutic dialogues and provide insights that can lead to healing and growth.
(Books in the GATQ series include: Dependence and Separation, First Time Experiences, Separation, Pregnancy and Birth, Adoption, Divorce, Stepfamilies, Moving, Eating Disorders, Substance Abuse, Physical Disabilities, Blindness, Deafness, Learning Disabilities, Mental Illness, Serious Illness, Abuse and Neglect, Sexual Abuse, Kidnapping, Trauma, Disasters, War, Loss, Death).
In addition to the Joy Berry Classics, Joy has also written the following books:
Mine and Yours (Human Rights for Kids)
So What's Wrong With Playing Video Games?
ACTIVITY BOOKS
PARENTING BOOKS
In 1986, Berry also published the book Looking, a children's book about vision. [1]
Indigo children, according to a pseudoscientific New Age concept, are children who are believed to possess special, unusual, and sometimes supernatural traits or abilities. The idea is based on concepts developed in the 1970s by Nancy Ann Tappe, who wrote that she had been noticing indigo children beginning in the late 1960s. Her ideas were further developed by Lee Carroll and Jan Tober. The concept of indigo children gained popular interest with the publication of a series of books in the late 1990s and the release of several films in the following decade. A variety of books, conferences, and related materials have been created surrounding belief in the idea of indigo children and their nature and abilities. The interpretations of these beliefs range from their being the next stage in human evolution to the belief that they are more empathetic and creative than their peers.
Parenting or child rearing promotes and supports the physical, cognitive, social, emotional, and educational development from infancy to adulthood. Parenting refers to the intricacies of raising a child and not exclusively for a biological relationship.
In psychology, temperament broadly refers to consistent individual differences in behavior that are biologically based and are relatively independent of learning, system of values and attitudes.
Shame is an unpleasant self-conscious emotion often associated with negative self-evaluation; motivation to quit; and feelings of pain, exposure, distrust, powerlessness, and worthlessness.
Preadolescence is a stage of human development following middle childhood and preceding adolescence. It commonly ends with the beginning of puberty. Preadolescence is commonly defined as ages 9–12 ending with the major onset of puberty. It may also be defined as simply the 2-year period before the major onset of puberty. Preadolescence can bring its own challenges and anxieties.
Discipline is the self-control that is gained by requiring that rules or orders be obeyed, and the ability to keep working at something that is difficult. Disciplinarians believe that such self-control is of the utmost importance and enforce a set of rules that aim to develop such behavior. Such enforcement is sometimes based on punishment, although there is a clear difference between the two. One way to convey such differences is through the root meaning of each word: discipline means “to teach”, while punishment means “to correct or cause pain”. While punishment might extinguish unwanted behavior in the moment, it is rarely effective long-term, while discipline usually is.
Child discipline is the methods used to prevent future unwanted behaviour in children. The word discipline is defined as imparting knowledge and skill, in other words, to teach. In its most general sense, discipline refers to systematic instruction given to a disciple. To discipline means to instruct a person to follow a particular code of conduct.
A dysfunctional family is a family in which conflict, misbehavior and often child neglect or abuse on the part of individual parents occur continuously and regularly. Children that grow up in such families may think such a situation is normal. Dysfunctional families are primarily a result of two adults, one typically overtly abusive and the other codependent, and may also be affected by substance abuse or other forms of addiction, or sometimes by an untreated mental illness. Parents having grown up in a dysfunctional family may over-correct or emulate their own parents. In some cases, the dominant parent will abuse or neglect their children and the other parent will not object, misleading a child to assume blame.
Psychological resilience is the ability to cope mentally and emotionally with a crisis, or to return to pre-crisis status quickly.
Child development stages are the theoretical milestones of child development, some of which are asserted in nativist theories. This article discusses the most widely accepted developmental stages in children. There exists a wide variation in terms of what is considered "normal", caused by variations in genetic, cognitive, physical, family, cultural, nutritional, educational, and environmental factors. Many children reach some or most of these milestones at different times from the norm.
A parenting style is a pattern of behaviors, attitudes, and approaches that a parent uses when interacting with and raising their child. The study of parenting styles is based on the idea that parents differ in their patterns of parenting and that these patterns can have a significant impact on their children's development and well-being. Parenting styles are distinct from specific parenting practices, since they represent broader patterns of practices and attitudes that create an emotional climate for the child. Parenting styles also encompass the ways in which parents respond to and make demands on their children.
