Max’s stories are in their first series and the idea behind these books is that they encourage emotional awareness in children, while developing an emotional vocabulary. A wide emotional vocabulary allows children to pinpoint differences between the emotions and, therefore, accurately describe what they’re feeling and then investigate why more accurately.
Why Emotions are There

All Emotions have Purpose

Following the six steps, the book then goes on to explain about the emotion in question. It talks about why this feeling is important and gives suggestions on ways to deal with this emotion when it is present, as some emotions need more interventions than others. This part of the book is also used to remind the reader of the importance of their internal language, and to, where possible, change the language if negative.The conclusion of the book always reminds the reader to continue to use Max’s exercises.  These are the ones contained in his paws, as these are the foundations for all of the teachings that are contained in these books.​
Emotional Talk

It's Important to Talk

​The idea that children can speak clearly and confidently about their emotions to another person is invaluable and, ultimately, will stand to them in later life as they grow and develop relationships and families of their own. In these circumstances, both as children and later as adults, they will be able to communicate about their internal state of mind and their experience of the world and people around them. The ability to communicate about emotions effectively is one of the most important aspects of maintaining good mental health throughout life.
Everyday Scenarios 

Relatable Stories

​The books incorporate the best and most accessible ideas from popular psychology as spoken about previously, but also, show their readers how to use these techniques in everyday scenarios. ​The books are based on real life children’s experiences, as nobody knows, or can assume, a child’s world experience, better than a child. Max is a child centred product with the focus and onus being on the child and what they, as the primary user, would find relatable.​The books try to tackle the many aspects of the child's experience, from life and death, to love, loss, worry, vulnerability, differences and bullying. They try to reflect the child’s experience in the most accurate way possible.
How We Learn

Once Upon A Time...

​We, as human beings, learn from story telling. Since the beginning of time, we learned, applied and shared information through stories. It’s been shown that, hearing “Once upon a time…”, our brain immediately knows to pay attention, as information, which will ultimately lead to our survival, is coming. While Max does not use that specific phrase, his stories have a clear structure which carries through all the story books and will be explained later.
Rhyme Time

The Importance of Rhyme

​Rhyme in books is incredibly important. Max’s books are written in various rhyming styles, as getting the message across in perfect rhyme would be nearly impossible. Rhyming is important for language development in children, as it encourages them to discover the rhythm of language and to read with expression. It teaches them how language works and the sounds associated with words, both internally and the word as a whole. Prediction is also developed through rhyme; this is very important in language and vocabulary progression. They learn to anticipate the word that comes next and, in turn, their vocabulary and pronunciation grows too. Children who read more rhyming books are often better at writing and spelling. Most importantly, rhyming books encourage fun and imagination, as the brain responds to the melodies of a rhyming book, because brains love rhyme! Children, in turn, create fantastic mental pictures and this encourages learning and memory, so that Max’s messages are easier to recall and apply to everyday life.
Pushing Langauge 

Developing Vocabulary

Children don’t learn by being spoken down to; they are small adults with developing brains. The language in the books can be stretched due to its rhyming nature and new language can be introduced. The language is aimed to encourage conversation and exploration. Introducing new language and expanding vocabulary is something both parent and child can enjoy exploring together. Many adults, looking back on developing years, remember the joy and excitement of learning and applying new words. Encouraging that joy and excitement is an aim of the Max Mindpower series.

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Imperfectly Perfect Rhymes

Slant Rhyme

Max's books are written using slant rhyme, slant rhyme is common to poetry and also common to much of modern song writing. Slant rhyme differs from standard perfect rhyme.  Using slant and imperfect rhyme, which is not everyones taste, allows the stories to be longer and allows the message to not be destroyed in order to keep the beats per sentence or the same sound at the end of each word.  We like it that way and we hope you do to.
Big IQ

​Big Words

Studies have shown that the language children are exposed to has a direct impact on their IQ and academic and career performance later in life. In fact, it has been shown that children are exposed to nearly 32 million less words then we  were as children. It's not just the length of the word that is important but also the complexity of the words that are used. Children love language and love using new words and we shouldn't be afraid to expose them to language that they may not understand, because they will once they learn it.  Max uses interesting and new words that will excite the vocabulary of any young mind, so don't be surprised if your vocabulary skills get tested.
Emotional Characters

Emotions

The emotions or feelings as they are also called start at 8 for children under 6, with just the primary emotions: Anger, Fear, Trust, Disgust, Happiness, Sadness, Surprise and Anticipation. For children over 6 years old, the catalogue expands to 30 feelings or emotions, these now include secondary emotions and some of the primary emotions’ more common emotional extremes. These include the previous 8 and then extend to: Admiration, Anxiety, Boredom, Contempt, Contentment, Disappointment, Envy, Frustration, Grief, Guilt, Love, Pride, Shame, Worry, Compassion, Insecurity, Rejection, Curiosity, Embarrassment, Despair, Loneliness and, finally and importantly, Pain.
Emotional Interaction

Primary and Secondary Emotions

​The books were written to try to depict the interaction between the primary emotions and how they, in turn, produce secondary emotions and how some emotions have their extremes. In the first series of books, the emotions are introduced. However, as further series come out, you will see the various scenarios the same emotion can arise in and many aspects there are to each emotion. For example, in relation to Trust, you will see how you can learn to trust yourself and other people.
Always Back to the Bear

Repetition of Use 

Each book contains a different story with a different situation introducing new emotional concepts and themes. The books will aim to relate back to the use of the bear, to encourage repetition of use in the hope of increasing children's awareness of brain functionality, emotional awareness, empathetic skills and correct development. They also show children, through a range of different situations, how to interact with the world and people around them.
Emotional Recognition

The Emotions of Others

The books are illustrated to depict the emotions in action on the characters’ faces; this is to encourage the reader to be able to recognise the emotions on the faces of others.
Format of the Stories

Same Formula

The books have a format that is consistent throughout the series; this involves the books going through a series of stages. Firstly, the story opens and the emotion or feeling is introduced. 
In senior stories, the emotion is not named until the second stage; this is to encourage thought and investigation in children, as they will recognise commonalities in their own experience, and may ask themselves: “what would I have felt in that situation?” In senior stories the question is asked:  “What do you think the character would have felt?” This is to encourage perspective taking, as the child has to try to deduce what the character would have felt by placing themselves in their position. As stated, compassion and empathy are excellent skills to develop in children at this age. In junior books, the emotion is generally in the background of the pictures, as the stories are simplified.
Addressing Emotions

The Six Steps

The following stage is the same in both books: the six steps. These were developed from the 6 step process for dealing with emotions, with adaptions. These steps are explained on their separate page. In the senior book, there are subtle helpful suggestions on ways to think when working through these steps. However, it is an important to note that the six steps are personal to each user and therefore the suggestions in the books for senior children are just that - only suggestions. There is no right or wrong when working with mindfulness.