Age groups: children Books

Book SynopsisNationally and internationally, we are being driven to reflect on how to respond to a changing world. Globally, the UN has presented its Sustainable Development Goals that include a commitment to the importance of learning (Goal 4). Considering what this means for the way we think about learning and how we see ourselves as learners, Learning Allowed builds a foundation for strengthening learner ‘connectivity’ whoever and wherever we are. Through an analysis of the existing discourses that have framed our approaches to education, Learning Allowed highlights a system that has lost touch with the individual and a desire to maximise learner potential, with implications for any lifelong motivations and ambitions for learning. In response to the myriad of technological, social, environmental and health changes, Learning Allowed presents a case for investing explicitly in a learner’s sense of value, voice and vision in the context of a lifelong learning journey. Drawing on thinking from Childhood Studies and looking at its broader application in light of research from education studies, Frankel and Whalley focus on learner voice and participation, raising awareness about what learning is and how this is connected with emotional wellbeing, and the processes of learning. Learning Allowed acts as a catalyst to schools, homes and spaces beyond to reconsider notions of learning and the learner and look to re-present them.Table of ContentsForeword; Hugh Greenway Chapter 1. We need to talk about...allowing learning! Chapter 2. An approach - to allowing learning The Connected Learner in Theory Chapter 3. Who is a learner? Chapter 4. What is learning for? Chapter 5. How we can allow learning: Impact of self and ‘other’ on our learning identities The Connected Learning in Practice Introducing the Connected Learner in Practice Chapter 6. Power up your thinking Chapter 7. ‘L’ - nurture a ‘Learn to be’ culture Chapter 8. U Unify your language Chapter 9. Grow meaningful opportunities Chapter 10. INspire lead learners Chapter 11. The Individual as a Connected Learner Chapter 12. Enduring connections - learning allowed

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Book SynopsisAlmost a third of the 4 billion people living in urban areas today are children, according to the United Nations. By 2050, 70 percent of the world’s children will live in cities. Yet how has recent sociological work engaged with children and youth living in cities around the world? What does a focus on children and youth in an urban context mean for researchers working within a variety of sociological frameworks? How have children’s and youth’s experiences shaped and been shaped by the diverse urban scapes and contexts in which they live? Sociological Research and Urban Children and Youth brings together cutting-edge work that addresses children’s and youth’s urban living experiences as well as the social, political, and ecological realities that accompany this. Featuring contributions from Australia, Canada, the U.K., and the United States, the chapters critically engage with core analytical and conceptual issues ranging from relationality to citizenship and belonging, to power, structure, and agency. Recognizing the potential research with and about young people can have in decision making on multiple levels of policy and service provision, Sociological Research and Urban Children and Youth provides a key foundation for considering the influence of urban environments on young people, and vice versa.Table of ContentsChildren, Youth, and the City; Rachel Berman, Patrizia Albanese, and Xiaobei Chen Section I. Social Construction and Relationality - Children’s & Youth’s Relationships to/with Urban Contexts Chapter 1. School Gardens and the Urban Child; Angela Oulton and Susan Jagger Chapter 2. Use of Digital Spaces for Cosplay by Autistic Youth for Social Interaction, In Lieu of Material Spaces within Urban Contexts; Alice Leyman Chapter 3. The Digital Mediation of Everyday Lives in the City: Young People Negotiating Troubled Transitions during Covid-19; Lucas Walsh, Cathy Waite, Beatriz Gallo Cordoba, and Masha Mikola Section II. Citizenship, Space, and Belonging Chapter 4. Inclusion in the Non-Inclusive Community: Exploring Children’s Exclusion from the Urban Planning Process in Iran; Bahar Manouchehri, Edgar A. Burns, Ayyoob Sharifi, and Sina Davoudi Chapter 5. Spaces for Play: Intergenerational Community Development of an Urban Park in the East Midlands of England; Linda Jane Shaw Chapter 6. Race, Educational Streaming, and Identity Formation amongst Stem-Bound Asian Canadian Youth; Alex Bing Section III. Power, Structure and Agency Chapter 7. Students Fight Back against School Censorship; Christine Emeran Chapter 8. Cycles and Spaces of Child Poverty in Ontario; Sydney Chapados Chapter 9. Benefits of the Child Friendly Cities Initiative; Pamela Wridt, Danielle Goldberg, Yvonne Vissing, Kristi Rudelius-Palmer, Maddy Wegner, and Adrianna Zhang

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Book SynopsisIn a time of ongoing global instability and the emergence of new fault lines of social inequality generated by the COVID-19 pandemic, the rights of children and young people have been thrown into sharp relief. From uncertain futures arising from the climate crisis to concerns about regressive and reactionary politics to widespread experiences of harassment, abuse and violence, young people and their advocates are mobilising for social change and making their voices heard. Across a variety of topics that engage diverse theoretical perspectives and methodological approaches, Childhood, Youth and Activism: Demands for Rights and Justice from Young People and their Advocates offers a rich exploration of the dynamics between children, youth, activism, and advocacy. The chapters investigate the forms of agency expressed by young people themselves, the hope embodied in social movements, and the centrality of activism and advocacy for creating more hopeful and just futures. Considering the meanings of activism by and for children and young people in the twenty-first century, this edited collection is a valuable resource for scholars, educators and practitioners interested in the intersections of childhood and youth studies, activism and movements for social change.Table of ContentsChapter 1. Activism, Rights and Hope: Young People and Their Advocates Mobilising for Social Change; Katie Wright and Julie Mcleod Chapter 2. Discovering Children’s Voices: Debating Children’s Rights and Participation in the International Year of the Child (1979); Isobelle Barrett Meyering Chapter 3. Adults Claiming Child Rights: Activism, Temporality and Abuse in Childhood; Katie Wright, Malin Arvidsson, Johanna Sköld, Shurlee Swain, and Sari Braithwaite Chapter 4. ‘When we can’t vote, action is all we have’: Student Climate Politics, Rights and Justice; Philippa Collin, Judith Bessant, and Rob Watts Chapter 5. Appearing as Impossible Subjects on the Scene of Education: Potato Smashing, Laying on Couch and Asking for a Key; Maija Lanas, Maria Petäjäniemi, Anne-Mari Väisänen, Kaisu Alamikkelä, Iida Kauhanen, and Kirsi Yliniva Chapter 6. "Pipe down silly girl": The Silencing, Vilification and Discrediting of Girl Activists; Lindy Cameron Chapter 7. Young People’s Climate Activism and Wellbeing in Aotearoa New Zealand; Jenny Ritchie Chapter 8. Young People’s Activism in Rural Communities: A Mixed-Methods Case Study With Young People From a Rural Municipality in Germany; Janina Suppers Chapter 9. Red vs. Blue, Black vs. White, and Other State Factors in the 2018 Parkland School Shooting Protests in the US; Roberto S. Salva Chapter 10. Citizenship Educators’ Vision of Young People’s Activism in Asian Society: A Qualitative Case Study of Secondary School Teachers in Japan; Chika Hosoda Chapter 11. Adults as Advocates: How Sexual Abuse Was Put on the Child Rights Map in India; Therese Boje Mortensen Chapter 12. The Kids are Alt-Right (and Progressive, Conservative, Radical, etc): Selective Advocacy in Childhood and Youth Studies; Catherine Hartung

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Book SynopsisIndependent children’s rights institutions (ICRIs) have been established across the world. Endorsed by the UN, they are independent of their governments and endowed with legal powers. Yet we know little about how ICRIs function. How do they work? What impacts their success? What objectives do ICRIs seek to achieve? The contributors to this edited collection provide first-hand experiences in directing, working for, and studying ICRIs and detail their unique, in-depth accounts of factors shaping ICRIs’ efforts to monitor and advance children’s rights. Chapters examine ICRIs in Belgium, Germany, Hungary, Ireland, the Netherlands, Pakistan, and the United States, as well as an extraordinary network of ICRIs, and introduce innovative ideas of how to think about ICRIs’ independence and legal powers. Offering perspectives from across the world, this volume provides both theoretical and practical insights on a crucial element of children’s rights, independent children’s rights institutions. The Roles of Independent Children’s Rights Institutions in Advancing Human Rights of Children is essential reading for students, researchers, and scholars interested in studies of sociology of childhood, law and society, children’s rights, and human rights.Table of ContentsPreface; Maria Herczog Introduction: Agnes Lux and Brian Gran Section 1. Children’s Ombudsperson’s Perspectives of their Work and its Impacts Chapter 1. ‘Be Bold, Be Brave, Speak Out’: The Role of the Children and Young People’s Commissioner Scotland (CYPCS) during the Pandemic; Bruce Adamson and Gina Wilson Chapter 2. The Job of a Lifetime: Looking back on my years as a Children’s Rights Commissioner (1998 - 2009); Ankie Vandekerckhove Section 2. Children’s Ombudspersons Working in Europe Chapter 3. Ireland’s Ombudsman for Children - Combining Power and Influence to Advance Children’s Rights; Ursula Kilkelly and Emily Logan Chapter 4. How to Research Independent Children’s Rights Institutions: Lessons Learned from the Evaluation of the Dutch Children’s Ombudsman; Katrien Klep, Stephanie Rap, and Valérie Pattyn Chapter 5. Analysis of the Performance of the Hungarian Ombudsman Related to Children’s Rights Through the Lens of the UN CRC’s Four Guiding Principles; Agnes Lux Chapter 6. The Role of the NHRI in Germany; Rita Richter Nunes Section 3. Children’s Ombudspersons in Pakistan and the United States Chapter 7. Why the United States needs A National Children’s Rights Ombudsperson; Brian Gran Chapter 8. The Founding Law of Pakistan’s National Commission on The Rights of The Child: Legal Challenges, Bureaucratic Barriers and Vague Opportunities; Abdullah Khoso and Umbreen Kousar Section 4. ICRIs ’Engagement in the UNCRC Monitoring Mechanisms and Questions of Independence Chapter 9. International Monitoring of The United Nations Convention on The Rights of the Child: Assessing the Engagement of the Independent Children’s Rights Institutions; Zsuzsanna Rutai Chapter 10. The European Network of Ombudspersons for Children (ENOC): Key Influences on Children’s Rights Promotion; Robin Shura and Brian Gran Section 5. Conclusions Chapter 11. Conclusions: A Big Picture of Independent Children’s Rights Institutions’; Agnes Lux and Brian Gran

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Book SynopsisThe concept of time in childhood and youth is discussed in two contradictory ways; first romanticized, as a time of play, innocence, and exploration - of learning through trial and error, and second, as a time restricted by tight societal and generational structures, such as chains of care, institutional and family timetables. Children, Youth and Time reflects on the complex concept of time as perceived and experienced by children and young people in relevant societal and generational contexts. Including empirical and theoretical contributions from around the globe which shed light on time and temporality as it is negotiated by children and young people in distinction to adults, both within the family and in institutional contexts, the chapters in this collection delve into the impact of current global challenges upon children, young people, and families’ time. How do critical global concerns such as climate change or the COVID-19 pandemic affect the temporal experience of children and youth? Providing fresh insight at a crucial moment of global disruption, the authors equip us with a stronger awareness of young people’s perceptions of the world during periods of crisis. As a vital tool for safeguarding and implementing strategies to support children and young people in an everchanging world, this is a timely resource for researchers interested in the welfare of children and youth.Table of ContentsChapter 1. Qlimates and Quarantines – Testing the Hypothesis of How Gen Z Transformed Into a Generation; Mariann Fekete and Ádám Nagy Chapter 2. Between Self-actualization and Waste of Time: Young People’s Evaluations of Digital Media Time; Andrea Kleeberg-Niepage and Johanna L. Degen Chapter 3. How Parents and Children Spent Time During Pandemic?: Exploratory Study of Home Activity Patterns and Parental Mental Health COVID-19 Japan; Sachiko Nozawa and Midori Takahashi Chapter 4. Maintaining Quality Family Time for Children’s Social Intelligence: Public Educators’ Beliefs and Practices in the Pandemic Age; Miftachul Huda and Sultan Salem Chapter 5. Unequal Time Patterns in Childhood and Adolescence; Rita Braches-Chyrek Chapter 6. Childhood Fantasy: Young People's Time Use in Their Imagined Ideal Childhood; Vivian Naa Ayelesa Acquaye