Cognitive therapy (CT) is a type of psychotherapy developed by American psychiatrist Aaron T. Beck. CT is one therapeutic approach within the larger group of cognitive behavioral therapies (CBT) and was first expounded by Beck in the 1960s. Cognitive therapy is based on the cognitive model, which states that thoughts, feelings and behavior are all connected, and that individuals can move toward overcoming difficulties and meeting their goals by identifying and changing unhelpful or inaccurate thinking, problematic behavior, and distressing emotional responses. This involves the individual working with the therapist to develop skills for testing and changing beliefs, identifying distorted thinking, relating to others in different ways, and changing behaviors. A cognitive case conceptualization is developed by the cognitive therapist as a guide to understand the individual's internal reality, select appropriate interventions and identify areas of distress.
Positive discipline (PD) is a discipline model used by some schools and in parenting that focuses on the positive points of behavior. It is based on the idea that there are no bad children, just good and bad behaviors. Practitioners of positive discipline believe that good behavior can be taught and reinforced while weaning bad behaviors without hurting the child verbally or physically. People engaging in positive discipline believe that they are not ignoring problems but dealing with the problem differently by helping the child learn how to handle situations more appropriately while remaining kind to the children themselves.
Display rules are a social group or culture's informal norms that distinguish how one should express oneself. They function as a way to maintain the social order of a given culture, creating an expected standard of behaviour to guide people in their interactions. Display rules can help to decrease situational ambiguity, help individuals to be accepted by their social groups, and can help groups to increase their group efficacy. They can be described as culturally prescribed rules that people learn early on in their lives by interactions and socializations with other people. Members of a social group learn these cultural standards at a young age which determine when one would express certain emotions, where and to what extent.
In interpersonal communication, an I-message or I-statement is an assertion about the feelings, beliefs, values, etc. of the person speaking, generally expressed as a sentence beginning with the word I, and is contrasted with a "you-message" or "you-statement", which often begins with the word you and focuses on the person spoken to. Thomas Gordon coined the term "I message" in the 1960s while doing play therapy with children. He added the concept to his book for parents, P.E.T.: Parent Effectiveness Training (1970). Not every message that begins with the word I is an I-message; some are statements about the speaker's perceptions, observations, assumptions, or criticisms.
Emotions in the workplace play a large role in how an entire organization communicates within itself and to the outside world. "Events at work have real emotional impact on participants. The consequences of emotional states in the workplace, both behaviors and attitudes, have substantial significance for individuals, groups, and society". "Positive emotions in the workplace help employees obtain favorable outcomes including achievement, job enrichment and higher quality social context". "Negative emotions, such as fear, anger, stress, hostility, sadness, and guilt, however increase the predictability of workplace deviance,", and how the outside world views the organization.
In psychology, manipulation is defined as an action designed to influence or control another person, usually in an underhanded or unfair manner which facilitates one's personal aims. Methods someone may use to manipulate another person may include seduction, suggestion, coercion, and blackmail to induce submission. Manipulation is generally considered a dishonest form of social influence as it is used at the expense of others.
Moral development focuses on the emergence, change, and understanding of morality from infancy through adulthood. The theory states that morality develops across the lifespan in a variety of ways. Morality is influenced by an individual's experiences, behavior, and when they are faced with moral issues through different periods of physical and cognitive development. Morality concerns an individual's reforming sense of what is right and wrong; it is for this reason that young children have different moral judgment and character than that of a grown adult. Morality in itself is often a synonym for "rightness" or "goodness." It also refers to a specific code of conduct that is derived from one's culture, religion, or personal philosophy that guides one's actions, behaviors, and thoughts.
Bullying is abusive social interaction between peers and can include aggression, harassment, and violence. Bullying is typically repetitive and enacted by those who are in a position of power over the victim. A growing body of research illustrates a significant relationship between bullying and emotional intelligence.
Kids Can Say No!, stylized as Kids Can Say No, is a 1985 British short educational film produced and directed by Jessica Skippon and written by Anita Bennett. It is intended to teach children between ages five and eight how to avoid situations where they might be sexually abused, how to escape such situations, and how to get help if they are abused. In the film, Australian celebrity Rolf Harris is in a park with a group of four children and tells them about proper and improper physical intimacy, which he calls "yes" and "no" feelings. The film has four role-playing scenes in which children encounter paedophiles, with Harris and the children discussing each scene.
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