Jessica Kingsley Publishers

Book SynopsisChild Protection and Child Welfare draws on the knowledge of child protection experts and social care professionals to provide an authoritative international overview of child protection strategy and policy. Devoting particular attention to the role played by culture in determining child welfare issues and child protection responses, this book illustrates the impact of both long-term influences, such as the legacy of the caste system in India, and more recent global events, such as the development of international trade in Ghana and shrinking budgets in Italy on national approaches to supporting families and children. The international perspective aims to enhance our understanding of the range of possible approaches, encouraging researchers, policymakers and practitioners to think critically about current models, and providing insights for developing practice.This important book will be essential reading for social workers, policy makers, child protection service workers, commissioners and managers across child and family welfare services, as well as researchers and academics in the field.Trade ReviewWelbourne and Dixon's wide-ranging collection of studies into child protection and child welfare services around the world makes a significant contribution to the academic literature; it also has major implications for policy and practice. This important book should be widely consulted. -- James Midgley, Harry and Riva Specht Professor of Public Social Services, University of California, Berkeley, USAThe chapters in this edited collection capture the global diversity of ways of thinking about children and the role of the state in promoting their welfare and protecting them. The authors set out to make sense of this diversity and in their commitment to an international perspective not only do they help us think more critically and reflexively about children, family life and child protection they also require us to engage with the very different life circumstances of children globally. As the authors argue, child welfare and child protection are international issues that should be of concern to all of us not just because the lives lived by children are so varied, often marked by extreme socio-economic disadvantage and exploitation, but also because historical and contemporary patterns of migration have rendered visible very different ideas of what constitutes a "good" family life, the rights of children and families, family privacy, what it is to be a child and how children should be cared for. -- Jeremy Roche, Dean and Director of Studies, Faculty of Health and Social Care, The Open University, Milton Keynes, UKThis is an ambitious and rigorously constructed book that examines how the historical, cultural, political and economic context affects child welfare and child protective services in 11 different countries from different regions around the globe. It will be invaluable for all those who want to analyse and critically review these services to help inform these areas in their own country, and understand the similarities and differences in these important areas worldwide. -- Brian Littlechild, Professor of Social Work, University of Hertfordshire, UKTable of Contents1. Introduction. Penelope Welbourne, University of Plymouth, UK and John Dixon, Kazakhstan Institute of Management, Economics and Strategic Research, Kazakhstan. 2. Sweden. Sven Hessle, University of Stockholm, Sweden. 3. The United States of America. Otrude Nontobeko Moyo, University of Wisconsin-Eau Claire, USA. 4. The United Kingdom. Clare Colton, University of Plymouth, UK and Penelope Welbourne. 5. Italy. Annamaria Campanini and Teresa Bertotti, University of Milan Bicocca, Italy. 6. Romania. Contiu Soitu and Daniela-Tatiana Soitu, Alexandru Ioan Cuza University, Romania. 7. Japan. Kathryn Goldfarb, Harvard University, USA. 8. India. Selwyn Stanley, University of Plymouth, UK. 9. Kazakhstan. Nazgul Assylbekova and Anuarbek Kakabayev, Kokshetau State University named after Sh. Ualikhanov, Kazakhstan. 10. Middle East. Alean Al-Krenawi, Ben-Gurion University of the Nregev, Israel and Dennis Kimberley, Memorial University of Newfoundland, Canada. 11. Ghana. Marie-Antoinette Sossou, University of Kentucky, USA. 12. Australia and New Zealand. Menka Tsantefski and Marie Connolly, University of Melbourne, Australia. Notes on Contributors. Index.

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Book SynopsisThe word 'partnership' is often used to describe the relationship between health and social care providers and service users, but in reality this can appear to be empty rhetoric. Stakeholders may fulfil their obligations and use the language of service user involvement while traditional attitudes and practice remain unchanged.This inspiring book sets out how to make true partnership work. Built around the stories of real partnerships and written collaboratively with service users groups and individuals, it introduces the concept of 'growing spaces' where people can pool ideas, energy, skills and experience, resulting in joint effort and mutual reward. All the stages of making a partnership work are covered, starting with the growing conditions needed and how to sow the first seeds. Developing 'green shoots', which include confidence and trust, and signs of 'sickness', such as fear of speaking out, are discussed. The grassroots experiences which lay at the heart of the book exhibit an array of different forms of partnership and dispersal of good practice in action.This unique book will be essential reading for students and practitioners in health and social care, service users, as well as anyone involved in service user involvement and community development.Trade ReviewCriticisms of previous involvement strategies include the feeling that the process has long been tokenistic and bureaucratic and has had little impact on either service delivery or the outcomes for individuals. As such, this book is a welcome addition to the thinking and evidence-base for ensuring service users and groups can influence policy and practice. -- Social Work MattersTable of ContentsAcknowledgements. Preface. 1. Preparing the Ground: Motivation, values and trust. 2. Sowing the Seeds: Learning, decisions, and developing potential. 3. Green shoots: Building trust, knowledge and learning. 4. Blossoming and Proliferation: Measuring success, spreading good practice, and learning about yourself and from others. 5. Perennial Pests and Growing Tips! Concluding Thoughts: Space to grow further. Index.

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Book SynopsisAs art therapy rapidly makes its mark across Asia, this book documents how the field of art therapy is taking shape as both a profession and a discipline in this region. It looks at how art therapists in Asia are assimilating Western models and adapting them to create unique home-grown practices.Building on theory, research and practice that has been developed in the West, practitioners throughout Asia are creating innovative art therapy programs that reflect cultural diversity and draw on ideas from Chinese medicine and Eastern philosophy, spirituality and art traditions. With chapters from leading art therapists and community artists in Hong Kong, Taiwan, Japan, Korea, Cambodia, Thailand, China, India, The Philippines and Singapore, this book pulls together thought-provoking perspectives and effective approaches from which East and West can both learn.The first of its kind, this book will be an informative and inspiring addition to the bookshelves of all art therapy professionals and students, as well as anyone with an interest in Eastern cultures and cross-cultural working.Trade ReviewThis is a clearly presented and detailed text, offering a wealth of knowledge and many case studies from leading art therapists and community artists in Asia. This book has helped to expand the understanding of art therapy as a whole and has demonstrated the growth in the profession. For those members who are interested in art therapy and meeting the needs of different cultures then this book is likely to be an interesting and helpful read. -- Play for Lifea wide-ranging and magnificent addition to the literature for any practitioner working with patients from Asian cultures... each reader will take something different from this excellent and engaging book. -- Therapy TodayArt Therapy in Asia makes a world statement about the art therapy process...[It] embraces the complexity of cultures, human differences, and universal aspects of experience…One of the greatest compliments I can give [this book] is that it presents more questions and possibilities than answers and thus expands and sets the stage for future dialogue, research, creation and professional development within a global context. -- From the foreword by Shaun McNiff, PhD, professor at Lesley University, Cambridge, Massachusetts, USAThis book not only enriches and promotes the growth and healing potential of art therapy in the Eastern world, it also offers invaluable insights from the very sources of many Asian theories, philosophies and practices already fully or partially adopted by Western professionals. Art Therapy in Asia may become Asia's most valuable healing export to the world. I hope it is translated into all languages for doctors, teachers, and therapists of all disciplines. -- Bobbi Stoll, founder of the International Networking Group of Art Therapists (ING/AT) and Past President of the American Art Therapy Association (AATA), currently chair of the International Member Subcommittee of the AATA, Los Angeles, USAAlthough I've visited and taught art therapy in Korea, Japan, Taiwan, China, India, and Thailand, this book opened my eyes and expanded my mind in breathtaking ways. I hope that all Western art therapists will read and learn from this thoughtful, stimulating contribution to the global growth of art therapy. -- Judith A. Rubin, Ph.D., ATR-BC, Department of Psychiatry, University of Pittsburgh, President of Expressive Media, Inc. and Past President and Honorary Life Member of the American Art Therapy Association, USAThe lovely metaphor and question is the essence of the book. Is art therapy in Asia steeped to the bone in the cultures of the East, or do we know it is Asian by the merest touch of silk? The book shows both of these to be part of the answer. Kalmanowitz, Potash and Chan have gathered chapters from art therapists working in ten regions across Asia and the results are inspiring. They show the potential for adapting art therapy for different places and people in the world. They give touching insight into different Asian practice, and they show how things shared are helpful for practice everywhere. -- Chris Wood, author of Navigating Art Therapy: A Therapist's Companion and Director of Art Therapy Northern Programme, Sheffield, UKThis book is an important departure from previously published literature on art therapy: it sensitively and constructively challenges euro-centric assumptions about health, identity and spirituality and it also offers some very good practical advice on the practice of art therapy in Asia. It therefore provides a great contemporary overview of this topic and describes an inspiring way to think about ethnicity, culture and healing that many art therapists will find helpful. Its relevance goes much further than Asia and it should be widely read worldwide. -- Val Huet, Chief Executive Officer, British Association of Art TherapistsTable of ContentsAcknowledgements. Foreword by Shaun McNiff, Professor, Lesley University, USA. Foreword by William Fan, Adjunct Associate Professor, Shue Yan University, Hong Kong. 1. Introduction to Art Therapy in Asia. Debra Kalmanowitz, Registered Art Therapist, UK, Jordan S. Potash, University of Hong Kong, and Siu Mei Chan, Boys' and Girls' Clubs Association of Hong Kong. 2. Critical Themes of Art Therapy in Asia. Debra Kalmanowitz, Jordan S. Potash and Siu Mei Chan. Part 1: Views on Health. 3. Yi Shu: An Integration of Chinese Medicine and the Creative Arts. Gong Shu, Adjunct Professor and director, International Yi Shu, Expressive Arts Therapy Healing Research Center, Soochow University, China. 4. Inkdance: Body, Mind and Chinese Medicine as Sources for Art Therapy. Jane Ferris Richardson, Assistant Professor of art therapy, Lesley University, USA, Andrea Gollub, art therapist, Cedars Sinai Medical Center, USA, and Wang Chunhong, director of God Gifted Garden Art Rehabilition Center, China. 5. Towards an Integrated Medicine: Clinical Art Therapy in Korea. Sun Hyun Kim, Assistant Professor in clinical art therapy, CHA University, Korea. Part 2: Influence of Collectivism. 6. Collective Versus Individualist Societies and the Impact of Asian Values on Art Therapy in Singapore. Caroline Essame, director of CREATE, Singapore. 7. Understanding of Korean Culture and the Value of the Art Therapeutic Approach. Lee Min-Jung, art therapist, Seocho Institute for Child Development, Korea. 8. The Life Garden Project Art Therapy Intervention for Depressed Elderly in Hong Kong: A Communal Support Approach. Julia Byrne, founding president of the Hong Kong Association of Art Therapists, Hong Kong. Part 3: Integration of Spirituality. 9. New Consciousness on Art Therapy in Thailand Based on Spiritual Remedy. Anupan Pluckpankhajee, director of the Therapeutikum, Thailand. 10. Art Therapy Inspired by Buddhism. Yen Chua, IT officer and committee member, Art Therapists' Association, Singapore. 11. Focusing-Oriented Art Therapy and Experiential Collage Work: History and Development in Japan. Laury Rappaport, Associate Professor, Notre Dame de Namur University, USA, Akira Ikemi, Professor, Kansai University, Japan, and Maki Miyake, Focusing-Oriented Psychotherapist , Japan. Part 4: Role of Art Traditions. 12. Landscape of the Mind. Evelyna Liang Kan, chairperson, "Art for All" and honorary chairperson, "Art in Hospital", Hong Kong. 13. The Arts: A Unique Mantra for Healing. Shanta Serbjeet Singh, senior arts columnist and critic, chairperson of The Sangeet Natak Akadem, India. 14. Reflecting on Materials and Process in Sichuan, China. Jordan S. Potash and Debra Kalmanowitz. 15. The Integration of Arts Therapy and Traditional Cambodian Arts and Rituals in Recovery from Political-Societal Trauma. Carrie Herbert, arts psychotherapist, co-director and founder of The Ragamuffin Project, UK and Cambodia. Part 5: Models of Art Therapy. 16. Group Art Therapy in Japan: A Framework for Providing Cross-Cultural Art Activities with Psychiatric Adult Patients. Shinya Sezaki, Psychiatric Unit, Akimoto Hospital, Japan. 17. Affective Color Symbolism and Markers Cosplay: Standardized Procedure for Clinical Assessment. Liona Lu, Professor, Taipei Municipal University of Education and founder of Taiwan Art Therapy Association, Taiwan. 18. Integrating Person-Centred Expressive Arts with Chinese Metaphors. Fiona Chang, honorary lecturer, University of Hong Kong and vice-chairperson, "Art in Hospital", Hong Kong. Part 6: Looking at Contemporary Asia. 19. Art Therapy and Disaster Relief in the Philippines. Gina A. Alfonso, Stress Centre, Inc., The Cartwheel Foundation Inc., and The Learning Child School, Inc., USA, and Julia Gentleman Byers, art therapy coordinator and co-coordinator of the Certificate in Play Therapy, Expressive Therapy Division, Lesley University, USA. 20. Surviving Shame: Engaging Art Therapy with Trafficked Survivors in South East Asia. Lydia Atira Tan, director and founder of The Art2Healing Project, Australia. 21. The Search for Identity in Thailand: A Personal Account of Professional Art Therapy Development. Piyachat Ruengvisesh Finney, director of SAISLIP: The Centre for Creative Growth and Professional Training, Thailand. 22. Implications of Art Therapy in Asia. Debra Kalmanowitz, Jordan S. Potash and Siu Mei Chan. Contributors.

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Book SynopsisDisruptive classroom behaviours can prevent effective teaching and create a negative learning environment. This handy directory of behaviours has been written by teachers for teachers, and is bursting with tried and tested techniques to make the classroom a happier and more productive place for everyone.The 'Kit Bag' is a bank of up-to-date ideas that can be dipped into whenever needed, each one intended to get children focused and more engaged and excited by the learning process. The book suggests ways to create a positive learning environment in the classroom and encourages teachers to be proactive at the most vulnerable times of the school day such as at the start and end of lessons. Strategies are included for addressing behaviour hotspots, such as calling out, frequent crying or aggressive behaviour, as well as how to uncover the source of these problems and practical ways to prevent them from reoccurring. The useful Self-Assessment Checklist will also aid in making sure teachers are constructively reinforcing positive behaviour at all times. This widely acclaimed approach will be a must for any teacher who has ever been confronted with challenging behaviour and wants to get the best out of their pupils. It will also be a valuable tool for headteachers and senior leaders who want to revolutionise current school practices.Trade ReviewOne aspect that I felt may be particularly useful was the self-assessment checklist, which teachers can use to explore why certain difficult behaviours are taking place, and to determine whether some basic elements of good behaviour management are present before further steps are takes.This book would be useful for primary school teachers, particularly those who are newly qualified. It would be useful for Educational Psychologists supporting such members of staff, as a resource to refer to. -- DebateIt is always refreshing to read books by motivated and pro-active education staff who are prepared to think outside the box in order to help all children achieve their potential in school and this is one such book. There are a lot of easy to implement strategies and tips for teachers to use in this book making it one which should be in every school. I like the "Five Minute Golden Rule" idea in the first chapter and this tip alone could go a long way to restoring good self esteem in a child. I think if I were a teacher I would be excited about teaching with some of these ideas to promote positive behaviour within the whole class. The ideas in this book are inspirational and refreshing and there seems to be no reason why every teacher shouldn't be implementing some of them on a daily basis. This is wonderful book to dip in and out of for fresh ideas. -- OAASISIn this new book, [the authors] have pooled their expertise to help other primary school professionals manage children's classroom behaviour in a sensible, down-to-earth and practical style. I strongly recommend this useful book as an aid to dealing with those potentially difficult behavioural problems that many primary staff have not been prepared to manage or to overcome. Reading this book and implementing the advice should make primary teachers' daily lives a little easier! -- Professor Ken Reid, OBE, Former Chair of the National Behaviour & Attendance Review in WalesA Kit Bag for Promoting Positive Behaviour in the Classroom is a practical, easy to use and up to date resource that can be picked up and used by any teacher at any stage of their career... It provides long term solutions not just quick fixes! Ideas are simple yet effective and can be put into place immediately! -- Maria Bani, Inclusion Teacher for Behaviour, Warrington[This book offers] a diverse range of approaches and adaptable strategies that have proved effective in both the indoor and outdoor classroom. It champions positive steps to help improve the child's well being and the classroom culture, and shows how, by working together as a team, high expectations can be met. -- Lesley Parratt, Teaching Assistant, NewportPractical, relevant and to the point [...] finally, a no fuss guide to managing behaviour effectively. A must for every teacher's bag of tricks! -- Stephanie Darker, Teacher, CardiffThis exciting new book is the perfect answer to creating a positive climate for learning in your classroom and helping every child succeed. Challenging behaviour will be a thing of the past with this book. [...] A must read for everyone in teaching! -- Dr. Jonathan Doherty, Director, Early Years Matters education consultancy, ManchesterTable of ContentsIntroduction. Part I. Creating a Positive Learning Environment. Tool 1: A Whole School Approach. Tool 2: Positive Approach. Tool 3: Effective Rules. Tool 4: Effective Correctives. Tool 5: Positive Reinforcements. Part II. Positive Classroom Management. Tool 6: Effective Routines. Tool 7: Successfully Entering the Classroom. Tool 8: Lateness. Tool 9: Successful Lessons. Tool 10: Unwanted Behaviour During Assembly. Tool 11: Leaving the Classroom without Permission. Tool 12: Going to the Toilet. Tool 13: Successfully Leaving the Classroom. Part III. Re-focusing. Tool 14: Getting their Attention. Tool 15: Lack of Motivation. Tool 16: Forgetfulness. Tool 17: Attention Seeking Behaviour. Tool 18: Calling out. Tool 19: Making Unwanted Noises. Part IV. Confidence Building. Tool 20: Lack of Self Esteem. Tool 21: Lack of Friends. Tool 22: Lying. Tool 23: Frequent Crying. Part V. Challenging Behaviour. Tool 24: Not Following Direction. Tool 25: Aggressive Behaviour. Tool 26: Spitting. Tool 27: Swearing. Resources. Bibliography.