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Book SynopsisSustainability has become a core concept in considering tourism planning and development. Existing literature on sustainable tourism suggests that tourism will become more sustainable if all stakeholders participate in the tourism development process. Children in Sustainable and Responsible Tourism seeks to fill an absence of research in the sustainable and responsible tourism field involving children as stakeholders. Children in Sustainable and Responsible Tourism argues that children’s empowerment should be a core component of any responsible tourism initiatives, and that children’s involvement and support should be a requirement in helping to achieve the Sustainable Development Goals (SDGs). Hugues Séraphin’s ground-breaking study directly addresses the issue that academic researchers and industry practitioners alike have overlooked and under evaluated the significance of this key segment for the industry. Chapters address issues related to both the ‘why’ and ‘how’ of empowering children to be responsible tourists and potential future industry practitioners while providing recommendations for current industry professionals.Table of ContentsIntroduction; Hugues Séraphin Section 1. Nature Based Strategy: Children as Sustainability Thinkers, Actioners, and Transformers Chapter 1. Wildlife Tourism, and the Education of Children; Hayley Stainton Chapter 2. Children’s Experience of Nature Holidays: A Motivation for Environmental Responsible Behaviour; Zohre Mohammadi Chapter 3. Children as Eco-literate Tourists: The Contribution of Outdoor Residential Centres in the UK; Karen Cripps Chapter 4. Unlocking Changes in Tourism: Children as Future Sustainable Leaders; Rita R. Carballo, Carmelo J. León, and María M. Carballo Chapter 5. An Analysis of the Strategic Approach Used by Resort Mini-Clubs to Educate Children about Responsible Tourism; Hugues Séraphin, Stanislav Ivanov, Anca. C. Yallop, and Anestis Fotiadis Section 2. Non-Nature Based Strategy: Children as Sustainability Thinkers, Actioners, and Transformers Chapter 6. Transformative Experiences on School Excursions: Students as Catalysts for Sustainable Tourism; Naomi Dale, Patrick J.N. L’Espoir Decosta, and Lynda Kelly Chapter 7. Empowering Children : A Path Towards Sustainable Tourism in Emerging Countries; Souad Djedi, Kamila Ghidouche Aït-Yahia, and Salaouatchi Hichem Sofiane Chapter 8. Transformational Education for Sustainable Tourism in Middle-Schools; Marco Martins and Ricardo Jorge da Costa Guerra Chapter 9. Child Rights and Inclusive Sustainable Tourism Development in East Africa: Case of Kenya; Shem Wambugu Maingi and Vanessa GB Gowreesunkar Chapter 10. Securing Sustainable Tourism: Children’s Rights and Adults’ Responsibilities; Emma Nottingham Chapter 11. Children as Ambassadors in Sustainability Initiatives of ANPRAS, Mauritius; Vanessa GB Gowreesunkar, Patita Paban Mohanty, and Shem Wambugu Maingi Chapter 12. Children as Agents of Change for the Future; Nichole Hugo Chapter 13. The Principles of Responsible Management Education and Responsible Tourism Strategies: Success, Failure or Trauma for Generation Z?; Hugues Séraphin, Simon M. Smith, Faouzi Ghidouche, and Lamia Nechoud Conclusion; Hugues Séraphin

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Book SynopsisThe ebook edition of this title is Open Access and freely available to read online. More than half of the world's children grow up in Asia, a continent currently undergoing rapid economic and social change. Yet the voices of young people in Asian countries have received far too little attention. Providing a much-needed contribution to the field of childhood studies, The Emerald Handbook of Childhood and Youth in Asian Societies sets a new agenda in a research landscape that has so far lacked an overarching conceptual framework for illuminating Asian childhoods. Adopting a systematic and comprehensive approach, this pioneering handbook profiles Asian childhoods and youth embedded within their distinctive families and societies as well as in more universal contexts. Locating young people in a variety of social structures, chapters highlight and interrogate strong intergenerational obligations across Asian cultures, even as Asian societies undergo rapid economic change, political transformation, and mass migration. Prioritising Asian youth’s perspectives and contributions and revising established analytical frameworks of research, The Emerald Handbook of Childhood and Youth in Asian Societies equips readers with an understanding of the complex interplay between local and global conditions and private and public actors in Asian countries.Table of ContentsIntroduction; Doris Bühler-Niederberger, Xiarong Gu, Jessica Schwittek, and Elena Kim SECTION ONE – INTRODUCTION Childhood On A Modern Drive: Growing Up In East Asia; Xiaorong Gu Chapter 1. Can Subaltern Children Speak? What China’s Children of Migrants say about Mobility, Inequality and Agency; Xiaorong Gu Chapter 2. Emotional Dimensions of Transnational Education: Parent-Child Relationships of the Chinese “Parachute Generation” in the United States; Siqi Tu Chapter 3. Fluid Childhoods: Chinese Migrants’ Descendants Growing up Transnationally; Laura Lamas-Abraira Chapter 4. Transformations of Early Childhood in Japan: From Free Play to Extended Education; Frederick De Moll and Akihide Inaba SECTION TWO – INTRODUCTION Multiplicity And Fundamental Inequality Of Childhoods In South Asia; Doris Bühler-Niederberger and Asma Khalid Chapter 5. Return Migration, Parenting, and The Subcontinent: Parents and Youths’ Perspectives of Life In India; Adrienne Lee Atterberry Chapter 6. Pluralizing Indian childhood: Children’s Experiences and Adult-Child Relations in Urban and Rural Contexts; Ravneet Kaur Chapter 7. Childhood Construction: Intergenerational Relations in the Afghan Refugee Community Living in Pakistan; Asma Khalid SECTION THREE – INTRODUCTION Living as a Child in Azerbaijan, Kazakhstan, Kyrgyzstan and Türkiye: Navigating Between Solidarity, Collective Pressures, and Kinship Support in the Times of Disruption; Elena Kim and Doris Bühler-Niederberger Chapter 8. “I Thought I’d Kill Myself When I Grew Up”: Queer Childhood Narratives in Kazakhstan; Mariya Levitanus Chapter 9. Adolescents’ Migration Aspirations in Kyrgyzstan: A Migration Project as a “Collective Project” of the Family; Ekaterina Chicherina Chapter 10. Sociomaterial Analysis of Azerbaijani Children’s Smartphone Use: Generational Ordering Through User-Technology Interactions; Aysel Sultan, Doris Bühler-Niederberger, and Nigar Nasrullayeva Chapter 11. Türkiye - Negotiating More Adulthood in an “In-Between” Country; Aytüre Türkyilmaz Chapter 12. Grandparenting the Firstborn in Central Asia: Exploring the ‘Nebere Aluu’ Practice; Elena Kim SECTION FOUR – INTRODUCTION Childhood and Youth In Southeast Asia: Confronting Diversity And Social Change; Jessica Schwittek and Elizer Jay de los Reyes Chapter 13. Parenthood vs Childhood: Young People’s Generational Rebellion in Thailand; Giuseppe Bolotta Chapter 14. Refusing the Mobility Imperative among the Left-Behind Generation in the Northern Philippines; Elizer Jay de los Reyes Chapter 15. Social Relatedness and Forenaming in “Mixed” Families: Valuing Children of Filipino-Belgian Couples; Asuncion Fresnoza-Flot Chapter 16. “In This Way My Parents Could Really Develop”: Individualized Interdependence in Viet-German Families; Jessica Schwittek, Doris Bühler-Niederberger, and Kamila Labuda

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Book SynopsisWhat was it like to be a child in England between the fifth and eleventh centuries?Who looked after children, how were they educated, what games did they play, and when did they have to take on adult responsibilities?What happened at birth, when were they weaned, what did they eat, how were they cared for, and how were they mourned if they died?In this ground-breaking book, Dr Sally Crawford teases out the world of the early medieval English child through a wide-ranging investigation of the archaeological, historical and literary evidence, including excavated cemeteries and settlements, medical texts, law codes and wills, annals, lives of the saints, and riddles, to paint a colourful picture of childhood in the Anglo-Saxon past.

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Book SynopsisThe ebook edition of this title is Open Access and freely available to read online. Childhood should be free of violence, and victims of childhood maltreatment should be entitled to participate as expert informants in research about these experiences. Placing children and adult survivors at the heart of research efforts on child maltreatment is critical to effective response and prevention measures in fighting this form of violence. Embedded in the European context, Participatory Research on Child Maltreatment with Children and Adult Survivors presents a mosaic of contexts, theories, and methods relating to children’s and adult survivors’ participation in research about their adverse experiences. Contributors demonstrate how research can mobilize children and adult survivors to become agents in constructing and disseminating reliable, evidence-based knowledge about child maltreatment. Enriching ongoing debates about ethical concerns and challenges of participatory research in the field of child maltreatment, this contribution to Emerald Studies in Child Centred Practice highlights the advantages that participation as a human right and as a valued endeavour of scientific knowledge accumulation can bring to communities of researchers and helping professionals. The authors of this book are members of a designated working group of the pan-European network on Multisectoral Responses to Child Abuse and Neglect in Europe (Euro-CAN), supported by the European Cooperation on Science Technology (COST Action 19106), that promote children’s and child abuse survivors’ participation in research on violence.Table of ContentsForeword; Andreas Jud Introduction; Maria Roth, Ravit Alfandari, and Gemma Crous Chapter 1. Theoretical Grounding On Children’s Participation In Research On Maltreatment; Fiona Morrison Chapter 2. Children’s Participation In Research On Violence Affecting Them: A European Overview; Ravit Alfandari, Gemma Crous, and Nuria Fuentes-Peláez Chapter 3. The Right Of Children To Be Heard In Participatory Research On Violence; Athanasios Ntinapogias and George Nikolaidis Chapter 4. The Ethics Of Research With Children On Violence Re-Examined; Maria Roth Chapter 5. Cultural Factors Affecting The Participation In Research Of Children Victims Of Child Abuse And Neglect: The Case Of Turkey; Nilüfer Koçtürk, Sinem Cankardaş, Zeynep Sofuoğlu, and Betül Ulukol Chapter 6. “Play&Talk: The Magic Cards Of Foster Care”: A Research Tool To Interview Children And Young People In Foster Care; Nuria Fuentes-Peláez, Gemma Crous, and Judit Rabassa Chapter 7. Inclusion Of Children With Refugee Backgrounds In Research; Laura Korhonen and Erica Mattelin Chapter 8. Digital Technology-Based Research With Young People In The Context Of Hungarian Child Protection; Andrea Rácz and Dorottya Sik Chapter 9. Using Community Art To Encourage Children To Participate In Discussions About Violence; Hervör Alma Árnadóttir and Martha María Einarsdóttir Chapter 10. Left-Behind Adolescent Co-Researchers’ Participation In Studying Transnational Families; Éva László, Alina Bărbuță, Viorela Ducu, Áron Telegdi-Csetri, and Maria Roth Chapter 11. Change The Mood! Participatory Action Research With Children Affected By Community Deprivation; Natália Fernandes and Maria João Pereira Chapter 12. The Inclusion Of Children In Public Inquiries On Violence, Health, And Welfare: The Example Of Sweden; Laura Korhonen, Linnéa Lindholm, Maria Lindersson, and Ann-Charlotte Münger Chapter 13. Survivors Of Child Maltreatment: A Historical Review Of Global Health And Research; Pia Rockhold Chapter 14. Art And Action: What Participatory Action Research With Adult Survivors Must Address; Alex Stern and Jolka Nathanaili-Penotet Chapter 15. Self-Organized Research By Child Sexual Abuse Survivors: Developing A New Research Approach; Thomas Schlingmann Chapter 16. Giving Voice To The Survivors Of Childhood Institutional Abuse; Petra Filistrucchi, Patrizia Bucarelli, Giuseppe Aversa, and Donata Bianchi

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Book SynopsisAt a time of significant local, national, and international change, in which children are already actively involved, it seems not only right but necessary that we should be seeking to further our knowledge and understanding of what informs and shapes meaningful and effective practice for and with children. Such research has implications across the spaces that children and adults share whether that is at school, at home, in the law courts, in health care through to local, national, and international platforms for social action. Establishing Child Centred Practice in a Changing World, Part B extends the conversation to connect research and practices in a changing world. This edition examines children’s voices in relation to research methodologies, in particular co-production, as well as extending conversations around child centred practice from forest schools to the home through to community change initiatives that further understandings of what it means to be a learner and an advocate. Authors from around the world offer a range of perspectives to advance transformational practice in a changing world. Furthering dialogues around the applied relevance of key principles in childhood studies, this diverse edited collection is an important contribution to the fields of education, sociology, childcare and youth policy and practice.Table of ContentsChapter 1. Extending the Conversation; Sam Frankel Chapter 2. Children's Voices in Early Childhood Education and Care; Nadine Correia and Cecília Aguiar Chapter 3. Children’s Voice in Praxiological Transformation; Cristina Mesquita Chapter 4. Using Pupil Views Templates to Explore Children’s Experiences of Teaching and Learning; Kirstin Mulholland Chapter 5. Engaging Authentic Pupil Voice in Schools; David Littlefair Chapter 6. Hearing Children’s Voices in the Forest; Joanna Hume Chapter 7. Young Children’s Participation in Homeschooling During the Covid-19 Pandemic: A Reflective Case Study from England; Fengling Tang Chapter 8. Reclaiming Agency: A Social Pedagogical Orientation to Child Centred Practice; Daniel Nester Chapter 9. Co-production in Creative Design to Amplify Childhood Voices of Parental Separation; Susan Kay-Flowers Chapter 10. Children’s Perceptions of Participation Within their Families: Listening to Children of Bolivian Families Living in Madrid; Rossana Perez-del-Aguila, Patricia Rodriguez Aguirre, and Jimena Cuba Blanco Chapter 11. Children and Negotiation of Family Rules in Ibadan, Nigeria; Ewajesu Okeewumi and Olayinka Akanale Chapter 12. Shared Decision-Making Processes in a Contemporary Urban Art Project and its Impact on Children; Joana Campos Louçã Chapter 13. The 'Added Value' of the Youth Contribution and the Call of Young People for Intergenerational Partnerships: Reflections from the 2021 World Congress for Justice WITH Children; Walt Burkard, Alexandra-Maria Dan, Macholi Chris Benard, Iliana Pujols, and Anas Darouichi Chapter 14. Youth Political Participation in the Canadian Senate: Discussions with the Vote 16 Steering Group; Gabrielle Gooch Chapter 15. Childhood Participation in Chile: Debts and Opportunities from Child Protagonism; Paulina Jara-Osorio

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Book SynopsisDuring the chaos and devastation of armed conflict, children and youth often emerge as powerful agents of change and resilience. The first of two volumes, this is a compelling exploration of their profound roles as active participants, often functioning as sites of resistance within the complex dynamics of warfare.

