Jessica Kingsley Publishers

Book SynopsisLaying out a new integrative approach to the treatment of depression, this book looks at the biological, psychological, social and spiritual dimensions of clinical art therapy. Skov presents the theoretical foundation for a Jungian approach to art therapy and depression together with its clinical methodology and framework, outlining a procedure for working with people with mild to moderate depression. Integrative art therapy in clinical practice is introduced alongside case studies from the author's research and practice to show how transformative processes operate in the field between the conscious and the unconscious part of the psyche. Finally the author lays out her research methodology and discusses the possible implications of the integrative art therapy approach. This revolutionary approach, which places equal importance on both art therapy and psychology in the treatment of depression, will be a valuable resource for all art therapists and students working with clients and patients who suffer from depression. Psychologists, psychotherapists, counsellors and other mental health professionals will also find it of interest.Trade ReviewIn this brilliant and depth-oriented exposition of the treatment of depression, Skov offers guidelines and landmarks that demonstrate how art can be used as both a healing agent and a bridge to communication...This text makes an important contribution to the field of art therapy and becomes a major landmark in the field of mental health literature. -- from the foreword by Arthur Robbins, PhD, Founding Director of the Institute of Expressive AnalysisThe author offers an integrative approach to art therapy with people suffering from mild to moderate depression, where she distinguishes between different domains of the work dependent of the need of the client. This book truly grasps the complexity of art therapy processes, simultaneously presenting a structure of levels and categories for the reader to hold on to. This thought provoking and highly necessary book will be hugely influential in the field of art therapy. -- Inge Nygaard Pedersen, Associate Professor, Department of Communication and Psychology and Head of the Music Therapy Clinic, Aalborg University, DenmarkTable of Contents1. Jung´s epistemology in art therapy. 2. Depression as a sign. 3. Integrative art therapy. 4. Transforming depression through art therapy. 5. Integrative art therapy in clinical practice. 6. Integrative art therapy in self-development. 7. Jung´s typology in art therapy practise. 8. Jung´s typology as a research methodology. 9. The Freud – Jung discussion and a new paradigm.

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Book SynopsisA valuable reference to help practising researchers not only to understand but also to apply innovative approaches to social work research. Featuring extended case studies of actual research projects, the book provides an overview of a number of central features and qualities of social work research. It incorporates both distinctive methodological features, such as approaches to participatory inquiry, and provides accounts of researcher strategies to address particular challenges, such as carrying out studies with hard to reach populations. This book combines important methodological insights with pragmatic guidance on commonly experienced problems and how these challenges can be overcome. This is a key resource for social work and social care students, social work practitioners and academics engaged in research.Trade ReviewThis is a rich and stimulating compendium of innovative social work research. Combining many contemporary big names with innovative early career research, this volume illustrates the open-minded, methodological pluralism social work really needs as an academic discipline. -- Sue White, Professor of Social Work (Children and Families), Institute of Applied Social Studies, University of BirminghamThis excellent book offers ample evidence that social work researchers are doing research in imaginative and productive ways across a variety of social work settings. It contains a wealth of insights into the 'doing' of research using a wide variety of methods and showcases the commitment of an impressive cast of authors to using such research to support excellent social work practice. -- Brid Featherstone, Professor of Social Work, Faculty of Health & Social Care, The Open UniversityThe book achieves what I am sure was the main goal of the editors and contributors. It is very pleasing to see a publication that specifically tries to encourage the social work research community to think more widely about methods rather than unreflectively remain tied to trusted research methodologies and methods. The book is thus a welcome addition to the processes of helping to extend the methodological and methods repertoires in social work, and social care, research. -- Michael Clark, Associate Professional Research Fellow * Research, Policy and Planning *Table of ContentsAbout the Editors and Contributors. Acknowledgements. Introduction. Section 1: Innovations in Design and Planning. 1. Action Research for Social Justice: Researching and Organising on Household Debt, Sarah Banks, Durham University. 2. A Randomised Controlled Trial of a Therapeutic Intervention for Children Affected by Sexual Abuse, Tricia Jessiman, John Carpenter and Trish O'Donnell, University of Bristol. 3. Front Row Seats: Why Researchers Need to Get Closer to Practice and How We Can Do So, David Westlake, University of Bedfordshire. 4. Archival Resources for Social Work History, Pat Starkey, University of Liverpool. 5. A Study of Long Term Outcomes of Children with Harmful Sexual Behaviour: Using Social Media to Reach and Engage a 'Hard to Reach' Population, Simon Hackett, Durham University with Myles Balfe, University College Cork, Helen Masson, University of Huddersfield and Josie Phillips, Durham University. 6. Involving People with Dementia in a Systemic Review, Nicolette Wade and Mike Fisher, University of Bedfordshire. 7. Acting as a Critical Friend - Developmental Evaluations, Service Users and the Role of the Researcher, Roger Smith, Durham University. Section 2: Innovations in Research Methods. 8. Observing Social Work Practice:Using Ethnographic and Mobile Research Methods with social workers and service users, Harry Ferguson, University of Nottingham. 9. Using Mobile Methods to Explore the Lives of Marginalised Young Men in Manchester, Alistair Roy, Jenny Hughes, Lynn Frogett and Jennifer Christensen, University of Central Lancashire. 10. Being Brave, Doing Creative: Using Visual Ethnography in Social Work Research to Explore the Impact of Space and Environment on Organisational Culture, Jadwiga Leigh, University of Sheffield. 11. Researching Recovery from Substance Misuse Using Visual Methods, Julian Manley, Alistair Roy and Lyn Frogett, University of Central Lancashire. Section 3: Innovations in Data Analysis. 12. Validating Meaning Making: The Potential of Phenomenological Inquiry, Sue Thompson, Avenue Media Solutions. 13. The Elephant in the Room: Taking Language Difference Seriously in Research, Bogusia Temple, University of Central Lancashire. 14. Data Analysis in Participatory Research with Adults with Asperger's Syndrome, Jackie Robinson, De Montfort University. 15. Quantitative Research and the Secondary Analysis of Longitude Data in Social Work Research, Martin Elliot, Cardiff University. Section 4: Innovations in Dissemination and Impact. 16. Participatory Action Research: Empowering Women to Evaluate Services, Lena Dominelli, Durham University. 17. 'A Little Bit of What I'm About': Urban Photography For Social Work Research, Natalie Robinson, University of Liverpool. 18. Incorporating 'Knowledge Exchange' Into Research Design and Dissemination Strategies, Aisha Hutchinson and Cherilyn Dance, University of Bedfordshire. 19. You're Not in The Picture: Service Users, Research, Involvement and Change, Jennifer Taylor, Gina Barrett, Vic Forrest, People First Lambeth, Shaping Our Lives, Peter Beresford, Brunel University, Becki Meakin, People First Lambeth, Shaping Our Lives. Conclusion.

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Book SynopsisCelebrating the 30th Anniversary of Kidscape, the national charity that works to challenge and prevent bullying, this book offers readers an insight into a collection of innovative projects currently running in schools to promote inclusion, tolerance and kindness.From a gay role model to a peer mentor, a dance workshop to a gardening club, an autism ambassador to a travelling Gypsy theatre group, the ideas demonstrate how much we have to teach our children about inclusion, how much kindness matters, and how much of a difference schools can make to children who don't always feel they fit. Joining forces with well-known charities and celebrity supporters including Anthony Horowitz, Jamie Oliver, Michael Sheen and more, these accessible, fun and effective projects are tackling issues such as bullying, homophobia, racism, and truancy, are supporting pupils who may feel isolated and excluded from their peer group, and are helping whole schools become happier, more successful settings.This book will provide inspiration to all educational professionals, parents and volunteers looking for creative and practical ways to help individual children fit in and feel happy in their class.Table of ContentsForeword by Claude Knights, CEO of Kidscape. Introduction: What Makes a Kinder School? 1. Kidscape's ZAP Workshop. In My View: Anthony Horowitz. 2. The Peer Mentor. In My View: Jill Halfpenny. 3. The Prince's Trust XL Club. In My View: Jamie Oliver. 4. The Role Model. In My View: Charlie Condou and David Charles Manners. 5. The Travelling Players. In My View: Baroness Janet Whitaker. 6. The Achievement Coach. In My View: Henry Winkler. 7. The Gardening Club. In My View: David Martin Domoney. 8. The Autism Ambassador. In My View: Jane Asher. 9. The Dance Class. In My View: Linda Jasper. 10. The Young Carers Campaign. In My View: Michael Sheen. 11. The Student Support Team. In My View: Jack Jacobs. 12. The ChildLine Workshop. In My View: Ade Adepitan.

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Book SynopsisSocial Narratives are a simple, evidence-based intervention to help children with autism spectrum disorders (ASD) and other developmental delays to understand appropriate social behaviours and overcome the anxiety associated with social situations. This practical guide explains how to create and use personalised Social Narratives with children aged 4+.Drawing on the latest autism theory and findings from research, the author provides step-by- step guidelines for writing and using Social Narratives at home or in the classroom. She describes clearly the key components of the approach, including incorporating the interests of the child, using literal and positive language and including visuals and comprehension questions to support learning. 27 sample Social Narratives are also included, to provide inspiration and useful examples of how Social Narratives can be used in practice.Perfect for improving social behaviour in children with ASD, this book will be a valuable resource for teachers, speech and language therapists, occupational therapists and educational psychologists, as well as parents.Trade ReviewAs a mother of a child with autism, I found Dr. Sonia Morris's book clearly written, well researched and easy to follow. My own child enjoyed and benefited from social stories in her school setting but I wished I had Sonia's book earlier as a guideline, so that I could have made more of my own stories for her. -- Lucy Harmon, parentAnother step forward in learning how to positively support kids on the autism spectrum to improve their social abilities! Social Narratives are evidence based and firmly grounded in an understanding of how autism interferes with kids learning social behaviours. Everything is clearly explained with multiple examples so you'll be writing successful narratives in no time! If you want a proven tactic in a simple format requiring only minutes of time each day, this book is for you. -- Dr Rita Honan, Clinical, Counselling & Educational Psychologist in private practice, Board Certified Behavior Analyst-Doctoral Adjunct Associate Professor of Psychology, Trinity College DublinSocial Narratives by Sonia Morris is a well organised guide for teachers, families and caregivers of children with autism and other developmental disabilities. Morris describes how and why social narratives are a useful intervention that can improve social competence and quality of life for children with social difficulties... The author's child-centered approach is apparent throughout the book and thereby helps the adult to see the world through the eyes of the child... Morris also includes some solutions to problems that she has encountered and this adds to the practical usefulness of the book. The book concludes with some sample social narratives that are inspired by stories used successfully with children with ASDs... In conclusion, this book offers a practical and child-centered approach to social narrative writing. It is user-friendly and can be used in a home or school setting... Each story is unique and the physical presence of a single narrative which includes special interests and photos can become a treasured possession of a child with ASD. This in itself can reinforce the social lesson that the narrative was designed to teach. -- Jean Timmins, teacher and principal * REACH Journal of Special Needs Education in Ireland *Table of ContentsAcknowledgements. Preface. 1. What are Social Narratives and who are they for? 2. Theories of Autism Spectrum Disorders. 3. Applying Theory to Social Narratives. 4. Writing a Social Narrative. 5. Presenting and Implementing Social Narratives. 6. Research Supporting Social Narratives. 7. Checklist. 8. Sample Stories. References. Further Reading.

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Book SynopsisMeet Danny - a boy with a peanut allergy. He explains that peanut allergies can be very serious, but once you know how to manage them, they don't have to get in the way of living a fun and full life. Danny talks about what a peanut allergy is, what do to in an emergency, and how his friends and family can help him to live a nut free life. He also shares advice on coping with a peanut allergy on special occasions and trips away.This illustrated book is ideally suited for readers aged 7 and upwards, and will be an excellent way to increase awareness about peanut allergies, in the classroom or at home. It also includes clear, useful information for parents and professionals.Trade ReviewPeanut and nut allergies are an increasing problem in the UK and elsewhere. Whilst this is actually a very manageable condition, and most people with peanut allergies don't have regular allergic reactions, the fear of severe reactions can have a very negative impact on children their families and friends. This short book by Sharon Dempsey presents the child's view of what it's like to be diagnosed with peanut allergy and the impact on home and school life. I recommend it to anyone who has a newly diagnosed nut allergy in their families and to their carers and schools. -- Dr David Edgar, Head of the Regional Immunology Service for Northern Ireland, Royal Hospitals, BelfastCommunication is an essential piece of any food allergen management strategy. Sharon Dempsey's new book "Can I tell you about my Peanut Allergy?" can help serve as a guide to opening up the lines of communication when dealing with a peanut allergy. Written from a young person's perspective, the book introduces you to Danny and the many scenarios he must face when living in a peanut-filled world while trying to avoid peanuts. The book illustrates the importance of advocating, communicating and being responsible for oneself while giving insight into helping a peanut-allergic individual manage their allergy and responding to potential allergic reactions. -- Jamie Kabourek, Registered Dietician, Resource Manager, Food Allergy Research and Resource Program, University of NebraskaTable of ContentsIntroduction. 1. Introducing Danny who has nut allergy. 2. Understanding nut allergy and how my body reacts. 3. Dealing with aspects of nut allergy that make me feel worried. 4. Understanding anaphylaxis and my adrenaline pen. 5. Special occasions. 6. Food labelling. 7. Dealing with nut allergy at school. 8. Eating out. 9. Travelling with nut allergy. 10. Why it is important to tell my friends and teachers about nut allergy. 11. Further information about nut allergy. 12. Advice for friends on how to help me. 13. Advice on how to help me at school. 14. Advice for parents. 15. Advice on eating out and travelling. 16. What to do in an emergency. 17. Nut allergy facts and figures. 18. Additional notes. Recommend reading, websites and organisations.

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Book SynopsisA Holocaust survivor whose mother collapsed and died only moments after they both registered as survivors, a death row inmate who has reclaimed his life through Buddhism, and a mother whose daughter was diagnosed with aggressive breast cancer two days before her thirtieth birthday, among others, offer their perspectives on death and dying in this thought-provoking volume. Contributors from all walks of life share their thoughts on carefully selected writings, images and artwork that most accurately express death to them. Describing their unique experiences, they reveal that, beyond the heartache and the mystery, death teaches us all invaluable lessons about how we live our lives. Offering comfort, reassurance and varied insights into death, loss and its impact on life, this collection is for anyone who might be coming to terms with this inevitable destination. Royalty proceeds from the book will be donated to Ashgate Hospicecare, North Derbyshire, UK.Trade ReviewI rejoice that death has become less of a taboo subject in our conversations. In this timely book you will discover precious wisdom and heartfelt insights from people of all walks of life...As I have listened to these voices, I have found reassurance and enlightenment. I know this book will offer the same gifts to you whether you believe in a transition to a new life or contemplate the beyond with some uncertainty. I commend it highly. -- from the foreword by Archbishop Emeritus Desmond TutuA powerful book on the truth of our mortality, and the richness that can be derived from our encounter with death. -- Roshi Joan Halifax, Abbot, * Upaya Zen Center *We experience death in many ways before facing it in our own lives. Whatever will support us to consider death more honestly and life more appreciatively is to be deeply valued. Rosalind Bradley's beautiful collection offers both those gifts abundantly. -- Stephanie Dowrick, author of Seeking the SacredA Matter of Life and Death provides thought provoking reflections from a wide range of people whose lives have been deeply influenced by encounters with dying, death and loss. Their insights into these sensitive, often taboo, subjects are inspirational and uplifting - highly recommend reading for all who work in end of life or bereavement care. -- Dr Marilyn Relf, Bereavement Care Lead, Sir Michael Sobell House, Oxford and Chair National Bereavement Alliance (UK)Dying conjures many stories, many feelings, many fears. Rosalind Bradley brings together the thoughts of the eminent, the well trained and also those who have personal experience with the dying. These stories explore the inspiring, the meaningful and sometimes troubled ideas that everyone will have about death. -- Professor Richard Chye, University of Notre Dame, AustraliaA thoughtful collection of personal stories and perspectives on death as a defining part of life. Beautifully told and cleverly presented. A unique offering on an ultimate truth - you will be inspired, intrigued, informed and touched by the diversity and authenticity of the contributions. -- Professor Christine Bennett AO, Dean of Medicine,The University of Notre Dame AustraliaThis is a powerful and timely book on the largely taboo subject of death, viewing it as an intrinsic and unavoidable part of life. Bradley provides Readers with a useful resource to assist in their duties of taking funerals and memorial services and in caring for those who mourn. Highly recommended. -- John Hazel * The Reader *Table of ContentsIntroduction. 1. Personal Encounters with Death. Gail O'Brien, Chris O'Brien Lifehouse, Sydney, Australia. Brigadier Michael Griffiths CBE, Duke of Lancaster Regiment, UK. Olga Horak OAM, Sydney Jewish Museum, Australia. Colleen Kelly, September 11th Families for Peaceful Tomorrows, USA. Professor Patrick McGorry AO, University of Melbourne, Australia. The Burton Gaudiosi Family, Australia. Amit Dasgupta, India. Erica Stewart, Sands, UK. Kinny Gardener, The Krazy Kat Theatre, UK. Pam Masini, Child Bereavement UK. Reverend Peter Pereira, Australia. Mitchell Willoughby, Tennessee, USA. 2. Death Brings a Wisdom. Josefine Speyer, Natural Death Centre, UK. Jennifer Briscoe-Hough, Australia. Reverend Canon Rosie Harper, Great Missenden, UK. Molly Carlile AM, Olivia Newton John Cancer & Wellness Centre, Australia. Dr Michael Barbato OAM, Australia. Professor Allan Kellehear, University of Bradford, UK. Rabbi Jonathan Wittenberg, The New North London Synagogue, UK. Laurence Freeman OSB, World Community for Christian Meditation, UK. Carol Komaromy, The Open University, UK. Dom Christian de Chergé, Algeria. Sogyal Rinpoche, Rigpa, France. Therese Schroeder-Sheker, Chalice of Repose Project, School of Music Thanatology, Oregon, USA. 3. Working Closely with Death. Deborah de Wilde OAM, Australia. Diane Roche, Royal North Shore Hospital, Sydney, Australia. Arabella Dorman, UK. Dr Megory Anderson, Sacred Dying Foundation, USA. Dr Peter Saul, John Hunter Hospital, Newcastle, Australia. Stephen Olson, Royal Oak Burial Park, British Colombia, Canada. Dr Soren Blau, Victorian Institute of Forensic Medicine, Australia. Dr Irene Adams, Clinica Ammor, Brazil. Dr Louise Jordan, Baslow Health Centre, Derbyshire, UK. Su Chard, UK. James Norris, DeadSocial.org and the Digital Legacy Association, UK. Chinyere Inyama, UK. 4. Death and the Circle of Life. Sughra Ahmed, Islamic Society of Britain, UK. Dr Sarah Edelman, Dying with Dignity NSW, Australia. Trypheyna McShane, Australia. Stephen Miller, USA. Dr Ian Gawler OAM, Australia. Amelia Freelander, Amnesty International, Australia. Claire Henry MBE, The National Council for Palliative Care & Dying Matters coalition, UK. Dr Colin Murray Parkes OBE, St Christopher's Hospice, UK. Reverend Jonathan Woodhouse, UK. Caitlin Doughty, The Order of the Good Death, USA. Bruce Kent, Campaign for Nuclear Disarmament and Pax Christi, UK. 5. Death is Sacred. Dr Pushpa Bhardwaj-Wood, New Zealand. Sharifah Zuriah Aljeffri, Malaysia. Sr Jayanti, Brahma Kumaris, UK. Bhai Sahib Dr Mohinder Singh, Guru Nanak Sewak Jatha, UK. Peter Shine, Aboriginal Health Northern Sydney Local Health District, Australia. Rabbi Sylvia Rothschild, UK. Dr Doreen Tembo, UK. Reverend Marta Benavides, El Salvador. Dr Frank Brennan, Calvary Hospital, Sydney, Australia. Dr Bahiyyih Nakhjavani, France. Woris Kubo, Papua New Guinea. Venerable Thubten Chodron, Sravasti Abbey, USA. Ela Gandhi, South Africa. Post-script. Ashgate Hospice. References.