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Book SynopsisToday's child welfare services operate under a limited supply of resources which are being stretched by economic cuts and an increasing number of referrals to children's social care. This book provides a comprehensive costing approach which examines how finite resources can be most effectively used to provide support to the most vulnerable children and their families.Drawing upon the latest research and data, it outlines a methodology which has been applied to a range of child welfare services. The methodology breaks services down into component parts, creating a 'unit cost' for each type of case and task. This 'bottom-up' approach ensures that costing is consistent and allows for variations specific to each type of case and welfare organisation. By looking explicitly at the links between needs, costs and outcomes, this book gives social care commissioners and managers an indication of the most effective and efficient way to allocate and channel resources. As well as offering these implications for practice, this book will offer policymakers evidence of the effectiveness of early intervention and preventative measures.In providing a detailed assessment of children's needs, costs and outcomes across the full range of child welfare services and cases, this book will be of essential use to both social care professionals at the commissioning level and policymakers who wish to improve the effectiveness of child welfare services.Table of ContentsPreface. 1. Introduction 2. The Conceptual Framework. 3. The Calculation of Unit Costs. 4. Additional Services. 5. Understanding Children's Needs and Outcomes. 6. Making Use of Cost Calculations: Building and Supporting an Evidence Base. 7. Conclusion: Implications for Policy and Practice. References. Index.

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Book SynopsisA collaborative therapeutic approach often proves the best way to assess and meet the needs of children experiencing barriers to learning. This book gives a concise overview of drama and family therapy and describes how both therapies can work together to provide essential pieces of the jigsaw of emotional support for troubled children within an educational setting.Drawing on their own extensive experience, the authors give explanations of the models and techniques of their own specialist therapy, before exploring their joint work and innovative inclusion in a cooperative team of multi-disciplinary professionals. The book discusses the principles and protocols of a Multi Agency Support Team and looks at how the pieces come together in practice. Case studies are provided to illustrate the successful outcomes of this way of working, as well as the challenges it can present.This book will be vital reading for all professionals working alongside children, families and schools, who are interested in addressing the needs of the child on a deeper and more sustainable level.Trade ReviewI cannot praise this publication any more highly than Dr Sue Jennings does in her foreword to this passionate book. It is the authors' wealth of experience and working relationship that gives this book a realistic, hand-on, practical feel. -- Dramatherapy Journal of the British Association of DramatherapistsThis book proposes dramatherapy and family therapy as key components of a multi-disciplinary approach to engaging with children's wellbeing and advancing emotional health within education settings. It is therefore to be welcomed as a positive and accessible addition to the practice literature, not just for drama- and family therapists, but crucially for all school and community based professionals seeking innovative ideas to expand their repertoire of support for troubled children and their families. In this regard it engages the reader from the outset with the authors' values i.e. of holism in considering the needs of children, and of partnership in perceiving families as 'experts' holding the solutions to the emotional health of their children. Its focus on sustainable creative solution-focused approaches to emotional support for children, underpinned by these values, is equally welcome... I shall certainly add this book to the reading list for the multi-professional CPD course I deliver on therapeutic working with families, as it constitutes a topical and relevant contribution to practice at this time of austerity; the commitment to creative, flexible and collaborative approaches may help to maintain the necessary support for troubled children and their families despite current pressures within children's services. -- Pastoral Care in EducationThe reader is shown how, together with teachers and other professionals, drama and family specialists can help build an emotionally stable future for children. -- Special MagazineIt is a privilege to be invited to write the foreword to this innovatory and interesting book. The two authors show their passion for their professions and even more passion for how they can interrelate... [This book is] a joyous gift of reality; the reality of something that has been demonstrated in the work place and community with great success. -- From the foreword by Sue Jennings, Ph.D., author, dramatherapist, play therapist, Glastonbury, UKI can recommend this brilliant, easy-to-read, jargon-free, practical book as a useful and sensible guide for any discipline working in education with children and their families. It draws on the vast experiences of both authors by addressing how dramatherapy and family therapy can work within a multi-agency team in an educational setting. It describes to the reader how every piece of the Jigsaw needs to be identified and come together for the wellbeing and benefit of the child, family, school and community. -- Sylvia Wheadon, dramatherapist, psychodramatist/psychotherapist, psychotherapy supervisor, specialist educational trainer (mental health), UKAs an educationist for over 40 years I firmly believe that a multi-agency approach provides a family with the expertise of a therapeutic alliance that understands a family's needs. The therapists can provide the skills and expertise to offer a family sustained change. Having worked internationally in schools as a manager, consultant and inspector I feel this multi-agency approach supports a school staff and together they can offer a more holistic and valuable picture of a child and his/her relationship with the family. I have experienced this approach through my support work with a children's bereavement charity and have seen first-hand what a difference it has made to family members. The key, I believe, to this multi-agency approach is that the therapists facilitate change within the family rather than direct proceedings from the outside. In our increasingly complex society, I feel dramatherapy and family therapy have the potential necessary for healing, ensuring all the pieces of the jigsaw are interwoven. -- Annie Tempest, international educationalist, consultant, manager and inspector, UKThis book is a clear and gentle entry point for professionals who work in either family therapy or in drama therapy, or for those who are curious about learning more about either, to learn about these respective different approaches, and how they might together be useful in doing therapy within a school context... It takes the reader through a concise exposition of the goals of such an approach, while explicating each of the therapies simply and accessibly and showing the links between the two. The use of compelling case studies offers vivid illustrations of this work. This book should stimulate readers to investigate how they might add more strings to their therapeutic bows, in order to do the valuable work highlighted by this book. -- Janet Reibstein, MA, PhD, Registered Psychotherapist and Supervisor, Professor, University of Exeter, UKThe book is written with professionals that work in multi-agency teams in mind... Both authors are trained therapists... Each author outlines their qualifications and experiences, giving explanations of the models and techniques used. The initial focus is on dramatherapy, describing who it is for, the history of dramatherapy, how it works and the skills necessary to implement this sort of therapy... Case studies are used to outline theoretical perspectives, psychological models and to illustrate techniques in context. Following on from this approach the Family Therapy models are discussed... The key skills and therapeutic principles used by the therapists would reflect skills developed and practised as part of the doctoral training for Educational Psychologists. The book would also be relevant to other therapists that work within schools and schools considering the use of these approaches within schools in an age of commissioning. The book illustrates how these therapeutic approaches can feed into and enlighten the process of understanding the world of the child, family functioning and the environments in which they function. Overall, I would advocate the reading of this book as a clear overview of the approaches used in dramatherapy and family therapy. The simplicity of the book structure makes the book easy for busy professionals to 'dip in and out of'. The case studies provide a context to see how these therapeutic approaches could be useful and valid in real-life situations. -- Dr Clare Knowler Educational Psychologist, Luton EPS * Debate - British Psychological Society *Table of ContentsForeword by Sue Jennings. Acknowledgements. First Piece: Introduction. Second Piece: A Dramatherapy Approach. Third Piece: A Family Therapy Approach. Fourth Piece: A Multi-Agency Team in Practice. Fifth Piece: Joint Working. The Whole Picture: Conclusion. References. Subject Index. Author Index.

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Book SynopsisSome adolescents seem to act as if they have a volcano inside -- always on the verge of erupting into anger. They often generate discord and have combative relationships with parents, care givers and other adults who work with them.Adolescent Volcanoes is a practical resource for adults working with adolescents and their parents to help them understand, express and manage their anger. Featuring interactive worksheets and handouts throughout, it explores the causes of anger, focusing not only on the adolescent, but also on styles of parenting and situations at home that can exacerbate these feelings, and suggests ways to tone down confrontations and improve relationships. It describes models that explain the dynamics of arguments, such as 'power analysis' and 'positive intentions'. It also explains anger management tools such as 'escalators', 'time out', 'emotional awareness', 'triggers' and the 'four-part phrase'. By improving emotional management and communication, this resource will help adolescents to understand how to reduce attacking behaviour and turn their anger into something positive.Adolescent Volcanoes can be used as the basis of counselling sessions and incident management. It will be invaluable for counsellors, teachers, youth workers and social workers who work with adolescents.Trade ReviewAdolescent Volcanoes is a wonderful resource for professionals who work with angry youth. It has an easy to follow format and sets out a practical approach to helping adolescents cope with anger. One particularly compelling feature of the book is the assistance it provides to parents of angry teens. This dichotomous teen/parent approach will help professionals work therapeutically with both the angry teen and parent to understand and master anger management skills. Adolescent Volcanoes is a must have book for any professional working with youth who struggle with anger. -- Raychelle Cassada Lohmann, counselor and author of The Anger Workbook for Teens and The Bullying Workbook for Teens, USAThis is a valuable resource for adolescents and those working with them. These well-crafted exercises will help teenagers and adults to lower the heat before they erupt. Learning to calm down and manage one's self can lead to a lifetime of strong and satisfying relationships. This book provides a pathway to that success. -- Debbie Pincus, LMHC, child, adolescent and family therapist, parent coach and author of The Calm ParentAdolescent Volcanoes is a practical resource for adults working with adolescents and their parents to help them understand, express and manage their anger. featuring interactive worksheets and handouts throughout, it explores the causes of anger... can be used as the basis of counselling sessions and incident management. It will be invaluable for counsellors, teachers, youth workers and social workers who work with adolescents. -- In Our Hands blog(This) very readable book (...) is clearly laid out with diagrams, food for thought sections and highlighted at the end of the chapters of the key concepts covered... Throughout the book there are handouts which cover a variety of aspects of the discussion... I found that this book also provides some interesting discussion points and reflections which would be valuable for practitioners to reflect upon their own experiences for practitioners to reflect upon their own experiences of anger... The key strength of the book is in recognising alongside our clients that feeling angry is OK but it's what you do with it that matters... It's definitely a book to return to and be explored further especially with others within a support group too. -- Tiffany Louise Allen, PTUK Accredited Play Therapist, Clinical Supervisor and Editor * Play for Life *Table of ContentsForeword by Professor Max Abbot, AUT University. Introduction. Part 1. For Adults. 1. Adolescents, Parents, and Power. 2. The Development of Adolescence and Anger. 3. Anger Between Generations. 4. Adolescence: the Transition Event. 5. Communication. 6. Negotiating and Problem Solving. 7. Shame, Blame and Other Defences. 8. Helping Adolescents with their Anger. 9. Positive Limit Setting. 10. When Parents Separate. 11. When Parenting an Adolescent Feels Impossible. 12. Adolescent Anger and Special Circumstances. 13. Being a Teenager in Two Cultures or Being Different. 14. Self-care for Adults who Live and Work with Teenagers. Part 2. For Adolescents. 15. Rights and Responsibilities. 16. Managing Triggers, Time Out, and Chill Down. 17. Communication. 18. Warrior Training. 19. Self-abuse and Other Abuse. 20. The Path to Success. 21. Making Life Better. 22. The Path to Success.

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Book SynopsisManagers in social work and social care contexts are required to manage a wide range of projects: long-term and short-term, on large and small scales, in partnership with other agencies, and covering a broad range of issues and contexts.Management of these projects requires specific expertise, and this book sets out what these core skills are and how they can be achieved. Topics such as managing resources, assessing risks, and measuring outcomes are covered, as well as how to start and end a project. The authors acknowledge the values and ethics inherent to care environments, as well as the business skills necessary for good management. Detailed case studies demonstrate the ideas in action, and reflective activities, practical tools and action checklists are included throughout.This practical handbook provides a clear and comprehensive guide to how to be an excellent project manager, and is a must-read for all social work and social care managers and post-qualifying social work and social care students.Trade ReviewSuccessful Project Management in Social Work and Social Care is packed with practical exercises giving valuable tools to social workers and project managers. -- Social Work MattersProject management has become increasingly important in social work and social care. This volume provides essential information and tools tailored for managers in social work. As we have to transform and change our services in response to different expectations and environments, I consider project management to be a core skill, necessary for all managers to enable them to meet these challenges head on. -- Adi Cooper, Strategic Director of Adult Social Services and Housing, London Borough of SuttonAs a senior manager, I welcome this series of practical books specifically written about social work and social care management. They should be essential reading for all front line managers across any organisation or agency in social care. -- Adi Cooper, Strategic Director of Adult Social Services and Housing, London Borough of SuttonTable of ContentsAcknowledgements. Series editor's foreword. 1. Introduction to Project Management. 2. Projects in Action. 3. The Context for Project Management. 4. Project Management for Service Users. 5. Managing Your Project. 6. Leading Your Project Team and Developing Partnerships. 7. Delivering Your Project. 8. Ending Your Project. 9. Project Management Across Diverse Cultures. References. Contributors' Information. Index.

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Book SynopsisEstablishing playfulness as an essential component of dementia care, this positive and uplifting book will be key in changing attitudes and providing ideas for new and valuable ways of interacting and being with individuals with the condition. John Killick explores the nature of playfulness and the many ways in which it can enrich the lives of people with dementia, including as a means of maintaining relationships and communication, supporting communication and generally lifting the spirits. Specific approaches already in existence are described, including improvised drama, clowning and laughter yoga, and a chapter on the playful approach to art and craft activities is also included. Personal accounts of playfulness by individuals with dementia, relatives and an actor with a decade's experience of using playful approaches with people with dementia offer rich first-hand insights into its transformative potential. Throughout the book, the importance of spontaneity and of being with the person with dementia in the present moment is emphasised, and the reader is encouraged to develop a playful mindset. A selection of colour photographs amply demonstrate playful approaches in action. Offering a fresh and perhaps unexpected perspective, this book is essential reading for dementia care practitioners and managers, activity coordinators, therapists, people with dementia and their relatives, and anyone else concerned with the wellbeing of those with the condition.Trade ReviewThis recently published guide is not a technical/scientific book and it is not about giving fixed instructions. Rather, it is a collection of inspirational stories. It is about bringing humour into people's lives... In my opinion, every facility should have a copy of this book. It gives joy, inspiration and ideas for play. It affirms the valuable role and place for play in lifting everybody's spirit on a difficult journey. It sprinkles the path with smiles. Reading this book was a joy for me. I would recommend John's book to everyone involved in dementia care. -- The Journal of Dementia Carethe first person accounts of people with dementia are interesting to read... This book will be of interest to anyone working alongside people with dementia. -- Nursing Times; Professor June Andrews, Director, Dementia Services Development Centre, University of Stirling(...)humour, silliness and playfulness can be enjoyed by many people with dementia... Play is the key to opening doors to creativity, spontaneity, engagement and relationships... This recently published book is (...) a collection of inspirational stories... In my opinion, every facility should have a copy of this book. It gives joy, inspiration and ideas for play... Reading this book was a joy for me. I would recommend John's book to everyone involved in dementia care. This includes healthcare staff as well as management staff. -- Dr Peter Spitzer, practising GP and Chairman and Medical Director of The Humour Foundation in SydneyThe book is brimming with reassurance and practical ideas from "playful practitioners" for family and professional carers, those they care for, and for volunteers in dementia projects. -- Dementia Newsletter(...) humour, silliness and playfulness can be enjoyed by many people with dementia... Play is the key to opening doors to creativity, spontaneity, engagement and relationships... This recently published book is not a technical/scientific book and it is not about giving fixed instructions. Rather, it is a collection of inspirational stories... In my opinion, every facility should have a copy of this book. It gives joy, inspiration and ideas for play... Reading this book was a joy for me. I would recommend john's book to everyone involved in dementia care. This includes healthcare staff as well as management staff. -- Australian Journal of Dementia CareIn many ways, play is the ideal vehicle for opening the many closed doors experienced when living with dementia. It provides all of us with permission to leave behind the rational, planned and cognitive, and embrace the creative, spontaneous and relational aspects of life. In Playfulness and Dementia, John Killick seeks to inspire 'a new generation of playful practitioners' by providing an overview of the nature of play and innovative approaches, complemented by accounts of playfulness in practice. I have no doubt that he will do so. -- from the Foreword by Professor Murna Downs, Chair in Dementia Studies and Head of Bradford Dementia Group, University of BradfordThis book tickled my fancy. Just as many lonely hearts advertisements specify a GSOH as their top priority in a soulmate, I would specify the same requirement for those providing support and care to me and my family. This is not to trivialise the experience of living with dementia, but rather a recognition that laughter can help us through the most difficult places. This book is full of ways to connect people through fun. There is nothing disrespectful or silly about the words in this book. It is full of compassion and honesty. It will supply you with a springboard to joy. -- Professor Dawn Brooker, Director of the Association for Dementia Studies, University of WorcesterKillick's challenge to us in Playfulness and Dementia is simple and powerful - what is wrong with having a good time when you are living with dementia? His many-faceted story is thoroughly convincing - that play, playfulness and laughter are integral to creativity in dementia, to people's well-being, and ultimately to their human right to experience joy. -- John Zeisel, PhD, founder of the I'm Still Here Foundation and author of I'm Still Here: A New Philosophy of Alzheimer's CareKillick's clear, concise invitation to play reminds us that improvisation is the very core of life. This multi-voiced work provides invaluable paths to walk together, through dementia. -- Anne D. Basting, Executive Director and Associate Professor, Center on Age and Community, University of Wisconsin, MilwaukeeA Playfulness and dementia: A practice guide, John Killick explores the nature of playfulness and look at how it can enrich the lives of people with dementia... It is aimed at dementia care practitioners, activity coordinators, people with dementia and their relatives, and anyone else concerned with the wellbeing of those with dementia. Colour photographs demonstrate playful approaches in action. -- The Journal of Dementia CareTable of ContentsForeword by Professor Murna Downs. Introduction. Part I. 1. What do we Mean by Playfulness? 2. To Play or Not to Play? 3. What People are Already Doing. 4. Bringing Play to the Person. 5. Funshops: Portrait of a Project. 6. The Dementia Monologues. 7. Home-made Humour. 8. Playfulness in the Moment. 9. Even a Few Scribbles. Sarah Zoutewelle Morris. 10. Taking the Senses for a Walk. Part II. 11. A Licence to be Free. Agnes Houston. 12. The Moment 'Me' Returned. Edward McLachlan. 13. Play the Game. Robin Lang. 14. Your Hat's Squint - Nicola Hodge. 15. Beyond Right and Wrong. Ian Cameron. References. Further Reading. Index.