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Book SynopsisThis edited book is about child poverty in Wales, specifically in a local school-community that identified its causes and effects, the challenges it poses for schooling future generations, and a series of local solutions that personify Wales’s devolved governments’ social democratic social imaginary. These responses all markedly contrast those of conservative UK Westminster governments espousing neoliberal logics for a global economy in consecutive prime ministers’ hallmark policies – Thatcher’s de-industrialisation, Cameron’s austerity, Johnson’s Brexit and Global Britain agenda, Truss’s Net Zero agenda, and Sunak’s new economic agenda in an effort to reunite the Conservative Party and win back public as well as business confidence. These policy agendas are invariably policy failures that play out for children and young people in their lived experiences of poverty and inequalities, and that find expression in social emergencies and humanitarian disasters apropos the cost of living crises, for example, as documented in this volume.Table of ContentsForeword by Ruth Lupton (University of Manchester) Editor’s Introduction ‘The little case that can’ conjoin the local & national to address child poverty by Lori Beckett (Bangor University) Chapter 1 Children First – A place-based approach to addressing poverty & inequalities by Caryl Lewis (cwmniCELyn) Chapter 2 A Balancing Act: juggling school policies in a community with unmet needsby Angharad Evans (Ysgol Trem y Mynydd) Chapter 3 An ‘open door’ school policy for resident families: croeso/welcome! by Dafydd Jones (Ysgol Trem y Mynydd) Chapter 4 Hungry kids: families’ food insecurity further exposed by the pandemic by Jess Mead Sylvester (Mantell Gwynydd) & Paul Joslin (Wild Elements) Chapter 5 Pride is key: the built environment, social housing and fuel poverty by Dylan Fernley (Gwynedd Council), Pete Whitby (local resident) and Grant Peisley (Datblygiadau Egni Gwledig) Chapter 6 It takes a Village’ to realise school-community development by Gwen Thirsk (Swydddog Buddsoddi Lleol) Chapter 7 Lyricism & hip hop to counter miseducation in a school-community in poverty by Owen Maclean & Martin Daws (Letters Grow Project) Chapter 8 Outdoor learning: addressing student alienation & disengagement by building social capital by Graham French (Bangor University) with Claudia Howard (Wild Elements) Chapter 9 Collaborative school improvement: Developing research-informed support for social justice by Richard Watkins (GwE) Chapter 10 School Heads: Enacting school-community development in response to child poverty by Eithne Hughes (Association of School & College Leaders, Cymru) Chapter 11 The consequences of child poverty and inequalities for future generations by Sue Whatman (Griffith University) Chapter 12 Towards a critical understanding of Wales’ present for future generations by Lori Beckett, Graham French, Carl Hughes (Bangor University) and Gwen Thirsk (Swydddog Buddsoddi Lleol) Compound List of References Appendices #1-#8

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Book SynopsisArguing that COVID-19 heightened the attention paid to care and the ways in which care is vital for the maintenance of ourselves and the world around us, Care and Coronavirus calls for a reflection on the failures and successes of care during the pandemic and in its aftermath so that we can plan for a more caring future.

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Book SynopsisBringing Children Back into the Family reflects on the multi-dimensional nature of children’s relationships within the home. It explores the extent to which these experiences shape children’s meaning-making and how this influences how they position themselves in relation to adults. A global team of contributors paint a picture of the complexity of the family, and the extent to which understandings of ‘home’ are deepened by reflecting on children’s experiences as social agents. The chapters and supporting case studies offer some fascinating reflections that explore home in relation to a range of themes including participation, friendship, memory, moral reflectivity, children’s rights and migration. With a focus on relationality and connectedness this book reflects on the duality of structure and agency, as it examines this web of interactions and their impact on children’s experiences of the home.Table of ContentsIntroduction; Sam Frankel and Sally McNamee Chapter 1. Who’s zooming (out on) who?: reconceptualising family and domestic spaces in childhood studies; Julie Seymour Chapter 2. The (cross-cultural) problem of categories: who is ‘child’, what is ‘family’?; Jane Ribbens McCarthy and Ruth Evans, with Guo Yu and Fatou Kébé Chapter 3. Children’s voice in the home: a relational, generational space; Deirdre Horgan, Shirley Martin, Catherine Forde Chapter 4. Children's Agency and Intergenerational Remembering: Towards a Generational Approach to Social Memory; Vita Yakovlyeva Chapter 5. Beyond Yes And No: Practicing Consent In Children’s Everyday Lives; Mackenzie Mountford Chapter 6. “When Mom And Dad Are Working, I Build Lego”. Children´s Perspectives On Everyday Family Life And Home In The Context Of Parental Home-Based Work Arrangements; Jana Mikats Chapter 7. Who are “good” friends? Chinese parents’ influences on children’s friend selection; Yan Zhu Chapter 8. Understanding And Caring For Parents: Moral Reflexivity In The Discourse Of Chilean Children; Ana Vergara, Mauricio Sepúlveda And Irene Salvo Chapter 9. Children in Families: Contexts of Experiences and Participation in Nigeria; Olayinka Akanle and Ewajesu Opeyemi Okewumi Chapter 10. A Present Absence: Representations Of Palestinian Children In The Home: Bree Akesson And Omri Grinberg Chapter 11. Positioning Children’s Agency in Everyday Home Spaces and Objects: Linking Theory and Research; Michelle Janning Chapter 12. Sociology of the Transnational Child:The case study of unaccompanied immigrant minors From the Northern Triangle; Hansel Alejandro Aguilar Avila Chapter 13. Children’s Bedroom As An Instance Of Socialization; Cibele Noronha De Carvalho And Maria Alice Nogueira Chapter 14. Children Of Kashmir And The Meaning Of Family; Tamanna Shah

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Book SynopsisContributing to the shaping of education and migration as a distinct field of research, this forward-looking Research Handbook explores cross-cutting questions on the range of challenges facing education systems, migrant children and students today. Covering an impressive range of local, national and educational contexts, this Research Handbook explores diverse case studies, educational initiatives, approaches and policies that have been developed to support migrant and mobile students, educational professionals and schools. Chapters offer a broad understanding of the multifaceted nature of global migration today, exploring varied theoretical and methodological perspectives, and examining the educational challenges and opportunities presented by migration. The Research Handbook ultimately stresses the importance of interdisciplinary research into the complex phenomenon of global migration and its impact on education systems and the educational trajectories of migrant children. Students and scholars in the fields of education, migration, childhood studies and globalization studies will find this Research Handbook an invaluable reference. Its wide range of case studies on different educational provisions designed to support migrant children in schools will further benefit educational practitioners and policymakers.Trade Review‘This superb Research Handbook could not be more welcome. The emergent field of migration and education is handsomely illustrated in the exemplary, original research represented here. Despite investigating so many diverse national contexts, the chapter authors concur that migration of children and youth is today enriching, disrupting and reshaping educational systems globally in ways that demand our attention. By addressing the challenge of inclusivity from various angles, they engage critically with policy discourses around the right to education, identifying implementation problems especially where national/local hostility occurs, whilst highlighting transformative agendas associated with the presence and voices of migrant youth, whether in schools or higher education. All education practitioners and researchers need to ingest the messages contained in this Handbook, to look at their own assumptions about migration and to address, politically and pedagogically, the exclusionary Othering and potential alienation of the millions of displaced or migrant young people in the world today.’ -- Emerita Professor Madeleine Arnot, Co-founder of the Centre for the Study of Global Human Movement, University of Cambridge, UKTable of ContentsContents: 1 Introduction: education and migration as a field of research 1 Halleli Pinson, Dympna Devine and Nihad Bunar PART I APPROACHES TO THE EDUCATIONAL INCLUSION OF REFUGEE AND MIGRANT CHILDREN 2 The border within: decolonizing refugee students’ education 22 Fabio Dovigo 3 Inclusive systems as relational space in and around schools for supporting migrants in education: transitions from diametric to concentric spatial systems 37 Paul Downes 4 Migration and acculturation: supporting migrant students’ school adjustment in multicultural schools 54 Elena Makarova and Petra Sidler 5 The organization of school integration for refugee children and youth in Germany: identifying gaps in the current state of knowledge 68 Mona Massumi, Christina Brandl and Annette Korntheuer 6 Inclusion of newly arrived migrant students in Swedish schools: organizational models and support measures 83 Nihad Bunar 7 Young refugees’ inclusion and belonging upon entering upper secondary education in Norway 98 Lutine de Wal Pastoor 8 Perceptions of immigrant parental engagement in primary schools in Ireland 114 Dympna Devine, Merike Darmody and Emer Smyth 9 School choice of West African migrants in Ghana 130 Daniel Owusu Kyereko and Daniel Faas PART II SUPPORTING PRACTICES IN SCHOOLS AND THE COMMUNITY: LANGUAGE(S) AND LEARNING SUPPORT 10 Evidence-based instructional responses to opportunity gaps experienced by immigrant-background students 142 Jim Cummins 11 Measuring the academic progress of newly arrived migrant and refugee youth: an Australian school-based longitudinal study 157 Sue Creagh 12 Language brokering and immigrant children’s everyday learning in home and community contexts 173 Marjorie Faulstich Orellana and Inmaculada García-Sánchez 13 Migration, special educational needs and inclusive education 189 William Kinsella, Amalia Fenwick, Paula Prendeville and Michelle Kelly 14 Complementary schools as heritage language communities of practice: reaching beyond language maintenance 203 Yongcan Liu and Lottie Hoare 15 Educational services of informal local refugee support organizations in Türkiye: their role and practices 221 Ozlem Erden-Basaran 16 Mentoring and other educational support for children of immigrants: research, policy relevance, and good practice 236 Jens Schneider PART III VULNERABILITY, VOICE AND AGENCY 17 Representing vulnerable, Syrian migrant children’s insights: testimonies of inclusion and exclusion in schooling 249 Eleanore Hargreaves and Jumana Al-Waeli 18 Rethinking inclusion: empowering the children of sex workers in Kalighat, Kolkata, India 262 Khaleda Gani Dutt 19 The education of left-behind children in rural China 272 Rachel Murphy and Yan Zhang 20 Push up, be grateful, and tell us your challenges: youth caught between dependency and self-reliance in Kakuma Refugee Camp 285 Michelle J. Bellino and Rahul Oka 21 Convivial education: unaccompanied youth challenge power structures in South African schools 299 Noa Levy 22 Refugee-background students in southern New Zealand: educational navigation and necessary self-sufficiency 310 Vivienne Anderson, Alejandra Ortiz Ayala and Sayedali Mostolizadeh PART IV MIGRATION, INTERNATIONAL MOBILITY AND EDUCATIONAL OPPORTUNITY 23 International student mobility: themes and issues 324 Rachel Brooks and Johanna Waters 24 Student mobility in Korean higher education 338 Rennie Moon 25 Student migration between Mexico and the United States: possibilities and disputes associated with becoming mobile 353 Alma Maldonado-Maldonado, Juan Carlos Aguilar Castillo and Christian Cortes-Velasco 26 Access and integration of refugees into higher education: a Turkish inclusive approach 370 Ayselin Yildiz 27 Mind the gap: asylum seeker and refugee access to post-compulsory education 384 Caroline Oliver 28 What makes a higher education learning environment inclusive? An example from the Netherlands 397 Nasser Mohamedhoesein, Maurice Crul and Marieke Slootman 29 Globally mobile professionals and school choice 421 Khen Tucker, Miri Yemini and Claire Maxwell PART V BETWEEN THE STATE AND THE SCHOOL: THE TENSION BETWEEN IMMIGRATION AND EDUCATION POLICIES 30 Migration and education in the media: a discourse analysis of the press in France and England 434 Oakleigh Welply 31 A rights-based policy approach to realising education rights in the context of international migration 449 Ruth Brittle 32 The promises of Ethiopia’s new policy for inclusion of refugees into the national education system and challenges for local implementation 465 Alebachew Kemisso Haybano 33 Educational policies and schooling for migrant children in China 480 Min Yu and Christopher B. Crowley 34 Migration and education in Spain since the 1990s and the turn of the century: policy and practice trapped in time 496 Silvia Carrasco 35 Education in Australia for forced migrants: examining the differences in entitlements between permanent and temporary protection 509 Sally Baker, Loshini Naidoo and Jennifer M. Azordegan 36 Best practices for integration: analyzing the migration and education policies in Latin American host countries 525 Jessica Crist and Katharine Summers Index 543