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Book SynopsisExploring the process of recovery from personality disorder, and how this can be achieved, this research-based but highly readable book describes successful community-based ways to support people after diagnosis and the wider implications for mental ill health. Taking a close look at what it means to be diagnosed with personality disorder, the author considers how people with mental health issues are treated by society at large and within mental health services. She highlights problems and gaps in services, and how stigma surrounding mental health disorders can negatively affect the treatment an individual receives. Many first-hand accounts by people diagnosed with personality disorder offer a real perspective into what it is like to live with mental health issues, challenging stereotypes and providing much-needed insight into their needs. Research from The Haven, an innovative community-based project supporting people through recovery from personality disorder, offers ground-breaking ways to care for and meet the needs of people with major mental health issues in a positive and creative way.Essential reading for mental health professionals, people diagnosed with personality disorder, and their families.Trade ReviewHeather Castillo has been a pioneer in the provision of support and treatment for people living with personality disorder. She understands that the process of recovery must be user led; and the voices of people with personality disorder need to be respected and heard. In this fascinating book, she describes the journey she made as a service developer and leader, and the empirical evaluation process: one which involved service users from the start. I wholeheartedly recommend this book to professionals who are developing services for people with personality disorder, and for those who have an interest in the qualitative research methods in mental health. -- Dr Gwen Adshead, Forensic Psychiatrist and Psychotherapist, Southern Health Foundation TrustA well written and engaging book that depicts the triumphs and challenges of working with those affected with the disorders, with their carers' and with the complex intricacies of commissioning.There is enough material and evidence-based research within the covers for anyone who has an interest in or indeed already works within the realms of personality disorder to take heart and apply some of the excellent work that has been shown. -- Rachel Taylor, School of Education and Psychology, University of Bolton * Journal of Mental Health *Table of ContentsDedication. Acknowledgements. 1. The Journey Begins. 2. Prevailing Knowledge Relevant to the Journey. 2.1. Mental Health Law. 2.2. The Prevalence and Impact of Personality Disorder. 2.3. What is Personality Disorder. 2.4. The Medical Model and the Concept of Cure. 2.5. Psychological Perspectives and Treatments. 2.6. What is Recovery? 3. The Journey Continues. 3.1. Linking with the National Agenda. 3.2. First Days at The Haven. 3.3. Service Context for our new Study. 3.4. Rationale for the new Study. 4. The Research Journey. 4.1. The Research Group Begins. 4.2. Research Questions. 4.3. Philosophical Approach. 4.4. The Participative Dimension. 4.5. Methods used in the research. 4.6. Collecting the Data. 4.7. Who was involved? 4.8. Ethical Issues. 4.9. Data Analysis. 5. Discoveries on the Journey of Recovery. 5.1. Background Information and Demographics. 5.2. Use of Services and Cost-savings. 5.3. Findings from the Questions to Research Participants. 5.4. Mapping the Process of Recovery. 6. Analysis of the Journey of Recovery. 6.1. Attachment and trust. 6.2. Creating a Culture of Warmth. 6.3. What it means to belong. 6.4. Love is not enough. 6.5. Recreating health attachment and opening the door to therapeutic work. 6.6. Hope and its relationship to recovery. 6.7. Identity and Roles. 6.8. Recovery and maintaining healthy attachment. 7. A Journey of Organizational Change. 7.1. The Nature of The Haven. 7.2. Learning Organizations. 7.3. The Structure of the Haven. 7.4. Cycles of Change. 7.5. Implementing Change. 7.6. A Need for Change Which Clients Found Hard to Articulate. 7.7. Rewarding Positive Progress. 7.8. Outdoor Wellbeing. 7.8. Shared Power and Participatory Action. 8. Four Journeys. 8.1. Getting out: by EJ. 8.2. Include me in: By 'Joseph Brown'. 8.3. Getting grounded: By 'Helen price'. 8.4. Moving on: By 'Rachael Seagrove'. 8.5. My perspective as a service user researcher: by Dee Graham. 9. Does the Journey Ever End? 9.1. Risk and Trust. 9.2. To work or not to work. 9.3. What happened next at The Haven? 9.4. A political backdrop to developments. 9.5. The wheel has come full circle. Appendix I. Research Timeline. Appendix II. Research Group Diary 2004-2009. Appendix III. SEG (Service Evaluation Group) Questions. Appendix IV. Client Focus Group Questions. Appendix V. Client Interview Questionnaire. Appendix VI. Carer Focus Group Questions. Appendix VII. Findings from Client Questions. Appendix VIII Findings from Family and Carer questions. Appendix IX. Service Savings Analysis 2006 and 2013. References.

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Book SynopsisSusan Dunne's life changed forever when a chance question from a doctor led her back to horses, an unfulfilled childhood passion. Detached and isolated due to undiagnosed autism, Susan had already survived rape, battled eating disorders and self-harm, and spent time homeless, when her world was turned upside again by a vicious, life-threatening assault. Severe post-traumatic stress disorder left her feeling distrustful and more cut off than ever before from a world she saw as confusing and dangerous. But as Susan's connection with horses grew stronger, her world started to open up. Poignant and witty by turns, Susan shares her story of survival and transformation, offering a rare insight into her relationship with horses, and how they helped her to find a safe place in the world.Trade ReviewA testimony to the unique healing power of horses. -- Temple Grandin, author, Thinking in Pictures and Animals in TranslationTruly beautiful and inspiring. -- the Goth * Asperger United *Table of ContentsAcknowledgements. Preface. Across Two Worlds. Part 1. All the World Before Me. 1. Social Misfit. 2. Hungry. 3. Homeless. 4. Rootless. 5. A Dog Called Minder. Part 2. A World Turned Upside Down. 6. First Encounters. 7. Assault. 8. Aftermath. 9. Consequences. 10. To the Lighthouse. 11. A Journey Begins. 12. The Horse Affect. 13. Reaching Out. 14. Post Traumatic Stress. 15. Facing Demons. 16. Mongolia. Part 3. A Whole New World. 17. A Horse Called Bailey. 18. Relapse. 19. The Herd. 20. A Pony in the Bedroom. Afterword. Horses as Healers.

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Book SynopsisThe first book written specifically on clinical applications of sleep and sleep disorder theory for occupational therapists, this book bridges the research to practice gap. Contributors share their expertise, exploring topics such as the relationship between mental health and sleep; how sleep is affected by age, or by specific conditions such as dementia or autism; and how occupational therapists can use their skills and training to improve sleep quality in patients who are suffering from pain, or trauma.This timely book is essential reading for occupational therapists and students of occupational therapy, covering all of the aspects of sleep and sleep disorders that they will find useful for practice.Trade ReviewI am delighted to see a book specifically about sleep and the role occupational therapists can play in assisting the person to manage the impact of sleep disorder. The range of conditions and perspectives discussed in the book gives depth and breadth to the wide-ranging aspects of sleep and sleep problems and the influence this can have on people's daily lives across the lifespan. I see the book as a useful resource for all occupational therapists from novice to expert. -- Professor Diane Cox, Chair of the Editorial Board of the British Journal of Occupational Therapy, Professor of Occupational Therapy, University of Cumbria, UKThis new book, addressing sleep from an occupational perspective, is a welcome addition to the literature. Written in an accessible style, it presents a broad picture of current knowledge in the field, providing a wealth of useful information for the occupational therapy practitioner. -- Jennifer Creek, freelance occupational therapist, and author of The Core Concepts of Occupational TherapyLike a good night's sleep for the many who need it, this extraordinary book is long overdue, and will be an important addition to any occupational therapist's library. It is comprehensive and well researched, highlighting a vitally important area for contemporary practice. -- Dr Charles Christiansen, Occupational Therapy Scholar, Author and AcademicThe authors (...) use a case study approach to illustrate points and provide useful descriptions of common sleep disturbances and the management of intervention programmes, including specific interventions for those with learning difficulties... A number of interventions are discussed and the chapter on children's sleep includes a list of resources for parents and therapists, a guide to some assessment tools and links to relevant organizations.The book covers adult sleep problems as well and links to mental health and difficulties such as dementia. -- Mary Mountstephen, author, editor * SEN Magazine *The aim of the authors is to help occupational therapists to get an awareness of sleep problems in their patients, to record sleep disorders, and to offer help. In addition, the authors would like to encourage more awareness between sleep patterns and occupation during waking hours... This book is an excellent reference book and highly recommended for all occupational therapists! -- Austrian Occupational Therapy Journal (Ergotherapie)Table of ContentsForeword. Michael Iwama, Professor and Chair of the Georgia School of Occupational Therapy, Georgia Regents University at Augusta, USA. Preface. 1. Introduction. Andrew Green, The Burden Neuropsychiatry Centre, Bristol, UK and Cary Brown, Associate Professor, University of Alberta, Canada. 2. Sleep and Occupation. Andrew Green. 3. The Reason of Sleep: Sleep Science. Andrew Green and Sue Wilson, Centre for Neuropsychopharmacology, Imperial College London, UK. 4. Time for Bed: Historical and Cultural Factors, and Time Use. Andrew Green and Claire Durant, University of Bristol and Imperial College London, UK. 5. The Effects of Sleep and Sleep Loss on Performance. Andrew Green and Chris Alford, Associate Professor in Applied Psychology, University of the West of England, Bristol, UK. 6. The Effects of Daytime Activity on Sleep. Andrew Green. 7. Sleep Disorders. Andrew Green and Dietmar Hank, Consultant Psychiatrist, Bristol, UK. 8. Assessment and Non-pharmacological Management of Insufficient and Excessive Sleep. Andrew Green and Jane Hicks, Avon and Wiltshire Mental Health Partnership NHS Trust, Bristol, UK. 9. Children's Sleep. Jillian Smith Windsor, Wascana Rehabilitation Centre, Saskatchewan, Canada, Jillian Franklin, Renfrew Educational Services, Alberta, Canada and Cary Brown. 10. Older Adult's Sleep. Julie Boswell, Occupational Therapy in Private Practice, British Columbia, Canada, Jennifer Thai, Sturgeon Community Hospital, Alberta, Canada and Cary Brown. 11. Sleep Problems in People with Learning Disabilities. Eva Nakopoulou, Megan Wale, Occupational Therapist, Oxford, UK and Emma Woos, Occupational Therapist in Community Paediatrics, Coventry, UK. 12. Sleep and Trauma-exposed Workers. Nicole Stubbs, University of Alberta, Canada, Anna Aishford, Occupational Therapist, Alberta, Canada and Cary Brown. 13. Mental Health, Well-being and Sleep. Diana Hurley and Katie MacQueen, Central and North West London NHS Foundation Trust, UK. 14. Sleep Problems in Dementia. Katie MacQueen, Julie Boswell and Jennifer Thai. 15. Sleep Disturbance in Neurological Conditions. Eva Nakopoulou and Katherine Gaylarde, Whittington Health NHS Trust, London, UK. 16. The Relationship Between Sleep and Pain. Cary Brown and Andrew Green. 17. Chronic Fatigue Syndrome, Occupational Therapy, and Sleep. Fiona Wright, Chronic Fatigue Service, North Bristol NHS Trust, Bristol, UK. 18. A Place to Sleep: Environmental Factors. Andrew Green and Eva Nakopoulou, Community Occupational Therapist, Bristol, UK. 19. Waking Up: Concluding Comments. Andrew Green and Cary Brown. Glossary. The Contributors. Subject Index. Author Index.

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Book SynopsisBelieving You Can is the First Step to Achieving is a fun and engaging programme for students in the upper primary years that teaches the difference between helpful and unhelpful thinking, increases self-belief and in doing so increases motivation to learn. Do you ever hear students using phrases such as "I'm not smart enough to do this?" or "I know I am going to fail?" Combining techniques from Cognitive Behavioural Therapy and Attribution Retraining, this programme teaches students the link between thoughts, feelings and actions, how to challenge negative thinking and how to celebrate success. The structured programme includes a photocopiable student workbook, role play games and other activity ideas, and all of the instruction and materials needed to easily implement the programme in any school.This will be an ideal resource for educational professionals looking to increase school attainment, support students who are underachieving, and encourage healthy and happy student development.Trade ReviewThis flexible, innovative and evidence-based programme, underpinned by key psychological theories and models, will prove an invaluable resource for all those striving to engage and support children and young people to recognise their inherent strengths and to develop positive attitudes to learning. -- Elizabeth N. King, Principal Psychologist, South Lanarkshire Council Psychological Services, UKChodkiewicz and Boyle have produced an evidentially based programme of work that innovatively combines Cognitive Behavioural Therapy (CBT) and Attribution Retraining to promote positive self-belief in learning. This is a focus frequently neglected by mainstream intervention and reflects the authors' deep experience as educators, psychologists and academics. Materials within offer adaptability, utility and the opportunity for positive and preventative intervention supporting learner self-efficacy. -- Dr John Pugh, Principal Psychologist, Educational Psychology Service, St Helens Council, UKThis is a "must have" for anyone working in educational contexts. Based on sound psychological theories and research evaluations the Believing You Can programme delivers exactly what educators, students, and schools as an organisation need. Calling on their vast experience, Chodkiewicz and Boyle have developed an easy-to-implement programme with step-by-step instructions, supplemented with highly engaging materials which address the needs of young people who are at a critical stage in their social and emotional development. This is an "all round" resource which will not only prove invaluable to educational professionals, but also to academics who are involved in the training of teachers and educational psychologists. -- Prof Stephen Houghton, Director, Centre for Child & Adolescent Related Disorders, The University of Western AustraliaChodkiewicz and Boyle combine positive psychology, CBT and Attribution Retraining techniques to improve academic achievement and wellbeing by changing students' negative and unhelpful thoughts. The programme is evidence-based, endorsed by participants in the 8-12 years age-group, and all materials and resources required to run eight sessions are provided in photocopier-friendly format. I strongly recommend the programme to teachers and psychologists. -- Prof James Boyle, Director of Postgraduate Professional Training in Educational Psychology, School of Psychological Sciences and Health, University of StrathclydeTo my knowledge this is the first resource book that combines Attribution Theory, Positive Psychology and Cognitive Behavioural Therapy to produce a programme that has the potential for making a real difference to children's lives. The programme is packed full of ideas, worksheets, resources and materials that will be invaluable to practitioners who are working daily with children who have problems with learning, as well as those with emotional and behavioural difficulties. Indeed, as the authors highlight, the programme has the potential to be beneficial to all children, regardless of any identified difficulty. I thoroughly recommend this book to educational psychologists, teachers and other professionals who are interested in making a positive impact to the lives of children, especially those most in need of support. -- Dr Fraser Lauchlan, Educational Psychologist, Strathclyde University, owner of Fraser Lauchlan AssociatesThe authors of this programme are psychologists who have developed the resource to enable students to learn the difference between helpful and unhelpful thinking... Each of the eight sessions takes the same structured format, providing clear instructions, links to resources and links to 28 photocopiable worksheets. This is followed by a section providing modifications and extensions and posters. This has the potential to be a very useful resource for non-specialist teachers in search of a flexible and straightforward addition to their emotional intelligence resources. -- Mary Mountstephen, author, editor * SEN Magazine *Table of ContentsPreface. Section 1: Background. Why are Student Support Programmes Needed? Who Stands to Gain from Such a Programme. Cognitive Behavioural Therapy. Attribution Therapy. Developing the Programme. The Research. Student Feedback. Section 2: Guide to Running the Programme. What to Know Before Getting Started. Session One: Thoughts - Feelings - Actions. Session Two: Helpful and Unhelpful Pathways. Session Three: Where Do We Have Helpful and Unhelpful Thoughts? Session Four: How Does This All Relate to School and Learning? Session Five: Why Do We Succeed and Fail? Session Six: Becoming Super Heroes - Stopping Unhelpful Thoughts. Session Seven: Practising your New Super Powers. Session Eight: Review of What We Have Learnt. Section 3: Modifications and Extensions. Teaching by Topic. Length of the Programme. With a Larger Group or Whole Class. Encouraging Students to Use the Skills in their Own Lives. Section 4: Programme Resources. Workbook. Home Learning Sheets. Extra Material.

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Book SynopsisThis comprehensive book describes well-defined models of music therapy for working with families in different clinical areas, ranging from families with special needs children or dying family members through to families in psychiatric or paediatric hospital settings.International contributors explain the theoretical background and practice of their specific approach, including an overview of research and illustrative case examples. Particular emphasis is placed on connecting theory and clinical practice and on discussing the challenges and relevance of each model. This practical and theoretically anchored book will prove valuable for music therapists, students and researchers in the fast developing field of music therapy with families.Trade ReviewMusic Therapy with Families is a timely and altogether important book. The reader will gain a profound knowledge of different music therapy approaches with families within a variety of contexts. The authors offer vital examples including live music making and music listening as a resource and potential for joy, growth, and a healthy life. Music Therapy with Families is an inspiring and highly recommended volume. -- Professor Gro Trondalen, Norwegian Academy of MusicThis book is a timely addition to a rapidly developing and complex field of practice. Jacobsen and Thompson present a diversity of voices and approaches, skilfully weaving them into a cohesive whole. Whether dipping a first toe into the waters of working with families, or already fully immersed, there is a wealth of accessible material here which will be invaluable in stimulating the reader's understanding of music therapy thinking and practice around the world. -- Claire Flower, music therapist and co-editor of 'Music Therapy with Children and their Families'The editors of this volume are two internationally respected music therapy educators and clinicians who have long advocated for music therapy in strengthening communication within family units. They have assembled an impressive list of international authors who outline their work with vulnerable children, young people and adults, from neonatal care to persons with dementia and in palliative care. The chapters ably describe music therapy practices that are resource-oriented, empowering and participatory, and backed by evidence. It is an essential book for students and practitioners alike. -- Emeritus Professor Denise Grocke, PhD, AO., The University of Melbourne, AustraliaTable of ContentsForeword. Actual Families, Possible Practices. Brynjulf Stige, University of Bergen, Norway. Preface. Stine Lindahl Jacobsen, Aalborg University, Denmark and Grace Thompson, University of Melbourne, Australia. 1. Three Little Wonders - Music Therapy with Families in Neonatal Care. Friederike Haslbeck, Clinic of Neonatology, University Hospital Zurich & University Hospital Bern, Switzerland. 2. Working with Families in the Acute Paediatric Medical Setting. Annette Baron, Monash Children's, Victoria, Australia. 3. Music Therapy with Families in a Psychiatric Children's Unit. Amelia Oldfield, Anglia Ruskin University, United Kingdom. 4. Families with Preschool Aged Children with Autism Spectrum Disorder. Grace Thompson. 5. Music-Oriented Counselling Model for Parents of Children with Autism Spectrum Disorder. Tali Gottfried, M.A.A.T, David-Yellin College, Israel. 6. Families and Music Early Learning Programs: Boppin' Babies. Vicky Abad, Boppin' Babies and University of Queensland, Australia and Margaret Barrett, University of Queensland, Australia. 7. Building Stronger Families through Music: Sing and Grow Group Programs for Families At-Risk. Kate Teggelove, PaKT4Change Ltd, Australia. 8. Music Therapy and Theraplay: Creating, Repairing and Strengthening the Attachment Bond in Foster and Adoptive Families. Kirsi Tuomi, Palvelukeskus Luovat Tuulet, Finland. 9. Child Protection: Music Therapy with Families and Emotionally Neglected Children. Stine Lindahl Jacobsen. 10. Families and Children at Risk. Varvara Paiali, Queens University of Charlotte, Charlotte, NC, USA. 11. To Recreate Hope and Dignity: Music Therapy with Refugee Children with Pervasive Refusal Syndrome. Sören Oscarsson Outpatient Clinic for Child Psychiatry in Vastmanland County Council, Sweden. 12. Partners in Care: A Psychosocial Approach to Music Therapy and Dementia. Hanne Mette Ridder, Aalborg University, Denmark. 13. Families with Dying Family Members - A Holistic Music Therapy Approach in Palliative Care. Signe Marie Lindstrøm, Music Therapist at KamillianerGaardens Hospice in Aalborg, Denmark. 14. Working with Families: Emerging Characteristics. Stine Lindahl Jacobsen and Grace Thompson. About the Contributors. List of Tables. List of Figures.

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Book SynopsisComics are perfect for working with young people. More than just sci-fi and superheroes, they can help young people to explore the issues affecting them and to express their own ideas.Introducing the comic participation model, this practical photocopiable resource explains why comics are so relatable and engaging for young people. It looks at the different applications of comics, from simple doodle games to communicate one-on-one, to panel comics that relay entire stories. Five sample comics created in collaboration with young people are included, covering issues such as mental health, sexuality, trauma and bullying. There is also a practical how-to guide in comic form for creating a comic on any subject regardless of artistic ability, and accompanying session plans and worksheets that can be adapted to suit the needs of any individual.Trade ReviewLife is a mess of moments and emotions, particularly when you're a teenager. This book shows us how comics can help young people to detangle their experiences, stringing stories together with images to reveal internal worlds. Drew's sensitive book is brimming with comics, worksheets, games and advice to help you harness the power of comics in youth work. -- Karrie Fransman, graphic novelist and comic creator, author of The House That Groaned and Death of the ArtistThis is a must read for anyone who cares about people. Jenny Drew successfully uses the comics form to present experiences of young people in a way that invites us to reflect on how cultural issues can impact lives. Her provision of the historical and social context and inclusion of workshop templates and resources offers insight into how such pressures can be understood and addressed. -- Nicola Streetan, author of Billy, Me & YouTable of ContentsAcknowledgements. Notes on the text. Foreword by a young collaborator. Part 1: Working with comics and young people. 1. Introduction. 2. The therapeutic application of the arts. 3. The Comic Participation Model. 4. How to use the comics in this book. Part : Six comics. Allen - the story of a young carer. Brian - the story of a young person with ADHD. Emily - the story of a young person exploring her sexual identity. Jay - the story of a transgender person. Lauren - the story of someone with Post-Traumatic Stress Disorder. Cartoon Your Life - A comic about how to make a comic. Part 3: Practical resources. The Safe Spoken Word - a workshop on how to share stories safely. Lesson plans and worksheets. Young carers and mental health (Allen). ADHD (Brian). LGB issues and homophobia (Emily). Gender (Jay). Trauma and resilience (Lauren). Answers to Quizzes. References.