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Book SynopsisWhat makes children happy, confident and successful? How can you help a child to flourish? Their environment is important, but the real difference is in your hands – every adult has the tools to help a child achieve psychological wellbeing.This book provides a practical model for helping children flourish and achieve their personal potential in every area of their lives. Drawing on ideas from positive psychology and child development theory, the model explores the five key areas of wellbeing: personal strengths, emotional wellbeing, positive communication, learning strengths, and resilience. Practical activities are included for each area, and a questionnaire provides an assessment to enable you to keep track of progress. Suitable for use with children aged 3–11, this step-by-step guide is an ideal resource for professionals working with children, including counsellors, social workers, teachers, and psychotherapists, as well as parents.Trade ReviewThis book is insightful, and reading about parenting and children's wellbeing from a positive psychology perspective makes it very interesting, especially to anyone whose work is based upon behavioural theories and practice. -- Youth in MindIt's obvious from the outset that Jeni Hooper really understands children and knows what they need to flourish. Her empathy radiates throughout,.. I think this is a fantastic book for parents, care-givers, and professionals working directly with children. It's full of useful advice based on Jeni Hooper's extensive personal experience of what works and what doesn't work. It is clearly written and easy to read... Whether you're thinking about using the book at home or in a work environment, you will be able to pick it up quickly andhelp the children in your life become happier, more confident, and more successful. -- Positive Psychology News DailyJeni Hooper's new book is essential reading for all professionals working with children including teachers, counsellors, social workers, as well as parents, and grandparents... What I especially like about Jeni Hooper's book is how the focus is always on the whole child... "How to find the right balance for effective parenting?" Read Ms Hooper's book carefully and keep it handy for future reference. -- Special Needs Book ReviewA real achievement. Jeni Hooper has taken the evidence base of positive psychology and turned it into easy-to-use tools to help children to flourish. The book has everything you need to encourage children to develop their individual strengths and realise their potential. -- Miriam Akhtar, positive psychologist, coach, trainer and visiting lecturer, University of East London, UKIt is easy to see why so many of the hundreds of books on how to bring up a child seem to be focused on the challenges and difficulties of this task: the avoidance and management of problems is rightly high on any parenting priority list. However, Jeni Hooper reminds us that there is also another equally important component of good parenting -- helping children and young people to achieve appropriately high levels of personal and social wellbeing and fulfilment. She informs us how to achieve this in a most enticing way in her parent-friendly book. Essential reading for parents and carers, teachers... and grandparents! -- Dr Sean Cameron, Educational and Child Psychologist and Co-director of the Pillars of Parenting Social EnterpriseThis is an important book, one that I and many other Educational Psychologists (EPs) have already recommended highly to our colleagues... Jeni Hooper has produced a work for anyone - parents, teachers, children's professionals, etc, - who has an interest in the emotional health and well-being of children. The book is principally focused on the author's "Flourishing Programme", (which) represents a tour de force of the application of positive psychology to the whole area of children's emotional development and well-being... This book has some outstanding features... it covers so much ground, has a heavy reliance throughout on tables, lists, figures and boxes... The wisdom of this book "Changing the world, one child at a time" can be our aim and Jeni Hooper's marvelous book can certainly help us achieve that. -- Chris Chesterman, Independent EP * Debate - British Psychological Society *Table of ContentsPreface. Part 1. Positive Psychology and the Flourishing Programme. Part 2. The 7 Factors for Flourishing. Factor 1. Unique and Personal: Meeting a child's individual needs. Factor 2. Personal Strengths: The inner compass that guides our choices. Factor 3. Emotional Wellbeing: Creating a positive balance. Factor 4. Positive Communication: Building trust and fulfilling relationships. Factor 5. Learning and Creativity: How using strengths develops good learning habits and gets results. Factor 6. Resilience: Avoiding road blocks and bouncing back from setbacks. Factor 7. Developing Independence: The journey through childhood. Index.

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Book SynopsisThe journey to adulthood is a big step for all young people. However, for young people leaving care it may be far more difficult, coping with major changes in their lives and at a younger age, especially if they lack preparation and support.Young People Leaving Care explores the journey from care to adulthood through the main challenges these young people face: in being in settled accommodation, in fulfilling their potential in education, employment or training, and in achieving and maintaining good health and a positive sense of wellbeing. For each of these pathways, the book provides a comprehensive review of relevant research, how young people might be best supported, and how the services they receive have the potential to increase resilience and boost their chances of enjoying a fulfilled life as a young adult.This is an essential book for all those who work with young people from care, including social workers, personal advisers, counsellors, teachers, policy makers, researchers and students in the field of child welfare.Trade ReviewThis book provides a comprehensive overview of the needs of care leavers and the services needed to support them to enhance their outcomes. It is a helpful resource for any professional involved with care leaver. -- PSW (Professional Social Work)Young people Leaving Care. Supporting Pathways to Adulthood is not the first book to be published on the subject but with Mike Stein as the author it is one of the Best. -- Young Minds MagazineIt is a useful book that covers important practical considerations for young people leaving care. It is full of interesting examples and discusses relevant and current research in a meaningful way. -- Gloria Pottor, "Open" Magazine for OU, the Fostering NetworkThis book maps out the journey that young people take when leaving the care system... I would suggest that it is read by anyone working with young people in or from care. It should be used as a key resource for highlighting some of the challenges that we face during early adulthood when our support from children services has been withdrawn... It provides a comprehensive review of the development of policies in England; at the same time, it also highlights the needs of the most vulnerable young people to leave the care system and suggests ways in which professionals can promote their successful transitions into adulthood. -- Áine Rose Kelly, doctoral student at the Rees Centre & care leaver * REES Centre Newsletter *Table of ContentsAcknowledgments. 1. Introduction. Part 1. Setting the Context. 2. The Making of Leaving Care Law and Policy, 1948 – 2012. 3. The Organisation of Leaving Care Services. Part Two. Pathways to Adulthood. 4. Being in Settled, Safe Accommodation. 5. Careers and Accommodation. 6. Homelessness, Housing Outcomes and Leaving Care Services. 7. School Education: Laying the Foundations for Future Careers. 8. Further and Higher Education, Training and Employment. 9. Health and Well-Being. 10. Young People Needing More Support. Part 3. Conclusion. 11. A Journey of Ideas. 12. Promoting Resilience. Appendix 1. Figure: Needs Assessment and Content of Pathway Plans for Relevant and Former Relevant Children. Appendix 2. Planning for Education, Training and Careers. References. Index.

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Book SynopsisGames and activities are a great way for children with special needs to learn important skills. This book provides inspiration and guidance for special education teachers, teaching assistants, parents and carers on how to use lively and engaging play ideas to foster learning and development.Targeting key skills including listening, self-awareness, movement, creative thinking and relaxation, each game has been developed with the capabilities of children with special needs in mind. The appropriate age group is clearly identified, and possible variations for different abilities are provided. All of the instructions are easy to follow and there are cheerful illustrations throughout. Using music, dance, art, word games and breathing exercises, this book is packed with creative and enjoyable games that make learning fun.This user-friendly activity book will be an ideal resource for use in special education schools, inclusive mainstream classrooms, day-care, residential and respite settings, or at home.Trade ReviewAll games within the book have lead-in information regarding age suitability, materials required and learning objectives, as well as groups for which the game has not been designed. Instructions to play are clear and concise with some including instructions on how to vary the game for specific groups or purposes as well as extra notes for clarity. -- SNIPTable of ContentsAbout the Author. Explanation of Terms. Introduction. Resources Required for Activities. Target Groups. Part I. Developing Listening Skills. 1. The Paper Bag. 2. The Little Dog Lost Its Collar. 3. You're Getting Warmer. 4. Human Obstacle. 5. The Magic Wand. 6. Loud and Soft. 7. Short and Long. 8. The King and the Thief. 9. Cat and Mouse. 10. Musical Rings. 11. How Many Sounds Do You Hear? 12. Do you Recognize Me? 13. What Time Is It? 14. It's My Move. 15. What Is That Strange Sound? 16. The Right Sequence. 17. The Sound Circle. 18. The Key Sound. 19. Confusing the Singer. 20. I'm Going to Catch You. 21. The Musical Dance. 22. Follow the Beat. Part II. Self and Environmental Awareness. 23. I Know My Body. 24. Shadow Dancing. 25. Know Your Instruments. 26. Know Your Musical World. 27. Will You Be My Guide? 28. My Body, the Sound Machine. 29. How Many People Behind Me? 30. What Has Been Changed? 31. It Sounds Like This. 32. I Move Like a(n) ________(animal). 33. A Walk in the Jungle. Part III. Sound and Tone Discrimination. 34. I Know Where It Comes From. 35. Which Instrument Is Missing? 36. Listen to the Clues. 37. Musical Bingo. 38. The Sound Chart. 39. The Secret. 40. High and Low. 41. The Giant and the Boy. 42. Dances of All Colors. 43. Hide and Listen. 44. I'm a Conductor. 45. Who Said That? 46. Listening to the School. 47. Battle of the Musical Instruments. 48. Who Does This Item Belong To? 49. I Can Hear You. 50. Follow the Wanderer. 51. What Is That Sound? 52. You Didn't See Me Move! 53. The Telephone. 54. My Name Is. 55. Playing on My Beat. 56. Relaying the Beat. Part IV. Body Movement Control. 57. You Are My String Puppet. 58. Playing a Role. 59. Different Ways. 60. Which One Is Shorter? 61. Reflex Ball. 62. Follow Hands and Feet. 63. The Tightrope Walker. 64. Mirror Dancing. 65. Slow Motion Movies. 66. Silent Dancing. 67. Accentuation. 68. The Rhythmic Ball. 69. Catch It Before It Falls. Part V. Breathing Control. 70. Feather Racing. 71. The Vacuum Race. 72. Rolling Away. 73. The Paper Ball Race. 74. The Spaceship. Part VI. Creative Thinking. 75. Follow the Instructions. 76. I Remember the Singer. 77. Make Your Own Musical Instrument. 78. Story with Sounds/Story of Sounds. 79. Birth of a Butterfly. 80. Contemporary Music or Drawing Music. 81. Drawing a Dance. 82. Dramatic Expression. 83. What Is the Music Saying? 84. Hold Your Rhythm. 85. Show Me Your Mood. 86. I Won't Laugh. 87. Creatures from Another Planet. 88. I Am a Sculptor. 89. The Alphabet. 90. Create a Music Video. Part VII. Relaxation. 91. Tin Soldier/Rag Doll. 92. Kaboom! 93. Ghosts. 94. Cooking Spaghetti. 95. Sizzling Bacon. 96. The Gingerbread Cookies. 97. The Bomb. 98. The Flying Handkerchief. 99. The Very Little Engine. 100. Scarf Dancing.

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Book SynopsisGetting into the Game: Sports Programs for Kids with Autism Spectrum Disorder will help families, clinicians and coaches support children with autism in taking their first steps into sport and recreation.Participation in individual and team sports plays an important part in children's development and promotes growth in a number of areas. As well as the obvious health benefits, sport also provides the perfect backdrop to teach young people with autism about rules, strategy and teamwork – all invaluable lessons that can be applied to wider society. By detailing six of the most popular sports: cycling, ice skating, swimming, soccer, taekwondo and tennis and including the unique experiences of families of children with autism, it offers all the information, advice and support needed to help get kids with autism engaged in fun and positive sport environments. This book is an invaluable resource for parents, teachers, coaches and anyone supporting children with autism spectrum disorders in a sport or recreation environment.Trade ReviewRead in its entirety or as a handy reference, Getting into the Game offers a positive mindset and a toolkit of ideas to ensure that children with autism can engage in and love sport.'Your Autism Magazine'The author understands the challenges face by individuals with autism and the need for clear, visually-supported teaching strategies that lead to success. I'd definitely recommend this book. -- Netbuddy.co.ukWritten in a friendly voice that is readily accessible to both professionals and families, Getting into the Game offers concrete suggestions for including people with autism in sports and other physical activities. The authors clearly understand both the challenges faced by individuals with autism and the need for clear, visually-supported teaching strategies that lead to success. This is a 'must-have' book for parents, teachers, and coaches who are dedicated to the eradication of 'couch potato syndrome' as a side effect of autism! -- Dr Pat Mirenda, Professor in the Department of Educational and Counselling Psychology and Special Education, University of British ColombiaAs a gymnast with Asperger syndrome, I have had to overcome many of the issues highlighted in Getting into the Game. I was very fortunate to start gymnastics at the age of 3 and so I am testament to the fact that sport can help young people with autism spectrum disorders overcome fears and difficulties in all aspects of their lives. I would highly recommend this book to parents or teachers who have children with autism. It is full of information and advice that will help readers gain a better understanding of ASD and how to introduce and teach sport to children on the spectrum.''Philip Davis, 26, gymnast, - Special Olympics - silver medallist (Athens, 2011), former Senior and Junior British Champion (2005, 2002) and coach at the Croydon School of Gymnastics'Getting into the Game is an essential reference for any parent or professional considering the opportunities and benefits sport can bring to children with autism. Over the past two decades, I have witnessed many thousands of profoundly disabled children participate in sailing around the UK. Without exception, there are benefits to be gained for all involved in any sport; the child, the providers and the family. You don't need any special qualification to see those benefits, but it is useful to have a reference like this book that explains the process of accessing and participating in different sports. -- Geoff Holt, MBE, ex-professional yachtsman and disability sports ambassadorThis book importantly provides strategies for engaging children with Autism Spectrum Disorder (ASD) and other disabilities in sporting activities. It offers needed, practical information for parents, coaches, teachers and others. The reader is guided to consider sport as a means to physical fitness, community engagement and quality of life. The book is an important contribution in building 'welcoming' communities, and critically addressing under-studied opportunities in sport for persons with ASD. A highly recommended read! -- David Nicholas, associate professor, faculty of social work, University of CalgaryCanadian Sport for Life (CS4L) would like to express its support and enthusiasm for the authors' expertise in writing 'Getting into the Game - Sports Programs for Kids with Autism.' This book reflects what we believe to be the important, key messages regarding increasing the activity levels of kids. We believe this work assists the way professionals lead and deliver sport and physical activity in Canada and other nations, and will contribute to its overall improvement, resulting in a healthier population. -- Richard Way, Project Lead, Canadian Sport for LifeTable of ContentsPreface. Part 1. Active Engagement in Sport: The Basics on How and Why to Get Started. 1. Why Participating in Sports is Great for Individuals with ASD. 2. Choosing a Sport. 3. Working with Your Coach. 4. Supports and Strategies for Learning in Sport. 5. Learning Supports for Children with ASD. 6. Keeping Everyone Organized and Motivated: Strategies for Encouraging Volunteer Engagement. Part 2. Sports for New Athletes with ASD: Basic Skills, Strategies and On-going Adapted Programs. 7. Bike Riding – Getting on the Road. 8. Skating – Let's Go Skating! Introducing a New Skater to the Ice for the First Time. 9. Swimming – Life Skills for the Water. 10. Taekwondo – Breaking the Habit. 11. Tennis – The Perfect Match. 12. Soccer – Join the Football/Soccer Team! References.

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Book SynopsisUsing drama in the classroom is an effective way of supporting a child's social and emotional development. This book offers a wide variety of drama activities designed to provide children with a creative outlet to overcome emotional and behavioural problems.Exploring the various challenges children can face at home such as parental separation, divorce and bereavement, this book explains how they can manifest in a child's behaviour at school. It describes how drama can provide appropriate avenues for confronting and dealing with these issues and suggests a wealth of captivating and practical drama-based games and exercises that will support the child's needs and promote growth.This clear and accessible book will be an invaluable resource for teachers, teaching assistants, youth and social workers, counsellors, arts therapists and educational psychologists.Trade ReviewThis book is full of ideas for creative drama and games for use with individuals and groups to address challenges that children present in the classroom, due to their experiences of loss, separation, abuse, trauma, anger and anxiety. -- DramatherapyI highly recommend this book to all school professionals, particularly Sencos and nurture assistants, as the issues will crop up in every school at some point. This book is a source of inspiration on how to support troubled children effectively. -- Special ChildrenA remarkable resource which guides teachers and staff to skilfully utilize drama, a valuable but often overlooked means of supporting troubled children in the classroom. The author, a professional dramatherapist, deftly combines theory and practice by identifying familiar behavioral issues, providing insight regarding the issues, and clearly describing innovative techniques and drama activities to foster emotional growth and healing. Helpfully, a number of the activities are useable or adaptable for younger children. Whether coping with a stressful classroom problem or waiting for delayed special services, this much needed book is a life line for all. -- Dr. Carol Woodard, Professor Emeritus, State University College at Buffalo, New York, and author of Make-Believe Play and Story-Based Drama in Early ChildhoodDeeply impressive, moving and accessible. This book takes the reader on an insightful journey into the world of the troubled child whilst demystifying creative drama, leaving you empowered with a tool kit of practical structured drama techniques which can be embedded into the heart of any nurturing classroom. -- Debbie Shotter, Senior Educational Psychologist, Associate Fellow of the British Psychological SocietyAs a teacher of Technology, having such an accessible and easy to use resource, packed with information that helps with recognising the warning signs of emotional distress and how this can present in a child's behaviour, is fantastic. With super ideas for drama-based games and activities that provide creative and fun ways to overcome these challenges, and with the additional benefit of providing guidance on when and how to engage other professional help when necessary, it's a must read. -- Tom Vaughan, Teacher of Design and Technology, South West EnglandAn invaluable resource for all practitioners in schools who support the social and emotional development of children and young people. The wide range of issues and accompanying activities are presented in an informative and clear structure with guidance on potential safeguarding and child protection issues to help ensure "safe" practice. An absolute must for all those who deal with "challenging" behaviour in our mainstream schools; the book you have all been waiting for! -- Alison Chown, Play Therapist, Supervisor and Educational TrainerTable of ContentsForeword by Sylvia Wheadon. Preface. Why Drama? How to Use this Book. What this Book Covers. What this Book Does Not Cover. 1. Introduction. 1.1. What are the Issues? 1.2. How Can we Recognize the Issues? 1.3. What Can we do About the Issues? 2. The Activities. 2.1. What to do at the Beginning of a Session. 2.2. The Issues, Behaviours and Supporting Activities. 2.2.1. Abuse. 2.2.2. Anger. 2.2.3. Anxiety. 2.2.4. Attachment. 2.2.5. Bereavement. 2.2.6. Bullying. 2.2.7. Change or Transition. 2.2.8. Compulsive Lying. 2.2.9. Depression. 2.2.10. Lack of Self-Esteem/Confidence. 2.2.11. Learnt Behaviour. 2.2.12. Neglect. 2.2.13. Nightmares. 2.2.14. Parental Separation. 2.2.15. Sibling Rivalry. 2.2.16. Socially Inappropriate Behaviour. 2.2.17. Speech Problems. 2.2.18. Trauma and Shock. 2.3. What to do at the End of a Session. Appendices. Group Bonding Games. Index of Issues and Supporting Activities. References. Useful Resources and Further Reading.