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Book SynopsisElgar Advanced Introductions are stimulating and thoughtful introductions to major fields in the social sciences, business and law, expertly written by the world’s leading scholars. Designed to be accessible yet rigorous, they offer concise and lucid surveys of the substantive and policy issues associated with discrete subject areas. This Advanced Introduction to Youth Studies analyses the historical development of the sociology of youth in the context of changing population demographics. Howard Williamson and James Côté explore competing paradigms underlying current understandings of youth with reference to key philosophical, theoretical and methodological debates.Young people’s transitions to adulthood and youth cultural behaviour are then explored. The authors conclude with a consideration of youth policies and how, in the future, these may be better informed by sociological research. Key Features: Fact-based analysis of key debates Sociological perspectives informed by multidisciplinary analyses Concise coverage of complex topics Policy recommendations informed by years of experience in the field This Advanced Introduction will provide essential reading for scholars and researchers of sociology and sociological theory, as well as youth workers and students looking for an excellent introduction to youth studies. Trade Review‘Wow, a brief, yet concise overview on youth studies in 200 pages. Showcasing the key areas the reader will find a rich view on primarily Anglo-Saxon youth sociology and an intriguing input for multifarious academic and non-academic discussions and debates in the field of youth research.’ -- Hans Dietrich, Institute for Employment Research, Germany‘This timely book provides a fresh outlook on youth sociology, using historical perspectives to highlight the contrasts between different theories in the field while critically analysing contemporary scientific and methodological debates. This important book will help to illustrate how youth studies contributes to the social sciences.’ -- Helena Helve, University of Tampere and University of Helsinki, Finland‘Williamson and Cote cover philosophical, epistemological, and political underpinnings of youth studies in a highly accessible manner. Their historical, cross-national, multidisciplinary, and multimethod perspectives distinguish this book from works arising from distinct academic “silos.” Fresh insights on school-to-work transitions, youth culture and policy illuminate difficulties confronting young people today.’ -- Jeylan Mortimer, University of Minnesota, USTable of ContentsContents: Preface 1. A brief history of youth in the life course 2. A brief history of the sociology of youth 3. Critical issues and debates in youth studies 4. Youth as a transitional period of the life course 5. Youth as a cultural experience 6. Understanding youth policy from a sociological perspective Conclusion References Index

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Book SynopsisElgar Advanced Introductions are stimulating and thoughtful introductions to major fields in the social sciences, business and law, expertly written by the world’s leading scholars. Designed to be accessible yet rigorous, they offer concise and lucid surveys of the substantive and policy issues associated with discrete subject areas. This Advanced Introduction to Youth Studies analyses the historical development of the sociology of youth in the context of changing population demographics. Howard Williamson and James Côté explore competing paradigms underlying current understandings of youth with reference to key philosophical, theoretical and methodological debates.Young people’s transitions to adulthood and youth cultural behaviour are then explored. The authors conclude with a consideration of youth policies and how, in the future, these may be better informed by sociological research. Key Features: Fact-based analysis of key debates Sociological perspectives informed by multidisciplinary analyses Concise coverage of complex topics Policy recommendations informed by years of experience in the field This Advanced Introduction will provide essential reading for scholars and researchers of sociology and sociological theory, as well as youth workers and students looking for an excellent introduction to youth studies. Trade Review‘Wow, a brief, yet concise overview on youth studies in 200 pages. Showcasing the key areas the reader will find a rich view on primarily Anglo-Saxon youth sociology and an intriguing input for multifarious academic and non-academic discussions and debates in the field of youth research.’ -- Hans Dietrich, Institute for Employment Research, Germany‘This timely book provides a fresh outlook on youth sociology, using historical perspectives to highlight the contrasts between different theories in the field while critically analysing contemporary scientific and methodological debates. This important book will help to illustrate how youth studies contributes to the social sciences.’ -- Helena Helve, University of Tampere and University of Helsinki, Finland‘Williamson and Cote cover philosophical, epistemological, and political underpinnings of youth studies in a highly accessible manner. Their historical, cross-national, multidisciplinary, and multimethod perspectives distinguish this book from works arising from distinct academic “silos.” Fresh insights on school-to-work transitions, youth culture and policy illuminate difficulties confronting young people today.’ -- Jeylan Mortimer, University of Minnesota, USTable of ContentsContents: Preface 1. A brief history of youth in the life course 2. A brief history of the sociology of youth 3. Critical issues and debates in youth studies 4. Youth as a transitional period of the life course 5. Youth as a cultural experience 6. Understanding youth policy from a sociological perspective Conclusion References Index

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Book SynopsisSuitable for 9 - 12 year olds This story is set in Scotland and starts when our hero Jake stumbles upon a buried body in his back garden. The body is deemed to be the best preserved iron age Celtic bog mummy in the world' but when strange and unexplained events start happening around him; he soon realises that everything is not as it seems...

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Book SynopsisEven though you can't see them, we all have feelings.Some feelings are fluffy and make us feel good. Some are sharp and make us unhappy. Sometimes we have fluffy and sharp feelings at the same time! It's ok to have different types of feelings, but there are some things we can do to let the sharp feelings out when they get too big, or when we have too many.This picture book is ideal for children aged 5-10 to help them understand why they might experience different emotions, and what they can do to help them manage their emotions in a positive way. Written in simple language, this book will be an excellent tool for any child who finds it difficult to understand their emotions, particularly those with attachment difficulties, or a learning or developmental disability.

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Book SynopsisHow do young people survive in the era of high unemployment, persistent economic crises and poor living standards that characterise post-communist society in the former Soviet Union? This major original book - written by leading authorities in the field - shows how young people have managed to maintain optimism despite the very severe economic and social problems that beset the countries of the former Soviet Union.In most former Soviet countries the devastating initial shock of market reforms has been followed by precious little therapy. The effects have been most pronounced among young people as only a minority have prospered in the new market economies and inequalities have widened dramatically. Despite an all-round improvement in educational standards, most young people have been unable to obtain proper jobs. Housing and family transitions have been blocked. Uses of free time have shifted massively from the public into the private domain. Few young people have any confidence that their countries' political leaders will engineer solutions. Yet in spite of all this, the majority prefer the new uncertainties, and the merest prospect of the Western way of life, to the old guarantees. They are prepared to give the reforms more time to deliver, but this time is now fast running out.Surviving Post-communism will be an illuminating exposition of the realities of post-communist life for scholars of sociology and transition studies.Trade Review'Surviving Post-Communism provides a wealth of data about the economic and social factors that guide and describe young peoples' lives in politics in flux.' -- Fran Markowitz, Slavic Review'. . . an interesting book on young people in post-communist society in Ukraine, Armenia, and Georgia.' -- D.J. Dunn, ChoiceTable of ContentsContents: Preface 1. After Communism 2. Jobs and Career Routes 3. Education and Life Chances 4. Family Transitions and Gender Divisions 5. Leisure and Lifestyle 6. Politics 7. Precarious Transitions Bibliography Index

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Book SynopsisHelping practitioners in their work with vulnerable children of a school-going age, this workbook explores ways of nurturing resilience in different aspects of everyday life. Focusing on specific areas such as home life, talents and interests, friendships and social competencies, the authors show how to make thorough assessments and intervene in constructive ways.They discuss nurturing factors relevant to children across the school years age range, such as moral reasoning and empathy, awareness of other people's intentions and the ability to see situations from different perspectives. The authors describe techniques for drawing out such positive behaviour in discussion and observation, through stories, questions and activities. With a strong emphasis on application and encouragement, this workbook is ideal for the busy social or family worker who wants practical guidance on evaluation, intervention and ongoing support.This workbook stands alone but also forms part of a set along with two other resilience resources on The Early Years and Adolescence.Trade Review(Review for the 3 Volume Set)'Designed to be used by practitioners in their work with complex people and their families and carers, these excellent workbooks provide some of the best materials I have seen for experienced and not so experienced practitioners. They should be on the shelves of every department working with vulnerable young people.' -- RostrumThe workbooks are easy to read and use the same format in each volume. They explain resilience theory and encourage practitioners to place intervention and assessment within ecological framework. This entails considering what resources might be available to the child at each of three levels: child, family relations and wider community... The workbooks would be invaluable to parents/carers/foster families and those practitioners who have little child development knowledge. For students and occupational therapists who are new to working with children, they would be a very useful adjunct to learning, to the advanced practitioner they would be a refreshing revisit to child development in relation to occupational lifestyle. -- Napot JournalThese three workbooks are a welcome and important addition to the tools available to childcare social workers, foster carers, residential workers and others involved in assessment and direct work with children and young people. Each book stands alone and could be used to inform and illuminate work with a particular child. Taken as a set they are a rich and lasting resource. -- Adoption & FosteringTable of ContentsAcknowledgements 1. Introduction to Resilience. 2. When and How to use Workbook. 3. Secure Base. 4. Education. 5. Friendships. 6. Talents and Interests. 7. Positive Values. 8. Social Competencies. 9. Intervention. 10. Case Studies. Appendix. Bibliography. Index.

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Book SynopsisTackling the difficult issues facing those who work with traumatized and sometimes dangerous young people and their families, this new volume shows how professionals can bring about positive change and growth through the creation of "holding" and healing therapeutic environments. This collection of papers written by established and respected experts with extensive practice and research experience builds a powerful picture of the theory and practice of therapeutic community work with young people. A wide variety of therapeutic community approaches is considered alongside an analysis of the implications of this model for mainstream residential practice. Social work, health care and education professionals will find the text invaluable for its presentation of a well-founded analysis of their work with these most damaged and desperate children and young people.Trade ReviewAn impressive, comprehensive collection that is badly needed to fill a gap in the current literature. The volume addresses a very highly specialized treatment-modality practiced in the United Kingdom in therapeutic communities. Yet most of what is described is familiar and useable for those of us who practice in the United States and, I would imagine, elsewhere in the western world. There are many case-specific examples to illustrate or elaborate what the authors intend to convey. I found these clear case illustrations very helpful. I would like to suggest that Therapeutic Communities for Children and Young People be placed on reading lists of professional training programs in psychiatry, psychology, social work, special education, psychiatric nursing, and child-care. Furthermore, the contents of this volume should be integrated into agency in-house training programs, which deal with this severely troubled group of young people. -- Residential Treatment for Children and YouthThe book is of direct relevance to any practitioner and manager who wishes to develop a provision for children and young people which aims to provide a healing experience and bring about real recovery. -- Young Minds MagazineThis is a gem of a book for anyone seeking an insight into the dynamics, dilemmas, difficulties and ultimately joys of working with young people in the therapeutic communities. This is an excellent book, well worth its weight for anyone involved in work with young people in child and family psychiatry, residential care, and in particular those at work in therapeutic communities. -- Jeremy Woodcock,University of BristolThroughout the book there is a welcome emphasis on how essential psychodynamic theory is to the provision of therapeutic experiences for traumatised children and young people. It informs an understanding of how the child's early experiences and relationships have impacted upon their development. How staff teams can process and reflect upon their work within the group and keep organisational dynamics alive in any institution…The book is of direct relevance to any practitioner and manager who wishes to develop a provision for children and young people which aims to provide a healing experience and bring about real recovery. -- Young Minds MagazineThere is much that is new and fascinating in this book. -- Child and Family Social WorkSocial workers working with young people should find this a stimulating and informative read, as should service managers and those who commission services for desperate and damaged children. -- Care & HealthThis publication combines an in-depth explanation of the role and uses of therapeutic communities for traumatized and sometimes dangerous young people, with organisational and practice guidance. -- Health & CareTable of ContentsAcknowledgements 1. Introduction, Adrian Ward, The University of East Anglia, Kajetan Kasinski, Northgate Clinic, Jane Pooley, The Tavistock Consultancy Service, and Alan Worthington, Peper Harow Foundation. PART ONE: Ideas and Origins, Introduction, Adrian Ward. 2. The Core Framework, Adrian Ward. 3. The Roots of Work: Definitions, Origins and Influences, Kajetan Kasinski.. 4. The Roots of Mental Health: Emotional Development and the Caring Environment, Monica Lanyado, Peper Harow Foundation. 5. Group Thinking, Philip Stokoe, Tavistock Clinic. 6. The Contribution of Systemic Thinking and Practice, Collette Richardson, Northgate Clinic. PART TWO: Practice, Introduction, `Where's the therapy? Adrian Ward. 7. Using Everyday Life, Adrian Ward. 8. The Meaning of Good Experience, Jenny Carter, Peper Harow Foundation. 9. Relationships and the Therapeutic Setting, Alan Worthington. 10. Structured Work: The Space to Think, Alan Worthington. 11. Developing the Quality of Teaching and Learning in a Therapeutic School, Andy Lole, Mulberry Bush School. 12. Keeping Families in Mind, Jane Pooley. PART THREE: Management and Development, Introduction, Adrian Ward. 13.Management and Leadership: `What a Long Strange Trip it is', Richard Rollinson, Peper Harow Foundation 14. Consultancy and Supervision, Peter Wilson, Young Minds. 15. Staff Development and Training, Andrew Collie, Caldecott College. 16. The Challenge of Research, John C. Wright, The University of Plymouth and Plymouth Primary Care Trust and Phil Richardson, The Tavistock Clinic and the University of Essex. PART FOUR: Applications and the Future, Introduction, Adrian Ward. 17. Applying the Therapeutic Community Model in Other Settings, Linnet McMahon, University of Reading. 18. Therapeutic Childcare and the Local Authority, Michael Maher, Surrey Children's Service. 19. Developing Community Groupwork in a Secure Setting, David Hartman, Huntercombe Maidenhead Hospital, Berkshire. 20. Conclusion, Review, Reflection and Reading, Adrian Ward, Kajetan Kasinski, Jane Pooley and Alan Worthington. Key Professional Organisations in the United Kingdom. Editor and Contributor Biographies. References. Index.