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Book SynopsisHow do the sights, smells, and sounds of a city affect the senses of people with an Autism Spectrum Condition (ASC)?Sandra Beale-Ellis explores the sensory benefits and challenges of cities for people with an ASC and invites readers to understand the different ways in which they can experience a city from a sensory perspective. Sandra, who has been clinically diagnosed as having Asperger's Syndrome, describes how she experiences the city through the lens of ASC, picking up on things that a neurotypical (non-autistic) person might not. As well as introducing the wonders of the city that neurotypical people rarely see, this book also provides readers who have an ASC with solutions to the negative or overwhelming sensory experiences that a city can bring about. The book covers four main areas of city life: travel, eating out, entertainment and living.Trade ReviewThrough the eyes, ears, nose and mind of one autistic woman, Sensing the City takes us on a vividly described and detailed journey through urban landscapes. Sandra highlights many of the tiny elements that make autistic life both stressful and magical on a moment by moment basis. -- Sarah Hendrickx, Autistic Adult and Autism ConsultantThis book makes it clear just how important sensory sensitivities can be to an autistic individual. Whilst these are usually seen in a negative light, the author stresses the positive aspects as well, and in doing so, follows in the footsteps of Temple Grandin and others. -- Nick Chown, author of Understanding and Evaluating Autism TheoryTable of ContentsIntroduction. 1. Making Sense of Autism. GETTING AROUND. 2. Streetwise. 3. Come Fly With Me. 4. Derailed. 5. Aquatics. EATING OUT. 6. Food and Drink Revealed. 7. I Love a Plate. 8. Where and When. 9. People Make a Difference. CITY LIVING. 10. Home From Home. 11. At One with Nature. 12. Retail Therapy. 13. Relax. 14. Body Beautiful. 15. Health is Vital. ENTERTAINMENT. 16. Showbiz. 17. In the Dark. 18. Fancy a Drink? 19. Cultured History. 20. Living a Theme. 21. Thrill of the Crowd. Conclusion. References. Resources.

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Book SynopsisPicture stories can play a vital role in helping parents negotiate challenging scenarios with kids with ASD. Yet no matter how many books and flashcards you have, they can't cover every eventuality. So, suppose you could draw the stories yourself...Brian Attwood took up pen and paper when his son John's meltdowns became harder to deal with. The effect was immediate and time and time again picture stories have bailed the family out of trouble and saved John from unhappiness and confusion. In this book, Brian describes step-by-step how to create simple yet effective picture stories using basic drawings and short lines of text, and provides examples based on real-life situations for you to adapt for your child. This book will give parents and carers the tools and confidence they need to create individualised picture stories to help their child with ASD cope with social situations, difficult emotions, transitions and other challenging situations.Trade ReviewSimple, easy to follow instructions, and time to practise too! Brian Attwood shows us how to draw, and use stories for children with autism, and how to adapt them to fit our own situations. What are you waiting for? Get drawing... -- Jane Donlan, co-founder of ASK-PERGERS? and co-author of Create a Reward Plan for your child with Asperger Syndrome and Helping Children with Autism Spectrum Conditions through Everyday TransitionsTable of ContentsIntroduction. 1. The answer lies in your hands. 2. It's easier than you think. 3. Stick your toe in the water. 4. Words are pictures too. 5. From single image to story. 6. Here's some I made earlier. 7. Over to you. 8. Against the clock. 9. Not the end but perhaps the end of the beginning...

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Book SynopsisThe complete and authoritative guide to the use of hidden cameras to expose abuse or wrongdoing.Secret filming is no longer the preserve of specialists, professional journalists and private investigators. Drawing on the author's own experience producing undercover documentaries and wearing secret cameras, this book explains covert recording for the general public, including specific advice on the practicalities of using a phone or covert camera to record evidence. It considers the legal and ethical issues and provides vital information for anyone who may use or encounter secret filming, including the people or organisations that might be filmed, regulators, social workers, local government officials and anyone who may encounter it in court. It also looks to the future of covert filming and the implications of technological advances, such as drone cameras.Trade ReviewIn the wrong hands, secret cameras can ruin lives - but they can also prove wrong-doing and do good. BBC Panorama producer Joe Plomin takes the reader through the ethical minefields in this ground-breaking book. -- John Sweeney, BBC reporterJoe Plomin is one of the most thoughtful and dedicated journalists with whom I have had the honour of working. These are qualities that shine through in this book. The stories based on his years of using secret cameras to expose wrongdoing make this a very human exploration of covert filming. It is a master-class not just in how to use the technology, but also in the ethical considerations and careful thinking that should lie behind every decision to switch on a hidden camera. -- Alison Holt, BBC Social Affairs Correspondent, Royal Television Society Specialist Journalist of the Year, 2015 and Winner of the Orwell Prize for Exposing Britain’s Social Evils, 2015No one understands secret filming like Joe Plomin. This book is essential reading for all those trying to hold power to account in the digital age. -- Paul Mason, journalist and broadcasterI recommend that everyone, whether in favour, sympathetic or fundamentally opposed to covert filming, read this enlightening and incredibly human story. Plomin mixes his experiences and stories of his own undercover work with the history of covert investigative journalism from its infancy in 1997 to the present day, referencing the revelation of such injustices as the death of Ian Tomlinson during the G20 summit protests seven years ago. Importantly, too, he relates the stories of families, so worried about the care of their love ones that they resort to hidden cameras. There is also information for anyone with thoughts of undertaking covert filing about how to ensure it is bout legal and ethical, as well as consideration of where surveillance may be in the future. The book is easy to read, balance, professional and heartfelt. it is a very important contribution to the debate on this emotive subject. -- Lynne Phair, independent consultant nurse * The Journal of Dementia Care *Hidden Cameras is eminently readable and takes you through the history of undercover reporting, what equipment to use, and the ethical and moral issues that are raised when secretly filing vulnerable people and their carers. The section on what to do with footage obtained by secret filming is particularly thought-provoking. Covert filming is always a last resort that families feel they have reached when their concerns about quality of care have not been addressed... This is an excellent book written by someone who has been instrumental in the use of undercover cameras an secret filming. This subject is here to stay, and we need to understand and debate its use. -- Jane Buswell, independent nurse consultant * Nursing Older People *Table of ContentsIntroduction. 1. How Did We Get Here?: The History of Covert Recording. Undercover Tales: Real Families Doing Secret Filming. 2. 'Proper' Secret Cameras: Secret Filming Using a Covert Camera. Undercover Tales: Eek! Nearly Being Discovered. 3. Using a Phone Camera, Secretly: Covert Recording Using a Mobile or Cellular Telephone. Undercover Tales: Sneaky Phone Filming. 4. Do You Really Have To?: Ethical Dilemmas - Privacy, the Public Interest and Deception. Undercover Tales: Victorian Infiltrations: Heroes and Anti-Heroes. 5. Do People Get in Trouble?: Secret Filming and the Law. Undercover Tales: Whistleblowers: Threats and Fears. 6. What You Don't Realise...: The Challenges That Most Often Surprise People. Undercover Tales: Stories of Physical and Emotional Pain. 7. What Do You Do With It?: What Happens Next, After the Camera is Switched Off. Undercover Tales: Secret Filming in Care Homes. 8. How's It Gonna End?: The Next Generation of Covert Cameras, and the Future of Secret Filming. Undercover Tales: Back to the Future: Old Problems, New Cameras.

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Book SynopsisLuke Jackson's unabridged and sparkling sequel to his best-selling user guide to adolescence Freaks, Geeks and Asperger Syndrome is the must-read handbook for teenagers and young adults on the autism spectrum. With devastating clarity, Luke focuses on the pitfalls involved in navigating the transition to adulthood, and the challenges of adult life. He covers everything from bullying and drugs to socialising, sex, negotiating relationships, and finding and keeping your first job.Trade ReviewSex, Drugs and Asperger's Syndrome is one of my favorite books this year. Luke Jackson provides the reader with an in-depth understanding of many relevant issues regarding both Asperger's Syndrome as well as autism in general. This includes employment, bullying, sexuality, relationships, and much more. The autism community and society as a whole will benefit greatly from these much needed discussions. -- Stephen M. Edelson, Ph.D., Executive Director, Autism Research Institute (autism.com), San Diego, CaliforniaWith wisdom beyond his years and the mastery of an expressionist artist, Luke guides the reader through the rocky shoals of successful transition from adolescence to adulthood as a person on the autism spectrum. A straightforward, honest must read for anyone seeking greater understanding of the coming of age of the human soul, autistic or otherwise. -- Stephen Mark Shore, Ed.D., Clinical Assistant Professor of Special Education at Adelphi UniversityThis is a brilliant book. Luke writes beautifully, engagingly and with wisdom. There is nothing he shirks, it is all there, all the drugs, all the pitfalls of relationships, all the social gaffes and mistakes, all described with humour and without judgement. -- Jude Ragan * Autistica *Reading Sex, Drugs and Asperger's Syndrome feels like having a conversation with an older brother or cousin. He advises without preaching, explains without boring and throws in enough jokes to make the entire reading experience thoroughly enjoyable... From bullying to drugs, employment to nights out, and mental health to sex, it includes the entire spectrum of life without judgement, leaving no stone unturned and rendering no subject taboo... Powerful, honest, funny and friendly, Sex, Drugs and Asperger's Syndrome is a must-read -- Penny Gotch * Disability Now *Jackson wrote Freaks, Geeks and Asperger ­Syndrome: A User Guide to Adolescence at age 13. Now he returns at age 26 to share all that he has learned, both the good and the challenging, about becoming an adult, living with Asperger's, and finding his place in the world. With candid humor, the author shares his experiences in becoming an adult and what that means to him. He explores the difficulties he and many others with an autism spectrum disorder (ASD) deal with, such as finding work, social scenes, bullying, drug use, sexual relationships, and friendships. A consistent message throughout is the acceptance of differences in yourself and others. Jackson encourages those on the spectrum to embrace and own those qualities that make them unique and to use them to their advantage. VERDICT Jackson's personal and brutally honest take on being an adult with ASD is eye-opening and refreshing. A valuable read for teens and adults with ASD as well as parents, siblings, employers, teachers, caregivers, friends, and partners of those on the spectrum. Jackson's view that ­acceptance of oneself is the first hurdle; welcoming others is key as well -- Library JournalI enjoyed reading Luke's book immensely and will be recommending it to the majority of my teen/young adult counselling clients in the hope that it will go some way towards assisting them through the years of 'storm and strife' that accompanies this particular passage of time. Luke has managed to cover many facets of 'growing up', including dating and sex among other things. However, his book is not for the parent who wishes to keep their 15-year-old wrapped in a blanket of innocence, for Luke tells it 'how it is', with a no holds barred approach. Using correct descriptors for body parts and various sexual acts, there is an absence of euphemisms. Luke writes from an autobiographical perspective, not claiming to be an expert. What is clear though is that he is an 'expert by experience' and conveys his knowledge deftly like a wise old professor! -- Elaine Nicholson * Action for Asperger's *Table of Contents1. Introduction. 1.1. Meet the Family. 1.2. A Layman's Guide to Asperger's. 1.3. Sensory Issues and Autism. 2. Pitfalls of Adolescence and Beyond. 2.1. Under Pressure. 2.2. Spoken Peer Pressure. 2.3. Unspoken Peer Pressure. 2.4. Coping with it All. 3. Work and Education. 3.1. Further Education and the After School Club. 3.2. Higher Education, Whatever That Is. 4. Bullying. 4.1. ...And How It Still Happens. 4.2. Preventative Measures. 4.3. Confidence is Key. 5. Going Out and Staying In. 5.1. New Places and New Faces. 5.2. Staying In: The Calm After the Storm. 5.3. Upping Your Dating Game. 6. Sex and Relationships. 6.1. Big Dumb Sex. 6.2. Relationships and How to Cope. 7. Growing Up. 7.1. Out with the Old and In with the New. 7.2. Employment and Coping with Unemployment. 8. Final Thoughts. Further Reading. Index.

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Book SynopsisPractical and easy to use, this resource is for practitioners working in early years settings to help children aged 0-2 to develop secure and positive attachments with their parent or carer.Designed to be flexible for one-to-one or group work, the resource features fun and engaging activities involving singing, movement and sensory activities in a structured but playful environment. It explains the significance of positive attachments in a child's early years, and equips practitioners with skills and techniques to help encourage bonding. It will be of particular interest to those working with parents needing additional support such as vulnerable and adoptive or foster families. The resource is accompanied by online materials - songs to sing along with, and film clips of signing to help parents and carers improve communication. This programme will help parents to become more attuned to the needs of their child, and aid the child's emotional, social and cognitive development. With additional guidance on how to run the programme as a group, this resource will be easy to use for any health, education or childcare practitioner in specialist and mainstream settings.Trade ReviewPromoting Attachment With a Wiggle, Giggle, Hug and Tickle helps carers learn how to tune into their babies physically and emotionally, supporting their ability to understand their needs better and to develop the kind of consistent, loving relationships that have long-lasting benefits for child, carer and ultimately our wider society. This book provides accessible information about attachment, physical development and sensory stimulation and why they are so fundamentally important in a baby's early life. -- Anne O'Connor, Principal Consultant, PRIMED FOR LIFE Training AssociatesA great resource which will help practitioners benefit parents/carers and their children - the theory explained will reinforce practitioners knowledge and the easy style in which it is written makes it an enjoyable process from start to practice. -- Jane Comeau, Early Years ProfessionalTable of ContentsAbout the authors. Acknowledgements. Introduction. 1. Attachment. 2. Communication. 3. Movement. 4. Sensory. 5. Play. 6. Child Development (0 - 2 years). 7. Supporting Carers. 8. Running the Group. Appendices.

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Book Synopsis"Who makes adoption a success? We do: the kids and parents in the new family as we change shape to accommodate each other."With more than 70 real life stories, revealing moments of vulnerability and moments of joy, this book provides an authentic insight into adoption. These stories take the reader on a journey through every stage of the adoption process, from making the initial decision to adopt to hearing from adoptees, and offer an informative and emotive account of the reality of families' experiences along the way. It includes chapters on adopting children of all ages as well as sibling groups; adopting as a single parent; adopting as a same sex couple; adopting emotionally and physically abused children; the nightmare of adoption breaking down; contact with birth parents; tracing and social media and more. Adopting: Real Life Stories will be an informative and refreshing read for adopters, potential adopters, professionals and all those whose lives have in some way been touched by adoption or want to know more about it.Trade ReviewThere is nothing that can replace the knowledge and experience of those who have trod the path ahead of others... I thoroughly recommend this book. -- from the Foreword by Hugh Thornbery CBE, Chief Executive, Adoption UKAdopting: Real Life Stories brings together many voices and experiences and represents adoption in all its wonderful and sometimes frightening complexity. The book is accessible and there is much to be learnt from the broad range of accounts, all of which are written with authenticity and compassion. Ann Morris sets out 'not to underestimate the joys of adoption, but to reveal the challenges honestly', the book achieves this and more. It bravely tackles the realities but at the same time encourages hope and understanding, and that's a difficult balance to achieve. -- Sally Donovan, author of 'No Matter What' and editor of Adoption TodayTable of ContentsIntroduction. 1. So you want to adopt? 2. First meetings, first months. 3. Adopting babies and toddlers. 4. Adopting older children.5. Adolescents.6. Adopting a child with a physical or learning disability.7. Adopting an emotionally, physically or sexually abused child.8. Going it alone.9. Same sex couples.10. Adopting sibling groups.11. One plus one - adding an adopted child to your birth family.12. Adoption, race and religion.13. Taking in the child, taking on the school.14. Contact in adoption.15. Attachment issues.16. Breakdown.17. Who am I? Telling, talking and needing to know more. 18. Tracing and social media. 19. The birth mother's story. Useful organisations.

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Book Synopsis"Want to know something else about me? I am Billy Bramble: the King, the President and the Emperor of Bad Lucksville. I am the Chief Executive of Bad Luck Limited, the Bad Luck Champion of the World, the Bad Luck Guinness World Record holder and it's all thanks to my invisible dog Gobber. He's my Bringer of Bad Luck."Billy Bramble likes rude words, smelly farts, loud farts and freestyle sneezing but when BAD THINGS happen, his invisible angry dog Gobber barks in his ears, gives him brain mash and breaks things. One day a competition is announced at school - The Great Big Cook Off - can Billy Bramble defeat Gobber and change his epic bad luck? An irreverent story for children aged 8-12 about a less than perfect boy, this book will inspire any child who's ever secretly thought they might be less than perfect too.Trade ReviewBilly Bramble is a fantastic book. It gives you an insight into people who may struggle and how their surroundings can influence their behaviours and attitudes. Billy Bramble is a nice boy with an angry, imaginary dog. Together they battle with certain feelings. I believe everyone can learn something from this book, not least that through persisting, eventually, in spite of hardship, you can achieve. -- Coby, 12Brilliant and thoughtful insight into the mind of an eleven year old and the wonderful power of cooking. -- Lorraine PascalePoor Billy seems to get everything wrong. However hard he tries, somehow or another things never work out well. And secretly Billy knows why - it's him, there is something wrong with him. Sally Donovan's deeply felt story gives us a glimpse of how hard it is for Billy to keep trying and hoping that things might be different. He seems actively to push away all attempts to help him and the adults struggle to know how to do anything of use. With his tricky dog by his side Billy doesn't know how to be close. Until the Cook Off. The accumulation of the months and years of stubborn care provided by kind adults starts to break through and we see the vulnerable parts of Billy (which have been there all along) begin to emerge.This moving and psychologically sound story encapsulates many key themes expressed by vulnerable children and paints a vivid picture of the seeming impossible dilemmas they may be facing. Compelling for children, this book will also be of great value to adults as through Billy they gain insight into the risks children face when they begin to dare to trust. -- Dr Vivien Norris, Consultant Clinical PsychologistI like the way Billy has an invisible dog. It is one of the best books I have read. -- Sophie, 13I love Billy - he is funny and cool and awesome and I understand him. I think he was very brave for entering the competition. The story made me laugh a lot. -- JBThe book shows even if you are different you can achieve. -- Jordan, 14The story is good. It makes you want to read on. -- Adam, 12I liked the character of Billy. -- Thomas, 13An inspiring read which will encourage children to get cooking in order to make delicious food and also gain confidence in their own abilities. -- Jo Ingleby, BBC Cook of the Year 2015 and Chef in Residence at Redcliffe Children's Centre

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Book SynopsisAdvocating for dementia for 20 years, Christine Bryden has been instrumental in ensuring that people with dementia are included in discussions about the condition and how to manage and think about it. This collection of her hard-hitting and inspiring insider presentations demands 'nothing about us, without us!' and promotes self-advocacy and self-reflection.Provocative and insightful, the pieces included in the book address issues that demand attention, and will change the way dementia is perceived, and the lives of people with dementia and their families.Trade ReviewYou must read Christine Bryden's book if you have any connection with dementia (and even if you do not, because at some point you will). Christine speaks to us elegantly and forcefully from that other "country" of dementia as one of its leading ambassadors. She humanizes this condition, and takes you along on her journey through this territory. No one can truly say that they "understand" dementia until finishing this stirring and totally candid volume. Do so - today. -- Cameron J. Camp, Ph.D., Director of Research, Center for Applied Research in Dementia, Ohio, USAChristine's journey as a dementia advocate is truly remarkable. This collection of talks and presentations demonstrates the incredible progress that has been made as a result of her determination to make the world a more inclusive place for people living with dementia. I thank Christine for telling her story to the world, and share her hope that this book will help make this dream a reality. -- Marc Wortmann, Executive Director, Alzheimer’s Disease InternationalDementia is not a concept, an idea or a diagnostic category. It is a meaningful human experience that occurs within the lives of people who have hopes, dreams and expectations that are not bound by the limitations of failing neurology. In this book, Christine Bryden offers some deep insights into why we need to re-think dementia. Drawing on her own powerful narrative, she offers a way of re-narrating dementia which takes seriously the neurological, but refuses to be defined or reduced to it. As one reflects on the narratives and reflections presented within this book one is inevitably transformed, both in terms of one's thinking about dementia, but more profoundly in terms of realising the breadth and depth of what it actually means to be a human being and to live humanly in all circumstances. -- Professor John Swinton, Chair in Divinity and Religious Studies, University of Aberdeen, and author of ‘Dementia: Living in the Memories of God’Christine Bryden chronicles her two-decade journey living with a diagnosis of dementia, exploding myths and stereotypes along the way. Even in the face of cognitive struggles, Christine embodies personal growth, sharing her insights about the lived experience of dementia. Her inspirational journey of advocacy has evolved to co-founding an international movement on behalf of people who share the diagnosis, and more recently taking on traditional models of care and the need for inclusive communities. I can't wait for the next twenty years! -- G. Allen Power, MD, author of ‘Dementia Beyond Drugs’ and ‘Dementia Beyond Disease’Nothing About Us, Without Us! demonstrates powerfully that persons with dementia remain persons in the most fundamentally important ways. Christine Bryden, living with dementia for two decades, expertly teaches what helps and what hinders people diagnosed and communicates beautifully why the Golden Rule should be applied regardless of one's medical condition. The book will educate people with dementia, care partners, lay people, and professionals. -- Steven R. Sabat, PhD, Professor of Psychology, Georgetown University, author of ‘The Experience of Alzheimer’s Disease’ and co-editor of ‘Dementia: Mind, Meaning, and the Person’Christine Bryden speaks and writes with the conviction gained through her experiences of living with and challenging this disease over two decades, since diagnosis. Issues of stigma, care, hope and ways of living effectively with dementia are just some of the important topics she addresses. This collection of talks with slides will form a valuable resource for many: for people who have dementia, for their families, for care providers, and certainly for the wider community. -- Elizabeth MacKinlay, Centre for Ageing and Pastoral Studies, St Mark's National Theological Centre, School of Theology, Charles Sturt University, AustraliaDementia is the public health issue of the 21st Century. It is the second leading cause of death in Australia, and, in a few short years, will be the leading cause of death of women. Nothing About Us, Without Us! questions our automatic responses to dementia, providing a much-needed voice offering inspiration to those who feel "the curse of the pointing-bone of diagnosis". Through personal experience, Christine Bryden identifies misconceptions and prejudices in the way we view and treat people with dementia. People facing a future with dementia will find in this book, an intelligent, positive and authentic voice. -- James Vickers, Professor of Pathology, University of Tasmania and Chair of the Scientific Panel of the Alzheimer’s Australia Dementia Research FoundationChristine Bryden is an inspirational teacher. In this book she takes us through lessons that are deeply honest and simply put, coming from her lived experience and her breathtaking emotional intelligence. This should be compulsory reading for all professionals, people living with dementia and families affected by dementia. There is no us and them. There is only us. -- Professor Dawn Brooker, Director of the Association for Dementia Studies, University of Worcester, UK and author of 'Person-Centred Dementia Care'Christine Bryden, a person of great strength, a survivor with an indestructible spirit, a person living with dementia, invites us to "aspire to a new paradigm of dementia survival with dignity". The book is a chronicle of her life as an advocate who fights each day to retain her dignity and that of all people living with dementia. It is a testament of her consuming passion, to never let go, search for what remains and use it to the maximum. A compelling book for those who seek to better understand what it is like to walk in the shoes of a person with dementia. -- Frank J Schaper, Former CEO of Alzheimer’s Australia WA Ltd, Alzheimer’s Disease International Ambassador and Visiting Fellow of Queensland University of TechnologyTable of ContentsIntroduction. 1. Dementia diagnosis - pointing the bone. 2. Diagnosis, drugs and determination. 3. Insider's view of dementia. 4. Dementia diagnosis from an 'insider's' perspective. 5. Dancing with dementia. 6.Nothing about us, without us! 7. A bumpy ride. 8. The support that I need. 9. Stigma and fear. 10. I'm still here! 11. Coming out of the shadow. 12. A decade of change. 13. Lisa and I. 14. Dementia prison. 15. Living life to the full. 16. Mind your language - getting it right! 17. There has to be a better way! 18. Come dance with me! 19. Dementia - an interesting ride! 20. Who was I? Who am I now? Who will I be when I die? 21. Pastoral care of people with dementia.