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Book SynopsisThis comprehensive book brings together the voices of international art therapists with diverse backgrounds and experiences and asks them to consider the role of postmodernism in their understanding of art therapy. These practitioners share a common postmodern belief that art is a unique way of expressing and mediating the human condition and that art therapy should not be a diagnostic tool but a collaborative healing process between the therapist and the client. Drawing on psychotherapy, aesthetics and philosophy, the contributors present current practice, research and case studies and show the many directions and possibilities of postmodern art therapy.This book is an important addition to art therapy theory and will be a crucial text for all art therapy students, academics, researchers and practitioners.Trade ReviewThis book takes us into a new era, contextualising current practice and research, at the beginning of the 21st century... [This is] a vividly illustrated and culturally relevant book which is a vibrant celebration of the art in art therapy. It will make a welcome contribution to the literature in this expanding field. -- From the foreword by Prof. Joy Schaverien Ph.D., Jungian Analyst and Art Psychotherapist, UKTable of ContentsForeword: Current Trends and New Research in Art Therapy: A Post Modern Perspective by Joy Schaverien, Jungian Analyst and Art Psychotherapist, UK. Introduction by Helene Burt, Executive Director, Toronto Art Therapy Institute, Canada. Part I. Postmodern Art Therapy Practice. 1. Multiple Perspectives; Art Therapy, Post Modernism and Feminism. Helene Burt, Executive Director, Toronto Art Therapy Institute, Canada. 2. Seeing the Whole Picture: A Culturally-Sensitive Art Therapy Approach to Address Depression amongst Ethnically-diverse Women. Anu Lala, Art Therapist, Women's Health in Women's Hands, Canada. 3. Earthworks: Emergence of Personal Healing and Social Activism; The Power of Postmodernism Integrated with Arts Therapies. Gillian Vellet, Art Therapist, Massage Therapist, and Biodanza Dance Movement Facilitator, Canada. 4. Post-Modernist but Not Post-Feminist! A Feminist Post-Modernist Approach to Working with New Mothers. Susan Hogan. 5. Contemporary Art Therapy with Transient Youth. Annette Coulter, Art Therapist, Art Educator and author, Centre for Art Therapy Studies, Australia. Part II. Postmodern Art Therapy Practice in the Community and Globally. 6. The "Five and Dime": Developing a Community's Access to Art-based Research. Janis Timm Bottos, Department of Creative Arts Therapies, Concordia University, Canada. 7. Out of the Fire: Women Survivors of Violence Use Clay as a Medium for Social Change. Suzanne Thomson. 8. Seeds of Hope: Art Therapy in Culturally Diverse Contexts in Bolivia; Supporting the Development of Integrated Educational, Cultural and Economic Strategies. Marcelle Edwards, CUSO Canada. Part III. Postmodern Art Therapy Research. 9. Art Therapy Research for Cancer Symptom Management; A Postmodern Perspective. Nancy Nainis, Art Therapist and Psychotherapist, USA. 10. Chaos and Meaning; Form and Content in the Scribble Process. Mehdi Naimi, Visual Artist and Art and Play Therapist, Canada. 11. Phenomenological Research and Combined Art Therapy and Dance/Movement Therapy with Children, Adolescents and Adults. Jo Ann Hammond-Meiers, Alberta Creative Arts Therapy Center, Canada. 12. Towards Babel: Language and Translation in Art Therapy. Jamie Bird, University of Derby, UK. 13. Witnessing and Visibility: The Experience of Self During the Recovery Process of Six Women with a History of Child Sexual Abuse Who Utilized Art Therapy in Their Recovery Processes. Helene Burt, Executive Director, Toronto Art Therapy Institute, Canada. Part IV. Postmodern Art Therapy Theory and Epistemology. 14. Aesthetic Listening: A Reggio Inspired Studio Research Paradigm for Art Therapy. Shelly Goebl-Parker, Assistant Professor, Southern Illinois University Edwardsville and Research Partner of the St. Louis Reggio Collaborative, USA. 15. The Art Therapy Assemblage. Pamela Whitaker. 16. When the Image Strikes: Postmodern Thinking and Epistemology in Art Therapy. Josée Leclerc, Associate Professor and Director of the Art Therapy Graduate Program, Concordia University, Canada. Contributors. Index.

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Book SynopsisThe quality of the assessment of children in need has a significant impact on outcomes for the children concerned. Good assessment contributes to better outcomes, but poor assessment can have tragic consequences. Understanding what makes a good assessment is vital.This book brings together findings from 10 years of UK research that shed light on different aspects of child and family assessment, and examines the evidence for what works in promoting the best outcomes for children. It covers thresholds for assessment and intervention, what information should be collected in assessments, and assessments in different contexts. It also examines key aspects of practice and the factors that can help or hinder good quality assessment. These areas include analysis, critical thinking and reflection; engaging with children and families; and inter-professional working. Structural, procedural and organisational factors are also considered.In summarising the research, this important book provides key messages on the links between assessment and outcomes for children, and offers implications for policy and practice. It will be essential reading for social work practitioners, academics, students and researchers, and all those in the child protection field.Trade ReviewThis book is an essential companion for any social worker wishing to enhance their assessment skills and confidence in managing the assessment process effectively, whilst taking into account the interacting risks to consider. The book is well written and certainly provides opportunities for practitioners to reflect and analyse their assessment and decision making skills in an era of resource shortage and high thresholds. A recommended read. -- Professional Social WorkTable of ContentsAcknowledgements. 1. Introduction. 2. Thresholds for Recognition, Assessment and Intervention. 3. The Content of Assessments: What Information is Collected? 4. Assessments in Particular Contexts. 5. Analysis, Critical Thinking and Reflection in Assessments. 6. Engaging with Children, Young People and their Parents. 7. Inter-Professional Working. 8. Structural, Procedural and Organisational Factors. 9. Assessment and Child Outcomes. 10. Conclusions. Appendix A. Method. Appendix B. List of Empirical Studies Used in this Review. References. Index.

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Book SynopsisLesbian, gay, bisexual and transgender (LGBT) people often face unique challenges as they grow older. It is vital that those providing them with care and support understand their needs, wishes and experiences. This book demonstrates how biographical approaches can increase understanding about the distinct perspectives of older LGBT people, enhancing inclusive care and support. Chapters explore people's expectations and fears surrounding care and service provision, the impact of discrimination, and specific issues such as HIV, dementia and end-of-life care. The importance of understanding people's whole lives in order to meet their needs is demonstrated, drawing on the examples of community projects that provide services and build networks. The voices of older LGBT people are heard throughout the book through the use of case examples and original research.This insightful book will be essential reading for all those supporting or caring for older LGBT people, as well as students and researchers in the health and social work fields.Trade ReviewThis important book should be recommended reading for all health and social care practitioners working with older people, not just those with an existing interest in LGBT (lesbian, gay, bisexual and transgender) issues. -- ResourcesThis is a hopeful book that would make a great addition to any LGBT aging professional's library. -- Gray Pride Parade BlogThis book provides an invaluable insight into the needs of the older lesbian, gay, bisexual and trans (LGBT) community in relation to ageing, future care and support... a thought-provoking read... recommend this book to all healthcare professionals involved in the care of older people, as well as those who have an interest in the health and social welfare of LGBT individuals. -- Nursing StandardsEqually grounded in contemporary scholarship and practice, and representing an impressive array of authors, this volume nicely captures the lived experiences of LGBT elders as a 'story' in itself and to illuminate paths to more effective service provision in later life. Timely, sophisticated, accessible, and attentive to context, this is a must-read for anyone working with and/or interested in LGBT elders - and, indeed, the increasingly diverse ageing population more widely. -- Dr. Dana Rosenfeld, Senior Lecturer, Keele University, UK and author of The Changing of the Guard: Lesbian and Gay Elders, Identity, and Social ChangeOlder LGBT people have too often been characterised as 'invisible' or 'ignored'. This ground-breaking book challenges this idea and offers vital insight into practice based on understanding individuals, their life histories, personal identities and circumstances. This book is essential for realising person-centred support and promoting genuine choice and control for older LGBT people -- an evolving population in a changing social care landscape. -- Dr. Sarah Carr, Senior Research Analyst, Social Care Institute for Excellence and Visiting Fellow, Centre for Government and Charity Management, London South Bank UniversityThis book is a useful introduction to the issues facing many older gay people today. A recommended read for all health and social care professionals working with older people. -- James Taylor, Senior Health Officer, Stonewall, UKTable of ContentsAcknowledgements. Introduction. Mike Sutherland, Robert Gordon University, UK, Ian Rivers, Brunel University, UK and Richard Ward, University of Manchester, UK. Part 1. Growing Older: Diverse Pathways into Later Life. 1. Imagining the Unimaginable: Bisexual roadmaps for ageing. Rebecca L. Jones, Open University, UK. 2. Care Anticipated: Older lesbians and Gay Men Consider their Future Needs. Stephen Pugh, University of Salford, UK. 3. Trans Ageing: Thoughts on a Life Course Approach In Order to Better Understand Trans Lives. Louis Bailey, Trans Resource and Empowerment Centre, UK. 4. 'Women Like That': Older Lesbians in the UK. Jane Traies, University of Sussex, UK. Part Two. Implications for Health and Social Care Practice. 5. 'I'm Older Than I Ever Thought I Would Be': The Lived Experiences of Ageing in HIV Positive Gay Men. Robin Wright, Patient Consultant, Gareth J. Owen, University of Exeter, UK and José Catalan, Chelsea and Westminster Hospital, London. 6. Categories and their Consequences: Understanding and Supporting the Caring Relationships of Older Lesbian, Gay and Bisexual People. Ann Cronin, sociologist, Richard Ward, Stephen Pugh, Andrew King, Kingston University, UK and Elizabeth Price, University of Hull, UK. 7. Care Near the End of Life: The Concerns, Needs and Experiences of LGBT Elders. Gary L. Stein, Yeshiva University, New York, USA and Kathryn Almack, University of Nottingham, UK. Part Three. Community Engagement and Support. 8. Polari's Life Story: Learning from Work with Older LGBT People. Lindsay River, Polari, UK and Richard Ward. 9. Opening Doors and Opening Minds: Sharing One Project's Experience of Successful Community Engagement. Sally Knocker, independent trainer and consultant, Nick Maxwell, Age UK Camden, Mike Phillips, freelance trainer and consultant, and Stacey Halls, Age UK Camden. 10. Ageing in Gay Brighton. Kath Browne, Leela Bakshi and Jason Lim, University of Brighton, UK. 11. Meeting the Needs of LGBT People Affected by Dementia: The story of the LGBT Dementia Support Network. Roger Newman MBE and Elizabeth Price. Conclusion: Making Space for LGBT Lives in Health and Social Care. Richard Ward. Index.

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Book SynopsisThis groundbreaking book explores the psychodynamics and socio-politics of the forensic therapeutic milieu, addressing some of the most difficult and complex issues facing practitioners. It sets out a psycho-social framework for understanding the predicament and the needs of those who live in and those who work in forensic mental health settings. It brings to life the thinking of those working on the frontline in an increasingly difficult and hostile environment, and draws together fresh and stimulating approaches to engagement with highly complex individuals who present challenges to traditional models of psychiatric assessment and treatment.Contributors with considerable clinical experience and expertise from a range of disciplines consider the ethical, emotional and intellectual challenges of their work, and describe ways in which genuine containment and change can be achieved despite numerous perceived assaults on therapeutic relationships, and on the therapeutic milieu itself. Combining clinical case studies with organisational perspectives and clear descriptions of theoretical processes, they explore key issues including the challenges of maintaining role-appropriate, 'boundaried' relationships; the tensions between public protection and individual confidentiality; questions of risk and responsibility; duty of care and respect for individual liberty; the challenges posed by inter-professional tensions and rivalries; as well as specific clinical dilemmas. The difficulties they experience in fulfilling specific therapeutic roles in the face of uncertainties about the funding and commissioning of their services are addressed, and the final part of the book outlines some of the ways in which individuals, particular services and whole organisations may protect themselves when under attack.This unique and highly original book is essential reading for all those working, or training to work, in both forensic and non-forensic inpatient therapeutic milieux and for academics and lay readers interested in the societal dynamics of inclusion and exclusion that are replicated and magnified in these settings.Trade ReviewThis book contains a brilliant and moving series of descriptions and analyses of the special difficulties encountered by mental health professionals who attempt to help our society solve one of the most complex, dangerous and destructive problems it faces...if we are to improve our ability to optimize, rather than cripple, the institutions and professionals to whom we have delegated the responsibility to treat mentally disturbed violent offenders, then the legislators, and the voters who elect the legislators, will need to be informed about what helps and what hinders them from performing that task. That is what this book describes and explains in elegant detail, and that is why I hope it will have as wide a readership as possible. -- James Gilligan, M.D., Clinical Professor of Psychiatry, New York UniversityTable of ContentsForeword by Kingsley Norton, Consultant Psychotherapist, WLMHT, UK. Editorial Commentary. Part I: The Interpersonal Minefield: The Psycho-Social Dynamics of Engagement. 1. Nursing at the Scene of the Crime. Rebecca Neeld, Group Psychotherapist, Cassel Hospital, West London Mental Health NHS Trust, UK and Tom Clarke, Associate Director of Nursing, South London and St George's Mental Health NHS Foundation Trust and Honorary Lecturer, Kingston University, UK. 2. The Dynamics of Difference. Anne Aiyegbusi, Deputy Director of Nursing, Specialist and Forensic Services, West London Mental Health NHS Trust, UK. 3. Life on the Borders of Thought. Alan Corbett, Clinical Director of Immigrant Counselling and Psychotherapy (ICAP), UK. 4. Complaints as a Tool for Bullying. Celia Taylor, Vice-President, International Association for Forensic Psychotherapy. 5. Your Friends and Neighbours: Professional Boundary Violations - A Review of Perpetrator Typologies and Impact on Clients. Jonathan Coe, Managing Director, Clinic for Boundary Studies, UK. Part II: 'Shot By Both Sides': The Therapeutic Milieu Under Attack. 6. 'Mirror Mirror': Parallel Processes in Forensic Institutions. Gwen Adshead, Consultant Forensic Psychotherapist, Broadmoor Hospital, UK. 7. Single-Sex Units as a Defence Against Anxiety? Anna Motz, Consultant Clinical and Forensic Psychologist, Thames Valley Forensic Mental Health Services, UK. 8. Annihilating the Other: Forensic Aspects of Organisational Change. Martin Wrench, Associate Director of Social Work, Specialist Services Directorate, South West London and St George's NHS Mental Health Trust, UK. 9. How to (Almost) Murder a Profession: The Unsolved Mystery of British Social Work. Andrew Cooper, Professor of Social Work, Tavistock Clinic and University of East London, UK. 10. Couples Who Kill: The Malignant Bonding. Estela Welldon, Founder and Honorary Elected President for Life, International Association for Forensic Psychotherapy. Part III: Courage Under Fire: Resilience, Reflection and Reparation. 11. Infanticide and Paedophilia as a Defence Against Incest: Work with a Man with a Severe Intellectual Disability. Valerie Sinason, President, Institute for Psychotherapy and Disability and Director, Clinic for Dissociative Studies, UK. 12. The Bereaved Families Forum: Finding the Other Within. Pam Kleinot, Psychoanalytic Psychotherapist and Group Analyst, City and Hackney Psychotherapy Department, UK. 13. What Makes a Secure Setting Secure? Stanley Ruszczynski, Consultant Adult Psychotherapist and Clinical Director, Portman Clinic, UK. 14. The Traumatised Organisation-in-the-Mind: Opening Up Space for Difficult Conversations in Difficult Places. Christopher Scanlon, Consultant Psychotherapist, SLAM, UK and John Adlam, Adult Psychotherapist, SWL&SG, UK. 15. Challenges to the Capacity to Think, Link and Hope. Earl Hopper, Psychoanalyst, Group Analyst and Organisational Consultant in private practice, London, UK. List of Contributors. References. Index.

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Book SynopsisProblems with sleeping are common and make life difficult for the individual who is affected and for those around them. Sleep difficulties are particularly prevalent amongst people with Autism Spectrum Disorders (ASD) and often cause or worsen other difficulties.This comprehensive guide to the management of sleep problems, introduces all the proven remedies and focuses on the problems commonly found in ASDs and related conditions. The author discusses sleep in depth, including how we currently define and understand it. The full spectrum of sleep disorders is explained alongside the range of possible treatment approaches. The book also examines why some sleep problems are more common among people with an ASD than others, how sleep problems evolve over time, what can be done to treat them and the likely benefits from different treatments.This book is a complete resource for professionals, families and carers working with those suffering from sleep problems of any kind. It will be of great interest to anyone wanting to gain a thorough understanding of sleep in relation to ASDs.Trade ReviewThis book offers a well-researched and comprehensive explanation of sleep patterns and problems and the theories and practices that are commonly used to help addrtess sleep problems. -- CommunicationFor professionals, academics or for those seeking a comprehensive account of sleep difficulties this book would provide a valuable read. -- NAPLIC MattersThis is the first book that I know of dedicated to addressing sleep difficulties in ASC... This book is a comprehensive and welcome resource for professionals in understanding sleep issues in children with autism. -- AUKIDSThis is an extremely well researched book, clearly demonstrating that Aitken is of the old school psychologists who, are sadly, in my opinion, a dying breed... This is an excellent book which I highly recommend to clinicians working with children with sleep problems but is also suited to parents wishing to become more informed about the science behind sleep and some actions which might help their child. -- asteens and BFKbooksKen Aitken has done a remarkable job in providing a scholarly and comprehensive overview of this important but neglected topic. He offers valuable insights into the potential nature of the sleep problems associated with autism, an encyclopaedic listing of potential interventions and some useful tools to help with assessment. His careful detailing of the evidence base makes this a vital resource for any modern practitioner. -- John Clements, Clinical PsychologistThe new standard reference for all clinicians who are confronted with sleep disorders in children with autism, and for parents who need answers to the "what can I do" question. -- Filippo Muratori, Division of Child Neurology and Psychiatry, University of PisaThe spectrum of difficulties are explained in detail as well as a broad selection of possible solutions. Desperate parents are likely to claim, like me, that we've tried all that before, but it is useful to remember that what didn't work when they were 3 or 5 or 10, might be worth another try now that they are teenagers... I agree wholeheartedly with the first step of making a 'sleep diary', only then will you be able to get a bird's eye view of the true situation... Overall, this book has a great layout, easy to follow with the data to back up the assertions and some delightful quotes to lighten the load e.g. 'It is a bad plan that admits of no modification'. -- Whittier on AutismTable of ContentsAcknowledgements. Introduction. Section A: Sleep and What We Know About It. Chronobiology. What are Biological Clocks? What is Sleep? Why Do We Sleep? Dreaming. What Changes Occur during Sleep that don't Occur at Other Times? Do Circadian Patterns Emerge as we Develop? The Brain at Rest. Is our Sleep Affected by What We Eat? Alcohol Consumption. Diet, Genetics and Brain Development. Social Interaction and Sleep. Infant Self-Soothing. Other factors that can affect sleep. How much sleep is normal? Do we need to sleep at all? What do we know about the normal range of sleep in childhood? What do we know about normal patterns of sleep? Section B: Sleep Problems in General. How sleep problems are classified. How common are sleep problems? Is it important that sleep problems are addressed? The Importance of Adequate Sleep for Brain Development. Section C: Sleep Problems in ASD. How common are sleep problems in ASD? Is it important to address sleep problems in ASD? Are there reasons why sleep problems should be more likely in ASD? Section D: Reasons Sleep Problems May Happen or Can be Made Worse. Maternal mood state and biology. The Neurobiology of Sleep. Diet, sleep and ASD. Metabolic and physiological factors that can be related to disordered sleep. Other factors that can influence sleep. Effects of sleep deprivation on brain growth and structure. CNS trauma. Attention-deficit hyperactivity disorder. Craniofacial Dysmorphogenesis. Obesity. Genetic Factors. Other genetic factors. Section E What Can You Do? Interventions - assessing the evidence. Treatment and management. Assessing the issues and doing a basic sleep clean up. General approaches to sorting out sleep. Specific types of sleep problem - what they are and what can work to sort them out. Conclusion. Resources. Useful web material. Associations and web resources. Test and treatment materials. Appendix 1 Medications Used in Sleep Disorders. What Are These Medications and How do they Work? Further General Sources of Information on Medication. Appendix 2 Complementary and Alternative Treatment Approaches. Acupuncture. Aromatherapy. Chiropractics. Dietary intervention. Exercise. Homeopathy. Hypnosis. Massage therapy. Meditation. Psychotherapy. Relaxation. Light therapy. Biofeedback. Behavioural and cognitive-behavioural treatments. Yoga. Appendix 3 Herbal Treatments. Western herbal treatments. Chinese herbal treatments. Japanese Kampo herbal treatments. Other herbal treatments. Appendix 4 Assessment Tools for Sleep Problems. Glossary. Further reading. Basic books on sleep and sleep disorders. Textbooks on sleep and related issues. References. Index.

