The following is a list of manuals and training materials related to the Stop Think Do Program

STOP THINK DO Social Skills Training: Primary years of schooling ages 8-12 (Petersen & Adderley, 2002). Features include Why train social skills and emotional intelligence in children? How to apply the program in classrooms, with special needs children, for peer mediators, as a whole school, and with parental involvement Social skills lessons for children aged 8-10 Social skills lessons for children aged 10-12 3 colorful traffic light training posters

STOP THINK DO Social Skills Training: Early years of schooling ages 4-8 (Petersen & Adderley, 2002). Features include Why train social skills and emotional intelligence in children? How to apply the program in classrooms, with special needs children, as a whole school, and with parental involvement Social skills lessons for children aged 4-6 Social skills lessons for children aged 6-8 3 colorful traffic light training posters

STOP THINK DO Social Skills Training: Supplement for middle years of schooling ages 12-15 (Petersen & Lewis, 2004). Features include Social Skills Sessions for young adolescents Teaching specific topics in mainstream curricula How to apply the program with special needs students, with parent collaboration, for peer mediation/mentoring, and to manage student behaviour

Social Savvy: Helping your child fit in (Petersen, 2002). Features include Teaching parents how to use the STOP THINK DO behaviour management method Teaching parents how to train their children's social skills Also useful for teachers to learn for use in the classroom and schoolyard

STOP and THINK Friendship DVD Package (Petersen & LeMessurier, 2006). Features include. A humorous, impactful DVD presentation of common social problems Systematic training in the STOP THINK DO steps for solving these problems Related exercises in a Workbook accompanying the DVD A visual resource to supplement the detailed programs in the training manuals

STOP and THINK Learning: A teacher's guide to motivating children to learn including those with special needs (Petersen, 1995). Features include An extension of STOP THINK DO method to develop academic as well as social skills A Cooperative group learning model for the classroom Individual learning plans for motivating any child, including the child with dyslexia, attention deficit disorder, 'difficult' personality, asperger syndrome (autism spectrum), the gifted underachiever or the slow learner.