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Book SynopsisChild Protection and Parents with a Learning Disability provides the practical knowledge that professionals need in order to understand common intellectual disabilities and how they might affect parenting capability. It presents clear guidance on how to carry out effective assessments and explains how interventions might differ when working with parents who have a learning disability. It covers a broad spectrum of disabilities, including borderline conditions and Autism Spectrum Disorder. The book also explores a number of emotional and mental health issues that can occur alongside learning disabilities, such as ADHD, anxiety, depression, and attachment disorders, to show how they should be understood in the context of cognitive abilities and the parenting role. Empowering practitioners to make informed decisions about children's welfare, this is a must-have guide for all professionals working with families where a parent is affected by a learning disability.Trade ReviewPenny Morgan's book provides a detailed insight into the lives of parents with learning disabilities, borderline learning disabilities, mental health support needs and autism. It clearly describes these groups of parents' vulnerability, individuality and the complexity of their situations, while also providing workers with an understanding of the types of issues that these parents may well face. A wide range of strategies that workers can use to make their practice more effective and enabling are provided. This book should be read by the wide range of practitioners, including frontline parenting support workers and health professionals as well as child protection professionals, who work with parents so that services are able to respond to the needs of these vulnerable groups of parents. -- Beth Tarleton, Norah Fry Research CentreAn invaluable guide for social workers working with learning disabled parents in the child protection context, providing an in depth analysis as to how learning disability can affect parenting and how best to engage with and find the right support for the client. The book is full of practical tips on how to make learning a positive and non-threatening experience, and how to plan and deliver an appropriate assessment. It also provides a very useful reference tool for the family lawyer tasked with considering whether their client has been assessed fairly and sensitively and given an opportunity to change within an informed and 'managed' framework. -- Abigail Bond, Barrister at St John’s Chambers and Author of 'Care Proceedings and Learning Disabled Parents'Table of ContentsChapter 1: Introduction. Chapter 2: Mild learning disability and how it affects parenting. Chapter 3: Borderline learning disability and parenting. Chapter 4: Mental health and learning disabilities. Chapter 5: Autistic spectrum disorder. Chapter 6: Parenting, emotions and attachment. Chapter 7: The assessment process. Chapter 8: Working with families. Chapter 9: Conclusions.

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Book Synopsis"I knew this guy was out of the square. He was so far out, he was in the hexagonal prism that was past the triangle next to the square."When the author met her future husband, she was instantly charmed by his intensity, wacky conversation choices, and innate desire to create peculiar names. Seventeen years, one wedding, one baby and several adopted names later, it began to dawn on 'Herscue' that family jokes about her husband having Asperger's Syndrome may be closer to the truth than she had first imagined. Filled with moving and hilarious tales, one of which provides the origins of the author and her husband's adopted names, Herscue and Jomphrey, and their even stranger pronunciations, this personal account grapples with the highs and lows of a 25 year marriage to an Aspie husband.Trade ReviewWhen Herscue Met Jomphrey is a quirky, delightful, sometimes painful, darkly humorous account of a neurodiverse marriage. Narrating what it's like to live with an idiosyncratic Aspie husband, with unparalleled precision, insight and perfect timing, the book reads like the material of a standup comic! As entertaining as a popular novel, with the bittersweet pathos of film noir, I can imagine Aspies and their partners over the world knowingly nodding their heads. Clinicians alike would gain a deeper understanding of what really goes on inside a marriage where one person has Asperger's Syndrome. -- Eva Mendes, Asperger/autism specialist, couples counselor, and author of 'Marriage and Lasting Relationships with Asperger’s Syndrome: Successful Strategies for Couples and Counselors'The tale of Herscue and Jomphrey is not a tale of woe. It is a tale of hope, patience and commitment. Reading this book made me laugh, hold my breath in disbelief and nod my head in agreement. Bergenstreiml tells the story of her marriage to a very different and highly intelligent man with Asperger Syndrome. Their story is unique and unlike any that I have read; it is a joy to be able to share it with them. A must-have read for anyone seeking to develop a better understanding of AS/NT relationships. -- Maxine Aston, counsellor, supervisor and author of 'The Other Half of Asperger Syndrome (Autism Spectrum Disorder)'Table of ContentsPreface. 1. Introduction How to Catch an Aspie: A Fishing Tale. 2. The Glove that Fits: A Tale of Aspie Courting. 3. The Naming of Herscue and Jomphrey: A Tale of Baptism. 4. An Aspie Emerges: A Tale of Cracks. 5. An Aspie Diagnosis: A Tale of a Room Elephant. 6. The Man Who Times Forgot: A Tales of Aspie Navigation. 7. Aspie Organisation: A Tale of Filling the Boxes. 8. Rituals and Routines: A Tale of the Compulsive, the Disturbing and the Bizarre. 9. Sensory Integration: A Tale of Aspie Calibration. 10. A Touch of Tourette's: A Tales of Aspie Sound Seeking. 11. A Cast of Thousands: A Tale of Aspie Identity Crisis. 12. Tennis for One: A Tale of Aspie Communication. 13. Aspie Expectations: A Tale of Walls and Broken Pedestals. 14. 'In-to-me-you-see': A Tale of Aspie Bedtime Shenanigans. 15. The Twitch: A Tale of Near Aspie Murder. 16. Jomphrey and Humphrey: Tales of an Aspie Father. 17. One Foot In and One Foot Out: A Tale of Aspie Hokey Pokey. 18. Aspie Transitions: Tales from a Tardis. 19. Four Seasons in One Day: A Tale of Aspie Feelings. 20. There She Blows: A Tale of Battening down the Hatches. 21. An Asperger's and Coke Please: A Tale of Substance Use. 22. Holding back the Floodgates: A Tale of Aspie Armour. 23. My Aspie Vulnerability: A Tale of a Hole and a Plug. 24. Living Beyond the Bell Curve: A Tale of Mourning. 25. Getting the Aspie off my Chest: A Tale of Head Banging and Patch-working. 26. Gifts from an Aspie: A Tale of Silver Linings.

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Book SynopsisPresenting simple and cost-effective solutions for maintaining and improving mealtime abilities, this book discusses the practical aspects of eating and drinking as part of person-centred dementia care.Due to cognitive decline, changes in mealtime abilities can lead to malnutrition and related issues for people with dementia, alongside feelings of powerlessness and isolation. This research-informed book explains how to make the most of mealtimes for increased nutritional intake, socialising, and food enjoyment, in a range of care settings. The book covers topics such as the physical act of eating and drinking, creating a comfortable and friendly dining environment, using appropriate tableware, and dealing with common issues such as problems with swallowing and choking.Table of ContentsForeword. 1. Dementia and Mealtimes. 2. Mealtime abilities in Dementia. 3. Assessing and Preserving Mealtime Abilities in Dementia. 4. Independence and Dignity at Mealtimes: The Ability to Eat and Drink. 5. Practical Interventions Section One: Enhancing Independence and Dignity at Mealtimes. 6. Preferences and Choice at Mealtimes: The Sensory Experience. 7. Practical Interventions Section Two: Augmenting Preferences and Choice at Mealtimes. 8. Oral Abilities and Behaviours: The Relation to Swallowing Difficulties. 9. Practical Interventions Section Three: Managing Oral Abilities and Behaviours. 10. Meal Behaviours: Effect of the Mealtime Environment. 11. Practical Interventions Section Four: Supporting Meal Behaviours through Adjusting the Mealtime Environment. 12. Summary and Conclusions. References. Index.

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Book SynopsisRelating the innovative ways in which assistants and collaborators can become an integral part of a course of music therapy, this book explores how the involvement of a diverse range of individuals, such as family members, learning support assistants, caregivers and medical staff, can contribute to successful sessions. Illustrated by clinical examples, the book will help music therapists and students to make the most of opportunities to collaborate with individuals other than the client who may be present during therapy sessions. The book also takes into account the challenges that can arise in music therapy collaboration, and explores the relationships that can develop between music therapists, clients and collaborators.Trade Review[This book] addresses a myriad of impacts of assistants and collaborators in the music therapy room. The authors write from a clinical, narrative and/or research perspective, while exploring both the roles of different professions co-working on an equal basis with music therapists, and those of parents or other family members present in the therapy room. A historical reflection on assistants and co-therapists in music therapy groups in adult mental health is included, as well as suggested ways forward in training, service development and research. The volume is a valuable resource as it documents a wide variety of possible ways of involving assistants and collaborators to gain as much as possible from the music therapy group or individual session. Whatever roles the assistants and collaborators in music therapy perform, they will always influence the session. As the book clearly states, 'it is not possible to simply be a fly on the wall.' -- from the foreword by Gro Trondalen, Professor of Music Therapy, Norwegian Academy of MusicMuch has been written about the theory and practice of music therapy, yet an area of practice not addressed often is the role of carers, staff, assistants, students, volunteers and family members as collaborators and "skill sharers" in music therapy sessions. This book, edited by three very experienced therapists and researchers, fills a large gap in our knowledge of how music therapy works, and is a very welcome addition to the music therapy literature. -- Emeritus Professor Denise Grocke, AO, PhD, Melbourne Conservatorium of Music, University of MelbourneThis thoughtful and elegantly researched volume demonstrates the rich benefits to be gained by all from collaborative and integrated cross-disciplinary work. International in authorship, with far reaching content, it will surely emerge as a go-to reference of music therapy practice for many years to come. -- Rachel Darnley-Smith, Senior Lecturer in Music Therapy, Roehampton University, UKThis is a fascinating book and the first to explore the context of the use of collaborators and assistants in developing relationships with clients, enabling them to gain as much as possible from their music therapy sessions. John Strange sees collaborators and assistants participating fully as group members, something that has a significant impact on their music therapy. This book is especially interesting for music therapists who work with clients who are not able to participate in a physically or psychologically active way. Experienced authors write from a clinical and theoretical perspective, intended to help both practitioners and trainees. All the contributions are written in a very clear and authentic way. I believe it is good that the material in this book is available for use in different therapeutic situations. -- Professor Dr. Jos De Backer LUCA, School of Arts, Campus Lemmens, UPC KULeuven, Campus KortenbergTable of ContentsIntroduction. A Well-Trodden Territory in Need of a Map. John Strange, freelance music therapist, London, Helen Odell-Miller, Anglia Ruskin University, Cambridge, and Eleanor Richards, Anglia Ruskin University, Cambridge. 1. Assistants as Interaction Partners. John Strange. 2. Music Therapists' Experiences of Working with Staff in Sessions. Hannah Munro, Nordoff Robbins Scotland. 3. Student Perspectives on Working with Assistants on Placement During Vocational Music Therapy Training. Catherine Warner, University of the West of England. 4. Involving Family Members who are Primary Carers in Music Therapy Sessions with Children with Special Needs. Pornpan Kaenampornpan, Khon Kaen University, Thailand. 5. Exploring the Significance of the Role of Assistants in Music Therapy Groups in Adult and Older People's Mental Health Settings. Helen Odell-Miller. 6. 'Let Them Bring Their Own Song': A Qualitative Study of Developing Relationships Between Care Staff and Nursing Home Residents with Dementia Through Music Therapy and Dance Movement Therapy Groups. Ruth Melhuish, NHS Music Therapist, Bradford on Avon. 7. Caregivers' Dual Role in Music Therapy to Manage Neuropsychiatric Symptoms of Dementia. Ming Hung Hsu, MHA Homes and Anglia Ruskin University, Cambridge. 8. Psychodynamic Group Music Therapy Facilitates Carers to Become Auxiliary Music Therapists: A Case-Study and Methodological Analysis. Anthi Agrotou, Arte Musical Academy, Nicosia, Cyprus. 9. Supporting the Unplanned Journey: Music Therapy as a Developmental Resource with People with Profound and Multiple Learning Disabilities and Their Carers and Staff. Tessa Watson, Roehampton University. 10. From Assistance to Co-Therapy: On the Role of the Co-Therapist in Nordoff-Robbins Music Therapy. Jörg Fachner, Anglia Ruskin University, Cambridge. 11. Music and Attuned Movement Therapy: How the Facilitator Mediates Between Client and Therapist. John Strange, Mary-Clare Fearn, music therapist in health and special education, Dorset and Rebecca O'Connor, National Rehabilitation Hospital, Dublin. 12. Music and Movement: Integrated Music Therapy and Physiotherapy for People with Severe Physical Disabilities at Risk of Developing Fixed Deformities. John Strange and Lyn Weekes, physiotherapy manager and special education teacher (retired). 13. Improvised Music to Support Client-Assistant Interaction: The Perceptions of Music Therapists. John Strange. 14. Who Knows Me Best? Exploring the Collaborative Roles of Transient Practitioners and Constant Practitioners in Music Therapy. Sarah Hadley, Oxleas NHS Trust and Music as Therapy International. 15. An Inclusion Group for Primary School Pupils With and Without Profound Learning Disability. Motoko Hayata, formerly Soundscape, Newham Music Trust, and John Strange. 16. Building Musical Bridges in Paediatric Hospital Departments. Tone Leinebø, Oslo University Hospital and Trygve Aasgaard, Norwegian Academy of Music. 17. Someone Else in the Room: Welcome or Unwelcome? An Attachment Perspective. Eleanor Richards. 18. Valuing Human Resources. Training, Service Development, Research - The Way Forward. John Strange, Helen Odell-Miller and Eleanor Richards.

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Book SynopsisFor the busy frontline practitioner with little time to plan ahead, this hands-on guide presents imaginative and unique methods to engage families and caregivers throughout the process of assessing vulnerable children. Setting the context for each area of assessment, including strengths and resilience, risk and needs and the child's lived experience, the book then describes a series of activities or creative techniques to engage young people and their caregivers within this area. It outlines the materials required, aims of the exercise and method. It includes 'handy hints' based upon practical experience, making it a quick go-to guide for every day practice.It encourages practitioners to focus on building safety into relationships and to adapt their approach to take into account the impact of trauma and abuse on an individual's capacity to engage and to communicate verbally.Trade ReviewThe author has produced a book that is written with insight and deep understanding and appreciation of direct work with children, young people and their families. This text will appeal to a broad readership that will include social work student, experienced social workers and practitioners working with children. Katie continues to bring depth to this area with a range of tools and frameworks that can be used to strengthen the voices of children in their plans and assessments. Thank you Katie, a must read and it is on my book shelf. -- Lee Pardy-Mclaughlin, Coventry City CouncilAs someone who has been through the care system I appreciate the impact decisions made during assessments can have on children and young people. This book offers practitioners creative quality tools which will benefit practitioners and families alike. I encourage all practitioners involved with families to have a read and to use the learning to make the difference to children and young people. We deserve this! -- Shianne Kinchen, a care experienced young person working with Coventry City CouncilPractitioners, assessing vulnerable children and young people, must engage with them in order to understand their experiences, wishes and feelings. The wide range of imaginative activities included in this book provide a rich resource for busy workers. The activities enable practitioners to engage with children and young people in innovative and meaningful ways. -- Jan Horwath, Emeritus Professor of Child Welfare in the Department of Sociological Studies at the University of SheffieldTable of ContentsAcknowledgements; Introduction; 1. Building safety into the assessment process; 2. Communication and creativity; 3. Exploring Protective Factors - Strengths and Resilience; 4. Exploring and Understanding the Nature of Relationships; 5. Hearing the family stories; 6. Exploring Every Day Lived Experience; 7. Talking about a specific event or person; 8. What's the problem? Exploring risks and needs; 9. Assessing Change Factors; References

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Book SynopsisThe Clinician's Guide to Forensic Music Therapy provides information and advice on how to effectively and safely deliver two context-specific, systematic approaches in forensic music therapy.The two clinically tested treatment manuals have been specifically designed for use by music therapists and other clinicians working in prisons and secure hospital settings. They provide in-depth practical guidance for a variety of contexts and specific attention is given to risk assessment, responsivity to treatment and recovery. The book also includes advice on clinical evaluation, taking the complexities of diagnosis and patient needs into consideration.As the very first of its kind, and written by two leading practitioners of forensic music therapy, this book is essential reading for any music therapist and student of music therapy. It will also be of interest to other clinicians working in correctional or secure psychiatric settings and includes a chapter for them on how to use music effectively.Trade ReviewStudents, clinicians, and researchers will find this text progressive and applicable. The thoroughly tested treatment manuals for this traditionally underserved and marginalized clinical population constitute welcome additions to our profession. I offer a sincere thanks to these distinguished scholars for their remarkable and comprehensive contribution to the music therapy literature. -- Michael J. Silverman, PhD, MT-BC; Director of Music Therapy, University of Minnesota, USACreating treatment manuals in music therapy is of great importance, and this book provide two manuals for music therapy in Forensic Music Therapy. Even though a music therapist can't acquire therapeutic skills only by reading, this book contains detailed descriptions of how treatment can be done, besides also containing a huge appendix sections with usable tools. -- Niels Hannibal, Associate Professor, Music Therapy, Aalborg UniversityFrom cover to cover, this book holds a wealth of helpful information regarding key aspects of music therapy work within forensic psychiatry underpinned by years of experience working within these environments, a vast amount of research and a solid theoretical understanding of the sensitive and complex psychological and organisational processes in these settings. -- Nicole Wakeling, Music Therapist, Langdon Hospital, Regional Secure Unit, Dawlish, Devon * Learning and Integration, Issue 49 Winter 2017 *Table of ContentsForeword by Professor Helen Odell Miller. Preface. 1. The Rationale for a Music Therapy Treatment Manual for Men and Women in Secure Forensic Treatment. 2. Cognitive Analytic Music Therapy: The Treatment Manual. Appendix 2a. The Psychotherapy File. Appendix 2b. Target Problem Procedure sheet. Appendix 2c. Helpful Aspects of Therapy Questionnaire. Appendix 2d. The States Description Procedure. Appendix 2e. The Personality Structure Questionnaire. Appendix 2f. Group Diagram. Appendix 2g. The Art and Music Therapy Patient Satisfaction Questionnaire (AMT-PSQ). Appendix 2h. Patient Feedback Questionnaire. 3. Music Therapy Anger Management: The Treatment Manual. Appendix 3a. FP40 Music Therapy Coping Lists. Appendix 3b. MTAM-Handout. Appendix 3c. Music Therapy Anger Management Questionnaire. Appendix 3d. Musical Polarities. Appendix 3e. Stress Gauge Sheet. Appendix 3f. Large Stress Gauge Sheet. 4. The G-CAMT and MTAM Manualised Music Therapy Approaches in Different Forensic Psychiatric Settings. 5. Guidance and Practical Work Sheets for Music Therapists (Specialist Use). 6. Evaluating Clinical Practice. 7. Guidance for Clinicians in the Use of Music. Appendix 6a. Semi Structured Interview Schedule. Epilogue.

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Book SynopsisFriendship is so complicated! The children of The Adoption Club think they are friends - they go to the same school and belong to The Adoption Club.But what does it mean? What is the difference between a casual and a close friend? How should you respond to teasing? It's time for The Adoption Club to explore friendship.Written for counsellors and therapists working with children aged 5-11, as well as adoptive parents, this workbook is designed to help explore friendship, staying safe and social skills. It is one of a set of five interactive therapeutic workbooks featuring The Adoption Club written to address the key emotional and psychological challenges adopted children often experience. Together, they provide an approachable, interactive and playful way to help children to learn about themselves and have fun at the same time.Trade ReviewThe Adoption Club series by Regina M. Kupecky is a novel concept for helping adopted children share their stories. This therapeutic tool will help adoptees find and use their voices. Thank you, Regina! -- Sherrie Eldridge, author and speaker in the field of adoptionTable of ContentsIntroduction. Story. Bibliography.