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Book SynopsisThis important book simply but persuasively demonstrates why we should provide the opportunities for people with dementia to experience the great outdoors. It also gives a voice to people with dementia who have felt the benefit of getting closer to nature. The contributors explore many different ways in which people with dementia can experience and interact with nature through pursuits such as farming, gardening and walking, and the book includes a chapter on the therapeutic, life-enhancing effects of activities with animals. The book includes descriptions of projects and initiatives from around the world that have revolutionised the everyday experience of people with dementia, and made a real difference to their quality of life. Illustrated with photographs amply demonstrating the power of nature to lift the spirits and enrich life, the book will be an inspiring guide for relatives, carers and professionals who want to help people with dementia lead a richer life, experience nature fully and enjoy its many accompanying benefits.Trade ReviewProviding a compelling case for both the need for therapeutic intervention, delivered through the medium of the great outdoors and the need to see the service user as a person first, this text is a timely reminder in these figure focussed times that as therapists we have more to offer than a focus simply on service users daily routines. -- College of Occupational Therapy Specialist Section, Older People NewsletterMany of us are fearful of dementia and its implications, and these fears are often translated into being overprotective. We can find ourselves de-skilling people who are already losing their abilities - all in the name of keeping them safe. This book challenges the assumptions underpinning this approach, with beautifully written essays from a range of contributors... Everyone involved in the care of individuals with dementia, or with their relatives, will benefit from reading this book. Many of the sections include good references for those who wish to study further ~This is not a textbook as such. Instead, it provides thoughtful inspiration and suggestions. -- Nursing StandardsI found the book an inspiration in terms of current practice that incorporates the natural world into care and therapeutic treatment. By giving voice to first-person narratives of those experiencing dementia to articulate the benefits they experience through contact with the natural world in all its myriad form, as well as contributions from professionals and carers, the book weaves effortlessly between different narrative and perspectives remaining true to a holistic vision of care where the natural world is central. -- Journal of Ageing & SocietyJane Gilliard and Mary Marshall are to be congratulated on plugging a real gap in the literature with this very readable book -- Plus - Christian Council on Ageinga fascinating book with many good ideas from several countries. Care homes can be such stuffy and unnatural places, unhealthy for mind, body and spirit, but, increasingly, there are homes where the garden and livestock are an everyday, all-season, parts of the place, and essential to the culture of care. None of us can live well or fully without some "fresh air on our faces". -- Caring TimesHow can one accept that people with dementia are deprived of the so simple and yet essential pleasures of relating to Nature when the solutions are there, in this rich and inspiring book? -- Marie-Jo Guisset Martinez, Programmes Manager, Foundation Médéric AlzheimerTable of ContentsIntroduction. Jane Gilliard and Mary Marshall. 1. Dementia, Spirituality and Nature. Malcolm Goldsmith, author of In A Strange Land and Hearing the Voice of People with Dementia and former Research Fellow, Dementia Services Development Centre, University of Stirling, Scotland. 2. Sunlight and Daylight. David McNair, Director of Lighting, Dementia Services Development Centre, University of Stirling, Scotland. 3. Living with Dementia through the Changing Seasons. Neil Mapes, Director of Dementia Adventure CIC, Essex, UK. 4. The Forget Me Not Centre. Linda Hughes, Lead Occupational Therapist, Forget Me Not Centre, Swindon, UK. 5. From Demedicalisation to Renaturalisation: Dementia and Nature in Harmony. Peter Whitehouse, Geriatric Neurologist, The Intergenerational School and Case Western Reserve University, USA, Danny George, Department of Humanities, Penn State College of Medicine, USA, Johanna Wigg, The Vicarage by the Sea, Inc., Maine, USA and Brett Joseph, Environmental Educator and Farmer/Permaculturalist, Center for Ecological Culture, Inc., Ohio, USA. 'A Walking Panacea.' Brian and June Hennell. 6. Farming for Health: Exploring Benefits of Green Care Farms for Dementia Patients. Simone De Bruin, Researcher, National Institute for Public Health and the Environment, Bilthoven, the Netherlands, Simon Oosting, Assistant Professor, Department of Animal Sciences, Wageningen University, the Netherlands, Marie-José Enders-Slegers, Department of Clinical and Health Psychology, Utrecht University, the Netherlands and Jos Schols. 7. No Roof but the Sky Above My Head. James McKillop, MBE. 8. Animal Assisted Activities (AAA) for People Living with Dementia. Marcus Fellows, Chief Executive, BCOP, UK and Ann Rainsford. 9. Gardening and Dementia. Members of the Park Club, Age Concern Exeter, UK and Rachael Litherland, Innovations in Dementia, CIC, UK. 10. Allotments. Lorraine Robertson, Alzheimer Scotland. 'Things Aren't What They Used to Be.' Trevor Jarvis. 11. Creativity Outdoors. Claire Craig, Art and Design Research Centre, Sheffield Hallam University, UK. 12. The Therapeutic Mountain: The AlzheimUr CENTRE (Murcia, Spain). Halldóra Arnardóttir, PhD Art Historian and Javier Sánchez Merina, Architect, Sarq Architecture Office and Hospital Virgen de la Arrixaca, Murcia, Spain. 13. Three Voices. Scottish Dementia Working Group. 14. Arne Naess: A Reflection. Peter Whitehouse, Geriatric Neurologist, The Intergenerational School and Case Western Reserve University, USA. 15. Nature, Spiritual Care and Dementia from an Asian Perspective. Manjit Kaur Nijjar and carers. 'Up and Away' and 'An Eyeshot in Summer.' John Killick, Poet and Writer in Residence for Alzheimer Scotland. Concluding Reflections. Jane Gilliard and Mary Marshall. The Editors. The Contributors. Index.

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Book SynopsisParents and teachers of children who stammer (or stutter) may see their child suffering with embarrassment, frustration or anxiety but feel at a loss as to how best to help.This book explains the characteristics of stammering and uses illuminating first-hand accounts to demonstrate the common feelings of anguish experienced and provide clarity on what the child is likely to need in terms of support at home, school and in social situations. Packed with helpful advice for carers about how to build a child's confidence, it presents a variety of techniques and tips to alleviate the stammer and improve self-esteem and school performance.This accessible resource will shed light on the perplexing nature of stammers, enabling those who care for children affected to find answers and get the best possible help.Trade ReviewThis book is a fantastic resource for parents and families, as well as for teaching staff and support workers. The authors state their hope that this book will help parents and families understand what stammering is and how it affects children, parents and families, as well as providing useful advice on how to support the child who stammers. These readable, clearly presented chapters are very likely to achieve this. -- NAPLIC MattersUnderstanding Stammering or Stuttering provides an informative and engaging introduction to stuttering for parents, teachers, and others in the lives of people who stutter. The authors are a speech therapist at the acclaimed Michael Palin Centre for Stammering Children in Britain, and a medical journalist whose son received speech therapy from the Centre. Their knowledge and experience are seamlessly combined to dispel popular myths and to present reliable basic information and useful advice on how to improve the lives of those who stutter.... With stuttering still a highly misunderstood disorder, the release of Understanding Stammering or Stuttering is most welcome. Parents and teachers, and indeed anyone in the life of someone who stutters, will certainly benefit from this easily approachable introduction. Those who already know about the medical side of stuttering will learn about the human side of the experience from the many comments by those who stutter. Kelman and Whyte have performed a great service by giving those who stutter a clear voice in how they want to be viewed and treated by the larger society. -- ForeWord ReviewsA book that explains stammering in a concise, accessible manner and uses the voices of children and young people to explain how it feels from their viewpoint, clears up the myths that surround it and offers a wealth of advice as to how parents, teachers and friends can help and support, is surely a real treasure. This book does all that and more. -- The Word PoolA book that explains stammering in a concise, accessible manner and uses the voices of children and young people to explain how it feels from their viewpoint, clears up the myths that surround it and offers a wealth of advice as to how parents, teachers and friends can help and support, is surely a real treasure. This book does all that and more. -- Red Reading Hub - Jillrbennett's Reviews of Children's BooksUnderstanding Stammering or Stuttering provides an informative and engaging introduction to stuttering for parents, teachers, and others in the lives of people who stutter... What most sets this book apart is its focus on the human experience of those who stutter and their families... Kelman and Whyte have performed a great service by giving those who stutter a clear voice in how they want to be viewed and treated by the larger society. -- ForeWordUnderstanding Stammering or Stuttering provides an informative and engaging introduction to stuttering for parents, teachers, and others in the lives of people who stutter. The authors are a speech therapist at the acclaimed Michael Palin Centre for Stammering Children in Britain, and a medical journalist whose son received speech therapy from the Centre. Their knowledge and experience are seamlessly combined to dispel popular myths and to present reliable basic information and useful advice on who to improve the lives of those who stutter.... With stuttering still a highly misunderstood disorder, the release of Understanding Stammering or Stuttering is most welcome. Parents and teachers, and indeed anyone in the life of someone who stutters, will certainly benefit from this easily approachable introduction. Those who already know about the medical side of stuttering will learn about the human side of the experience from the many comments by those who stutter. Kelman and Whyte have performed a great service by giving those who stutter a clear voice in how they want to be viewed and treated by the larger society. -- ForeWord ReviewsElaine Kelman and Alison Whyte's book is written in the spirit of openness and participation. It covers most of the things you ever wanted to know about stammering but never dared ask. Above all, it puts the voice of the young person at the heart of the book. As the authors say in their introduction, “the child who stammers is the only expert”… To all those who stammer, who are parents or teachers, or sons and daughters of people who stammer, this book will bring hope and comfort. And yes, help to transform lives too. -- From the foreword by Michael Palin, CBEKelman and Whyte's book will be a powerful antidote to the mystery and misunderstanding that surround stuttering. The book is chock full of good, up-to-date information about the possible cause of stuttering, what makes stuttering better or worse, and how children and parents feel about stuttering. There are valuable tips for parents about how to respond to your child's stuttering, what goes on in therapy, and where to get even more information. Readers will appreciate the clear, lively writing, and the many quotations from children who stutter and their parents. -- Barry Guitar, PhD, Professor of Communication Sciences and Disorders and Professor of Psychology, University of VermontThe book is co written by a specialist speech and language therapist and by a journalist and health writer who is a parent of child who stammers... The authors sensitively reflect the views of children... The book gently and emphatically explore how it feels to stammer, what helps those who stammer, what is found to be unhelpful, explore myths and challenges assumptions. There are useful factual sections on prevalence, what causes stammering and likely prognosis, as well as written chapters which give it support and advice to parents and teachers... All in all an easily accessible, highly insightful, emotional read. I would recommend the book for any EP who might be working with a child who stammers. -- Alison Bray, EP, Warwickshire Educational Psychology * Debate - British Psychological Society *Table of ContentsForeword by Michael Palin. Introduction. What Young People say about Stammering. 1. Stammering: The Facts. 2. How it Feels to Have a Stammer. 3. What Helps, What Doesn't. 4. Parents. 5. Teachers. 6. Information and Resources. References.

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Book SynopsisParties and celebrations can be highly challenging for children and teens on the autism spectrum and they can often feel reluctant to participate. This book shows that if parties embrace the differences intrinsic to autism, and are planned carefully, they can be inclusive events enjoyed by all.Drawing on personal experience with her son, the author highlights aspects of conventional parties that can heighten the anxieties of those on the spectrum and outlines practical solutions to these issues. The book covers considerations for party invitations, prizes, food and venues and includes chapters suggesting activities for age groups 2-8, 9-12 and teenagers. This book will empower parents and caregivers to plan stress-free parties with ease, enabling those on the autism spectrum to develop social skills and self-confidence – and most importantly, have fun!Trade ReviewThis book is about how to get the best "party" deal for your autistic child/children and the best "party" future. The author recognises that social events like parties can often expose an autistic child in a cruel and harmful way, and her aim is to mitigate any damage in this respect... Reynolds understands from a 'in your shoes' perspective, which is a position which gains much respect in the autism community... she shares her best tips and practice. -- Action for Asperger'sReynolds book has good flow and structure throughout'A former nurse and counselor, a mother of an autistic child, Reynolds knows first-hand the difficulties of attending social engagements with a youngster who is on the spectrum. Here she offers a concise and practical guide to important considerations for hosting or attending parties.... Not only will parents of autistic children find helpful suggestions for parties, but any family hosting a child with autism would do well to review Reynolds's work and see how they can best make appropriate accommodations. Recommended for all libraries.' -- Library JournalI really liked the fact that the book was broken down from children to teens and higher and low functioning, giving different ideas for both, from simpler formats with not many activities, to more complex ones. -- Netbuddy.co.ukIt's great to have a "checklist" style guide to planning and attending parties for kids on the autism spectrum. As a mom who, without much forethought, invited a whole class full of autistic kids over for a fun afternoon, I can say that a little pre-planning can go a long way. Especially helpful are the specific recommendations for menus, activities and pre-planning. Bounce houses, trampolines, swimming pools and soft play centres are all ideal for non-competitive, low-stress venues for kids who enjoy sensory experiences but may have a tough time with organized games or social activities. -- Lisa Jo Rudy, author of Get out, Explore, and Have Fun! How Families of Children with Autism or Asperger Syndrome Can Get the Most out of Community Activities and writer for www.autismafter16.com and www.authenticinclusion.orgGiving or attending parties with a child on the autistic spectrum can be immensely challenging, and what should be fun for both of you can end up in distress and chaos. This practical book is full of sensible and useful advice for anticipating every problem and negotiating the way around it, written by one who knows exactly what she's talking about - a mum, of course. -- Jane Asher, President of the National Autistic SocietyTable of ContentsAcknowledgements. Introduction. 1. Difficult Aspects of Conventional Parties. 2. Home Versus Public Venues. 3. Using Party Invitations as Visual Aids. 4. Examples of Party Plans. 5. Considering Sensory Issues and Developmental Level at Parties. 6 Challenging Aspects of Party Food. 7. Party Bags, Favours and Prizes. 8. Party Activities for 2-8 Year Old Children with ASD. 9. Party Activities for 9-12 Year Old Children with ASD. 10. Parties for Teenagers with ASD. 11. What to do When Things Go Wrong. 12. Conclusions, Further Advice and Support. Appendix 1. Diagnosis of Autism Spectrum Disorders. Appendix 2. The Picture Exchange Communication System (PECS). Appendix 3. Makaton. Appendix 4. Visual Cues. Appendix 5. Social Stories. References.

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Book SynopsisThis book offers unique and flexible guidelines that can be used by practitioners to ease the process of breaking bad news to people with intellectual disabilities. The guidelines, which are adaptable to individual communication ability and level of understanding, address the many complex needs of people with intellectual disabilities who can find understanding and accepting news that has a negative impact on their life a very difficult task. In the book, Irene Tuffrey-Wijne covers a range of different types of bad news, from bereavement and illness to more minor issues such as a change of accommodation, and offers highly practical and effective tips that will help carers and practitioners ensure that bad news is relayed as sensitively and successfully as possible.An easy-to-use and comprehensive guide, this book will be an invaluable resource of information for carers, health professionals such as doctors and nurses as well as families of people with intellectual disabilities.Trade ReviewThis is an excellent book. It is thought provoking, and well-structured. It enables the reader to develop better insights into the impact of receiving bad news, not just for people with learning disabilities, but also in mainstream life. It deserves a place on everyone's bookshelf. -- Bereavement CareIrene Tuffrey-Wijne has written a thoroughly researched and clinically sound primer on how to break important, life-changing news to people with intellectual disabilities...This is a wise book deeply embedded in scholarly research and direct patient care and I commend it to everyone concerned about someone with intellectual disability and their future. -- Baroness Sheila Hollins, Professor of the Psychiatry of Learning Disability at St George's, University of London, and a crossbench life peer in the House of LordsI found this book a pleasurable read, despite the delicate subject matter. It is clearly written and is full of examples that are instantly recognisable in my daily practice. The book highlights the importance of helping clients understand bad news situations regardless of their level of intellectual disability, and proves how including a client's support network in the process can be crucial in ensuring that bad news is successfully relayed. Practical and easily accessible, this book finally provides us with a set of solid guidelines to support our practice! -- Marja Oud, palliative care lead and unit manager in a residential facility for people with intellectual disabilities, NetherlandsAs a parent, I wish I had been able to use this book by Dr Irene Tuffrey-Wijne when my daughter was slowly dying. Her guidelines are realistic, reassuring and rooted in a deep understanding of the highly individual needs of people with intellectual disabilities. It makes total sense to me that breaking bad news is a process, not an event. It demonstrates that it is possible to support someone with intellectual disabilities to come to terms with painful issues. -- Jan Sunman, parent carer and participant in Dr Irene Tuffrey -Wijne's researchTable of ContentsForeword by Professor Baroness Sheila Hollins. Section 1: Background. 1. Introduction. 2. Intellectual Disabilities. 3. What Is Bad News? 4. Breaking Bad News: Knowledge, Skill and Guidelines So Far. 5. Why We Need New Guidelines for Breaking Bad News. Section 2: Guidelines for Breaking Bad News. 6. Overview of the Guidelines. 7. Component 1: Building a Foundation of Knowledge. 8. Component 2: Understanding. 9. Component 3: People. 10. Component 4: Support. Section 3: Using the Guidelines. 11. How Can We Break the Knowledge Down into Chunks? 12. When Can We Start Building Knowledge? 13. Who Can Give Chunks of Knowledge? 14. Who Should Be Told? 15. How Much Can Someone with Intellectual Disabilities Understand? 16. Communicating with People with Intellectual Disabilities. 17. Can Someone Be Harmed By Receiving Too Much Information? 18. Sudden Bad News. 19. What If People Disagree about Breaking Bad News? 20. Some Further Advice. Section 4: Examples of the Model in Practice. 21. Introduction to the Examples. 22. Example A: Jeremy and Christine have cancer. 23. Example B: Ahmed and Carol have to move. 24. Example C: Moira, Ben and Isabel's friend has dementia. Section 5: Appendices. Appendix 1: Flow Chart: A One-Page Overview. Appendix 2: Ten Guiding Questions. Appendix 3: The Mental Capacity Act. Appendix 4: Resources. References.