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Book SynopsisParents and carers of children with conditions such as autism, Down's Syndrome or other forms of developmental delay can do much to help encourage their child's development. Stepping Out provides parents and carers with practical advice, and fun games and activities to improve a child's skills in the six areas of development: cognitive; physical; sensory; language; social and emotional. The book also outlines the stages of child development so parents can place their child's progress in context. This book is particularly suitable for primary school children, exploring the standard stages of development in children aged 3 to 11.Sarah Newman tackles many general problems, such as sleep, behaviour and toilet training, which may be encountered by parents of children with any form of disability - physical, learning or sensory. Drawing on her own experience, the author offers advice for parents on coping with the stress of caring for a child with special needs and discusses issues associated with education. This illustrated book offers a wealth of information and imaginative ideas, with a comprehensive resources section.Trade ReviewThe author's honesty and sensitivity in writing this excellent book will help to reassure parents and carers of children with SEN as well as offering them information and practical advice. -- Support for LearningThere are so many ideas and suggestions on how to stimulate your child's development, that this book is a veritable treasure trove for any parent, carer or helper of a school-age child with special needs. Stepping Out is proving to be a most valuable addition to my "tool kit" on special needs. I thoroughly recommend it. -- SIGNalongUPdateThis informative illustrated paperback, with its imaginative ideas and resources section, is a must for anybody caring for special needs children. -- Practical Professional ChildcareSarah's first book, Small Steps Forward, was very popular and she now turns her attention to the 3 to 11 years age range. There is the same mix of information, practical advice and loads of ideas on the best way to encourage the child's development, all based on her personal experience of bringing up a child with special needs. -- Action for LeisureThis fun title from publishers JKP shows parents and carers of children with conditions such as autism, Down's Syndrome or other forms of developmental delay, that they can do much to help encourage their child's development. Sarah Newman tackles many general problems, such as sleep, behaviour and toilet training, which may be encountered by parents of children with any form of disability - physical, learning or sensory. -- Eden CarersTable of ContentsForeword. 1. Everyday Life. 2. What Everyone Needs to Know. 3. Cognitive Development. 4. Language Development. 5. Physical Development. 6. Sensory Development. 7. Social Development. 8. Emotional Development. 9. Additional Practical Advice. 10. Education. 11. Financial and Practical Support. 12. Resources. Index.

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Book SynopsisGwyneth Doherty-Sneddon, a developmental psychologist and the mother of two young children, demonstrates the way in which a young child's developing personality and intelligence is revealed through non-verbal communication. She shows how parents and other adults have the potential to facilitate a child's social and intellectual growth through acknowledging and responding to this unspoken language. Taking an in-depth look at four of the channels of non-verbal communication - hand gesture, facial expression, eye gaze and touch - this accessible text follows the development of young children from birth to late primary school age. Using jargon-free language Children's Unspoken Language is invaluable reading for parents and professionals alike.Trade ReviewFinally a book that takes seriously the intricate and important role that non-verbal forms of communication play in children's lives! Written in a straightforward and engaging way, Children's Unspoken Language provides parents and professionals alike with incontrovertible evidence that looking at children is as important as listening to them. Indeed, the eye-opening information that Doherty-Sneddon so skilfully integrates and interprets makes this book a must-read for any professional whose work touches on the lives of children. -- Dr Linda Acredolo, Professor of Psychology, University of California, DavisTable of ContentsAcknowledgements. 1. Introduction. 2. The Balancing Act of Social Relationships. 3. Hand Gestures. 4. Eye Gaze. 5. Facial Expressions. 6. Touch and Social Development. 7. Conclusion. References. Index.

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Book SynopsisTackling some of the most important ideas in child psychology and human development, Human Resilience presents key theories from Ann and Alan Clarke's pioneering work in this field. The Clarkes discuss major interacting influences on development, including genetic and environmental effects, chance events and the tendency for people to influence their environments in ways that reinforce their personal characteristics. In particular, they address various issues surrounding IQ inheritance and outline factors affecting the success of several intervention programmes, including fostering and adoption.The emerging importance of resilience as a fundamental human characteristic makes this book of great significance to psychologists, social workers and students. Anyone working with disadvantaged children and those with learning disabilities will be interested in Human Resilience's practical implications: how resilience can be improved both by personal characteristics such as self-esteem, problem-solving ability or sociability, interacting with external support.Trade ReviewFew can match the contribution these scientists have made to the field of intellectual disability and to the broader field of the psychology of human development… Human Resilience contains a selection of 18 articles and chapters previously published jointly or individually by the authors over a period spanning the years 1953-2000. These published papers have been complemented by three new chapters and introductory commentaries… This book is an inspiration to those that follow in the footsteps of these two intellectual giants. They have, as Barbara Tizard reports, made the world a better place, especially for people with intellectual disabilities'. -- Journal of Policy and Practice in Intellectual Disabilities`This book is for the concerned sceptic, for those who see the potential of and question the ability of major interventions in children's lives, such as adoption, and in so doing wonder about the mechanisms by which alteration in life's pathways come about' -- Adoption and Fostering, 29:2, 2005`An excellent treatment of methodological concepts such as `the sleeper effect, the `regression to the mean' and the use of correlations help to elucidate issues in the field that are commonly misunderstood or misapplied.' -- The Journal of the Royal Society for the Promotion of Health`Clarke and Clarke have been the pioneers of a systematic study of human resilence since the early1950's, and their work undoubtedly shaped the history of developmental psychology in this country…if you work as a developmental psychologist or you are interested in the nature-nurture debate, I would suggest you read this book.' -- The Psychologist JournalTable of ContentsPersonal Profile: Ann & Alan Clarke, Barbara Tizard. Acknowledgements. Preface. 1. Genesis. Part I: Constancy and Change in Human Development. 2. How constant is the IQ? 3. Cognitive and social changes in the feeble-minded: Three further studies. 4. Predicting human development: Problems, evidence, implications. 5. Developmental discontinuities: An approach to assessing their nature. 6. Constancy and change in the growth of human characteristics. 7. The adult outcome of early behavioural abnormalities. 8. Varied destinies: A study of unfulfilled predictions. Part II: Research Problems and Solutions. 9. Regression to the mean: A confused concept. 10. Sleeper effects in development: Fact or artifact? 11. Intervention and sleeper effects: A reply to Victoria Seitz.12. Research problems…and solutions. Part III: Intelligence. 13. Polygenic and environmental interactions. 14.Parent-offspring resemblances in intelligence: Theories and evidence. 15. The Burt affair. 16. Task complexity and transfer in the development of cognitive structures. 17. Editorial: The later cognitive effects of early intervention. Part IV: Early Experience and the Life Path. 18. Learning and human development: The 42nd Maudsley Lecture. 19. How modifiable is the human life path? 20. Contrary evidence? Part V: Epilogue. 21. Human resilience and the course of human development. Subject index.

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Book SynopsisDrawing on in-depth interviews with social workers and their managers, and families and young people themselves, the authors of this important book show how the principles embodied in the Assessment Framework have been applied to social work practice. Revisiting the principles outlined in the legislative context and the Assessment Framework, they show how the focus on assessment has affected the work with children, and the experiences of children and families themselves.The authors identify a range of issues that influence the implementation of the Assessment Framework, including the key areas where support and training are needed. They review social workers' and other professionals' appraisal of how the Assessment Framework affects individual practice and inter-agency collaboration, as well as exploring how satisfied young people and their parents are with the assessments they are involved in. Finally, they examine the cost to social services of undertaking a core assessment.Emphasising the importance of a joined-up child care service, the authors' findings have been taken into account in the development of the Integrated Children's System. This book should be read by all those professionals who are working to promote the welfare and well-being of children.Trade ReviewAs the study focuses on social services authorities it is likely to be of most interest to them, but it is a good tool for anyone with responsibility for outcomes for children where initial assessment has to underpin subsequent action. With each chapter summarised at some length and a commendably clear layout, this publication is hefty but straightforward to use. It has a full and intelligible account of the research base and process to assist the reader with evaluation of the author's findings. -- Journal of Interprofessional CareAssessing Children's Needs is well laid out and accessible to a wide audience with different information requirements and levels of interest... I would particularly recommend this book to elected members and senior managers from health, education and social services with responsibility for taking forward the integration agenda in children's services. -- Children NowThis book is a detailed report of the research undertaken by the Department of Health in 24 local authorities, London boroughs and unitary authorities to examine the effectiveness of this project in achieving these objectives, and to gauge the impact of the framework on the work of the practitioners. -- Trainer and ConsultantThe research is multidimensional in taking on board the views of those managing the assessment and those being assessed. It shows the complexity of introducing new frameworks and the depth of training that is needed to ensure that the ethos underpinning the assessment is appropriate and that there is not a disproportionate focus on form filling. This is a book to study not skim! My brief review only covers a fraction of the detail that is contained in the text... The book is worthy of more study and will be important to look very carefully at the lessons from this study... As we move towards using a nationally agreed and more detailed framework for the assessment of the needs and circumstances of children. -- RostrumTrainers working with staff and managers who apply the Assessment Framework when working with children and families, should be able to find much relevant material in this study-based publication. -- Care & Health MagazineTable of ContentsForeword, Al Aynsley-Green. 1. Introducing the Study. 2. Implementation. 3. Involving Families in the Assessment Process. 4. The Experiences of Social Service Managers and Practitioners. 5. Inter-Agency and Inter-Professional Collaboration in Assessment of Children in Need. 6. Referrals: Findings from the Audit. 7. Initial Assessments: Findings from the Audit. 8. Core Assessment: Findings from the Audit. 9. The Cost of Undertaking Core Assessments, Pamela Meadows. 10. Conclusions and Implications for Policy and Practice. Appendix I. Aims and Methods. Appendix II. Tables. Appendix III. Time-sheet for social workers to record time spent in undertaking a core assessment. References

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Book SynopsisSocial workers and allied professionals will find this book to be a valuable tool, highlighting ways of improving the cultural sensitivity of disability services and parental and family support. Combining a wide-ranging survey and in-depth interviews, the authors build a rich picture of the lives of South Asian families with a child with severe disabilities and place their experiences in the wider context of how culture and ethnicity can impact on a family's experience of disability.The authors offer clear ideas for practical improvements in:* awareness and mobilisation of formal support services* parental and extended family acceptance of the child's disability* availability of support groups and other informal support* parents' physical and mental health* the child and family's social lifelinking their findings to recent policy initiatives to improve the information and support offered to all carers.Policy makers, academics and practitioners in health, social work and education will find the authors give an invaluable insight into the cultural, religious and language needs of ethnic minority families coping with disability.Trade ReviewThis is an interesting and important addition to an already charted field of research, made so predominantly by the extensive representation of the views and experiences of the parents involved. -- Children and SocietyAny professional or organisation whose work, through practice or policy, is related to this particular area should find this book helpful. A good foundation from which to build social health care policies and practices for South Asian families with children with severe disabilities. What makes this study particularly unique, and hence valuable, is the participatory approach in the research design through the inclusion of the family members, who are also service users. -- Child and Family Social WorkThis book is a tool for social work practitioners, allied professionals and policy makers to set standards of culturally sensitive practice in disability services. -- British Journal of Social WorkTable of ContentsList of Figures and Tables. Acknowledgements. 1. Introduction: The Research and Policy Context. 2. The Families. 3. The Child. 4. Information. 5. Informal Support. 6. Formal Support. 7. Family Social Life. 8. Parental Health. 9. Making Connections. 10. Conclusions. Appendix 1. Probe Questions for Phase 1 Interviews. Appendix 2. Interview Schedules Used in the Phase 2 Interviews. Appendix 3. Probe Questions for Phase 3 Interviews. References. Subject Index. Author index.