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Book SynopsisPacked full of tips and tricks to improve the diet of super sensitive Asperger kids, this book is a must read for parents who want to help their children overcome food avoidance and sensory sensitivities. Sarah Patten shows other parents that they are far from alone in their struggle to get their children to eat a varied and well-balanced diet. She describes how, through a combination of love, patience and a little sleight of hand, she managed to get her son to go from eating just three bland white foods to eating a colourful and nutritious diet including fruit and vegetables. Providing recipes for many simple, healthy meals given the Asperger seal of approval, as well as advice for making mealtime routines, eating together as a family and eating out as stress-free as possible, the book provides a wealth of ideas and strategies for moving towards a more varied and nutritious diet. It also includes food diaries and charts to make planning meals and tracking progress simple.Trade ReviewSarah Patten clearly understands food, and Asperger`s Syndrome! And this shines through as she describes her son`s initially tentative, yet increasingly daring relationship with food. Henry`s journey with food is told with love, warmth, and humour, and the mouth-watering recipes are sure to make you feel hungry too! -- Jane Donlan, co-founder of ASK-PERGERS? and co-author of Create a Reward Plan for your child with Asperger Syndrome and Helping Children with Autism Spectrum Conditions through Everyday TransitionsAt last we have an easy to read and engaging manual which provides parents with invaluable information on the sensory aspects of food as perceived by someone who has Asperger's syndrome. The text subsequently provides a rationale, framework and effective strategies to encourage a wider range of ingredients in meals. This book could transform the emotional atmosphere in the kitchen and dining room to the great relief of all family members. -- Tony Attwood, PhD, Clinical Psychologist, Minds & Hearts Clinic, Australia, and author of The Complete Guide to Asperger's SyndromeIn What to Feed an Asperger: How to go from three foods to three hundred with love, patience and a little sleight of hand, Sarah Patten details her journey to expand her son's limited diet. Sarah Patten's approach is useful for any family where dinner time has become a battleground. -- Carrie Cariello, author of What Colour is Monday?: How Autism Changed One Family for the Better, mother of five including one son with autism, blogger at www.carriecariello.comThis easy-to-read, engaging book provides recipes for many simple, healthy meals. There's an advice on how to make mealtime routines and eating as a family as stress-free as possible. A useful good diary and charts are also included to help plan meals and track progress. -- Autism eyeTable of ContentsForeword. Preface. Introduction: What's the Problem? 1. Knowing Me, Knowing You. 2. No Battle Breakfast. 3. Skipping Lunch is for Sissies Part 1 (school). 4. Skipping Lunch is for Sissies Part 2 (home). 5. Snacks and Drinks. 6. Dinners that Work for Everyone Part 1 (pick and mix)). 7. Dinners that Work for Everyone Part 2 (favourite separate texture meals). 8. Eating Out - A Survival Guide. 9. What Else Matters? Appendix I: Food and Mood Diary.

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Book SynopsisWho are my birthparents? Is it okay to think about them? Can I care about all of my parents at once?A Place in My Heart tells the simple story of Charlie, a chipmunk adopted by a family of squirrels, who starts to wonder about his birthparents. At first he is scared that this might upset his family but feels much better when he talks to his mother. The story reassures children that it is okay to ask questions about their birthparents without upsetting their “forever” (adoptive) parents. This fully illustrated picture book for adopted children aged 2-5 gives you an opportunity to discuss adoption, birthparents, and the fact that our hearts are big enough to hold everyone we care about.Trade ReviewThis charming and realistic book helps children learn to talk about their feelings rather than act out. Charlie has big feelings about adoption, identity and birth parents and acts out his feelings. He is helped by his adopted mother to express his feelings in a positive way including an art project. The children I have used this book with love him and love doing the project. -- Regina M. Kupecky, social worker at The Attachment and Bonding Center of Ohio, co-author of Adopting The Hurt Child, Parenting the Hurt child, A Foster-Adoption Story: Angela and Michael's Journey and The Case of the Multiple MothersI consider A Place In My Heart one of the very best books for young adopted children (and their parents) because it demonstrates how to make it 'OK' for children to hold their feelings and connections for both of their 'real' families: their birth parents and their adoptive parents. No surprise the book was written by an adult adoptee - she really 'gets it!' -- Beth Hall, Director, Pact An Adoption Alliance www.pactadopt.org , author of Inside Transracial AdoptionThis story... highlights that you may not have an answer to all your child's questions, but if you can hold their emotions and be by their side, they can live without these answers. -- Youth in MindA Place in My Heart is neither over nor understated in its dealings with adoption. The soft illustrations are well incorporated into the text and greatly enhance the narrative... It is evident that Mary Grossnickle is writing from experience. This is a comforting guide for parents and children alike who are dealing with adoption. -- Sasha Jawed * The School Librarian (SL) *

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Book SynopsisBringing together international academics and professionals who are actively researching and working in the field, this pioneering scholarly volume covers the issues faced by individuals with Autism Spectrum Disorder(ASD) in mid and later life.Including a range of personal, academic and clinical perspectives, the book considers historical and contemporary perspectives on autism, including diagnosis, developmental outcomes and life course issues. Attention is given to medical, care and psychological issues that arise as people with ASD age, such as declining cognitive function and speech and communication issues. Family, community support, housing, advocacy, and socio-cultural considerations for older adults with ASD are also given careful consideration, and there are chapters on relationship and sexuality issues and on environmental design.Trade ReviewThis new textbook provides an important introduction to the broad range of issues faced by mid- and later-life adults with an autism spectrum disorder. It links the personal experiences of affected individuals and their families with the perspectives of researchers from genetics and psychology through policy. Many of the chapters acknowledge that, unfortunately, we are only at the start of research efforts to understand the challenges faced by this aging population. Nevertheless Scott Wright has produced the first comprehensive textbook on this topic and it will undoubtedly frame this critical conversation going forward. -- Joseph Piven M.D., Thomas E. Castelloe Distinguished Professor of Psychiatry, Pediatrics and Psychology, Director, Carolina Institute for Developmental Disabilities, University of North Carolina at Chapel HillThere is a significant lack of knowledge about adults, particularly older adults, with autism. This book, on the challenges and promises of autism in later life, sets out to redress this situation, with contributions from individuals with autism, parents, clinicians and researchers from many disciplines. It focuses not just on the difficulties of growing older, but also on positive ways in which the future for older individuals with autism can be improved. It should be essential reading for anyone involved with adults with autism, and for those seeking to improve the transition from childhood to adult life. -- Patricia Howlin, Emeritus Professor of Clinical Child Psychology, King’s College, London; Professor of Developmental Disorders, University of SydneyThis is an important book on an essential topic... Scott Wright has managed to gather together a wonderful array of perspectives: cultural as well as biological; self-advocacy alongside clinical and research voices; family, community and societal viewpoints... This volume is a vital first step towards a better future for people with ASD growing old. -- from the foreword by Professor Francesca HappéTable of ContentsIntroduction. Scott D. Wright and Amy Maida Wadsworth, University of Utah, United States. Part I: Overview. 1. Adults with Autism Spectrum Disorders: Past, Present, and Future. William McMahon, Department of Psychiatry, University of Utah School of Medicine, United States, Kristina Cottle, University of Utah, United States, and Megan Farley, Waisman Center, University of Wisconsin-Madison, United States. Part II: Biosystem. 2. Genetic, Epigenetic, and Environmental Issues. Hilary Coon, Department of Psychiatry, University of Utah School of Medicine, United States, Christopher Gregg, University of Utah School of Medicine, United States, and Amanda Bakian, Department of Psychiatry, University of Utah School of Medicine, United States. Part III: Chronosystem - Historical, Contemporary, and Personal Perspectives on Aging with Autism Spectrum Disorder. 3. Ability Improves with Age. Temple Grandin, Colorado State University, United States. 4. Laying the Groundwork: How to Honor Autistic Essence Toward the Betterment of Society. Judy Endow, Common Threads Family Resource Center, United States. 5. Ageing with Autism: Improving Health, Improving Rights. Michael Baron, National Autistic Society, United Kingdom, and Saskia Baron, United Kingdom. 6. Aging and Autism Spectrum Disorders: Experiential and Social Perspectives. Digby Tantam, Fellow of the Royal College of Psychiatrists, United Kingdom. Part IV: The Person - Aging and the Aging Individual. 7. Ageing in People with ASD: Liaison Old Age Psychiatry Perspective. Elizabeta Mukaetova-Ladinska, Institute of Neuroscience, Newcastle University, United Kingdom, and Mick Coppock, Tyne and Wear NHS Foundation Trust, United Kingdom. 8. Challenges for Speech-Language Pathologists Working with Older Adults with Autism. Pamela A. Smith, Bloomsburg University, United States. 9. Autism and Age-related Cognitive Decline. Hilde Geurts, d'Arc (Dutch Autism & ADHD research center), University of Amsterdam, the Netherlands. 10. Diagnosis and Assessment of Autism in Later Life. Bas van Alphen, Free University of Brussels, Belgium, R. C. Oude Voshaar, University Medical Center Groningen, the Netherlands, and Sylvia Heijnen, Mondriaan Mental Hospital, Department of Old Age Psychiatry, Heerlen-Maastricht, the Netherlands. 11. Clear Sailing: Aging Optimally on the Autism Spectrum. Bruce Parsons, Clinical Psychologist, United States. 12. Psychotherapy with Older Adults on the Autism Spectrum. Valerie Gaus,Private Practice, United States. 13. Ageing and Psychological Functioning in Autism Spectrum Disorder. Amanda Roestorf, Department of Psychology, City University London, United Kingdom, and Dermot Bowler, City University London, United Kingdom. Part V: Microsystem - Aging and Dyadic and Family Issues. 14. The Pursuit of Happiness: Older Parents' Views on Inclusion for their Adult Son or Daughter with Autism. Monique Hines, University of Sydney, Australia, and Susan Balandin, Deakin University, Australia. 15. It Takes a Village: Communication and Management in Caretaking for Adults with Autism. Ben DiCicco-Bloom, Department of Sociology, Hamilton College, United States. 16. Sexual Wellbeing and Relationships in Adults with Autism Spectrum Disorder. Shana Nichols, ASPIRE Center for Learning and Development, United States, and Sandra Byers, Department of Psychology, University of New Brunswick, Canada. Part VI: The Mesosystem - Community Issues. 17. Aging Out and Aging Forward into the Community: Looking Ahead into the Journey of Growing Older with Autism. Denise D. Resnik, Southwest Autism Research & Resource Center, United States. 18. Design Empathy for Autism in Adulthood and Aging. A.J. Paron-Wildes, American Society of Interior Designers (ASID), United States. 19. How Can We Learn More About the Lives of Aging Adults on the Autism Spectrum and their Relatives? Jeremy Parr, Newcastle University, United Kingdom. 20. Housing is the Hub of the Wheel. Gregory and JaLynn Prince, Madison House Autism Foundation, United States. 21. Community Support Needs of Adults with Autism. Valerie D'Astous, Karen Glaser, and Karen Lowton, Institute of Gerontology, King's College London, United Kingdom. 22. Psychosocial Interventions and Community-Based Services for Adults with Autism in the United States: Understanding What We Know Now and Charting a Course for the Future. Lauren Bishop Fitzpatrick, University of Wisconsin-Madison, United States. Part VII: The Macrosystem - The Aging Experience and Social Policy-Advocacy. 23. Autism and Aging: Epidemiology and Demographics. Terry Brugha, Department of Health Sciences, University of Leicester, United Kingdom. 24. Listen to the Experts: Autistic Adults Tell us What They Need. Carol Povey, Centre for Autism, National Autistic Society, United Kingdom,and Cos Michael, Autism Age, United Kingdom. 25. Through the Glass Wall: A Voice for Autism Advocacy and Social Policy. Robert MacBean, National Autistic Society Scotland, United Kingdom, and Stella Macdonald, Fife Council, United Kingdom. Part VIII: The Chronosystem Revisited - Future Directions. 26. Aging and ASD: Future Directions. Peter Gerhardt and Angela Rodriguez, The EPIC School, United States. 27. Current and Future Perspectives: How Do We Measure Up? Valerie Paradiz, Autistic Global Initiative, United States, and Xenia Grant, Global Regional Asperger Syndrome Partnership (GRASP), United States. 28. Quality of Life Outcomes of Aging Adults with Autism and their Families. Elizabeth A. Perkins, Florida Center for Inclusive Communities, University of South Florida, United States. Summary. List of Contributors. Index.

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Book SynopsisAnalytical Music Therapy, The Bonny Method of Guided Imagery and Music, Nordoff-Robbins Music Therapy, and Vocal Psychotherapy are commonly studied and in conjunction with music therapy. This book examines the development of these four advanced methods of music therapy practice in relation to each other, and explores their impact on the development of the music therapy profession. Based on extensive new research and interviews with leading practitioners of the advanced methods, the book describes the differences, similarities, relationships, and trends between them, compares linearly the development of the music therapy profession primarily in the 20th century with the development of the four advanced methods, and speculates on the future of these advanced methods in relation to the future of music therapy as a profession.Trade ReviewNicki Cohen has identified relevant advanced methods in music therapy as she reaches outside the 'box' of early traditional practice. She provides an accessible treatise introducing us to the founders on a personal level, and the methods on historical and theoretical levels. As the profession of music therapy continues to mature, the timeliness of this book is perfect. A welcome addition as the profession looks seriously to advanced practice and its implication in the broader health care milieu. -- Jim Borling, Professor of Music, Program Director for Music Therapy, Fellow, Association for Music and Imagery (FAMI), Radford University, USAI found Nicki Cohen's descriptions and analyses of four advanced music therapy methods to be enlightening and fascinating. She presents a range of information on the methods, including answers to a series of questions that were asked and answered by people who studied and worked directly with the founders of the methods or, in the case of Vocal Psychotherapy, by the founder (Diane Austin). She draws the reader into each approach with a deeper understanding of its practice. -- Barbara L. Wheeler, PhD, MT-BC, Professor Emeritus, Montclair State University, New JerseyThis must-read book is a rich resource regarding four advanced methods of music therapy in the context of the development of music therapy in the US and the UK. It is packed with informative details about the founders, development of the methods, clinical descriptions, literature and current practice. -- Frances Smith Goldberg, MA, MT-BC, FAMI, Founder and Director, Therapeutic Arts InstituteTable of ContentsPreface. Section I. 1. Music Therapy in the United States. 2. Music Therapy in the United Kingdom. 3. Music Therapy Method. Section II. 4. Analytical Music Therapy. 5. The Bonny Method of Guided Imagery and Music. 6. Nordoff-Robbins Music Therapy. 7. Vocal Psychotherapy. Section III. 8. Six Questions.

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Book SynopsisIn 1964, the release of Dr. Bernard Rimland's book, Infantile Autism, revolutionized the autism field by providing the autism community with much-needed guidance on how to understand and treat individuals on the spectrum. He single-handedly realigned the field from a psychodynamic, parent-blaming perspective to a scientific, physiological course of action. This 50th anniversary edition presents the original book with contributions from leaders in the autism field, including Drs. Martha Herbert and Simon Baron-Cohen, who celebrate Dr. Rimland's exceptional work, and place his findings within the context of autism as we understand it today. Bringing Dr. Rimland's findings up to date for a new generation of readers, this book will be fascinating reading for parents and those on the autism spectrum as well as professionals working with autism and anyone with an interest in autism and/or psychological theory.Trade ReviewThis book is an unparalleled testament to [Dr. Rimland's] long and productive career, to his determination to solve the puzzle of autism and to a brilliant and inquisitive mind. Please enjoy this book. It is a testament to this man's exceptional journey to find answers to one of the most complex medical disorders of our time. -- from the foreword by Margaret L. Bauman, M.D.Dr. Rimland is to be commended for presenting the first evidence that autism was a biological condition. When his book was published, he was a lone visionary. -- from the foreword by Temple Grandin, Ph.D.Bernard Rimland was an astonishingly farsighted pioneer in drawing a road map towards a neuroscience of autism. It is a fitting tribute that his seminal book, published fifty years ago, is made available to a new generation of researchers, together with reflections on its influence on our understanding of autism today. -- Uta Frith, Emeritus Professor of Cognitive Development, University College London, UKBernie Rimland's substantial impact on the field of autism can still be felt today. It is fitting that his legacy be honored with this reprint of his original book which was written 50 years ago. The added commentaries by today's experts highlight how Dr. Rimland's original insights permeate current perspectives on autism. Every student of autism should read Dr. Rimland's book. -- Geraldine Dawson, Ph.D., Director, Duke Center for Autism and Brain Development, Duke University School of Medicine, USBernard Rimland wrote with both passion and scientific fervor. The end result was a classic that reinterpreted the prevailing view on autism by the medical profession. His book enriched our minds with a neurobiological perspective that continues to generate interest across generations with ideas that are still relevant. -- Manuel F. Casanova, M.D., Gottfried and Gisela Endowed Chair in Psychiatry, University of Louisville, USWhile still in fellowship training in pediatric neurology, my chief Richmond Paine handed me a copy of the book on infantile autism by Bernard Rimland and told me to read it. I was impressed by the book and began to schedule young patients with autistic features. I got in touch with Bernard Rimland and offered to test blood levels in children with autism in a serotonin laboratory I had just started. The rest is history - that prescient book by Bernard Rimland to some extent altered my lifelong professional focus. -- Mary Coleman, M.D., President, Foundation for Autism ResearchBernie Rimland was a pioneer in the field of autism. From his work in being one of the founders of the Autism Society of America in 1965 to his work in setting up the Autism Research Institute, Bernie's legacy is one of caring, compassion and results. As we celebrate the 50th anniversary of Bernie's writings helping so many impacted by autism, we also celebrate the strong legacy of this man and his work.? -- Scott Badesch, President, Autism Society, USThis book is a remarkable testament to where the neurobiology of autism began and thus where the recognition of autism as a brain disorder originated. The understanding of the neural, cognitive, and genetic basis of autism has come light years beyond its origins in this original treatise and is moving very fast. The updates to the original chapters provide a wonderful sense of the distance that has been covered. I would recommend this book to everyone with an interest in autism or as we call it now, autism spectrum disorder. -- Nancy Minshew, M.D., Professor of Psychiatry & Neurology, University of Pittsburgh School of Medicine, USBernard Rimland's book "Infantile Autism: The Syndrome and Its Implication for a Neural Theory of Behavior" (1964), was a pioneering effort, especially noteworthy because, as a parent as well as a scientist, he stuck out strongly for an objective, science-based approach to understanding autism at a time when the field was rocked by mysticism. The book was prescient, pointing at the connections between the underlying neural deficits in autism, and effective behavioral treatment which are only today being proven. Rimland's book, along with Rosalind Oppenheim's "Effective Teaching Methods for Children with Autism," were the very first in the field, both strongly promoted objective, systematic behavioral strategies and both were written by parents. Remarkable. -- Travis Thompson, Ph.D., Professor, Special Education Program, Department of Educational Psychology, University of Minnesota, USTable of ContentsForeword to the New Edition. Margaret L. Bauman, M.D, Department of Anatomy and Neurobiology, Boston University School of Medicine, Integrated Center for Child Development, Newton, Massachusetts, US. Foreword to the New Edition. Temple Grandin, Ph.D, autism advocate and Associate Professor of Animal Science, Colorado State University, US. Introduction to the New Edition. Stephen M. Edelson, Ph.D, Director, Autism Research Institute, US. Foreword by Leo Kanner. Preface. General Introduction. Introduction to Part I. The Controversies and their Resolution: A Critical Analysis of the Literature. Introduction to Chapter 1. Stephen M. Edelson. 1. The Syndrome of Early Infantile Autism: Background, Course, Diagnosis and Prognosis. A. Background. B. Course and Symptom of the Disease. C. Prognosis. D. The Diagnosis of Autism. Introduction to Chapter 2. Stephen M. Edelson. 2. The Parents of Autistic Children. Parent Occupations. Stephen M. Edelson. Introduction to Chapter 3. Stephen M. Edelson. 3. The Etiology of Infantile Autism: The Problem of Biological versus Psychological Causation. A. The Arguments for Psychogenesis of Infantile Autism. B. The Case for Biological Causation. C. Psychogenesis as an Inadequate and Pernicious Hypothesis. A Commentary on Chapter 3. Robert K. Naviaux, M.D., Ph.D., Professor of Genetics, Department of Medicine, Pediatrics, and Pathology, University of California, San Diego School of Medicine, US. Introduction to Chapter 4. Stephen M. Edelson. 4. The Differentiation of Early Infantile Autism from Childhood Schizophrenia. Introduction to Part II. A Theory of Autism: Its Nature and Cause. Introduction to Chapter 5. Stephen M. Edelson. 5. Autism as a Cognitive Dysfunction. A. The Conceptual Impairment. B. A Hypothesized Relationship Between the Cognitive Dysfunction in Autism and the Reticular Formation of the Brain Stem. Cognitive Dysfunction: Impairment in Memory. Stephen M. Edelson. Introduction to Chapter 6. Stephen M. Edelson. 6. The Specific Biology of Infantile Autism: Sensory Phenomena, Psychopharmacology, Autopsy Reports and Hyperoxia as Related to the Reticular Formation. A. The Reticular Formation and Perception. B. Psychopharmacology. C. Autopsy Findings and Other Attempts to Determine the Organic Basis of Autism. D. Hyperoxia as a Possible Causative Factor. E. Discussion. Reflections on Bernard Rimland and the 50th Anniversary of Infantile Autism. Paul Millard Hardy, M.D., Hardy Healthcare PLLC, US. Rimland's Contributions: The Role of Sensory Processing Challenges in Autism Spectrum Disorders. Lucy Jane Miller, Ph.D., OTR, Clinical Director, Sensory Therapies And Research (STAR) Center and Research Directory, Sensory Processing Disorder (SPD) Foundation, US. Matthew S. Goodwin, Ph.D., Assistant Professor, Department of Health Sciences, Northeastern University, US. Jillian C. Sullivan, Sensory Processing Disorder (SPD) Foundation, US. Vitamin B6. Jon B. Pangborn, Ph.D., Former Consultant to the Autism Research Institute and Co-Founder of “Defeat Autism Now”, US. Introduction to Chapter 7. Stephen M. Edelson. 7. The Theory: Integration and Support. A. The Inheritance of Intelligence and its Biological Substrate. B. The Paradoxes of Intelligence. C. The Hypothesis of Oxygen Intolerance and the Cerebral Vasculature. Introduction to Chapter 8. James B. Adams, Ph.D., Director, Autism/Asperger's Research Program, Arizona State University, US. 8. Ideas for Research. A. Diagnosis. B. Etiology. C. Therapy and Training. D. Broader Implications of Research on Autism. The Fetal Steroid Theory of Autism. Simon Baron-Cohen, Ph.D., Autism Research Centre (ARC), Cambridge University, UK. Bonnie Auyeung, Ph.D., Autism Research Centre (ARC), Cambridge University, UK. Michael Lombardo, Ph.D., Autism Research Centre (ARC), Cambridge University, UK. Wisdom and Vision: A Comment on Rimland's Concept of “Training” for Children with Autism. V. Mark Durand, University of South Florida, St. Petersburg, US. Relevance to Modern Biomarker of Autism. Richard E. Frye, M.D., Ph.D., University of Arkansas for Medical Sciences, Arkansas Children's Hospital, US. Introduction to Part III. Some Possible Implications for the Theory of Autism for a Theory of Behavior. Introduction to Chapter 9. Stephen M. Edelson. 9. Some Implications of Early Infantile Autism for the Study of Personality. A. Emotion and Parental Personalities. B. Drive and the Parental Personalities. C. Cyclothymia, Schizothymia, and the Parental Personalities. D. The Relationship Between Autism and Schizophrenia: A Hypothesis. Introduction to Chapter 10. Stephen M. Edelson. 10. Further Implications of the Study of Autism. A. The Abilities of Autistic Children. B. Distractability, Concentration, and Intelligence. C. Delayed Mental Audition. D. The Problem of Innateness of the Specific Affective Disturbance. Special Abilities and Savant Syndrome: An update on Dr. Rimlands observations. Darold A. Treffert, M.D., Behavioral Health, Agnesian Health Care, Wisconsin, US. Introduction to Chapter 11. Stephen M. Edelson. 11. Some Implications of Early Infantile Autism for a Theory of Behavior. A. A Hypothesis Concerning Reticular Function. B. Toward a Neuron Entelechy Theory of Cognition. Rimland's Reticular Formation Theory of Autism in the Light of 50 Years of Brain Research. Martha R. Herbert, Ph.D., M.D., Assistant Professor of Neurology, Harvard Medical School, US. Appendix. Suggested Diagnostic Check List. Appendix. The Invisible Wall. Stephen M. Edelson. Appendix. Environmental Vulnerability and Everday Epigenetics: Empowering Treatment and Recovery. Martha R. Herbert. Appendix. Mark Rimland: An inspiration to us all. Stephen M. Edelson. Afterword. Sidney M. Baker, Ph.D., Coordinator of the Autism Database Project for the Autism Research Institute. Bibliography. Name Index. Subject Index.