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Book SynopsisParents who neglect children present considerable challenges to child welfare professionals, and are often resistant to change. This book addresses an urgent need to ensure that social care interventions provide better long term outcomes for neglected children across services. Based on a substantial research study into social care provision for children, it provides a rare insight into the experiences of neglected children over a period of five years, examining the responsiveness of parents and children to social care support and their progress. Close-focus study of the decisions made on either side of services - by the children, the parents, the caregivers and related social and healthcare professionals - shows what works and what doesn't, in the long term. This important book highlights gaps in provision for neglected children after the initial referral stage, the risks and potential for professional interventions and how well the child protection system and the courts protect children. It suggests ways that local authorities and other professionals can meet the complex needs of the children most likely to fall through the safety net, the factors related to good outcomes for them and how to improve safeguarding strategies within and beyond children's services. Providing a critical account of policy, systems and practice, this book is essential reading for anyone who needs the latest evidence about safeguarding children, including policymakers, social workers and professionals in health care and the family justice system.Trade ReviewThis is a substantial book that will help Social Services professionals understand issues of child neglect and it provides clear indications of approaches that may be taken... The book is based on a major research study that followed a cohort of neglected children who had been looked after in the care system before being eventually reunified with a parent... The book is well structured and logically laid-out, with each chapter examining in detail the methodology and findings, and it is well illustrated throughout with case examples... In conclusion... there is much value in looking at this research as a clear way of ensuring that effort is made in recognising the seriousness of neglect, in taking direct action, and in making the legal process work for the children who are at risk of neglect. -- Child and Adolescent Mental Health... the book takes the reader logically through what is currently known about neglect and the aims of the study. It then progresses through topics such as the children's early experiences, services and interventions and case management. Particularly interesting chapters include the exploration of social worker's views and those views obtained from the children and families... It is clear that there is more that professionals can do to improve outcomes for neglected children and young people, particularly for those over the age of six, and the authors make recommendations for changes in policy and practice which they suggest have the potential to achieve this. To conclude, whilst this book focuses on work carried out by social workers with neglected children and young people, it makes for thought-provoking and informative read for any practitioner working with this vulnerable group. -- BASPCANThe authors discuss definitions of neglect; the backgrounds of the children exposed to neglect and the issues that present in social work cases of neglect... The book highlights that some professionals are doing an excellent job but it remains keenly evident from the text that there are a lack of services available to address some issues. -- Professional Social WorkThis study offers practitioners a unique bird's-eye view... taking time to read this book would be a good investment, helping practitioners to step outside of their day-to-day difficulties and focus on the long-term impact of neglect on the child. -- Children and Young People Now, Kate Mulley, head of policy and research, Action for ChildrenThis book (...) gives an insight into the experiences of neglected children over a period of five years, examining the responsiveness of parents and children to social care support, and their progress during that period of time... The study reflects different experiences and views of neglect and some of the complexities involved... This is an informative and comprehensive piece of work... The book would be of value to a variety of professionals. -- Child Abuse ReviewTable of ContentsAcknowledgements. 1. Introduction: What We Know. 2. Study Aims and Methods. 3 The Children and their Early Experiences. 4. Services and Interventions. 5. Case Management: Responding to Risk and Working with Safeguarding Procedures and the Courts. 6. Case Management: Working with Parents and Children and Overall Patterns of Case Management. 7. Social Workers' Perspectives. 8. Interviews with Parents and Children. 9. The Children's Progress and Outcomes. 10. Explaining Outcomes. 11. Implications for Policy and Practice. Appendix. References. Index.

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Book SynopsisThe safeguarding of vulnerable adults continues to increase in importance. Safeguarding Adults and the Law, now in its second edition, sets this complex area of work within an extensive legal framework and provides many useful pointers for practitioners and students. The book covers, for example, Department of Health guidelines, human rights, the regulation of health and social care providers, the barring of carers from working with vulnerable adults, care standards tribunal cases, mental capacity, undue influence, assault, battery, wilful neglect, ill treatment, self-neglect, manslaughter, murder, theft, fraud, sexual offences, data protection and the sharing of information. It focuses on how these areas of law apply to vulnerable adults, and uses the large body of case law to bring the law to life. Also covered is how local authorities and the NHS are implicated in causing harm - through abuse, neglect or omission - as exemplified by the independent and public inquiries into the catastrophic events at Stafford Hospital. This fully-updated second edition comprehensively reflects recent changes to the law, and includes many new case studies. It looks forward also to the implications, for safeguarding, of the draft Care and Support Bill 2012.This book will be an essential resource for all those working in community care, adult social work, health care and housing. Those working for local authorities, the NHS, voluntary organisations and students will find it to be essential reading.Trade ReviewPraise for the second edition:'Mandelstam has done it again! He has produced a readable and comprehensive text covering an important topic relevant to all in the care sector... Mandelstam's clear writing style and extensive knowledge enable the reader to dip in and out as necessary. I would highly recommend this book as a reference guide and as a resource for teaching in higher education.' -- British Journal of Occupational TherapyPraise for the first edition:'The safeguarding of vulnerable adults is a major area of work for protection and enforcement agencies, yet this is the first book to address the legal framework of such efforts. Particular emphasis is put upon issues concerning vulnerable adults harmed by abuse, neglect or omission. Case histories blend with community insights, as well as social and financial harm analysis, in a detailed, in-depth guide.' -- The Midwest Book ReviewCase law, careful analysis and sound practice. This is an essential reference for all care home providers and home care agencies. -- Caring TimesOverall, by keeping vulnerable adults at the forefront of this text and considering safeguarding law in context and from a broad perspective, Mandelstam has made Safeguarding Adults and the Law an indispensable text. Individual and organisational responsibilities are plainly laid out, and the dilemmas and uncertainties acknowledged... It is an excellent resource for those who have involvement with vulnerable adults in any capacity. Student will find this book with its clear discussions of a complex legal landscape, a vital too. -- Polly Sykes, Teaching Fellow, University of York * Journal of Social Work Practice *Table of ContentsIntroduction. 1. Overview of Themes and Chapters. 2. Safeguarding Law and Policy. 3. Proportionate Interventions, the State, Human Rights (and Discrimination Law). 4. Local Social Services Authorities: Pivotal Role in Safeguarding. 5. The National Health Service: Law, Policy and Guidance on Safeguarding. 6. The National Health Service: Systemic Poor Care and Neglect. 7. Regulation of Health and Social Care Providers. 8. Regulation of Health and Social Care Professionals. 9. Barring Workers: the Disclosure and Barring Service. 10. Regulating Workers: Criminal Record Certificates. 11. Irregular Regulation: Whistle-blowing. 12. Mental Capacity. 13. Inherent Jurisdiction of the High Court. 14. Interventions and Removal of People from their own Homes (Including in Circumstances of Self-neglect). 15. Civil Orders and Housing Matters. 16. Sharing and Disclosure of Personal and Other Information. 17. Criminal Justice: Prosecution, Evidence, Protecting Victims and Coroners. 18. Criminal Justice Support for Vulnerable Victims and Witnesses. 19. Criminal Justice Assistance for Vulnerable Suspects. 20. Physical Harm and Abuse: Criminal Offences. 21. Sexual Offences. 22. Financial Harm and Abuse: Criminal Offences. 23. Undue Influence: Gifts, Wills (Law of Equity). 24. Harm and Civil Wrongs, Including Negligence. 25. Restraint. References. Index.

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Book SynopsisUsing a contemporary synthesis of Jungian and Post-Jungian imaginal perspectives, animate ecological phenomenology, somatics and recent scholarship in dance movement and progressive spiritualities, this unique book discusses how the promotion of a fluid relationship between imagination and movement can bring the mover back into relationship with soul and spirit. This connection with soul and spirit is considered as an essential and powerful resource in mental health. The book provides a rich digest of theory and produces a clear framework for the application of transpersonal theories to Dance Movement Psychotherapy (DMP) practice, writing and research, illustrating the use and value of transpersonal perspectives through detailed case studies.Providing spiritual, soulful and mythological perspectives on DMP rooted in theory and practice, this book will be essential reading for dance movement psychotherapists, drama psychotherapists, expressive arts therapists, and dance movement psychotherapy students, drama psychotherapy students and arts therapy students.Trade ReviewWith this book, Jill Hayes joins the many voices arising throughout the world urging the recovery of a fading sense of how the cultivation of the infinite possibilities of body movement are crucial not only for negotiating the challenges of everyday life, but for the development of the soul itself. She articulates clearly how moving in depth, into and through suffering, opens one's heart to the world, finding the courage and compassion that so many spiritual traditions have made the ultimate goal of their works. It is an important work of philosophy and vision, a healing work. -- Don Hanlon Johnson, PhD, founder of the first graduate studies program in Somatics, and professor at the California Institute of Integral Studies.This is a vital text – vital for practitioners and students involved in somatic movement modalities, transpersonal movement forms and Dance Movement Psychotherapy – vitally important because it addresses invisible, yet perceptible, sensory spiritual processes somatically encountered through movement that have hitherto eluded academic debate. Jill Hayes articulates the delicate felt presence of spirit and soul, bringing a methodologically innovative, and highly sensitive awareness to transformational processes in Dance Movement Psychotherapy. Jill's text, developed through decades of immersion in practice and academia, will be of great value to students and practitioners, setting forth a new framework that attends with integrity to spiritual experiences - in contrast to those experiences remaining ephemeral and fleeting in academia and practice. This is a playful, colourful, rigorous and deeply moving text – its value extends beyond the subject discipline of Dance Movement Psychotherapy into the wider field of Dance Studies. -- Amanda Williamson, principle editor of the peer reviewed academic Journal of Dance, Movement and Spiritualities, Intellect Publishers.I love how the stories in Jill's book make visible the subtle and transformational processes of creativity and movement. This is a wise, deeply thoughtful and much needed book that articulates the power and beauty of embodied process. It will be a valuable resource for anyone engaged in dance, community and somatic wellbeing. -- Miranda Tufnell, dance artist, movement educator and Alexander teacher.This finely crafted book offers us a practice-based guide to transpersonal Dance Movement Psychotherapy beginning with the embodied story that arises from the fleshy substance of the living body. The writing flows smoothly from theory to research to practice, guiding us through stories of transformation and discovery that emerge from the practice of transpersonal Dance Movement Psychotherapy. We are challenged to encounter the physicality of our existence in the living, breathing organism that is the self and from the inner darkness of that physical self, we learn how our creativity and imagination can flow, as matter and spirit converge. The writing cleverly leads us into a liminal space between our own mortality and the infinite arena of the universe and in that sacred chamber, expressive movement becomes a catalyst for transformation. This book connects the reader on a deeply human level to the transpersonal practice of Dance Movement Psychotherapy in a quest to find the essence of soulful living. -- Caroline Frizell, Dance Movement Psychotherapist and Coordinator of the DMP MA at Goldsmiths, University of London.Jill Hayes dares to bring academic discussion to those ineffable experiences known more easily to the moving body: soul, spirit, and the creative life force. She does so with the voice of someone steeped in years of experience in the transformative somatic arts. Hayes' writing takes us straight to what she calls "the centre," bringing us inside a more poetic handling of the practice of transpersonal Dance Movement Psychotherapy. We honour the way she invites readers to share her passion for the wisdom of the body. -- Hillary Keeney, Ph.D., and Bradford Keeney, Ph.D., co-authors of Circular Therapeutics: Giving Therapy a Healing Heart, and Seiki Jutsu: The Art of the Non-Subtle Life Force.This is a remarkable book. Hayes combines personal reflections and poetry like soft mantras with detailed research, providing invaluable and moving insights to her many years' experience as a Transpersonal Dance Movement Psychotherapist. The book is imbued with wisdom and care. By weaving together her own methods and belief systems with the stories of some of her clients, Hayes positions her therapeutic practice within a wider network of somatic practices, theoretical standpoints, philosophies and literature. We read careful explanations of terms that may be familiar; soul, spirit, flow, metaphor - but rarely given such detailed consideration. Above all, Hayes' call to recognise the centrality of the body, of movement, and expression through movement as fundamental to transformation and bodily wholeness, sings through each chapter. The first hand reflections captured in the case studies of her clients, and in particular the journey taken by Lauren, most clearly demonstrate the symbiotic relationship of words (poetry) and the body moving (dance) to create images, told in most part through her clients' own words. This is a book for everyone as much as for psychotherapists, those who have or might be considering psychotherapy, healthcare professionals and for anyone who would find interest in writing that attends so deeply to the complexities of the human spirit, and the metaphors that enable us to find strength and solace in how we move through living in the world. -- Sarah Whatley, BA PhD, Professor of Dance and Director, Centre for Dance Research (C-DaRE), Coventry UniversityJill Hayes new book, Soul and Spirit in Dance Movement Psychotherapy, is an exciting development to the field of dance movement psychotherapy. Her attention to a poetic language of the body takes us on a gentle journey of awareness and insight in what she calls transpersonal dance movement psychotherapy. In this approach we seek to re-forge a compassionate relationship with our bodies and the world body as living expressions of soul and spirit. With the notion that our somatic core is our spiritual centre she carefully outlines, using poetic and embodied language, a range of conceptual and theoretical terrains. This practical embodied use of language helps the reader to journey fluidly, like butterfly or hawk, toward a deeper understanding of this terrain. Drawing our attention to new research in cognitive and neuroscience, philosophy and the broader field of dance movement psychotherapy, she posits that this approach operates from the premise of a wholeness of the human, rather than a divided body, mind and spirit. The use of raw and evocative clinical material reveals how, in Hayes' terms, our organic rhythms can be felt, sensed and moved and so release our rigidity. Working in this way, with careful embodied attention, provides a safe container where we can move toward healing the trauma of our lives through a re-animation, a remembering of our soul and spirit. -- Professor Jane Bacon, Authentic Movement and Focusing practitioner, Jungian psychotherapist, performance practitioner and Professor of Dance and Somatics, University of Chichester, UKThis delicate, articulate and embodied account of the approach, methodology and skills of transpersonal dance movement psychotherapy is nourishing, stimulating and informative for therapeutic practitioners and for all those interested in the visible and invisible processes of health, creativity and vitality. At the core of this transpersonal approach Jill Hayes redefines soul and spirit in a detailed, joyful and rigorous way. Her meticulous definitions are free from religious dogma and yet permeated with an embodied respect for the mystery of unknown. Embedded in practice and reflecting on frequently unexamined aspects of the therapeutic relationship, this book celebrates the layers of a healing journey through metaphors, stories and succinct analysis. -- Dr Sandra Reeve, movement artist and teacherHayes has written a book with depth of feeling and quiet poetic analysis of her personal reflections upon her experience of being a transpersonal dance movement psychotherapist (TDMP)... throughout the book Hayes is presenting and reflecting and speaking to the reader with integrity. She shares examples of cases, stories and personal insights... Hayes reminds us of our fallibility, that ego is narrow, that soul and spirit are expansive that to be therapists we are essentially witnessing the lo9sss of soul or spirit, the wounding of self and serving the return to resonance and presence of the same... It comes as a reminder to rekindle the body-soul-spirit in our DMP practice and to recognise the vitality and creativity of the transpersonal approach, as we touch, move and accompany our patients/clients on their journey to wellbeing. -- Katy Dymoke * Association for Dance Movement Therapy (ADMP) *Hayes presents the theoretical grounds of her method, as well as an in-depth description of the practical application of the Transpersonal method. Hayes underlines that it is very important to connect theory and practise in Dance Movement Psychotherapy... Hayes describes the theory of her approach in a comprehensive way and presents the possibilities of applying it in a psychotherapeutic practise... I recommend this book for those therapists who wish to learn more about the Transpersonal approach in Dance Movement Psychotherapy. -- Monika Retner, Dramatherapist * IACAT (Irish Association of Creative Arts Therapists) Journal *Table of ContentsForeword by Daria Halprin. 1. Transpersonal Dance Movement Psychotherapy Practice: Sensing, Feeling and Imagining Soul and Spirit with Butterfly. 2. Transpersonal Dance Movement Psychotherapy Writing and Research: Languaging Soul and Spirit with Hawk. 3. Listening to the Animate Earth. 4. Listening to Archetypes. 5. Listening to the Flow of Life. 6. Energizing the Archetypes. 7. Story as Soul Journey. 8. Re-perceiving Dance Movement Psychotherapy from a Transpersonal Perspective.