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Book SynopsisProgress made with children with conduct disorder in specialist schools often does not transfer to the home, but this book shows how behavioural parent training and applied behaviour analysis can help professionals work with parents to continue improving their child's behaviour.Conduct Disorder and Behavioural Parent Training provides a comprehensive introduction to the field of conduct disorder and the individual, familial and social factors that influence the development of persistent antisocial behaviour. The author presents thorough evidence for the effectiveness of the following aspects of behavioural parent training:* compliance training* encouraging good behaviour through praise, enthusiasm and attention* using `time out' as an effective punishment technique* transfer of improvements to school setting* effects of treatment on the child's siblings.He considers the relative impact and costs of different settings for parent training, and outlines ethical issues and future directions for research in this area.This book is essential reading for all professionals involved in the care of children with conduct disorder, as well as psychology and social work students and academics.Trade ReviewThis book is an in-depth analysis of various behavioural training programmes for parents, which range from compliance training to effective discipline and positive parenting practices. It is written in an accessible but academic style, which is both thorough and sincere. The book is well structured with clearly flagged sections within each chapter that allow the reader to easily locate the passage they're looking for. This may seem like a trivial point, but for a busy practitioner ease of access is a significant factor. -- Children Now MagazineAn excellent, scholarly, but essentially practical book. Saluté. One to keep at your elbow. -- from the Foreword by Professor Brian SheldonThis is not an introductory-level book, but is a clear and through text for an experienced professional working with families with children with conduct disorders and for those of us who support more 'mainstream' parents it is an interesting an in depth analysis of programmes that may help our more challenging clients. -- Children Now MagazineTable of ContentsForeword. Brian Sheldon. Introduction. Part I: Conceptual Framework and Empirical Background. 1. Integrating applied behaviour analysis into therapeutic practice. 2. Childhood conduct disorder. 3. Behavioural parent training. Part II: Implementing Behavioural Parent Training. 4. Assessment. 5. Compliance training. 6. Non-coercive discipline. 7. Positive parenting practices. 8. Generalisation across settings. 9. Emerging issues. Afterword. Appendix 1: Sample recording sheets. Appendix 2: Observational coding scheme. Appendix 3: Sample consent form. Appendix 4: Coding sheets. References. Index.

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Book SynopsisThis important text shows how child development theory applies to professionals' working practice. Considering theories of development throughout the lifespan from the early years through to adolescence, and transitions to adulthood, this resource is essential reading for a range of professionals including social workers, teachers, and health and mental health professionals. The authors build up an integrated picture of the developing world of the child, looking at genetic and biological influences alongside individual psychological, interpersonal, familial, educational and wider community domains. The final part of the book looks specifically at issues for practice, including chapters on communicating with children exercising professional judgement, and planning, interventions and outcomes in children's services.Trade ReviewThe Developing World of the Child is a well-written and accessible text aimed to meet the requirements of the post-qualifying award in children's services and the social work degree. A number of eminent academics and a range of experienced practitioners contribute to the book, which was commissioned by the Government as part of a series of resources aimed at supporting the training and practice of the children's workforce in the UK. The official sanction for the book's potential contribution towards professional development is evident in the Forward by Maria Eagle MP (at the time Parliamentary Under Secretary of Secretary of State for Children, Young People and Families).The book is a welcome edition and a useful resource, articulating theoretical perspectives, interspersed with a number of examples from research and a range of helpful practical advice on practice with children and their families. It is clearly written in a style that would be a good model for students to follow in their own writing. It would be a valuable introductory text for the intended audience of trainee social workers, and also contains sections that will benefit students on early childhood and childhood studies courses, health and teacher education. -- Journal of Mental HealthThe Developing World of the Child out-lines child development theories and their implications for practitioners. It provides the reader with a robust understanding of child development research and shows how this knowledge can inform methods for outcome-focused practice. This increases the value of the text for any person who has responsibility for working with children... The production of this book is timely as UK government policy is highlighting the need to promote good outcomes for all children. This emphasis is beneficial in both research and practice terms, not least because it refocuses services away from being resource led and puts children at the heart of decision-making. -- Adoption & FosteringThis comprehensive handbook was commissioned by the Department for Education and Skills for use by a wide range of practitioners in children's services. It has sections focusing on early years and "adolescence and beyond", in which leading academics consider theories of child development. Its aim is to "build vital bridges between the understanding of child development and the ways practitioners work". -- Young People NowThis important new edited collection by Jane Aldgate and her colleagues makes an invaluable contribution in seeking to link together the current policy context, an overview of child development research, and implications for practice. The book is deliberately aimed at a children's workforce that in the UK is becoming increasingly characterized by interprofessional and multi-disciplinary working. It will appeal to social workers but will also be extremely helpful to those in education and child mental health who work with vulnerable children. -- Journal of Interprofessional CareThis is a precise, up to date handbook for all professionals involved with children, young people and their families. I would strongly recommend it for the resource pack in all departments of health and social care and education and particularly as a listed reading for foster carers. -- www.adoption-net.co.ukThis is a worthy book. Above all it's an optimistic one. -- Children NowThis tract on child development is an essential resource for practitioners, their managers and anyone studying social work with children and families. -- Community CareTable of ContentsForeword. Acknowledgements. Preface. Part 1. Child development: frameworks, theories and influences. 1. Children, development and ecology. Jane Aldgate, The Open University. 2. Frameworks and theories. Janet Seden, The Open University. 3. Genetic and biological influences. Marian Perkins, The Park Hospital for Children, Oxford. 4. The place of attachment in children's development. Jane Aldgate and David P.H. Jones, The Open University. 5. Self development. David Quinton, University of Bristol. 6. Socio-genealogical connectedness: knowledge and identity. Kwame Owusu-Bempah, University of Leicester. 7. The influence of parenting and other family relationships. Hedy Cleaver, Royal Holloway College, University of London. 8. The impact of community and environmental factors. Monica Dowling, The Open University, Anna Gupta, Royal Holloway College, University of London, and Jane Aldgate. Part 2. Children developing: early childhood to adolescence. 9. Developmental progression. Wendy Rose, Jane Aldgate and David Jones. 10. Early childhood: zero to four years. Brigid Daniel, University of Dundee. 11. Middle childhood: five to eleven years. Gillian Schofield, University of East Anglia. 12. Adolescence and beyond: twelve years onwards. Susan Bailey, Adolescent Forensic Service, Bolton, Salford and Trafford Mental Health NHS Trust. Part 3. Promoting positive developmental outcomes for children. 13. Direct work with children. Jane Aldgate and Janet Seden. 14. Communicating with children about adverse circumstances. David Jones. 15. Making plans: assessment, intervention and evaluating outcomes. David Jones, Nick Hindley and Paul Ramchandani, The Park Hospital for Children, Oxford. 16. The developing world of the child: children's perspectives. Wendy Rose. 17. Afterword. Jane Aldgate, David Jones, Wendy Rose and Carole Jeffery. References. List of Contributors. Steering Group. Advisory Group. Index.

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Book SynopsisThis highly accessible and informative book offers practical strategies for the protection of children that all parents, teachers, and anyone involved in the life of a child will find indispensable. Providing the reader with an understanding of typical/normative sexual development in children, Christiane Sanderson enables parents and teachers to distinguish this from atypical sexual development and recognize the warning signs of sexual abuse.The more knowledgeable and comfortable teachers and parents are, the easier it is for them to understand and talk openly with children about sexual development - this book offers guidance on discussing appropriate and inappropriate touching/behaviours and the dangers of sexual abuse in an age-sensitive way. The author presents information about abusers and how to protect against their attempts to gain access to a child through grooming children, parents and other adults, including up-to-date information on the use of the Internet and mobile phones.Armed with the accurate knowledge and practical guidance on child sexual abuse provided in this book, parents, teachers, and professionals will be able to confront the threat their children may face and take practical steps to protect against it.Trade ReviewThe book covers a lot of ground, ranging from international commercial sexual exploitation of children to abuse via the internet. Throughout the book, there are checklists that highlight important information about what to look out for and what to do. I felt that these were really useful and gave appropriate and current information, which could be easily accessed. -- Children NowThe Seduction of Children - a title that grabs your attention. It is a well-written, well-researched book encapsulating all areas, challenging the myths surrounding the secrecy of CSA (Child Sexual Abuse) and presents the facts and patterns of CSA- psychologically, socially, historically, culturally and from today... Overall, it is an emotive, revealing and honest book, with Sanderson all the while acknowledging that knowledge and beliefs around CSA vary enormously. It is worthwhile and valuable reading - for professionals and parents alike. -- Napot JournalAny child care professional would gain useful knowledge from this informative book. -- Community CareTable of ContentsAcknowledgements. Introduction. 1.What is child sexual abuse? 2. The development of children's sexuality. 3. Child sexual abusers. 4. Child sexual abuse and the Internet. 5. The grooming of children. 6. The impact of child sexual abuse on the child. 7. The signs and symptoms of child sexual abuse. 8. Understanding the sexually abused child. 9. Protecting children from child sexual abuse in the community. 10. The prevention of child sexual abuse. Appendix I. Useful websites. Appendix II. Glossary of Internet terms. References. Index.

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Book SynopsisMost adopted children and their families will, sooner or later, encounter the challenges of dealing with unresolved attachment issues or early traumatic experiences.New Families, Old Scripts is an accessible introduction to understanding these challenges and helping children and their families to develop a shared language and understanding of one another. Steeped in the experience of the authors, the book offers a wealth of practical guidance and intervention in a no-nonsense style that will be readily understandable to both families and the professionals who work with them. Case examples bring the issues to life, while sample letters addressed to the parent offer sensitive, jargon-free advice on the issues they are likely to encounter - whether it be dealing with anger and aggression, understanding sibling issues or how to react to sexualised behaviour. The authors also explain some of the theoretical background to trauma to encourage a better understanding of the relationship between trauma, attachment and development.The accessible combination of theoretical approaches and practical advice makes New Families, Old Scripts an ideal resource for social workers and adoptive or foster parents.Family Futures Consortium provides services for parents and professionals working with adopted and fostered children, including training and consultation for statutory and voluntary agencies nationwide. In their therapeutic work with families, they have evolved a unique intensive, multi-disciplinary approach to supporting children with attachment and trauma-related difficulties.Trade ReviewAimed at adoptive parents and the professionals who support them, this handbook describes the lasting effects of early maltreatment, separations, and losses on children's development. Case studies illustrate some of the behavioural challenges commonly faced by parents who adopt older children. To facilitate quick reference, the volume is organized alphabetically by topic. Some of the issues addressed include aggressive behaviour, dissociative states, emotional outburst, sibling rivalry and sexualized behaviour. -- Schi Techi Book NewsThis book is designed for direct use with children and their adoptive parents, as well as a resource for working with wider family members, social workers and other professionals involved with adoptive children and families. The authors are both well known for their work in this field and bring credibility and knowledge to their writing.Practitioners in the after adoption field will find this book valuable in a number of ways, as will those working with adopters at any stage in the process, or indeed anyone coming new to this area of work. The authors convey a strong sense of what it feels like to parent a child who has been traumatised and had difficult and poor attachment experiences.I would encourage everyone to approach this as a helpful and thought provoking addition to their toolkit and to reflect on where it challenges and where it adds insight and practical tools. -- Adoption & FosteringThis is a book to help children manage their feelings, make sense of their behaviour and help them reconnect in new families with a calm , quiet, voice and gentle touch. It reminds all parents that with understanding commitment and support young people can find a way of understanding `all of themselves' and learn to integrate their relationships with the world. -- Lapidus QuarterlyTable of ContentsForeword by Alan Burnell, Family Futures. Introduction. Thumbnail sketches. Alphabet of Issues. 1. Accent on change. 2. Aggressive and angry behaviour. 3. Attention seeking/ needing. 4. Basic building blocks of the brain. 5. Bedtime and sleep. 6. Cracking the code. 7. Control issues. 8. Cradling for closeness and comfort. 9. Critical connections. 10. Dealing with danger. 11. Dissociative connections. 12. Dissociative states. 13. Eating and food issues. 14. Emotional outbursts. 15. F is for feelings. 16. F1 kids. 17. Games to encourage attachment. 18. Good child (am I being good enough?) 19. Impact on parents. 20. Looking after yourself. 21. Managing separations. 22. `NO'. 23. Nutrition. 24. Putting it all behind us. 25. Puzzling pain responses. 26. Reassurance or validation. 27. Rivalry between siblings. 28. Rudeness and swearing. 29. Self-regulation. 30. Sensory issues. 31. Sexualised behaviour. 32. Taking, borrowing or stealing. 33. Terrible shame. 34. Think toddler think (T3). 35. What not to do! 36. Your way forward - final reflections. 37. References. Resources and related reading. Index.