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Book SynopsisElfie Hinterkopf describes the Experiential Focusing Method, a model to help clients work through religious and spiritual problems, deepen existing spiritual experiences, and bring about new, life-giving connections to spirituality. Focusing can be used in conjunction with any psychotherapeutic model and is an essential part of any mental health professional or counselor's repertoire. Through Focusing, the client learns to examine subtle, but concrete, bodily feelings that are a vital part of spiritual discovery and growth. Hinterkopf describes the Six Focusing Steps and illustrates the attitudes crucial to the Focusing process (receptive, expectant, patient, and accepting) with case examples, revealing how they help facilitate spiritual development. She also discusses how counselors can use Focusing to explore their own spirituality and outlines special considerations to ensure that sessions suit the individual client's religious tradition or spiritual orientation.Trade ReviewElfie Hinterkopf's clearly written book brilliantly presents Eugene Gendlin's Focusing as a method to integrate into counseling-harnessing the authentic spiritual dimension to uplift the challenges within the human experience explored in psychotherapy. Hinterkopf captures the essence of spirituality that can be applied with clients who define their spirituality or religion, and those who prefer not to. Her book presents the depth of Gendlin's Focusing in a manner that is easy to grasp and apply. This is a must read for all clinicians, clergy, and spiritual directors interested in cultivating compassionate presence, deep listening and access to the body's inherent wisdom that carries forward concrete, steps toward transformational healing and change. -- Laury Rappaport, Ph.D., MFT, Author/ Editor, Mindfulness and the Arts Therapies and Focusing-Oriented Art TherapyThis hopeful book will help us all explore the spiritual dimension of the personal growth process in a direct, safe, straightforward, and culturally respectful way. -- Mary Hendricks-Gendlin, Ph.D., Director, The Focusing InstituteHinterkopf examines spirituality in a manner that is real and easily accessible to religious and non-religious clients... An excellent, perceptive, and practical guide on how to use Focusing to facilitate spiritual development. -- John J. Shea, O.S.A., Fordham UniversityTable of ContentsForeword. Preface. About the Author. Acknowledgements. Prologue: My Search for Meaning. 1. Spiritual Wellness and Focusing. 2. Defining the Spiritual Experience. 3. Integrating Spirituality Through Focusing. 4. Focusing Attitudes. 5. Keeping a Certain Distance. 6. Focusing and the Inner Critic. 7. Six Focusing Steps. 8. Asking. 9. Working With Spiritual Process. 10. Special Consideration Regarding Content. 11. An Excerpt From a Psychotherapy Session. 12. How Counselors Can Explore Their Own Spirituality. Appendix A. Focusing Instructions. Appendix B. Resources for Learning Focusing. References. Index.

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Book SynopsisThe BASICS College Curriculum presents a hands-on approach to learning essential independence and life skills for students with Autism Spectrum Disorder (ASD). The third book helps young adults to translate their strengths and interests into possible careers and develop job-hunting skills that will set them on the road to success.Students are shown how to identify their unique skill set, write an effective resume, build a network of contacts, prepare for interviews, and secure that internship position. Other possible life paths are also explored including continuing in education and studying abroad. Ideal as a textbook for ASD college programs and suitable for young adults to use for their own self-study, each chapter has a lesson-based progressive structure, providing valuable information and advice for the student, useful diagrams, practical exercises and workbook components that can be filled in at home or in class. Self-assessment tools ensure the skills from each chapter can be reviewed and adjusted as necessary.The book can be used on its own or in conjunction with the other BASICS curriculum books to further develop essential life skills.Trade ReviewTurning Skills and Strengths into Careers for Young Adults with Autism Spectrum Disorder provides a practical approach to help people with Autism spectrum conditions build self-awareness and social understanding to enable a successful transition through further education to employment. The book is filled with engaging activities to reinforce knowledge around study and work. -- Jeanette Purkis, autistic advocate and author of The Wonderful World of Work: A Workbook for AsperteensAn outstanding companion guide to Rigler, Rutherford and Quinn's first two volumes, which have become staples in the field. Finding a job and building a career are major issues for any student on the Autism Spectrum. This valuable BASICS curriculum gives us tools to support students through another difficult transition, out of college and into the world of work. As a student workbook or teaching resource, this comprehensive volume is a must for any service provider's bookshelf. -- Jane Thierfeld Brown, Ed.D, Assistant Clinical Professor, Yale Child Study Center, Yale University, Director, College Autism SpectrumTable of ContentsIntroduction. 1. Comparing Interests, Talents, and Skills. Lesson 1: Understanding Skills. Lesson 2: Interests Vs. Skills. Lesson 3: Talents Vs. Skills. Lesson 4: Creating Balance. 2. Identifying Your Individual Skill Set. Lesson 1: Assessing Your Skills. Lesson 2: Defining Your Skill Set. Lesson 3: The Continuum. Lesson 4: Challenge Your Skill Development. 3. Identifying Your Skill Set Quadrant. Lesson 1: Exploring Your Quadrant Direction. Lesson 2: Identifying Complementary Quadrant Direction. Lesson 3: Building Your Team. Lesson 4: Career Exploration. 4. The Big Picture of Success. Lesson 1: Valuing Your Journey. Lesson 2: Career Preparation One Piece at a Time. Lesson 3: Making Sense of Puzzling Directions. Lesson 4: Linking Action and Opportunity. 5. Realistic Career Preparation. Lesson 1: Exploring the College-to-Career Transition. Lesson 2: Networking Potential. Lesson 3: Resume Development. Lesson 4: Increasing Your Chances. 6. The Interview. Lesson 1: Skill Set and Prep Work. Lesson 2: Verbal and Nonverbal Behavior. Lesson 3: To Disclose or Not to Disclose. 7. Work Exposure, Lesson 1: Job Shadowing. Lesson 2: Informational Interviews. Lesson 3: Career Fairs. Lesson 4: Networking with Professionals. 8. Internships and Strategically Planning for the Future. Lesson 1: Process Awareness. Lesson 2: Setting Up Support. Lesson 3: Receiving Feedback. Lesson 4: The Possibilities. 9. Alternate Paths. Lesson 1: Graduate School. Lesson 2: Study Abroad. Lesson 3: Job Vs. Career. Lesson 4: Potential Pitfalls. Appendix A: BASICS Chart Student Example. Appendix B: Guided Discussion. References. Index.

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Book SynopsisLiteracy teaching tends to take a structural approach to language, focusing on auditory products or skills such as sounds, morphemes, words, sentences, and vocabulary. However, new research suggests that the majority of English speakers actually think and learn in visual concepts, and that there is a cultural and linguistic mismatch between auditory teaching methods and the way students think and learn. This has important implications for all educators including those who work with students with neurogenic disabilities, such as autism spectrum disorders and ADHD.In her new book, Dr. Ellyn Lucas Arwood outlines a revolutionary four-tiered model of how a learner acquires language, and suggests ways to impose visual language functions onto an auditory language like English in order to improve learning for both neurotypical learners and those with neurogenic disabilities. Dr. Arwood provides tried-and-tested intervention strategies that work with all levels of ability, giving readers the knowledge and confidence to teach learners to become more literate in a way that raises learners' abilities to think and problem solve.This book takes a fresh look at how language and literacy interact, and will be of interest to educators and special educators, speech and language pathologists, and other professionals who support language learning and development.Trade ReviewThe book is well-illustrated with case studies and is full of practical ideas for intervention, as well as handling complicated theory in an accessible way... Thinking about the way language functions is crucial to successful learning and visual language function is emphasised over the traditional auditory function of language as key to this success. A fresh approach, worth reading. -- bulletinTable of ContentsIntroduction. Part I. Language and Thinking. 1. Defining Language. 2. Language Acquisition: Learning to Think. 3. The Study of Language Functions: Thinking. Part II. English Language Functions. 4. The Cultural-Linguistic Properties of English. 5. Living with a Visual Brain in an Auditory World: A Paradigm Shift. 6. Language, Literacy and Thinking. Part III. Language - How Do We Assess and Intervene? 7. Assessment of Pre-language Thinkers. 8. Intervention for Pre-Production, Pre-Language Thinkers. 9. Intervention for Verbal Pre-Language Thinkers. 10. Language Thinkers. 11. Linguistic Thinkers. 12. Language Function Affects Behavior. Part IV. Educational Applications of Language Function. 13. The Language-Based Primary Classroom. 14. The Language-Based Intermediary Classroom. 15. The Language of Concrete to Formal Thinkers. 16. Evidence-Based Research for Viconic Language Methods. References. Appendices. Glossary. Index.

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Book SynopsisHow Does Foster Care Work? is an international collection of empirical studies on the outcomes of children in foster care. Drawing on research and perspectives from leading international figures in children's services across the developed world, the book provides an evidence base for programme planning, policy and practice.This volume establishes a platform for comparison of international systems, trends and outcomes in foster care today. Each contributor provides a commentary on one other chapter to highlight the global significance of issues affecting children and young people in care. Each chapter offers new ideas about how foster care could be financed, delivered or studied in order to become more effective.This book is important reading for anyone involved in delivering child welfare services, such as administrators, practitioners, researchers, policy makers, children's advocates, academics and students.Trade ReviewThe authors conclude with the hope that the findings which are reflected in this volume have the potential to bring a greater understanding of the complex interplay of those factors that nurture or impede the well-being of children in care. They anticipate that it would impact positively on care planning, the provision of services, the development of policy and future research. We know that foster care works. This book may very well make it work better. -- Aotearoa New Zealand Social WorkThis is a must-read for any social worker who desire greater understanding of the theoretical principles and empirical evidence that undergird foster care today in a number of developed countries... We know that foster care works. This book may very well make it work better. -- Aotearoa New Zealand Social WorkEach study scrupulously teases out the different variables affecting outcomes. The volume ends with a synthesis of research findings giving direction for policy, practice and research... My personal preference is for those studies that powerfully convey the experience of children, such as chapters by Fernandez on Growing up in Care and by Ward and Munro on Very Young Children in Care in England. The latter highlights the instability that was a feature for many infants, with 45 per cent having four or more placements. The consequences of placement disruption and instability on relationships, emotional and behavioural health, and education are a theme in a number of chapters. This mirrors recent findings in Hannon et al. . 2010 and gives even greater weight to the authors' call for measures to improve placement stability. Pecora et al. in their chapter on Rates of Emotional and Behavioural Disorders among Alumni of Family Foster Care in the United States make comprehensive recommendations for policy and practice to improve the mental and emotional health of young people in care, which I warmly commend. Various authors comment on both the positive and negative aspects of contact, with Farmer arguing persuasively In her chapter on Fostering Adolescents in England for differential approaches to contact decisions, to support grandparent contact and promote children's links with extended family members. The volume clearly demonstrates the value of studying fostering cross-nationally and will be of interest to policy makers, commissioners of care services, practitioners and researchers. -- Wiley Online Library, Child Abuse ReviewFoster care practice needs both an international perspective and an evidence base to allow us to learn and develop. This book supports both of these objectives. -- Children & Young People NowTable of ContentsPart 1. Introduction. Foreword. James K. Whittaker, University of Washington, USA. Introduction: Reviewing International Evidence to Inform Foster Care Policy and Practice. Elizabeth Fernandez, University of New South Wales, Australia and Richard P. Barth, University of Maryland, USA. 1. International Perspectives on Foster Care. June Thoburn, University of East Anglia, UK. Part 2. Placement Movements and Destinations. 2. Five Year Developmental Outcomes for Young Children Remaining in Foster Care, Returned Home or Adopted. Richard P. Barth and Christopher Lloyd, University of Arkansas, USA. 3. The Placement Stability in Foster Care. Fred Wulczyn and Lijun Chen, University of Chicago, USA. 4. Foster Care in the Netherlands: Correlates of Placement Breakdown and Successful Placement. Johan Piet Strijker, University of Groningen, The Netherlands. 5. Profile and Scope of Foster Care in Spain. Jorge Fernandez del Valle and Mónica López, University of Oviedo, Spain. 6. Reunification in Australia: Insights from South Australia and New South Wales. Elizabeth Fernandez and Paul Delfabbro, University of Adelaide, Australia Part 3. The Foster Care Experience: A Life Course Perspective. 7. Very Young Children in Care in England: Issues for Foster Care. Harriet Ward and Emily R. Munro, Loughborough University, UK 8. Fostering Adolescents in England: What Contributes to Success? Elaine Farmer, University of Bristol, UK. 9. Rates of Mental, Emotional, and Behavioural Disorders Among Alumni of Family Foster Care in the United States: The Casey National Alumni Study. Peter J. Pecora, Catherine Roller White, Lee Ann Murdock, Kirk O'Brien, Casey Family Programs, USA, Ronald C. Kessler, Nancy Sampson and Irving Hwang Harvard Medical School, USA. Part 4. Psychological Outcomes and Correlates of Outcomes. 10. What Makes for Effective Foster Care: Some Issues. Ian Sinclair, University of York, UK. 11. Long-term Outcomes of Foster Care: Lessons from Swedish National Cohort Studies. Bo Vinnerljung, University of Stockholm, Sweden, Eva Franzén, Swedish Ministry of Health and Social Affairs, Sweden, Anders Hjern, National Board of Health and Welfare, Sweden and Frank Lindblad, Uppsala University, Sweden. 12. Foster Care in Denmark: Comparing Kinship and Non-Kinship Forms of Care. Lajla Knudsen, Tim Egelund and Anne-Dorthe Hestbæck, SFI, The Danish National Centre for Social Research, Denmark. 13. Selected Educational Outcomes for Young People Aged 17–19 Years in Long Term Foster Care in Ireland. Fiona Daly, Irish Association of Young People in Care, Ireland and Robbie Gilligan, Trinity College Dublin, Ireland. 14. Can Tutoring by Foster Parents Improve Foster Children's Basic Academic Skills? A Canadian Randomized Field Trial. Robert J. Flynn, Marie-Pierre Paquet and Robyn Marquis, University of Ottawa, Canada. 15. Wellbeing in Foster Care: An Australian Longitudinal Study of Outcomes. Elizabeth Fernandez. Commentary by Robert Flynn. Conclusion. Richard P. Barth and Elizabeth Fernandez. List of Contributors. Index.

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Book SynopsisParents and teachers of children with Asperger's know only too well the feeling that they are not quite reaching the child, not quite hearing or getting it, not communicating just right, or at all. Offering rich insights into what Asperger's is like for the child himself or herself, this compassionate book will empower parents and teachers, enabling them to nurture the child's strengths and work towards a happy and promising future. The book is packed with strategies, insights, and points to remember in order to address common areas of difficulty, including creating a safe space, quieting sensory overload, quelling anxiety, connecting to feelings, promoting friendship, and feeding creativity. A chapter devoted to girls with Asperger's describes how to see and connect with the child more deeply in order to better meet her needs, and the author also considers the ways in which other children might view and treat the child with Asperger's, with tried and tested advice on how a positive difference can be made, and what really works. This original and perceptive book offers rich insights into what Asperger's means in the real world, for real children, and is essential reading for parents, teachers, and other professionals.Trade ReviewBromfield is a great advocate for the child and bases his beliefs on his own observations and experiences as much as he does from his professional training... He gives a series of bullet points to guide parents through getting to know their child and how to start afresh when things have become toxic. He offers encouragement, realism and confidence... This book is ideal for all parents and educators... I found it a gentle, sweet and kind book. -- ASTeensThis is a great book for explaining that children with Asperger syndrome are as individual as any other child and that they have so much to offer if given the chance. Sensitively written, Richard Bromfield has great insight about helping a child with AS to access the world around them and gives value le strategies for parents and professionals. It was nice to see a chapter about girls too as more awareness of girls having AS develops.Overall, this is a very informative and easy to read book which will e useful for parents, education staff and professionals working with children with AS. -- OAASISIn each of these concise seventeen chapters, Bromfield gives real-life examples of children he has treated and discusses such topics as facilitating communication, feeding creativity, promoting friendship, and quelling anxiety; he devotes a special chapter to girls with Asperger's. In informative, concise, bullet-point format, Bromfield offers practical advice....Bromfield delves into the minds of children with Asperger's enlightening the reader as to how to nurture, honour, and understand them. He proposes an approach borne of patience, and writes in a straightforward manner....Perhaps the most important lesson to be garnered from the book is Bromfield's view that all children with Asperger's need to be loved and honoured to the same extent as neurotypical children. And that they are not so unusual, after all. -- Fore Word ReviewsRichard Bromfield's book, Embracing Asperger's, offers a solid primer for parents and professionals who interact with children diagnosed with Asperger's... Bromfield provides strategies and clear action items to connect with these children. Though at times the writing appears clinical, he balances it with personal examples from his private practice where he worked with children with Asperger's. These real-life stories provide an additional layer of depth to understanding the condition... Embracing Asperger's is a quick but informative read at 176 pages. -- Examiner.comDr Bromfield has worked with children with Asperger's for over 25 years. Throughout these years he has learned a lot, and now he is passing some of this information onto parents and teachers. He guides parents and teachers to a better understanding and acceptance of what it means to have Asperger's, so that they in turn can nurture a child with Asperger's into becoming a whole and happy person. Dr Bromfield addresses many items that do not typically get discussed in books on Asperger's... This is indeed a different kind of read on Asperger's and well worth it. Rather than always moving full steam ahead trying to find a solution to everything, we sometimes need to sit and smell the roses... Embracing Asperger's will help you to better understand your child with Asperger's. Learn how to accept him and learn how to support him. Although this book is for you, it is your child who will be receiving the biggest gift. -- S-O-S ResearchThere are so many useful bullet points here; one-liners that once grasped could make all the difference in a child's life:* Don't take t personally* Assume anxiety exists* Model acceptance* Do not turn away from depression... Bromfield's hands-on experience shines throughout this book; his insight is sure to prove invaluable to many readers. -- Whitterer on AutismFeel you are not quite reaching your child, not quite getting it or hearing it, not communicating just right or at all? This book is packed with strategies, insights and points to remember. -- OAASIS Newsletter.Embracing Asperger's reads easily. It is a guidebook that is accessible to a popular audience and that would be a useful source for professionals and students. -- Teacher's College RecordTable of ContentsIntroduction. Note to Readers. Caution. 1. The Child's Burden. 2. The Child's View. 3. The Parent's View. 4. The Teacher's View. 5. Creating a Safe Place. 6. Treasuring Precious Goods. 7. Quieting Sensory Overload. 8. Quelling Anxiety. 9. Facilitating Communication. 10. Tending the Intellect. 11. Connecting to Feelings. 12. Promoting Friendship. 13. Giving and Nurturing Empathy. 14. Feeding Creativity. 15. Considering Girls. 16. Other Children's Views. 17. Butterfly Love. 18. Connecting It All. References. Index.