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Book SynopsisIf you have a child with Asperger's syndrome (AS) or high-functioning autism, conventional parenting principles will often prove insufficient and unproductive. This intelligent companion has all the answers, explanations and advice to enable parents to feel confident in providing effective support for their child with AS or high-functioning autism. The author explains how to help develop social and communication skills, clarifies the type of assistance needed from outside the family (and where to find it), and includes suggestions on how to ensure that the needs of other siblings are also met.Written from the insightful perspective of a child psychiatrist, this very practical book will provide concrete help for parents and carers. The experience and expertise shared will also be useful for all professionals working with children with AS or high-functioning autism and their families.Trade ReviewTargeting the parents of children diagnosed with autism spectrum (AS) and high-functioning autism, Yoshida (How To Be Yourself in a World That's Different: An Asperger Syndrome Guide for Adolescents) has developed a caring and compassionate guide for parents new to autism spectrum disorders (ASD).... An extremely valuable Q&A section titled "Helping Daily Life Run Smoothly" provides answers to some of the most common questions parents have about their newly diagnosed child.... Yoshida's calm, kind tone will be comforting to parents of children recently diagnosed with ASD.... A valuable addition to any autism collection. -- Library Journal Reviews“Throughout this book, the author's aim is to write in a way that parents of children with autistic conditions can understand and she succeeds brilliantly. [...] A beautifully clear and simple, but detailed translation that parents of children with autistic conditions will find enormously helpful and comforting.” -- From the foreword by Dr Lorna Wing, Consultant to the NAS Lorna Wing Centre for AutismYuko Yoshida's book was developed for parents in Japan to assist them in understanding children with autistic spectrum conditions particularly in relation to young children (infancy to early elementary) who are described to have high-functioning autism (HFA) or Asperger's Syndrome. The book was also developed to support teachers in a range of educational settings where the author was aiming to provide a range of useful ideas and strategies... Yuko has a lovely gentle but practical approach to a difficult area where she is obviously determined to empower parents... Yuko provides a clear and simple introduction to the world of developmental difficulties, the screening process and labelling...interesting and realistic examples of children's behaviour to assist in understanding the autistic spectrum; she provides a lot of detail and insight into the triad of impairments and other significant issues but highlights the importance of quality of life rather than high IQ. In addition, several other developmental disorders and medical issues are summarised.... She emphasizes the importance of: understanding autism and early intervention; planning long term goals; and the issue that each child is different... This style of presentation is powerful and again very useful detail and guidance for parents and professionals in developing further understanding about autism is provided... This is a useful book for both trainee Educational Psychologists and Educational Psychologists in supporting them to develop further understanding about the autistic spectrum in addition to providing a useful resource to discuss with parents. Insights into the way a different culture understand autism and child development are also very insightful. -- Dr Laura Cockburn Specialist Educational Psychologist Lorna Wing Centre Manager,The National Autistic Society * Debate - British Psychological Society *Table of ContentsForeword by Lorna Wing. Introduction. 1. What is Autism? I. “Disability” – or “Individuality”? II. The Autism Spectrum. III. Other Medical Information. IV. Disorders Similar to or Comorbid with ASDs. 2. Rethinking Your Parenting Style. I. Nurturing Communication Skills. II. How to Provide Supports for Impairments of Social Imagination. III. Skills That Compensate for Impaired Socialization. IV. Helping Daily Life Run Smoothly (12 Q & A). 3. The Way Forward. I. Find Someone You Can Consult. II. If There Are Siblings. III. Some Final Advice. Afterword. Appendix 1. Overview of Technical Terminology and Diagnostic Criteria. Appendix 2. Communicating with Your Child's Kindergarten or Day Care Centre. A Handy Reference to the Supports Described in This Book. Bibliography.

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Book SynopsisAssessing Disorganized Attachment Behaviour in Children lays out an evidence-based model for working with and assessing children with disorganized attachment and their adult carers: families whose extreme, erratic and disturbing behaviour can make them perplexing and frustrating to work with. The model is designed to identify key indicators and explanatory mechanisms of child maltreatment: disorganized attachment in the child, a parent's unresolved loss or trauma, disconnected and extremely insensitive parenting, and low parental mentalisation. The book also outlines ways of assessing children for disorganized attachment and carer capacity, and proposes interventions. Accessible and practical, this book is essential reading for child protection professionals.Trade ReviewYvonne and David's commitment to ensuring those who work to safeguard children are given the right tools to do the very difficult job they do shines through the pages of this book. Every professional working in child protection settings should read it. -- Dame Lorna Boreland-Kelly, FRSA, DBE, Strategic Advisor for Practice and Management Development, Medway Council, KentThis book should be mandatory reading for all those working in child protection. It is much more than a book about attachment – what David and Yvonne Shemmings offer is a really practical way of working with children and their families. The case examples are excellent and bring the book to life. -- Joanna Nicolas, Child Protection Consultant and TrainerAttachment theory provides a conceptual framework for understanding the iterative relationship patterns between child and care giver. Within a context of very rigorous training and the highest quality supervision, this book sets out how that framework can become a vital tool in helping to identify behavioural indicators of child abuse and neglect. I have huge respect for David and Yvonne and having known them both for some years now, I am always struck by their relentless commitment to getting things right for vulnerable children. This is only reinforced by their refreshing willingness here to, so openly, raise important questions of validity and effectiveness when undertaking assessments in high risk families. The application of any theory to practice must not be done lightly and conclusions drawn will have lifelong implications for children and their families. Assessing for disorganised attachment behaviours is no exception. It is because of their questioning and thoughtful approach to the complexities of child protection that I am confident to make this recommended reading for all those working in this highly charged arena. Not only does it offer an explanation of why disorganised attachment behaviours are so important to recognise, and how the ADAM project helps to do this, it also offers a wide range of practitioner case study accounts of how it works in practice. A fascinating read. -- Isabelle Trowler, Chief Social Worker for Children and FamiliesThis book is written primarily for professionals working with families where there are child protection concern...Many social work practitioners will already be familiar with the work of David and Yvonne Shemmings, who developed the Assessment of Disorganised Attachment and Maltreatment (ADAM) Project and the subsequent training programmes from 2009 onward... The editors highlight the importance of professional supervision during the work... I think that this publication will appeal both to newly qualified and experienced social work professionals. It provides some valuable insight into the progress of the potential child protection risks. It is refreshing to read a publication which highlights and values the casework relationship between family members and practitioner. -- Dey Wilcock, independent social worker * Seen and Heard *Table of ContentsDedication. Acknowledgements. Introduction. David Shemmings, Professor of Child Protection Research, University of Kent and co-Director of the university's new Centre for Child Protection, and Yvonne Shemmings, Continuous Professional Development Specialist. 1. The Maltreatment Pathway Model and its Components. David Shemmings and Yvonne Shemmings. 2. The Notion of 'Enhanced Relationship Skills'. David Shemmings and Yvonne Shemmings. 3. Using Enhanced Relationship Skills in Practice. Yvalia Febrer, Project Director, Frontline, London. 4. Exploring 'Mechanisms of Maltreatment' in a Family. Alice Cook, Family Assessment Practitioner, St Michael's Fellowship, London. 5. Identifying Low Mentalising Capacity using the Adult Attachment Interview. David Wilkins, Principal Child and Family Social Worker, Enfield, London. 6. Using a Guided Parenting Task. Lissil Averill, Social Worker, Great Ormond Street Hospital, London. 7. Using a Strange Situation Procedure and Guided Parenting Tasks. Yvonne Shemmings and Michelle Thompson, Senior Manager, Young Mums and Dads Project, St Michael's Fellowship, London. 8. Working with Disconnected or Insensitive Parents by Increasing Mentalising Capacity. Yvonne Shemmings. 9. Using Modified Story Stems. David Wilkins. 10. Exploring Children's 'Inner Worlds'. Fran Feeley, Social Worker, St. Michael's Fellowship, London. 11. Using the Child Attachment Interview. David Phillips, Manager of the Moorfield Family Assessment Centre, Enfield, London. 12. Working with Children and Families to Promote a Secure Base. Claire Denham and Jo George, Social Workers, Lewisham, London. 13. Attachment to People and Place with Traveller Families. Mel Hamilton-Perry, Social Worker, Norfolk, specializing in work with Gypsy and Traveller Families. 14. Introducing the ADAM Project across the whole Children and Families Department in Enfield, London. David Wilkins. 15. Introducing the ADAM Project in Lewisham, London. Tania Young, Lewisham Children's Social Care, London. 16. Using Pathway Model Components as Counter-indicators in a Complex Child Protection Referral. Henry Smith, Senior Practitioner, Richmond, London. 17. 'Fake it till you make it': Can Deliberately Adopting Secure Attachment Behaviour Lead to Secure Attachment Organisation? Sonja Falck, Psychotherapist and Executive Coach, Harley Street, London, and David Shemmings. Conclusion. David and Yvonne Shemmings.

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Book SynopsisEngaging groups in drama is a highly effective way to break down barriers and build resilient teams. This concise book of drama-based exercises will be an invaluable tool for practitioners looking to facilitate conflict transformation and is applicable to a wide range of contexts and client groups. The dramatic problem solving approach is a sequential process, from welcoming exercises and forming agreements, to analysing the root problems and building on trust, culminating in the creation of a piece of drama. Each stage is accompanied by activities and illustrated with examples from the author's extensive experience.This book will be an innovative resource for any professionals involved in groupwork including youthworkers, teachers, social workers, arts and family therapists, group psychotherapists, psychologists, school counsellors and community leaders.Trade Review... if you're a bit of a 'thesp' at heart and thrive on role plays and throwing yourself about in the course of a training exercise, then lay on Macduff . This is your kind of thing... an easy to read, step by step guide. -- Special MagazineSteven Hawkins' book provides a highly practical guide to implementing his very powerful facilitation techniques. In this fast-paced 21st century, his writing is to the point, providing just enough theoretical background but emphasizing the 'how to' - I personally have found it to be a valuable manual. -- Mohit Mukherjee, Director, UPEACE Centre for Executive Education, United Nations mandated University for Peace (UPEACE)Table of ContentsPreface. Introduction. 1. Beginnings. 2. Defining the Problem. 3. Analyzing the Issue. 4. What are the Root Causes of the Problem? 5. Creating Clarity and Consensus. 6. Who is Involved in the Problem? 7. Creating the Dramatic Piece. 8. Play Making. 9. Presentation. 10. Action Planning and Follow-up. 11. Warms-ups. 12. Closing Exercises. 13. Applications: DPS in La Carpio. 14. Conclusion. References. Index.

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Book SynopsisIdentifying Autism Spectrum Disorder (ASD) as early as possible can have a significant, positive impact on the child's journey to adaptation and independence. Yet too few diagnoses take place at an early, developmentally crucial stage. This unique visual guide aims to equip readers with the skills to recognise ASD in children as young as 15-18 months old. The book provides a systematic framework for understanding the complex nature of ASD. From social interaction to communication to restricted and repetitive behaviors, each chapter focuses on key symptoms and uses photographs to illustrate and enhance understanding of presenting or absent behaviors. It is written in an accessible style and covers all of the core aspects of ASD, giving readers everything they need to be able to successfully identify the behavioral indicators of autism. A final chapter provides an overview of assessment options for young children being evaluated for possible ASD.Taking a visual approach to identifying ASD in very young children, this book will be a valuable resource for early intervention professionals and students, occupational therapists, speech and language therapists, psychologists, paediatricians, teachers as well as parents of children pre- and post-diagnosis.Trade ReviewThe author provides an easy-to-read handbook for observing the communication, social play, and cognitive skills of young children with ASD through the use of stills from videos and photographs... This book could be a useful tool for the newly qualified therapist or for the professional with limited experience of working with children with autism, as well as educators and health professionals who seek to extend their knowledge and observation skills in this area. -- British Journal of Occupational TherapyThis is a brilliant, visual, photo-illustrated, guide that demonstrates the benefits of early intervention and how having the right support in place early on can have such a significant and positive impact on a child's journey to adaptation and independence. -- Early Years Educator (eye)Although there are still many mysteries concerning Autism Spectrum Disorders, one thing generally agreed upon is that early intervention is important for more positive, long-term outcomes. This book offers an in-depth analysis of the quest for earlier identification strategies and training techniques and represents a major contribution that many will find invaluable. The research review is thorough and presented in a way that scientists, practitioners, and parents will be able to appreciate and understand. Its combination of scientific integrity, clear descriptions, and jargon-free explanations is one way that this book stands out. Another is that the book reflects the author's conviction that the use of many visuals, including pictures, photographs, and figures, is the best way for readers to understand the issues related to early identification of Autism Spectrum Disorders and to develop the necessary observational skills to be effective researchers and practitioners. -- Gary B. Mesibov, Ph.D., Professor Emeritus, The University of North Carolina at Chapel HillPatricia O'Brien Towle offers a fresh, new look at the intricacies of identification of autism in children. Her approach is very worth reviewing and taking into consideration when making this vital diagnostic call. Read, remember, and reference! -- Susan J. Moreno, CEO and Founder, OASIS@MAAP, MAAP Services for Autism and Asperger SyndromeTable of ContentsIntroduction. 1. The Importance of Early Identification of Autism Spectrum Disorder. 2. Sources of Variability in Young Children with Autism Spectrum Disorder. 3. Communication in Young Children with Autism Spectrum Disorder. 4. Social Interaction in Young Children with Autism Spectrum Disorder. 5. Sustained Social Interaction, Joint Attention, and Reciprocity: Putting it All Together. 6. Restricted and Repetitive Behavior in Young Children with Autism Spectrum Disorder. 7. Sensory Behaviors in Young Children with Autism Spectrum Disorder. 8. Assessment and Evaluation of Young Children with Autism Spectrum Disorder: An Introduction. References. Further Reading.

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Book SynopsisBringing up a child with developmental disabilities, especially autism, presents many challenges for parents, and the focus of attention is almost invariably on the child. This practical and compassionate book looks at a range of issues from the parents' point of view - from whether their child really loves them, to challenging received wisdom on matters such as sensory integration and boarding school. The author's many decades of experience of working with families provide the basis for this practical support and help in thinking about and approaching some of the most difficult and intractable issues.One, often unvoiced, concern for parents is whether their children love or care about them. The first section of the book consists of three letters from young people to their parents, showing clearly that though they may never have been able to say so directly, they do love and appreciate their parents, and what they have done for them - a strong message for all parents in a similar situation. Clements goes on to look at how the parenting agenda changes over time, how to see beyond the diagnoses and the constant need to deal with immediate problems, to see the real people who make up the family, the impact on siblings, how to manage the system and the multiple professional agencies over long periods of time, and how to think about the offer of medication to control behaviour. An important section addresses some of the most distressing behavioural challenges: physical aggression, verbal abuse, long-term severe self-injury, property damage, and obsessions. Finally, Clements offers objective and open-minded reflections on received wisdom about two other unchallenged topics - sensory integration, and the usefulness or otherwise of boarding schools. The book is practical, compassionate, and above all, useful. It will be of ongoing use to parents, and equally useful to professionals working with families encountering the issues covered.Trade ReviewEmpowering, hard-hitting, honest. Letters to the Home Front offers parents bringing up children with developmental/intellectual disabilities invaluable insights, practical strategies- a wealth of information and wisdom. The author John Clements also puts forward a down to earth and realistic view of the situations many families and individuals find themselves in and with regard to accessing and receiving services from multi-disciplinary providers. Truly a book to reflect on from a multi-dimensional perspective. -- Sue Telkamp, mother of a young man diagnosed with ASDJohn Clements has been a very popular and successful professional who has helped parents and caregivers over the past four decades to better understand and remediate behavioral challenges in children with ASD. This book presents a helpful, interesting and easy to read summary of this work. The format involving a series of letters between him and various constituents makes for fascinating reading and adds a note of reality. This is a pragmatic book that parents and professionals will enjoy reading and greatly appreciate because it fills many of the gaps in our understanding of ASD and how to work more successfully with these individuals on day-to-day concerns in the home, the classroom, and the community. -- Dr Gary Mesibov, Professor Emeritus of Psychology, Departments of Psychiatry and Psychology, University of North CarolinaIn this extremely accessible book, John Clements draws on his extensive knowledge of the problems that families of children with autism and other conditions may face, to offer much needed advice. In “user-friendly” letters, he neither preaches nor judges, but discusses in un-sensationalist terms just what those problems may involve and some of the ways that they may be tackled. His compassion and empathy are clearly evident in his approach, and, although he makes it clear that there are no magic answers, I feel sure that many families will find his words very comforting and of immense practical help. -- Jane Asher, President of the National Autistic SocietyTable of ContentsAcknowledgements. Introduction. Preview. Letters Home: 1. Letters to My Family. Three young people on the autistic spectrum reflect on their growing up. A. Dean's Letter. B. Hannah's Thoughts. C. Alex's Letter. Letters Home: 2. Dear All. Considering some general topics and decisions that come up in the parenting process. A. The Road Ahead. Looking at how the parenting agenda changes over time. B. Who are you? Reflecting on how to see real people in the midst of significant and widespread differences in abilities and the diagnostic labels that often accompany these differences. C. Brothers and Sisters. Considering the impact on siblings of growing up with a brother or sister who has significant developmental disabilities. D. Managing the System. Thoughts about dealing with the challenges that arise for parents having to deal with multiple professional agencies over long periods of time. E. Got Behaviour – Get Drugs? A guide to help parents think through the issues that arise when they are offered medication to help control their son or daughter's behaviour. Letters Home: 3. Thinking About Some of the Behavioural Challenges Presented by Children and Young People on the Autistic Spectrum. A. Charlene. 'Obsessions'. B. Marcus. Physical aggression. C. Tyrone. Verbal abuse, physical aggression, property damage. D. Charlie…conversations that you never want to have. A danger to himself and others. E. Rudy…the long haul. Long term severe self-injury and physical aggression. Section Comments. Letters Home: 4. Idol Speculations. An attempt to show how to challenge in a constructive way 'received wisdom' that is passed to parents as statements of fact. A. Sensory Integration – brain changer or licence to twiddle? B. Boarding schools – a solution for difficult problems or a British disease? A Few Last Thoughts. Appendix 1: Constructive Behavioural Support – Service Evaluation Guide. Index.