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Book SynopsisSome children's 'difficulties' do not present in an obvious way, which makes diagnosis problematic, and access to help unforthcoming. This was the experience of Sandy Row, who, after a decade of misdiagnoses and unsatisfactory explanations for her children's struggle in mainstream school, realised that her children had special educational needs (SEN) and began her long quest for help from the SEN system.Row's testimony illustrates how the special educational needs system works and empowers other parents to demand help for their children who have special educational needs that require attention. This frank and practical book challenges the theoretical and often impenetrable established literature on SEN, and instead provides an accessible and effective resource for those needing advice and answers about their rights to services and help for their children.Trade ReviewEach chapter stands alone in this excellent self-help manual for parents of children with Special Educational Needs (SEN). Everything you need to know is here: What a Statement of SEN looks like, how you go about getting one, what a SEN Tribunal (SENDIST) is and how to go about appealing, useful contacts, extracts from letters and lots of Frequently Asked Questions (FAQs). -- Dyspraxia NewsShe offers clear advice and support in a way that readers will find personable, knowledgeable and digestible. She is better able than most to take parents through the system, having navigated it on behalf of four children. Parents and carers will empathise with the daily challenges, share in the worldly-wise humour and benefit practically from the case studies, basic legal and technical definitions, example letters and proformas, a special insight into adoption and a pervading can-do attitude'. -- CommunicationI thought this was an excellent book. With humour it guides a parent through the system while describing their own journey through it with their four adopted special needs children and pointing out the pitfalls they found. It was especially helpful as the age range of her children over the years means she could give a wide range of advice. It made me feel sad to read how much damage the fight caused the family but I could also relate to the feelings she shared and it confirmed why I had removed my special needs child from the system. -- Education OtherwiseThis fascinating book is a mine of information on procedures and pitfalls in gaining access to special educational needs provision. As a parent of a dyslexic child, I find it mirrors some of the difficulties which were experienced in the 1980's... If you are looking for a well-structured guide to the stages of statementing, interspersed with human stories, I recommend this book. -- Dyslexia Contact...an honest and unique book offering an effective, accessible and empowering tool for parents. Any parent facing the prospect of a tribunal needs to read this book from a practical and emotional point of view. For those parents just entering the world of SEN and the bureaucracy that goes with it, there's a couple really useful chapters, a jargon busting section and a step by step guide to what a statement actually looks like. It has to be the best book I've read this year on anything to do with autism. -- Autism MattersThis book is a valuable resource for parents who need advice and answers about their rights to services and help for their children with special educational needs (SEN). The author's account of her own experience of how the SEN system works should enable other parents to seek help for their children. The publication explains how you know whether your child has SEN, gives information about Statements of SEN, provides information for how to obtain a Statement of SEN, and gives details about the tribunal, SENDIST and appealing. In addition, there are a number of 'real life' stories and helpful sections including frequently asked questions and useful contacts. -- childRIGHT...this book will be a useful resource for many families whose adopted children do not fit and cannot cope within mainstream educational provision... Although this is a personal story, it is also a detailed practical guide dealing with such things as diagnosis, statementing and presenting a case to the SEN tribunal...The message of the book is ultimately a hopeful one both for parents struggling to find a way through the SEN maze, and for the children who blossom when they are in the right educational placement, receiving the right support. -- Adoption UKThere is lots of practical advice including clear, highlighted explanations of jargon, definitions, legal aspects of SEN provision and even sample letters, to help you find your way through the system. But, perhaps, most importantly, it is all from a parent's perspective and this could help to restore your faith in yourself and when you are having difficult times trying to ensure their needs are met. -- Association for Spina Bifida and HydrocephalusThe author writes in a very clear and conversational way and her book will prove invaluable to parents seeking to find their way around the special educational needs system - Sandy is helping them to learn by her advice'. -- RathboneHow you found the time and energy to write such a magnificent book I do not know. Absolutely wonderful and I shall be recommending it. -- William Seymour, Headteacher of St David's CollegeI love the Velvet Bulldozer and have recommended it to all my parents. I even leant my copy to another therapist so that she could see it and recommend it. -- Charlotte Wilson, Speech and Language Therapist(This) fantastically moving book (has made me) even more determined and committed to supporting youngsters with Asperger's to succeed and get all the support they so rightly deserve... it is a must for all the staff here to read. -- Support Worker at 'Jack's' Special Needs College who is also a mum of Asperger's son herself.Now, Sandy has written a book to help other parents struggling with the complexities of the special needs system. Sandy tells her own family's story: the mistakes they made, the misinformation they received and the battles they fought and includes a whole chapter of useful contacts and addresses she has built over the years. -- The OrganiserEssential reading for all parents with special needs children! -- SEN teacher and adoptive parent of children with physical and emotional difficultiesTable of ContentsAcknowledgments. Introduction: Why you need to read this book. 1. Starting out: Don't be daunted. 2. So how do you know when your child has special educational needs? 3. So what does a Statement of Special Educational Needs look like? 4. The Final Statement. 5. So how do you go about getting a Statement? 6. The tribunal, SENDIST and appealing. 7. Preparing for the second tribunal. 8. Alice's story. 9. Alex's story. 10. Richard's story. 11. More of Richard's story. 12. Tribunal II: The Mummy's Revenge! 13. Jack's story. 14. Frequently asked questions. 15. A bit about us. 16. Special needs children who are officially adults. 17. And in conclusion. Appendix: Useful contacts and other information. References. Index.

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Book SynopsisTales from the Table is a practitioner's account of the successes and limitations of using Lovaas/ABA home education with five young boys on the autistic spectrum.The abilities and skills of these children before, during and after intervention are documented with a focus on the realities of undertaking Lovaas/ABA home education: the impact of a 35-hour learning week on both child and parents, changing tutors and issues of commitment to the approach. Each chapter includes a commentary on the programme from a different perspective, with the voices of parents, siblings and teachers providing the context to the individual children's learning processes.This book will help parents to make an informed decision about using Lovaas/ABA interventions and will give professionals and students practical insights and useful information on the approach.Trade ReviewThis book is a practitioner's account of how the Lovaas programme has worked for five young boys on the autistic spectrum.The Lovaas programme is an early intensive behavioural intervention with the purpose of enabling children to function optimally within their environment. It breaks down early skills into steps which are easily manageable by the child. -- Home education Advisory Service BulletinTable of Contents1. Introduction. 2. Contextualising Autism and Early Intensive Behavioural Intervention. 3. Sam's Tale - I Can Try. 4. Jack's Tale - Wavy Blue Cheese. 5. David's Tale - I'm Not David, I'm Woody. 6. Oli's Tale - Tip That Spoon. 7. John's Tale. 8. Moving Along - Autism and Rights. Subject Index. Author Index.

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Book SynopsisThis fully photocopiable resource offers a flexible framework for the assessment and measurement of the communication skills of children with autistic spectrum disorders (ASDs). Packed with practical assessment and planning sheets, it enables teachers, educators and other professionals to observe and record how children use and understand language, and to follow their progress over time.The completed assessment record is an accessible summary of a child's individual communication style, identifying strengths and weaknesses and the ways in which he or she is best assisted and motivated to communicate. It focuses on how children express themselves in everyday situations - for example, how they make requests or gain attention, the words they use most frequently, and how their communication is affected by different people and places. Most importantly, it provides a diagnosis of where communication skills can be developed and improved.Using the communication curriculum, educators can set appropriate targets, linked to work in other areas, such as literacy and science. A separate thinking skills curriculum aims to develop the skills and confidence necessary for social interaction, from making simple choices to understanding humour and abstract ideas.Originally devised for use with children with ASDs, this toolkit is equally effective in identifying communication problems in other children, and is an invaluable resource for teachers and speech and language therapists.Trade ReviewFor professionals wishing to assess communication in people with autism, this is an excellent buy. We all know how important communication is and the book does give a very clear picture of what to look for in communication development. The communication assessment and curriculum is divided into four parts: functional use of communication, expressive communication, understanding communication and social interaction - targeting the areas which most often need attention. -- Good Autism PracticeAssessing and Developing Communication and Thinking Skills in People with Autism and Communication Difficulties'. These are assessment sheets, which are coded and cross-referenced with the curriculum in the next part of the book. The sheets are easily photocopy-able and therefore handy to keep as a record and to keep track of your child's progress. I found the book useful in defining what constitutes communication and in making the link between thinking skills and those required for communication. -- Education OtherwiseTable of Contents1. The Background to the Communication and Thinking Skills Assessments and Curricula. 2. The Communication Assessment Record. 3. The Communication Curriculum. 4. The Thinking Skills Assessment Record. 5. The Thinking Skills Curriculum. Glossary. Further Reading.

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Book SynopsisUnderstanding Looked After Children is an accessible guide to understanding the mental health needs of children in foster care and the role of foster carers and support networks in helping these children.The authors provide foster carers with an insight into the psychological issues experienced by children in the care system, and the impact of these issues on the foster family. Chapters cover cultural, social and legal structures associated with foster care and both the relevant child psychology theory and examples drawn from real-life situations. The authors give advice on how to address common psychological issues in collaboration with multi-agency professionals, as well as how to access to statutory services. They also explain the possible impact of assessments on foster children and the causes and management of foster carers' own feelings of frustration, anger or disappointment with social and mental health services or the placement itself. Chapters are complemented by case studies, and the book includes a helpful glossary to common terminology.Understanding Looked After Children is essential reading for registered foster carers and those considering fostering, as well as adoptive parents, and a useful reference for trainee and experienced practitioners in the care system, including social workers, psychologists, counsellors, teachers and others looking after vulnerable children.Trade ReviewFostering is bout more than providing warmth, shelter, security and a family for looked after children. Rightly, this book acknowledges that looking after the most vulnerable children in our society requires everyone involved in their lives, to understand the mental health issues that they may have. It also acknowledges the potential impact of these issues on the foster carer who is looking after them... I would certainly recommend this book for those involved in fostering. I wish I had access to it 10 years ago when my fostering career began. -- Foster Care MagazineThe authors have the authority of experience, and they neither give an over-glowing picture of foster, nor condescend. Their book will be suitable for adoptive parents and by professionals, whether trainee or experienced. -- The PsychologistI am delighted that the foster care worforce, too often rather patronised by other childcare professionals, is being offered a text of this sophistication . The book consists of 10 chapters, with handy checklists, questionnaires and often subtly-chosen case studies... The book highlights the strengths carers need to stay attuned to the the child's feelings of powerlessness and disappointment. -- Children & Young People NowI could not think of any area of importance for foster carers not covered in this book. It is realistic in outlining the challenges, but avoids making fostering too daunting or expectations of carers unrealistic -- Seen and HeardTable of ContentsForeword. Acknowledgements. How To Read This Book. 1. Introduction. 2. Context. 3. Children in Need. 4. Relationships. 5. Visibility and Invisibility. 6. Psychological Issues for Looked After Children: Mental Health. 7. Psychological Issues for Looked After Children: Special Needs. 8. A Protective Shield: The Multi-agency System of Care. 9. Assessment through Intervention. 10. Moving On. 11. Thinking Ahead. 12. Conclusion. Glossary. Appendix A. Appendix B. Useful Resources. Subject index. Author index.

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Book SynopsisSpirituality is increasingly acknowledged to be an essential part of child development. David Hay argues for the inclusion of spiritual awareness as a cross-curricular element in the school syllabus to promote the development of morality and social cohesion.While culturally constructed pressures and the decline in institutional religion have led to the suppression of spiritual expression, children are, the author maintains, capable of profound and meaningful beliefs from an early age. A three-year research study into young children's spirituality and its survival value informs Hay's view that spirituality in education needs to overcome traditional approaches and should adopt a theory of spirituality that includes religion but is not confined to it.This stimulating book will encourage educators, parents and others involved in teaching children to consider new approaches to foster children's natural spiritual development.Trade ReviewThe Spirit of the Child is a ground-breaking book providing a theoretical and practical text that attempts to offset the dearth of research and literature relating to children's spiritual experiences. Contrary to the increasingly prevalent view that religion is out of date and out of touch, this broader consideration of spirituality could be a valuable tool for developing young people's understanding issues of social injustice and the dynamics of becoming disenfranchized from society. This is an excellent publication that should be key reading for everyone in our education community. -- Pastoral CareTable of ContentsPreface to the First Edition. Preface to the Revised Edition. Part I: Orientation. 1. What is Spirituality and Why Is It Important? 2. The Social Destruction of Spirituality. 3. Children's Spirituality - What We Know Already. 4. A Geography of the Spirit. Part II: Investigation. 5. How do you Talk with Children about Spirituality? 6. Listening to Children Talking, by Rebecca Nye. 7. Identifying the Core of Children's Spirituality, by Rebecca Nye. Part III: Reflection. 8. The Naturalness of Relational Consciousness. 9. Nurturing the Spirit of the Child. 10. Developments Since 1998. Notes. Bibliography. Index.