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Book SynopsisSignificant amounts of money and resources are spent on child and family services, so successful evaluation of whether or not they are achieving the best outcomes is therefore essential. This edited collection offers an international perspective on the challenges of designing and undertaking outcome-based evaluation of child and family services. With contributions from leading international experts, it introduces the key ideas and issues currently being debated in the evaluation of these services; discusses relevant approaches to designing and using evaluation methods; and provides examples of evaluation from the real world of policy and practice. Issues covered include setting appropriate indicators for service effectiveness, cross-cultural evaluation of service interventions, service user involvement in evaluation, and evaluations of family and community-based services. This invaluable book will be essential reading for policy makers, planners, commissioners and managers across child and family welfare services, as well as researchers and other academics in the field.Trade ReviewIn conclusion, the articles in the book are a collection of research and journal articles from international academics. The targeted audience of this book would be the practitioner who is keen to embark on research or the worker who wishes to read more about international evidence from other countries... there are some interesting policy perspectives from other countries which practitioners might consider advocating in the New Zealand context with the hope that such policies might improve the wellbeing of children and their families. -- Aotearoa New Zealand Social WorkTable of ContentsForeword. James K. Whittaker, University of Washington, USA. Part 1. Evaluating Outcomes for Children and Families: Improving the Evidence Base. 1. Improving the Evidence Base. Anthony N. Maluccio, University of Connecticut, USA, Cinzia Canali, Fondazione Zancan, Italy, Tiziano Vecchiato, Fondazione Zancan, Italy, Anita Lightburn, Fordham University, USA, Jane Aldgate, The Open University, UK and Wendy Rose, The Open University, UK. 2. Demystifying Evidence in Child Welfare. Nina Biehal, University of York, UK. 3. Unlocking the Mysteries of Program Evaluation: Lessons from a Comprehensive Evaluation of an Innovative Program to Reunify Families. Barbara A. Pine and Robin Spath, University of Connecticut, USA. Part 2. Methods for Finding and Using Evidence. 4. Evaluating Complexity in Community-Based Programs. Anita Lightburn, Fordham University, USA, and Chris Warren-Adamson, University of Southampton, UK. 5. Approaches to Evaluation in Services for Families and Children. Cinzia Canali, Anthony N. Maluccio and Tiziano Vecchiato. 6. Understanding the Nature, Structure and Context of Services in Family Support Centres. Marianne Berry, University of Kansas, USA, and Colleen Reed, University of Denver, USA. 7. In Their Own Words: Alumni of Foster Care in the US Talk about Preparation for Independent Living. Anne Nicoll, University of Washington, USA, Kate Holmes Thompson, Peter J. Pecora, Catherine Roller White, Kirk O'Brien, Casey Family Programs, USA, and Arron K. Fain, Texas Department of Family and Protective Services, USA. 8. The Challenge of Using Administrative Data in Cross-National Evaluations of Services in Out-of-Home Care. June Thoburn, University of East Anglia, UK. Part 3. Evaluating Outcomes in the Real World: International Evidence from Community-Based Practice. 9. Taking Standardised Programmes to Different Cultural Contexts: An Example from Scotland. Jane Aldgate and Wendy Rose. 10. Child Physical Abuse and Neglect: Risk Assessment and Evaluation of Early Prevention Programmes. Hans Grietens, University of Leuven, Belgium. 11. Identifying Outcomes at the Sunshine Family Centre in Outer London. Marian Brandon, University of East Anglia, UK. 12. The Important Place of Professional Relationship: A Case Study of an Israeli Family. Anat Zeira, Hebrew University of Jerusalem, Israel. 13. Evaluation of Sensitised Practice in a Community Centre in Aotearoa, New Zealand. Robyn Munford, Massey University, New Zealand, Jackie Sanders, Massey University, New Zealand, and Bruce Maden, Te Aroha Noa Community Services, New Zealand. 14. Assessing Practice in a Child and Family Centre in Australia. Patricia M. McNamara, La Trobe University, Australia. Afterword. Cross-National Perspectives and Ideas. Mark Ezell, University of Kansas, USA. References. The Contributors. Subject Index. Author Index.

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Book SynopsisWhen Sally Kirk's son, Will, was diagnosed with an Autism Spectrum Disorder (ASD), she did everything she could to understand his condition and to find ways of improving his quality of life. In this book, Sally shares the story of her journey with Will and how her discovery of biomedical interventions significantly improved his behaviour and changed their lives for the better.Based on personal experience and extensive biomedical research, the book shows how important it is to understand both the child's mind and body, and explores how, when underlying physical problems are treated, brain function and troublesome behaviors often improve. It describes in depth the most common physical problems for those on the autism spectrum and the variety of treatments available such as minimizing exposure to heavy metals and toxins, alterations in diet, and use of vaccinations.This positive, practical book tells a personal story of hope and provides a wealth of essential information on biomedical interventions for parents of children on the autism spectrum. It will also be a useful resource for therapists, medical professionals and adults with autism-spectrum diagnoses.Trade ReviewThrough Sally's lively and engaging writing, she empowers all parents to be curious and active ain seeking the correct treatment... Whether you are already well versed on biomedical intervention or you are just starting to find out more about it, this book will be a great guide. -- Youth in MindHope for the Autism Spectrum is the oasis every parent longs to find, the wellspring that nourishes body, mind and spirit at each reading. Sally Kirk, mom of the three boys, one who is on the spectrum, offers her story with valiant honesty. She is generous with "if only I'd known" moments, hard-won wisdom that can help other parents avoid the potholes and landmines of all that is the autism spectrum... In the end, what is priceless about the book is the infinite hope it offers to even the most down-trodden parent. Hope exist; Kirk provides a roadmap to find it. -- Autism Asperger's DigestSally Kirk has done a fantastic job taking a very complicated subject and explaining it in a way that is easy to understand and even entertaining, while staying true to the science. I think this book is a must-read for every parent of a child with autism and anyone else who wants to better comprehend the medical treatment options for the disorder. -- Bryan Jepson, MD, Thoughtful House Center for Children, author of Changing the Course of AutismSally Kirk has written a heart-warming report of her journey into biomedical therapies for her ASD son. Readers will readily identify with the questions she faced about this new way to treat autism. I particularly liked her husband's conversion from skeptic to enthusiastic supporter about these strategies as he saw his son improve. The book is helpful and enjoyable reading, highly recommended for new families starting on the long path of healing for our deserving and wonderful children. -- Jaquelyn McCandless, MD, author of Children with Starving Brains and a regular speaker at Defeat Autism Now! conferences[this book] choked me up inside, bringing tears to my eyes because of the emotions and the enlightenment. It is so honest, written with such heart-a truly informative help that brims with humor and smiles. I couldn't put this down. -- Eileen Abbott, mother of a child with Asperger's syndromeMs. Kirk's book is clear, concise and informative. She takes rather complicated topics and translates them into easy-to-understand concepts. I highly recommended this book for parents and professionals who want to learn the basics about biomedical interventions. -- Steve Edelson, PhD, Director of the Autism Research Institute[in this book] you can find the voice, the wisdom and the expertise of a mom whose words will take you up the path and give you her indispensable view of the landscape of autism. -- Sidney M. Baker, MD, co-founder of Defeat Autism Now! and co-author of Autism: Effective Biomedical TreatmentsAn extremely helpful resource for the newly-diagnosed child with autism spectrum disorder, providing the family with practical information on biomedical interventions, as well as offering emotional support from a mother who's been there. -- Kenneth A. Bock, MD, author of Healing the New Childhood Epidemics: Autism, ADHD, Asthma and AllergiesThis is a book that transforms the hard-to-understand aspects of autism into everyday language... not too hard and not too simple - it's just right. -- Jon Pangborn, PhD, co-founder of Defeat Autism Now! and co-author of Autism: Effective Biomedical TreatmentsTable of ContentsForeword by Elizabeth Mumper, MD. Many Thanks for Making this Book Possible. Why This Book was Written and Who is Behind It. 1. What is this Book About Anyway? Part I. Our Years of Searching. 2. All is Well. 3. It Started with Motor Delay. 4. The Plot Thickens. 5. Living with the Wrong Diagnosis - ADHD. Part II. Our Years of Understanding. 6. Getting the Right Diagnosis - Asperger's Syndrome. 7. Asperger's and the Autism Spectrum. 8. A New Footing. 9. Food for Thought. 10. Friends and Family. 11. Back to Our Story. Part III. A Pivotal Discovery - Biomedical Intervention. 12. Hello, Biomedical Intervention. 13. We Started Biomedical Intervention. 14. The Wow! of Biomedical Intervention. 15. Life Goes On. Part IV. Biomedical Problems and Interventions of the Autism Spectrum.16. A Foundation for Understanding Biomedical Issues and Treatments in Autism. 17. Common Problems of Body Chemistry in Autism. 18. Common Interventions for Ailing Body Chemistry. 19. Common Interventions for Heavy-Metal Overload. 20. High Mercury on the Autism Spectrum: Its Sources & Symptoms. 21. Mercury in Vaccines. 22. Minimizing Exposures to Heavy Metals and Toxins. 23. Common Gut Problems in Autism. 24. Common Gut Interventions - Food Issues. 25. Common Gut Interventions - Diets. 26. Common Gut Interventions - Gut Flora. 27. Common Gut Interventions - Last But Not Least. 28. Common Immune System Problems & Interventions. 29. Practical Tips for Doing Biomedical Intervention. 30. Parting Thoughts, Farewell, and Best Wishes. Appendix A: Will's Heroes Unveiled. Appendix B: ARI Parent Ratings of Behavioral Effects of Biomedical Interventions. Appendix C: Nutrient Supplementation. Appendix D: Interpreting the Urinary Porphyrins Test. Bibliography. Subject Index. Author Index.

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Book SynopsisAutism Spectrum Disorder, or ASD, is the umbrella term used to describe a whole family of related conditions. Within this group, there is a subgroup of conditions known as PDD (NOS) - Pervasive Developmental Disorder (not otherwise specified) - which do not quite meet the diagnostic criteria of Autism or Asperger Syndrome. Written specifically for parents, this fully-updated second edition sets out what it means for a child to be diagnosed with ASD, PDD (NOS), autism or Asperger Syndrome, and explains where parents should go from there. The authors describe the signs and symptoms of each condition, what a diagnosis means, how a child fits into the diagnostic terminology, and what the diagnostic procedures involve. Associated disorders such as Rett Syndrome, Childhood Disintegrative Disorder and OCD are reviewed, and the authors describe the various treatments, therapies, and educational approaches available. The book also includes new information on medication and on the evolving concept of diagnosis, as well as a list of frequently asked questions and new interviews with parents of children on the autism spectrum. Accessible, informative, and supportive, this book is an essential guide for parents of children with an autism spectrum disorder.Trade ReviewParents of the newly diagnosed may feel isolated and burdened; the new edition of Autism, Asperger Syndrome and Pervasive Developmental Disorder by Barbara Quinn and Anthony Malone offers answers, explanations, and - perhaps most importantly - a community of parents who've walked this same path...Throughout the book, with precise, supportive wording, the authors encourage parents to trust themselves, listen to their children, and relish the people their sons and daughters grow to be... The bulk of the book focuses on specific questions parents may have about their own child's diagnosis. The authors begin with a discussion of normal development and the ways children might differ from this baseline... Using anecdotal examples, they do an excellent job illustrating the difference between children with a diagnosis and children who are simply slower than average. -- ForeWord ReviewsI would recommend it to parents of newly diagnosed children with autism, PDD, or Asperger's. It is easy to read and touches on all the key subjects to help a parent understand the basics of what they are up against. Parents will learn a lot from the personal accounts of other children with ASD and will also get a good idea of what they may want to pursue next in their journey. -- Help! S-O-S for ParentsThe authors use easy to understand language to attempt to explain what may cause autism, pointing out the complex interplay between genetics and brain functioning and the possibility of an "epidemic" of autism, pointing out that may not be the case... each chapter is highlighting that particular concept the chapter is discussing, to give the reader an idea of just how complex and variable ASD really is. -- Newsletter of the Autism Society of MichiganTable of ContentsForeword. Acknowledgements. About the Authors. Sam Likes Trains. Eric is a Soldier. Introduction. 1. What is Autism Spectrum Disorder? 2. Social Reciprocity. 3. Communication. 4. Impairment in Play Style. 5. More Characteristics and Areas of Uniqueness. 6. The Evaluation Process. 7. What Can Be Done? Medical Perspective. 8. What Can Be Done? Educational Perspective. 9. Additional Options. 10. Up Close and Personal. Resources. References. Index.

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Book SynopsisYoung people with autism spectrum disorders (ASD) often feel uncomfortable and anxious in social situations, but socializing with classmates and colleagues can be made easier - and more enjoyable - with Guiding Toward Growth group sessions.John Merges' simple yet effective program for teaching social enjoyment skills is based on the concept that there are ten hurdles that make it challenging for people with ASD to enjoy social interaction. This book guides the reader through planning, running, and assessing group sessions that have been designed to help participants overcome these hurdles, interact with confidence, and ultimately enjoy more independent and fulfilling lives. As social interaction is a vital element of any work environment, this book also teaches young adults with ASD an important employment skill.This adaptable book can be used with a wide range of ages and communicative abilities, and will be an invaluable resource for all professionals working with groups of children and young people with ASD.Trade ReviewReaders can refer to the final section of the book for vivid descriptions of the fun activities and even templates for parental permission letters and game boards... He offers novice practitioners helpful tips and ways of conceptualizing working with groups on the spectrum. -- Journal of Autism Developmental DisordersThis book is structured well and easily accessible. The refreshing focus throughout is on supporting young people with autism spectrum disorders to develop the skills needed to enjoy interaction. There is also an emphasis on supporting young people to develop skills that will allow them to function better within the workplace.The information provided would allow an experienced practitioner to set up and run the groups described.This book would be very useful for speech and language therapists working with children with autism spectrum disorders within educational and community settings. -- Speech & Language Therapy in PracticeJohn's work aids people in understanding the barriers that interfere with social interaction and gives people clear, profound ways to improve social functioning. He keeps the 'fun' in functional. -- Janet L. Oliver, M.A., Neurodevelopmental SpecialistJohn Merges has a wealth of knowledge in working with and advocating for individuals with Autism Spectrum Disorders Students who have attended reported their enjoyment in the social interactions and the friendships that they have developed during the group. Elements of John's strategies can be readily applied and duplicated in the school setting. -- Lynn Peal, Autism Resource Specialist, Mounds View School District, MinnesotaJohn has developed a key for teachers and students to have FUN while learning how to read the map of our complex social world. Bravo! -- Kathy Stuhler, MEd, Autism Specialist and Special Education TeacherThe best thing I have ever done for [my children]... I hope to continue to have them involved for a long time. -- Parent of two Funjoyment group participantsTable of ContentsAcknowledgments. Part I Introduction and Guiding Principles. 1. Beginnings. 2. Enjoyment - A Skill. 3. The Band of Regulation. Part II The Hurdles. 4. Introduction to the Hurdles. 5. Keeping Things the Same. 6. Attention Challenges. 7. Emotional Regulation Problems. 8. Organization Deficits. 9. Language Processing Issues. 10. Associative Thinking. 11. Sensory Sensitivities. 12. "Unlearning" Rituals. 13. Stereotyping by Neurotypical Individuals. 14. Motivational Deficits. Part III FunJoyment Groups. 15. Introduction to FunJoyment Groups. 16. Concepts Important in All Groups. 17. School-Based Groups for Five-, Six-, and Seven-Year-Old Youngsters. 18. School-Based Groups for Seven- through Eleven-Year-Old Youngsters. 19. School-Based Groups for Junior High and High School Students. 20. Notes About Community-Based Groups. 21. Community-Based Groups for Ten- and Eleven-Year-Old Youngsters. 22. Community-Based Groups for Junior High and Senior High Students. 23. Community-Based Groups for Older High Students and Young Adults. Part IV Materials and Activities. 24. Sample Permission Letters. 25. Scoreboard. 26. Activities for Five-, Six- and Seven-Year-Olds. Big Dice. Ask to Play. Charades. Ask for Help. Ask to Share. Interrupting an Adult. Bean Bag Toss. Activities for All Other Groups. A Through Z Game. Apples to Apples. Bean Bag Toss. Bocce Ball. Dominion. First/Last Game. Frisbee. Golf. Imaginiff. In a Pickle. Introductory Questions. Killer Bunnies. Kinder Bunnies. Loaded Questions. Mr. M's Minefield. Mr. M's Uno. Moose in the House. Password. Perudo. Pick It. Pit. Question Cards. Smart Ass. Sort it Out. Tsuro. Turnabout. Twenty Questions. Up the River.

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Book SynopsisGrowing up with a parent on the autism spectrum can be difficult, and children and teens may struggle to understand why their parent is different from others. It can be equally difficult for parents with an autism spectrum disorder (ASD) to explain their unique set of strengths and challenges to their child in a sensitive and positive manner, and any adult faced with this situation will be in need of a helping hand.This supportive workbook has been designed with precisely this purpose in mind. In child-friendly language, the author describes the common characteristics of ASD, and encourages children to think about how the world might look from their parent's perspective. Topics covered include social and emotional difficulties, communication differences, sensory issues, body language, special interests, and how the child might go about explaining their parent's differences to other children, taking into account that some parents may not wish for their diagnosis to be known beyond the family. Each chapter concludes with a worksheet for the parent and child to complete together, helping them to understand each other better and to develop strategies together for dealing with particular areas of difficulty.This workbook is an essential tool for any family with a parent on the autism spectrum, and is suitable for children and teens of all ages, whether or not they are on the autism spectrum. It will also be a useful resource for professionals who work with such families.Trade ReviewThe book is written in an easy relaxed style suitable for all. It is honest, respectful and informative and when reading it I felt like I was on a journey of understanding with the writer. -- Association for Social Workers in Aotearoa New ZealandThis is an excellent book. The style is simple and engaging. The author has a comprehensive grasp of the theory behind ASDs. Her first-hand knowledge shines through, but she avoids assuming her experiences are universal. She is realistic that ASDs can evoke negative emotions... Early on, the author states, "I'm writing this book to my younger self - I could have used the advice back when I was growing up" I echo this sentiment... I hope to see more books like this available in the future. -- Disability, Pregnancy & Parenthood internationalan excellent tool for children and teens. It offers a unique perspective which is specifically for the child who has a parent with an ASD. Using kid-friendly language, it serves dual purposes as both an instructional guide and workbook...This book concludes each chapter with a worksheet to be completed by the family together to promote discussion and a better understanding of each other while developing skills for tackling challenges that ASD might present... My Parent Has an Autism Spectrum Disorder is a helpful tool for families with a parent on the autism spectrum... highly recommend this book not only for families who experience this topic, but also as a resource for professionals who work with these families. -- Our Journey Thru AutismThis is a very simple, neat little book that has the potential to benefit many individuals and families in understanding autistic spectrum disorder... Children and teenagers may struggle to comprehend the world of their parent with an autistic spectrum disorder... this book may well help them in that understanding.There are some good tips for both children and parents alike. Professionals with a limited understanding would do well to read through the book. -- Mental Health NursingThis extremely useful addition to the literature of Autistic Spectrum Disorders (ASD) is child friendly and sensitively written in a way that fosters open curiosity and both acceptance of, and respect for, differences. The book is easy to read and user friendly, with worksheets for children and parents to do together as part of shared process of learning about each other, and how ASFD may affect families and individuals within them. The clear emphasis on problem-solving and jointly finding solutions to difficulties that may arise out of ASD related differences, give it a positive solution orientated feel... this book may serve as a useful learning process for adults and children alike. -- Youth in MindThe book is written in an easy relaxed style suitable for all... This book is a practical hands-on workbook for children, teens and their families. It is recommended for children and teens with a parent who has ASD although no specific age range is given. It is a useful book for parents to explore with a younger child to prompt discussion and explore possible worries, concerns or experiences and to aid understanding of their ASD parent. Older children, teens and young adults would also find the book most helpful for gaining understanding, insight and for problem solving. Equally I think this book would be a useful tool for children and teens themselves who have ASD. There are worksheets primarily designed for families to complete together (often just a few pertinent questions) at the end of each chapter. The worksheets are fantastic and would significantly aid individual parent-child relationships through greater understanding and communication. They would also assist the whole family as they are individually encouraged to share their experience of ASD, how they see the world and identify where their differences lie...It will be a useful tool for those who have a parent (or other family member) with ASD or who experience ASD themselves. -- Wendy Fraser, Clinical Social Worker, CAFMHS, Palmerston North * Aotearoa New Zealand Social Work *Table of ContentsAcknowledgments. 1. About You 2. About the Author. 3. What is an Autism Spectrum Disorder?. 4. Social Activities and Parties. 5. Conversations and Figures of Speech. 6. Special Interests. 7. Understanding Others. 8. Body Language. 9. Emotions. 10. Learning and Organizing. 11. Humor and Imagination. 12. Rules and Routines. 13. Games and Sports. 14. The Five Senses. 15. Telling Friends. 16. Special Strengths and Contributions.

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Book SynopsisChildren with pervasive developmental disorders often do not learn from conventional methods, which can result in social isolation, behavior problems, limitations in communication, and slow academic growth. Greater integration into home and school activities, improved behavior and academic success can be achieved using alternative-augmentative communication (AAC), and this book explains exactly how to make it happen.Exploring the various communication and intervention options available and offering straightforward techniques and strategies for using them effectively, this book clearly explains everything families, teachers, therapists and other professionals need to know in order to improve a child's communication, behavior, social and academic skills. Chapters follow a consistent, user-friendly format, answering the questions Who, What, Why, How, Where and When about every technique.This book will be essential reading for anyone looking to improve social interaction between children with pervasive developmental disorders and those around them.Trade Review"Rising to New Heights of Communication and Learning for Children with autism: The Definitive Guide to Using Alternative-Augmentive Communication" explains the basics of using the new AAC approach to help autistic kids integrate home and school learning and perceptions. Any working with autistic children will find this packed with keys to explore and integrating a child's academic, communication, and social skills, with chapters offering plenty of case history examples of the entire process. Educators and parents alike will find this a fine pick! -- The Midwest Book ReviewThis easy to read book provides practical guidance into visual methods of supporting communication land learning for children with autism. It contains several useful diagrams and the layout is consistent... this is a good value, informative book. It would be a useful introductory resource for speech and language therapists and students, and would also be beneficial for families and other professionals. -- Speech & Language Therapy in PracticeBy providing a thorough overview of augmentative and alternative communication and visual strategies, this book explores the many communication options and possible interventions and provides specific guidance for using them successfully...This book is essential for families, teachers, therapists and professionals who seek to improve communication between children with PDD's and their relatives -- Handicap's InfoCarol Spears and Vicki Turner write clearly and simply and have given the reader a basic introduction to a wide range of possibilities for improving the communication of children on the autistic spectrum... I recommend this book... as it is written in a positive way and encourages everyone working with children with autism to try and use these ideas to improve the child's quality of life. -- Tizard Learning Disability Review.Table of ContentsIntroduction. Part 1: Alternative-Augmentative Communication Methods. Chapter 1. Speech Generating Devices (SGD). Chapter 2. Picture Exchange Communication System (PECS). Chapter 3. Symbolic Language Systems. Part 2: Strategies to Support Learning. Chapter 4. Visual Supports. Chapter 5. Social Stories. Chapter 6. Structured Environments. Part 3: Resources. Chapter 7. Information on Related Topics. Appendix 1: National Organizations. Appendix 2: Goals and Objectives.

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Book SynopsisDrama therapy provides valuable opportunities for children on the autism spectrum to interact and connect with others in a fun, supportive environment. The innovative model of drama therapy described in this book is rooted in neuroscience, and designed specifically to develop social, emotional and expressive language skills in children with autism spectrum disorders (ASD). Lee R. Chasen provides an accessible explanation of the theoretical foundations, concepts and techniques that make up the approach, and describes in detail a thirty-session drama therapy program which uses creative and playful tools such as guided play, sociometry, puppetry, role-play, video modeling and improvisation. Scenarios drawn from his own practice provide useful insights into the practicalities of setting up and running such a program, as well as into how children's social, emotional and expressive language skills deepen through their immersion in this unique approach. This book will be of interest to drama and creative arts therapists, as well as teachers, school psychologists, counsellors and other professionals who work with children with autism spectrum disorders.Trade ReviewLee Chasen brilliantly connects current brain research with the challenges of autism to demonstrate why drama therapy works neurologically and practically as a powerful, motivating therapy for children and youth on the autism spectrum...Pragmatic and playful, Social Skills, Emotional Growth and Drama Therapy is a valuable resource able to be replicated successfully by other clinicians. I know that I will use it! -- Sally Bailey, Past President of the National Association for Drama Therapy and Director of the Drama Therapy Program at Kansas State UniversityTable of ContentsForeword: Mirrors and Bridges. Introduction: Mirror, Mirror on the Wall. Part I-Behind the Scenes: Theoretical Constructs. 1. Dramatic Encounters. Matthew. Jason. Kenny. James. David. Janet. 2. Engaging the Pervasive Developmental Disorders. The diagnoses. Possible causes. Treatment approaches. Developmental considerations. Positive intervention. Back through the looking glass. 3. Drama: Mirroring the Neurological Soul. Reflection for the ages. Drama is therapy. Process reflective enactment. Theatre, drama and PDD children. Part II-Center Stage: Theory in Action. 4. Constructing a Drama Therapy Approach to Social Skills. Space and materials. Roles of leadership. Group protocols and interventions. Process-oriented social skills: Three layers of engagement. Revisiting Aristotle. 5. Recognition: Establishing Roles. Orientation. Session 1:Naming names. Session 2: Greeting others/saying hello. Session 3: Listening and responding to greetings. 6. Unity: Building Ensemble. Session 4: Finding myself. Session 5: Noticing others. 7. Character: Reflecting Goodness and Appropriateness. Session 6: Sharing my world. Session 7: Finding matches. 8. Plot: Organizing Events. Session 8: Working and playing together. Session 9: Lights! Camera! Action! Putting it all together. Session 10: Movie day. 9. Diction and Reasoning: Social Scripting, Facial Cues and Body Language. Session 11: Reunion and reconnection. Session 12: Interpreting and responding to nonverbal cues. Session 13: On the right track-Building conversation. 10. Complication and Resolution: Interactive Language Skills. Session 14: The right words in the right place at the right time. Session 15: Stay to play or walk away? Sessions 16-17: Director's Chair-Asserting social language and solving problems.11. Comedy and Plot: Broadening Perspectives and Constructing Solutions. Session 18: What's so funny? Session 19: Lights! Camera! Action! Putting it all together again. Session 20: Movie day the sequel. 12. Actions and Life: Simulating Events. Session 21: My story. Session 22: How to be a real winner. Session 23: Calling all friends! Session 24: Out to lunch. Session 25: Roll with it. 13. Reversal: Individualized Scripting. Sessions 26-28: Power videos. 14. Episodic Outline: Tools for Reflection and Celebration. Session 29: Yearbooks. Session 30: Sharing memories. 15. Reflections: I See You. References. Index.

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Book SynopsisBio-Guided Music Therapy explores the clinical integration of music and biofeedback, providing the practitioner with a rationale, historical context and detailed step-by-step instructions for implementing real-time physiological data driven music therapy.This practical guide introduces the fundamental principles of biofeedback and explores the use of music therapy interventions in the context of achieving skills in self-regulation of physiological response. The book looks at the primary modalities of biofeedback, in conjunction with the assignment of digitally sampled musical voices to specific body functions. Additional music therapy interventions discussed include guided imagery to music, toning, mantra meditation, drumming and improvisation. We see how physiological data taken in the moment and combined with music therapy techniques, may be successfully applied to the treatment of stress, anxiety, high blood pressure, chronic pain, dementia, migraine, ADHD and addictions.Instructive and accessible, this book will prove an essential resource for students and practitioners of music therapy, biofeedback practitioners, social workers, psychologists and healing arts professionals.Trade ReviewI warmly recommend this book not only to professionals but also to the people interested to discover the ultimate frontiers of research in music and medicine. -- Dr. Alexander J. Graur, Ph.D., MT-BC, President, Medicamus Italiana Torino, ItalyIn this century of science and music, Music Therapists are moving toward in-depth understanding of music's impact on physiologic function. Dr. Miller's brilliant and carefully researched book is most timely! Through astute and clear descriptions of state-of-the-art research and clinical work with sample cases, Dr. Miller informs on how biofeedback techniques, combined with targeted music therapy interventions, can result in physiological, psychological and cognitive rehabilitation. The information provides insight into how neurologic feedback training incorporating music therapy approaches can attain positive adaptations in a variety of diagnosed individuals. This book is an important contribution to the field. -- Dr. Dorita S. Berger, Ph.D., MT-BC, LCAT, clinician and author of Music Therapy, Sensory Integration and the Autistic Child and The Music EffectDr. Eric B. Miller is a pioneer in the documented core of music's role in wellness. Bio-Guided Music Therapy provides students, practitioners and musicians important insight into the energetic power of sound, harmony and music making. -- Don Campbell, author of Healing at the Speed of Sound and The Mozart EffectDr. Eric Miller has done an outstanding job of synthesizing the fields of biofeedback, physiology and other bio medical techniques as they relate to music therapy and provides an excellent model for integrating these into clinical practice for such issues as ADHD, addictions and pain. -- Concetta M. Tomaino, D.A., MT-BC, LCAT, Executive Director/Co-Founder, Institute for Music and Neurologic Function and Senior Vice President, Music Therapy Services, Beth Abraham Family of Health Services, New York, USA.Table of ContentsAcknowledgements. Foreword by Joseph P. Scartelli. Foreword by C. Norman Shealy. About this Book. Introduction. Part 1: Historical and Theoretical Background. Personal Experiences at the Juncture of Music and Physiology. 1. Historical Background. 2. Shifting Healthcare Paradigms. Holistic/Reductionist Split. Music Therapy from the Holistic Perspective. 3. The Process of Gaining Legitimacy. What Constitutes Legitimacy? Individual Persistence. Grassroots Organization. Convincing Medical Research. Grandstanding with Music Therapy. Music Therapy and EEG from the Biomedical Perspective. 4. A Case for Integrating Music Therapy and Biofeedback. What is Music Therapy? Music as System Input and Output. Yin Yang and Homeostasis. Learning Theory and Neurofeedback: Stepping beyond Behaviorism. 5. Development of EEG-Guided Music Therapy for ADHD. Neurofeedback. When Neurofeedback Does Not Work. Comparing Stimulants with Neurofeedback. Music and Brainwaves. Theories of ADHD Related to Brain Function. Part 2: Physiological Measures, Assessment and Digital Music Parameters. Personal Experiences at the Juncture of Music and Physiology. 6. Biofeedback Measures with Music. EMG – Muscle Monitoring. Electrodermography (EDG). TEMP - Thermal Biofeedback. HR – Heart Rate. HRV – Heart Rate Variability. BVP – Blood Volume Pulse. EEG – Brainwaves. HEG – Hemoencephalography. Artifact. Displays and Controls. 7. Adding Physiological Measures to Music-Therapy Assessments. Introduction. Elements of Assessment. Improvisational Music-Therapy Assessment. Improvisation Assessment Profiles. Psychoanalytic Music-Therapy Assessment. Receptive Music-Therapy Assessment. Family Music-Therapy Assessment. Educational Music-Therapy Assessment. Additional Types of Music-Therapy Assessment Functions. Future Visions of Music-Therapy Assessment. Neuro-Imaging. Conclusion. Part 3: Practicing Bio-Guided Music Therapy. Personal Experiences at the Juncture of Music and Physiology. 8. Role of the Music Therapist in Bio-Guided Music Therapy. Maintaining the Integrity of the Musical Environment. Contraindications. 9. Bio-Guided Music Therapy for Stress. The Bio-Guided Imagery Process. Meditation. Toning. 10. Bio-Guided Music Therapy for ADHD. EEG Subtypes of ADHD. EEG for ADHD. HEG for ADHD and Autism. Summary. 11. Bio-Guided Music Therapy for the Aging. EEG for Aging Issues. HRV for Aging Issues. 12. A Multi-Modal Approach to Addictions Utilizing Music Therapy and Biofeedback. Addictive Personality Traits and Yin/Yang Theory. Depression and Addiction. Physiological Approach Based in AA Philosophy. Relapse Triggers. 13. Bio-Guided Music Therapy for Pain. Back Pain. Headache. Functional Abdominal Pain. Part 4: A Glimpse of the Future. Personal Experiences at the Juncture of Music and Physiology. Future Directions. Appendix A: Neurofeedback with Music for ADHD Pilot Research. Appendix B: Contributors. About the Author. Glossary. References.

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Book SynopsisSpeech and language impairments are one of the most challenging features of Autism Spectrum Disorders (ASD). Children with ASD are also known to be particularly responsive to music. This book makes a valuable connection between the two traits to showcase music as an effective way of enhancing the speech and language skills of children with ASD.This is a comprehensive guide to Dr. Hayoung Lim's highly effective approach of using music in speech-language training for children ASD. Part I provides a sound theoretical foundation and employs the most up-to-date research, including the author's own extensive study, to validate the use of music in speech and language training for children with ASD. Part II analyzes the clinical implications of “Developmental Speech- Language Training through Music” (DSLM) protocols and explains in detail specific interventions that can be used with the approach. The practical application of DSLM to Applied Behavior Analysis (ABA) Verbal Behavior (VB) approaches is also explored.This is essential reading for music therapists, speech and language pathologists and other professionals working with children with autism, as well as researchers and academics in the field.Trade ReviewPart 1 of the text represents the only attempt in the music therapy literature to integrate important theoretical and research concepts regarding speech and language training for children with ASD, thus making a significant theoretical contribution to the profession. -- Approaches: Music Therapy & Special Music EducationDr Lim combines her passions for research, education, and clinical practice in the development of an important work: this work is characterized by careful and thorough review of current literature, including review of her own research studies and clinical experiences, and systematic, detailed explanation of suggested treatment protocols. -- from the Foreword by Karen Miller, Director of Music Therapy, Sam Houston State University, Texas, President of the American Music Therapy Association's Southwestern Region and an Assembly Delegate to the American Music Therapy AssociationThis is an interesting and informative text which will be of value to those working with children with ASD and for parents and family members who are interested in this approach. -- Mary Mountstephen, SEN Magazine.Table of ContentsForeword. Preface. Introduction. Part I. Research. 1. Speech and Language Impairments in Children with ASD. 2. Perception and Production of Speech in Children with ASD. 3. Music Perception and Speech & Language Perception. 4. Perception and Production of Music and Speech in Children with ASD. 5. The Effect of Music on Speech & Language in Children with ASD. Part II. Practice. 6. Music Therapy for Speech & Language Development in Children with ASD. 7. Clinical Application of Research Study. 8. DSLM in Applied Behavior Analysis Verbal Behavior Approach. References. Appendix A. Example of Songs for DSLM. Appendix B. Example of Visual Illustration for DSLM. Appendix C. Author's Original Study.

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Book SynopsisSystemic Constellation Work is a rapidly growing experiential healing process that is being embraced by a variety of helping professionals, both traditional and alternative, worldwide. This book explores the history, principles and methodology of this approach, and offers a detailed comparison with psychodrama - the original mind-body therapy - explaining how each method can enhance the other.Constellation work is based on the notion that people are connected by unseen energetic forces and suggests that the psychological, traumatic and survival experiences of our ancestors are genetically passed forward to the next generation and may live within us. Using insightful case studies from a variety of client groups, this book shows how Systemic Constellation Work can expand the possibilities of psychodrama techniques, and can be successfully integrated with psychodramatic enactment, guided imagery, ritual, concretization and other methods of healing and personal growth.This book will be essential reading for students and practitioners of psychodrama and Constellation work, as well as counselors, mental health professionals, experiential therapists, creative and expressive arts therapists and alternative practitioners looking to widen their knowledge of mind-body therapies.Trade ReviewThe book is thoughtfully organised so that a practitioner would be able to use it for reference; the chapter on assessment/diagnosis using the two orientations is particularly insightful. We were impressed that so much material is incorporated in a relatively short book, including those aspects of Hellinger's theory that are generally regarded as controversial. We liked the humility with which the book ends, acknowledging that we stand in a particular time, that both modalities have grown and changed and will continue to do so in the hands of future practitioners. -- The Transactional AnalystOne of the most satisfying experiences for a teacher is to see one's students expand one's teaching. In this book, Karen Carnabucci and Ron Anderson have done just that. They have thrown light upon how two treatment systems can be viewed and applied in combination, giving both the respect and value they deserve. Thus the authors are to be commended for their fine, thoughtful contribution to the larger field. -- Zerka T. Moreno, co-founder of Psychodrama, USAThis book has a multitude of practical applications, it is informative and it is a unique discussion. What it also provides is an adventure for the reader. It leaves one with a sense that these innovations require - to some degree - a sense of adventure, a willingness to stand on new ground, and a guide who is fearless. For those who are willing to venture out, oftentimes such a journey produces a humbling and healing result. -- Francesca Mason Boring, facilitator and teacher of Systems Constellation and author of Notes from the Indigenous Field: Family Constellation, Ceremony & Ritual, USAI am convinced that this lively, practical book will help to serve its good cause by inspiring those readers familiar with psychodrama to take a closer look at the seemingly similar but very different ways of thinking and practice of phenomenological Systemic Constellation Work. Likewise, it will beyond doubt encourage the Systemic Constellation facilitators to experiment with the many fine ways and concepts offered to us by Psychodrama. -- Heinz Stark, founder and director of the Institute of Systemic Integrative Therapy, GermanyAnderson and Carnabucci have written a seminal book that bridges the fields of psychodrama and systemic constellation work. This book offers readers both sound theoretical information and practical interventions. A must read for all experiential therapists or those who yearn to include more experiential exercises into their professional practices. -- Dale Richard Buchanan, Ph.D, former Director of Clinical Therapies, St. Elizabeths Hospital, Washington D.C., USAIn this pioneering book Karen Carnabucci and Ronald Anderson present a theoretical and practical integration of two experiential therapies - psychodrama and systemic constellation work, whilst still managing to respect the inherent differences of these two approaches. This integration is solidly based on practical experience of both modalities. This is clearly conveyed through their use of easy to follow case vignettes. I would highly recommend this book to anyone seriously interested in experiential therapies. -- Dr. Chris Walsh, psychiatrist working in private practice, AustraliaTable of ContentsAcknowledgements. Preface. 1. What is Experiential Therapy and Why is it Important? 2. Jacob Moreno, the Innovator, and Bert Hellinger, the Synthesizer. 3. Case Study: Addressing One Issue with Two Methods. 4. Assessment: An Adventure into the Being of the Person. 5. Warming Up to Action. 6. Auxiliaries and Representatives Assist the Process. 7. The Place of the Mother and the Role of the Father. 8. Couples and Relationships. 9. Miscarriages, Abortions and Other Lost Children. 10. Trauma, Healing, Perpetrators and Justice. 11. Altars, Rituals and Prayers. 12. New Developments and Next Steps. Bibliography.

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Book SynopsisDuring adolescence social development and social status among peers is of crucial importance. For teenagers with Autism Spectrum Disorders (ASD) social interaction does not come naturally and often needs to be carefully learned. This workbook provides guided strategies to help those with ASD engage and connect with other people at home, school, work, at social gatherings and in the community.Using a restaurant menu as a template, The Social and Life Skills MeNu guides readers through each step of a conversation with starter statements to initiate conversation, main course topics to convey the purpose of the interaction, and treats that bring the exchange to a close. Packed with questionnaires, discussion logs and hypothetical social scenarios, this workbook encourages students to think through their responses and consider the consequences of what they say and how others might react. By practicing these easy techniques students can improve self-awareness, increase self-confidence and build on their daily life skills.This book will be a life-changing tool for all teenagers and young adults with social cognitive disorders, as well as their parents and the teachers and other professionals who work with them.Trade ReviewIt is a large text format with A4 size paper making it very easy to read and assimilate... Overall this is a useful addition to the other workbooks already available in this area... So for those parents wishing to take the plunge and to start their own small group, this book is worth adding to your collection at the research phase. It is also to be recommended for any therapists and schools who educate and support those on the spectrum. -- AS TeensThis is an excellent practical workbook using an ingenious, informative and entertaining format. -- Tony Attwood, author of Asperger's Syndrome and The Complete Guide to Asperger's SyndromeAn informative and well-designed workbook for teens with Asperger's Syndrome. By combining her personal experience and knowledge of Asperger's, Karra has developed practical and innovative strategies for ASD adolescents to enhance social interactions, while practicing daily life skills. The Social and Life Skills MeNu is an excellent resource. A must-have for parents and professionals. -- Joey Travolta, Creative Director of Inclusion Films, film-making workshops for adults with developmental disabilities, CaliforniaTable of ContentsAuthor's note. What's Inside this Workbook. 1. Menu Scenarios. Prepare to communicate socially. Prepare to communicate socially. Problem-solving social situations. Food for thought. Good social communication details. Lacking social communication details. Appropriately persistent. Overly persistent. Socially aware. Socially unaware. Accepting responsibility in a social setting. Not accepting responsibility. Create your own social scenario dialogue. Chapter 1 summary. 2. Starter MeNu Topics. Project your thoughts, feelings, and ideas appropriately. Project your thoughts, feelings, and ideas appropriately. Topic planning MeNu principles. Practice using the social MeNu. Social scenario setting. Personality test activity. Activity 1: Practice using social MeNu templates. Social situation activity. Social situations. Difficult social situations. Topic planning discussion questions. Chapter 2 summary. 3. MeNu Practicing Topics. Practice your social exchanges with others frequently. Practice your social exchanges with others frequently. Social scenario discussion questions. Chapter 3 summary. 4. Favourites and Special MeNu Topics. Produce an effective level of communication. Produce an effective level of communication. Social conflict discussion questions. Chapter 4 summary. 5. Adding Combinations, Sides, and Specials to Your . Conversation MeNu. Prepare, project, practice, produce. Tips and tricks for social conversations. Movie topic. Sports topic. Computer gaming topic. Chomping at the tidbits. Adding combinations, sides, and specials discussion questions. Chapter 5 summary. 6. MeNu Options. Using social skills with life skills. Using social skills with life skills. Applying social skills to life skills. Doctor's appointment. Dental appointment. Getting ready for school. Haircut. Text messaging and email. Yellow Pages as a resource. Calendar scheduling. Complete and turn homework in on time. Bank transaction. Monthly budget. Market shopping. Preparing dip. Contact local gas and electric company. Laundromat. Wash vehicle. Change smoke detector batteries. Public transportation ticket purchase. Library book return. Restaurant reservation. Restaurant dining conversation. MeNu options discussion questions. Chapter 6 summary. MeNu Templates. Resources.

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