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Book SynopsisInformation technology (IT) has great potential to be an effective and empowering means of communication for people with communication difficulties. Getting IT explores how IT can help such people increase their independence, communicate in more direct ways and express themselves as part of society.Authors Dinah Murray and Ann Aspinall examine common problems faced by people with learning and communication difficulties - being judged on appearances, encountering impatience from communication partners, problems identifying and understanding key information and difficulties communicating decisions. They show how IT can help solve these problems: for example internet search tools for accessing information at home, typing and email as socially neutral, universally acceptable modes of expression, anonymous, non-judgmental internet chatrooms and discussion forums. Three central case studies illustrate how IT improved the lives of Kumar who is on the autism spectrum, Marie who has dementia and Irene who is almost completely nonverbal. The book also provides practical guidance on how to use common IT programs including Powerpoint and gives an overview of the technology available for people with specific difficulties. Useful resources and organisations are supplied at the end of the book.Getting IT shows the power of IT to help people with communication difficulties satisfy the universal human need to communicate. This book will inspire carers, teachers, psychologists, parents and other professionals to use IT with people with communication difficulties, and will expand the skills and knowledge of those who already do.Trade ReviewThis book outlines how the use of relatively simple information technology can enable people with major communication problems, actively to take part in and, in some cases, to lead decision - making processes affecting their own lives. The book presents case studies of a small number of people with extreme difficulties who had previously been the recipients of decisions based on assumed interpretations of their needs. It shows how they moved form almost passive acceptance of whatever choices were made for them to the stage where they were the instigators for the changes which they themselves wanted in their lives. -- British Journal of Special EducationAll those who work in facilities where there are disabled people, including the elderly, should read this book. It may help to challenge assumptions made about the value, experiences and needs of many clients attending day centres and similar institutions. Anyone who is in the caring profession will be inspired and motivated by this book. -- British Journal of Special EducationI would thoroughly recommend this book. -- British Journal of Special EducationFor the past five years I've been trying to inspire people to use information technology (IT) with people with dementia. Here is a book that does just that, but for a wider group of people with various communication problems. [The authors] ideas and practical tips could be a useful starting point for those working with people with dementia. As well as the inspiring narrative, this book has plenty of practical tips and examples that could be tried by people working with people with dementia. Useful appendices include hints and tips, lists of useful websites and other resources and 'help-sheets' with step-by-step guides to producing different effects in PowerPoint. -- Journal of Dementia CareInformation technology (IT) can help people with communication difficulties to better express themselves and connect with others. This resource for service providers offers practical ideas on turning technologies such as a PowerPoint into tools of empowerment and inclusion. -- Book NewsA study, by authors well-known in the field, of common problems encountered by people with learning disabilities in terms of communication, and a wide range of ideas and practical suggestions for how IT can be employed to resolve these. -- Current Awareness Service (BILD)How to use information technology to make voices heard is the essential theme of this book. This is not about using computers to escape from the world, it is about using them to connect with it. -- Introduction, Getting ITThe book's stated aim is to, 'inspire people to use Information Technology-IT with people in care and expand the skills and knowledge of those already doing so...The book would be relevant and useful for careres, teachers, other professionals and family members who work with people communication diffuculties and who have limited IT knowledge or confidence. -- Patoss BulletinI enjoyed reading this book. It is not your mind boggling IT book but tells the stories of three people with leaning disabilities who, with help, have used multi media to learn, participate in activities with others, make their own record of their interests and life events and improve their communication and decision making skills... inspiring and helpful -- PMLD LinkTable of ContentsIntroduction: Getting IT: the why and what of this book. 1. Inclusion in the 21st Century: the argument for ensuring access to IT. 2. Beginning to Take Control. 3. Telling Your Own Story. 4. Asking and Telling. 5. Connecting and Exploring. 6. Living and Learning. 7. Getting together. 8. A Year or so Later…. 9. Taking control of Time: a step by step guide to making an Interactive calendar. 10. Getting IT Right: tackling the technical aspects of using computer equipment. Appendix 1 Hints and Tips. Appendix 2 Relevant Websites. Appendix 3 Resources. Appendix 4 Helpsheets. References. Subject index. Author index.

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Book SynopsisChildren who live and go to school apart from people with disabilities suffer from several distinct disadvantages, including the fact that exposure to stories about disability, however well-intentioned, may make them believe all those with disabilities have the same emotions, needs and attitudes as characters in the story. This set of eight stories has enough accompanying activities and lessons to counter this problem somewhat; Leicester (education emerita, U. of Nottingham) works from experiences she has had with her own daughter, who contributes an autobiography. Topics include common ground, the advantages of having a good caregiver, correct behaviour around those with disabilities, bullying, cultural attitudes toward disability, and the benefits of focusing on abilities rather than disabilities. This book is intended for children aged four to 11 who are not in mainstreamed classrooms, so caregivers should be extremely careful in using this if children with disabilities are part of the regular classroom.'- www.booknews.com'Designed to support key stages 1 and 2 of the National Curriculum (England and Wales); this 155 page book is a superb resource or anyone wishing to raise disability awareness among children. Using the medium of storytelling the lives and adventures of eight children with disabilities are individually told. Care has been taken to cover various types of disability, for example sensory impairment, learning difficulties/difference, mobility and emotional and behavioural difficulties. Cultural diversity is also strongly supported with some of the children coming from ethnic minority groups.Refreshingly unlike many children's stories the heroes of these stories are based on children who have a disability, with a core aim of promoting a positive approach to disability and breaking away from the potential stereotyping that can so easily develop within the everyday lives of children.Supported by walk through instructions on how the book should be used it highlights the key aims and objectives to each story. The building of vocabulary through activity sessions is particularly useful given the complexity of the subject.Clearly illustrated the book is very much a flexible learning resource and can be used independently or within other subjects.In conclusion this book is a must have for anyone tasked with teaching or supporting a child's education.'-The Encephalitis Society'What I like most about this book is they way it gives so much information and so easily. Even if you don't feel confident about the topic, there is so much included that you will have all the help you need. All the stories are positive and how fabulous to have a book which the main characters are disabled!'- National Child-Minding Association'If you only buy one book about disability - make it this one!'- National Child-Minding Association'An imaginative approach to promoting disability awareness among 4 to 11 year olds. Designed to be used by parents and care professionals as well as teachers. Covers a wide range of topics, positive and negative, including fear, feelings, success, bullying, joy and exclusion, with disabled children as the heroes and heroines.'- Current Awareness ServiceStories both educate and entertain. We learn from them and the learning is fun. They also stimulate our imagination and creativity. In this collection of short stories, the heroes and heroines are disabled children who defy the stereotypes associated with being disabled: being pitiable, a victim, freakish or a burden.Special Stories for Disability Awareness provides stories that fire the imagination and promote disability awareness and discussion among children aged 4-11 about universal issues such as fear, loss, feeling 'different', bullying, exclusion, joy, success, friendship and emotional growth. The stories provide a safe environment for young children to discuss painful emotions as well as a tool for teachers, parents and professionals to understand the experiences of disabled children.Each chapter features an engaging story, linked discussion and learning materials as well as suggestions for activities and photocopiable handouts. All those who work in early education or support young children will find this an invaluable resource.Trade ReviewThe stories and resources can be accesssed at many different levels making them suitable for a wide range of age and ability. It is a resource that can be revisited many times as the children develop. The book is easy to use and to find your way around. Links to extra information are also provided. It would be a very useful addition to any school's PHSCE resources. -- British Association of Teachers of the DeafTable of ContentsAcknowledgements. Introduction: Understanding Disability. 1. Tom's Famous Bridge. 2. The Magic Shoe Box. 3. A Kind Revenge. 4. One and One Make Trouble. 5. Signs of Change. 6. Gifts for Divali. 7. Across the Pond. 8. The Careless Boy. Appendix 1: My Experiences. Appendix 2: Pictures to Colour.

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Book Synopsis`This volume offers a broad perspective on psychological processes in children with complex needs. Armed with this valuable tool, professionals, parents, and educators will be much better prepared to offer deaf and hard of hearing children the support and opportunities they deserve.'- from the Foreword by Marc MarscharkPsychological Processes in Deaf Children with Complex Needs is a concise and authoritative guide for professionals working with deaf children and their families.The effects of hearing impairments on learning, social development and family life can be profound. They can impact on attachment, parenting and family interaction, and can affect cognitive and neuropsychological processes including perception and memory.This guide draws on the latest evidence to explain the impact of hearing impairment and uses case studies to focus on the key issues for assessment and intervention. It also suggests practical strategies for treatment and development for those working with hearing impaired children.Trade Review`This book will be particularly useful to individual psyhologists who find themselves working closely with schools for the deaf or local provision for children with hearing impairment, without much previous experience in theis area. Other educational psychologists may find it a useful addition to the service library as it provides information, some inspiration and also food for thought!` -- Debate, Clarissa Prior-Jones, Specialist Senior Educational Psychologist, NorthamptonshireTable of ContentsPreface. Foreword. 1. The Experience of Childhood Deafness. 2. Behavioural and Emotional Disorders. 3. Self-concept, Self-Esteem and the Development of Identity. 4. Specific Learning Difficulties. 5. Disorders of Communication. 6. Paediatric Cochlear Implantation. 7. Tinnitus. 8. Professional Issues. References. Index.

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Book SynopsisThis international collection provides a comprehensive overview of cutting-edge research on autism spectrum disorders (ASDs) by well-known experts in the field, stressing the importance of early diagnosis and a good working relationship between parents and professionals. The contributors cover a wide range of aspects of ASDs, from early assessment techniques, neurodevelopment and brain function to language development, executive function and genetic research. They explore how individuals with ASDs think and give evidence-based guidance on how to handle difficulties with social interaction and language development using appropriate interventions.New Developments in Autism will be of great interest to professionals, researchers, therapists, parents and people with ASDs.Trade ReviewThis book provides a comprehensive overview of the latest research on autism. -- Children & Young People NowGathering together many of the most creative and productive researchers in the field and eliciting from them a discussion of those topics they know best, these scholars have produced a remarkable volume, one that represents an invaluable resource to the researcher and the clinician. -- PsycCRITIQUESAs someone with both parental and professional involvement with autism, I found this book of great interest and value. The authors provide a wealth of practical advice for parents and professionals trying to work their way through that troublesome triad of diagnosis, assessment and individualised education guidelines. -- Community Care MagazineNew Developments in Autism is a book that is a must for those professionals with a keen interest in Autism Spectrum Disorders (ASDs). The diverse content and different primary function of the work presented makes each chapter unique. As a consequence this book is a varied and interesting read. This book attempts to construct a bridge between theory and practice and provides practical applications of the theory relevant to those working and living with individuals with ASDs. The format and content of this book takes thinking related to autism in new and exciting directions. -- DebateTable of ContentsIntroduction. 1. The epidemiology of pervasive developmental disorders, Eric Fombonne, Canada. 2. Early manifestation of autistic disorder during the first two years of life, Juan Martos Pérez, Pedro M. González, María Llorente and Carmen Nieto, Spain. 3. Early assessment in autism, Catherine Lord, USA. 4. Implicit learning impairments in autism: Implications for diagnosis and treatment, Laura Klinger, Mark Klinger and Patricia Pohling, USA. 5. Joint attention and autism: Theory, assessment and neurodevelopment, Peter Mundy and Danielle Thorp, USA. 6. On being moved in thought and feeling: An approach to autism, Peter Hobson, UK. 7. Systemising and empathising in autism, Sally Wheelwright, UK. 8. Executive functions in autism: Theory and practice, Sally Ozonoff, USA. 9. Relationship between language and development in autistic spectrum disorders, Isabelle Rapin, USA. 10. Developmental and behavioural profiles of children with autism and Asperger Syndrome, Susan Leekam, UK. 11. Neuro-anatomical observations of the brain in autism, Margaret Bauman and Thomas L. Kemper, USA. 12. Cortical circuit abnormalities (minicolumns) in the brains of autistic patients, Manuel F. Casanova, USA. 13. Genetic research into autistic disorder, Ángel Diez Cuervo, Spain. 14. Parents and professionals. Collaboration! Collaboration? Hilde De Clerk and Theo Peeters, Belgium. References. Subject index. Author index.

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