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Book SynopsisOn Becoming a Jungian Sandplay Therapist discusses the deep inner process of entering the sandplay profession and addresses important creative aspects of understanding and practising sandplay. It describes the current theory behind the approach and the roles of the therapist and the client, as well as exploring the healing potential of nature and the numinous in art and sandplay. It provides a detailed case study outlining the ten year sandplay process of an Israeli woman of North African origin, whose fear was transformed by creativity and emotional support. Later chapters look at symbols as containers of power, and discuss the use of individual sandplay in group sessions.Offering a unique creative and spiritual perspective of Jungian sandplay, this book will be an insightful resource for both novice and experienced sandplay therapists, as well as other therapists interested in sandplay training.Trade ReviewThis is a beautiful book: lyrical, creative, and absorbing. I highly recommend it. -- Rie Rogers Mitchell, PhD, President, International Society for Sandplay Therapy (ISST)Lenore Steinhardt's valuable overview of each of the components that create both sandplay therapy and the sandplay therapist helps broaden understanding of the roots from which sandplay has grown. Her personal reflections, as well as case studies, offer both theoretical and practical understanding of this therapy. In addition, her perspective on the natural world as mirrored in sandplay therapy adds another important dimension to this work. -- Judy D. Zappacosta, MFT, CST-T, International Society for Sandplay Therapy (ISST), Sandplay Therapists of America (STA)This book, based on expert knowledge gained through a lifetime of personal experience, impressively combines Jungian analysis and art therapy in sandplay. It also emphasizes the benefits of long-term cooperation and collaboration of colleagues in sandplay. It is a treasure for all sandplay therapists, students, as well as experienced and advanced experts and teachers. -- Ulrike Hinsch, PhD, CST-T, pediatrician and psychotherapist in private practice, Board and teaching member of the International (ISST) and the German (DGST) Societies of Sandplay TherapyOn Becoming a Jungian Sandplay Therapist showcases Lenore Steinhardt's ability to 'fish alone' and to bring clarity to the complexities of Jungian sandplay. In this book she explores her personal journey as a sandplay practitioner and offers the reader useful insights gained through years of experience. Making reference to the fisherman as symbol, she observes the following: 'He represents a state of constant expectation and not-knowing, and sudden fulfilment, holding the tension of the opposites.' As does she, hooking us into her journey through the diversity of her reflections. -- Maggie Baron, CST-T, British and Irish Sandplay Society (BISS) and International Society for Sandplay Therapy (ISST)Lenore Steinhardt's work with sandplay is beautifully displayed in this book, which is not only important from a technical point of view, but also makes it easy to enter into contact with the symbolic world. She integrates all of the roots of Jungian analysis, as well as her own natural insight, into her sandplay work. Her Jungian understanding is incorporated in the freedom of her approach to the patient's problem, which enables a kind of 'magical' attitude that may remind the reader of shamanic behavior. -- Dr.Milvia Talamini, IAAP, CST-T, Jungian analyst and International Society for Sandplay Therapy (ISST) sandplay teacherTable of ContentsAcknowledgements. Preface. Introduction: Sandplay and Transitions. 1. On Becoming a Sandplay Therapist: An Overview of What We Might Meet on the Way. 2. Delphine: The Influence of Moroccan Jewish Mystical Belief on the Survival and Sandplay Process of an Israeli Woman. 3. Numinosity and Healing in Sandplay in Nature and in the Clinic. 4. Following the Fisherman Image in Sandplay: Introduction: The Life of a Room, a Sandtray and Objects. 5. The Symbolism of Sea Shells in Jungian Sandplay: Symbolic Ties to Ancestral Veneration of Shells in Rites of Fertility, Birth, Burial and Renewal. 6. Sandplay Day: Individual Sandplay in Groups for Sandplay Therapists. Conclusion. References. Index.

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Book SynopsisKinship care – the care of children by grandparents, other relatives or friends – is a major part of foster care, yet there are distinct issues that arise in care involving family rather than 'stranger' foster carers.This book takes an in-depth look at what goes on 'inside' kinship care. It explores the dynamics and relationships between family members that are involved in kinship care, including mothers, grandparents, siblings and the wider family. Chapters also discuss issues such as safeguarding, assessment, therapy, encouraging permanence, placement breakdown, support groups, and cultural issues. The final part of the book looks at kinship care from an international perspective, with examples from New Zealand, Australia, South Africa and the United States.Drawing on a range of theoretical perspectives and with contributions from different branches of kinship care, this book provides an invaluable overview of the issues involved and how to provide effective support. It will be essential reading for all those working in the kinship care field, including social workers, therapists, counsellors, psychologists and family lawyers.Trade ReviewPitcher aids the reader's understanding of the subject by providing case studies, practical safeguarding exercises and tool for Social Workers and students... These tools and exercises, whilst being extremely helpful, make the book accessible and highlyreadable... I shall certainly be recommending this text both to colleagues and to social work students to support them to gain an insight into the complex and skilled area of kinship care. -- Social Welfare Portal, The British LibraryDavid Pitcher has put together an eclectic collection of newly commissioned social work, social policy and psychological chapters to aid readers' understanding and appreciation of kinship care in its broader sens... It is most welcome in this book that 'ways forward for kinship care' are identified so that readers are not left simply reading about known problems but different solutions and new approaches...The essence of this important positive publication is its varied and coherent range of insights into kinship care, its evidence base, its practice examples, and therapeutic understandings and messages about what living in kinship care is really like for children, their families, as well as the professionals and organisations working with them. -- From the Foreword by Professor Bob Broad, Weeks Centre for Social and Policy Research, London South Bank University, UKI welcome the authorship and production of this authoritative volume on every significant aspect of kinship care... In my view the book should be required background reading for the family judiciary as well as children's lawyers, social workers and others concerned with the provision and implementation of Children's Services... This book is welcome as a comprehensive and highly readable compendium of chapters which together comprise an up to date study of Kinship Care. -- From the Foreword by Sir Mark Potter, former President of the Family Law Division and former Head of Family JusticeKinship care is a crucial permanence option for children who cannot live at home. It warrants equal status with all other permanence options. This comprehensive kinship care manual covers every aspect of an important social issue. The book made me think differently about relationships we sometimes take for granted. The bond that binds extended families together is beautifully illustrated in many of the well-structured and researched chapters. David Pitcher has assembled a valuable range of contributors, with a prominent international dimension, conveying the central role kinship care plays globally in children's lives. -- Anthony Douglas CBE, Chief Executive, Cafcass, UK and Chair, British Association of Adoption and FosteringThis book not only fills a gap in the literature, it is a stunning weave of professional expertise and lived experience of kinship care. David Pitcher has harnessed the expertise of a group of international researchers, scholar-practitioners and young people and families with experience of kinship care to create an edited handbook of significant importance to the field. The book is timely. The authors are compassionate, thoughtful and hopeful in their approach - but they do not gloss over the complex dynamics of kinship care. Using a wide lens family systems perspective, they engage head on with the needs of children and families, underpinned by a strengths-based approach, and with clear implications for policy and practice. -- Professor Arlene Vetere, Deputy Programme Director, PsychD Clinical Psychology, University of Surrey, UKThis book gives a valuable insight into the benefits and potential challenges in ensuring that this type of care offers the permanence and security that all children deserve and need... The book brings together a range of perspectives from a variety of authors,highlighting the complexity of children being cared for by extended family... There are useful tools included, evidencing that assessment and ongoing work with kinship carers is essential to ensure that kinship placements can offer the safety, security and permanence to children. -- Alison Benjamin, care services team manager, Surrey County Council * Children & Young People Now *This book provides a useful insight into the joys and challenges of kinship placement... The publication is divided into three sections: family perspectives; intervention and support; and international contexts, skilfully linked together by the editor... The need for practical, social and skilled emotional support for families runs throughout this book, making it excellent reading for everyone involved in decision making for children who cannot live with their birth parents. -- Polly Baynes, independent social worker and trainer * Seen and Heard *This book has as its focus an analysis of various perspectives that go o to support the concept of Kinship Care... An interesting complication of various authors and researchers, with informative and thought-provoking content, it is a really easy read that is well worth being present in any social worker's library. -- Carolyn Taylor-Score, CAFCASS Enhances Practitioner * Professional Social Work *Table of ContentsIntroduction. David Pitcher. 1. A Young Person's Experience of Kinship Care, Amy O'Donohoe. 2. What Does Family Support Involve for Parents Who Have Intellectual Disabilities? Sadie Young, Independent Chartered Clinical Psychologist. 3. Siblings and Kinship Care. David Pitcher, Children's Guardian and Family Court Adviser, Cafcass, UK, Sarah Meakings, Research Associate, School for Policy Studies, University of Bristol, UK and Elaine Farmer, Professor of Child and Family Studies, School for Policy Studies, University of Bristol, UK. 4. The Position of Mothers When a Child is Placed with a Grandmother. Erica Flegg, independent risk assessor and psychotherapist. 5. The Wider Family Context of Kinship Care. Jeanne Ziminski, Systemic Family Psychotherapist, Child and Adolescent Mental Health Service, Sutton, Surrey, UK. 6. 'It Takes a Village': Placing Grandparents and Extended Family at the Centre of Safeguarding Vulnerable Children. Andrew Turnell, social worker and child protection consultant, Resolutions Consultancy, Australia and Susie Essex, retired Consultant Family Therapist, UK. 7. Undertaking an Expert Assessment for the Court. Anna Gough, Independent Clinical Psychologist. 8. Permanence Planning for Children in Family and Friends Care: Establishing a Secure Base in the Re-ordering of Family Relationships. John Simmonds, Director of Policy, Research and Development, British Association of Adoption and Fostering (BAAF), UK. 9. 'Get them out of here!' An Exploration of Kinship Placement Breakdown. Tom Hawkins, Lecturer in Social Work, University of Plymouth, UK. 10. A Psychoanalytic Approach to Kinship Care. Graham Music, Consultant Child and Adolescent Psychotherapist, Tavistock Clinic, UK and Geraldine Crehan, Child and Adolescent Psychotherapist, Child and Adolescent Mental Health Service, Surrey, UK. 11. Support Groups: What they Do and How they Help. Jackie Wyke, Trustee for the Grandparents' Association, UK. 12. What do White Kinship Carers Need to Consider when Caring for Children of Black 'Mixed Race'? Nick Banks, independent Consultant Chartered Clinical Psychologist. 13. Australia and New Zealand: Assessing Parenting Capacity in Kinship Care. Marilyn McHugh, Research Fellow, Social Policy Research Centre, University of New South Wales, Australia and Paula Hayden, Social Work Consultant, Foster and Kinship Care, Sydney, Australia. 14. Kinship Care Among Families Affected by HIV in South Africa. Caroline Kuo, Assistant Professor, Department of Behavioral and Social Science, Brown University, USA, Lucie Cluver, Department of Social Policy and Intervention, Oxford University, UK and Don Operario, School of Public Health, Brown University, USA. 15. The Views of Children in Kinship Care, Their Caregivers and Their Birth Parents: Key Themes from the United States. James P. Gleeson, Associate Professor, Jane Addams College of Social Work, University of Illinois at Chicago, USA. Epilogue. Looking Forward in Kinship Care. David Pitcher. List of Contributors. Index.

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Book SynopsisBy creating a therapeutic outlet for self-expression and processing trauma, art therapy can play a powerful role in assisting people with a brain injury or neurological condition to adjust to living with altered abilities and ways of thinking. Bringing together a wealth of expertise from specialists working with a range of conditions including epilepsy, dementia, acquired brain injury, motor neurone disease and multiple sclerosis, this book describes both the effects of the conditions and the ways in which art therapy has helped in the rehabilitation process. The book includes work with groups and individuals and with a wide range of settings and age groups, from children to older adults, and discusses the implications of research from neuroscience and neuropsychology.This will be essential reading for art therapists and students working with neurological conditions. Other professionals working with people with neurological conditions such as psychotherapists and counsellors, doctors, nurses and complementary therapists will also find it of interest.Trade ReviewIt's high time the value of art therapy is more generally recognized, not just for stroke survivors, but for all types of brain injury, as well as dementia and mental health problems. This inspiring book looks at the science behind art therapy as well as offering case studies. It should be given a wide circulation. -- From the foreword by Jackie Ashley, journalist and broadcaster, President-Elect, Lucy Cavendish College, University of CambridgeIn dealing with the diverse aspects of art therapy, the making, thinking about and working with imagery and tangible and symbolic processing, this inspired and inspiring book shows how successfully art therapists adapt their practice for people with many different neurological conditions in a variety of clinical and community settings. It will be an invaluable resource for art therapists and other professionals in this field, and a vital source of information and insight for trainee art therapists. -- Deborah Gibson, MA Art Therapy Research, PG Dip Art Therapy, RATh, Art therapist, supervisor and lecturerThis book should be read by everyone who is interested in the interface between art therapy and neurology. It presents the underpinnings of what could develop in to a new theory of art therapy. -- Frances F. Kaplan, DA, ATR-BC, Art Therapist, Teacher of Graduate Art Therapy Courses, Marylhurst University, and author of Art, Science and Art TherapyIf anyone needs confirmation that art therapy is the approach to use in the treatment and recovery of neurological conditions this is the book to read. Within these chapters the author practitioners convey the extraordinary range and adaptation of interventions available that enable increased access to therapy for patients, carers and public services considering employing art therapists.I was transfixed throughout both by the compassion of the case studies but also the authority of knowledge embedded in each chapter.A truly pioneering work, showing how the development of art therapy knowledge and expertise has risen to a sophisticated level of authority in delivery and awareness of the therapeutic contribution it can make to such a complex subject. -- Kate Rothwell, Art Psychotherapist, Head of Arts Therapies in the Forensic Directorate of the East London Foundation NHS Trust, Art Psychotherapist H.M.P GrendonTable of ContentsForeword by Jackie Ashley. Preface. Introduction. Sally Weston, Neurological Rehabilitation Unit, Northern General Hospital, Sheffield and Marian Liebmann, Central Recovery Team, Bristol and Penny Brohn Cancer Care. ADULTS. Part I. Setting the Scene. 1. Neurology and Art Therapy. Debbie Michaels, Independent Practice. 2. Beyond Limits: Art Therapy with People with Severe Physical Limitations. Simon Bell, Private Practice. 3. The Janus Response: Coming to Terms with Life Changes due to Brain Injury or Other Neurological Conditions. Iris von Sass Hyde, Department of Neuropsychology in Lincoln, member of the Cambridge Jungian Association. Part II. Acquired Brain Injury. 4. Art Therapy, Identity and Adjustment After Acquired Brain Injury. Carole Connelly, Acquired Brain Injury Unit, Northern Ireland. 5. Art Therapy at a Rehabilitation Day Centre for Adults and Adolescents with Acquired Brain Injury. Anna Knight, Headway, Rehabilitation Day Centre for Adults with Acquired Brain Injury. 6. A Glimpse Beneath the Surface of Organisational Life: Art Therapy in Brain Injury and Stroke Services. Debbie Michaels, Independent Practice. 7. Art Therapy and Insight and Awareness after Brain Injury. Sally Weston, Neurological Rehabilitation Unit, Northern General Hospital, Sheffield. Part III. Epilepsy. 8. Art Therapy after Acquiring Seizures in Adulthood. Quentin Bruckland, UCLH Sir William Gower's Inpatient Assessment Unit, Epilepsy Society. 9. 'This is My Dream World': Art Therapy with Young Adults with Epilepsy and Learning Disabilities. Andrea Gregg, Epilepsy Specialist Provider in the Private Sector. Part IV. Dementia. 10. Reframing and Reconnecting: An Art Therapy Group for People with Dementia. Elizabeth Ashby, NHS Coventry and Warwickshire. 11. 'My Coat or Yours?' Generating Peer Support and Interpersonal Relationships through Art Therapy for Minority Ethnic People Experiencing Early Onset Dementia Living at Home. Melody Golebiowski, Private Practice. Part V. Other Neurological Conditions. 12. Have We Met Before? Images as an Aide Memoir to Restructure Identity with a Man with Korsakoff's Syndrome. Jenny Wood, Hertfordshire Partnership Foundation NHS Trust, Lexden Hospital, Colchester and Private Practice, Residential Care Home. 13. What's Colour Got to Do with it? Art Therapy and Motor Neurone Disease: An Anthroposophical Approach. Marion Green, Trainer and Intensive Trauma Therapist. CHILDREN. 14. Art Therapy and Encephalitis. Mark Wheeler, Specialist CAMHS North Nottinghamshire and Private Practice. 15. Art Therapy with a Boy Living with a Life Threatening Illness. Judith Ducker, NHS, Private Practice and Charitable Organisations. PERSONAL REFLECTIONS. 16. Art Therapist: Heal Thyself!. Mark Wheeler, Specialist CAMHS North Nottinghamshire and Private Practice. Glossary. Author Biographies. Index.

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Book SynopsisMeet Alfie - a young boy with asthma. Alfie invites readers to learn about asthma from his perspective, describing how it feels to have an asthma attack and what the common triggers are. He talks about the challenges of having asthma and how important it is that his friends and the people around him can recognise the signs when he starts feeling short of breath and know how to help. Alfie also gives simple instructions on using asthma inhalers and other medical treatments.This illustrated book is full of useful information and will be an ideal introduction for young people, aged 7 upwards, as well as parents, friends, teachers and nurses. It is also an excellent starting point for family and classroom discussions.Trade ReviewThis is a book that should be in each school and will be invaluable for parents too. -- Healthy BooksLesley Mills offers a medically accurate, age appropriate and accessible way for children, parents and teachers to learn more about asthma. With Rosy Salaman's delightful illustrations, young Alfie comes alive as our guide and teacher. As Alfie says so well, "I think most people would like to help, but they just don't know the right thing to do." Lesley Mills generously shares her wisdom through Alfie, so that we will all know the right things to do and to say when it comes to asthma. I highly recommend this resource to everyone on both sides of the Atlantic. -- Robert Oliphant, President, Asthma Society of CanadaTable of ContentsAcknowledgements. Introduction. 1. Introducing Alfie who has Asthma. 2. What is it like to have Asthma?. 3. Things about having Asthma that make you feel worried and upset. 4. How people treat you. 5. What is Asthma? 6. Asthma medication. 7. Asthma inhalers, spacers and techniques. 8. Asthma medication at school. 9. Diagnosing Asthma and tests. 10. Asthma triggers. 11. Emergency treatment. 12. Asthma facts and figures. 13. More information about Asthma and Asthma medication. 14. How teachers can help. 15. How parents can help. Recommended reading, websites and organisations.

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Book SynopsisThis book lays out the model of psychohistoriography, which challenges dominant Eurocentric approaches to psychology and mental health, and includes a step by step process which professionals can use with clients of Caribbean or black and minority ethnic (BME) descent to explore issues around race, identity and culture.Psychohistoriography takes the form of a model for group psychotherapy in which members of a particular group or community narrate their stories within the context of a pertinent cultural or historical issue. The process includes deep breathing and stretching exercises, large group analysis where discussion and storytelling is encouraged, and exercises which involve challenging dominant discourses of historical events. At the heart of this process is a 'matrix': a time line showing a chronological period with two threads – one showing the events described from a European perspective, and the other showing the same events from a BME perspective, teaching clients to challenge pre-conceived conceptions of history, and its grand narratives. The final stage is the production and performance of 'scripts', as part of a group sociodrama which helps clients understand and explore their feelings. This book will be of use to therapists, counsellors, mental health professionals and social workers with clients of Caribbean or other black and minority ethnic origin.Trade ReviewAs a psychotherapist with an interest in transcultural perspectives, I found its discussions about cultural sensitivity when working with clients from different heritages illuminating, relevant and powerful. I would recommend it to any practitioner seeking to broaden their understanding of these issues. -- Therapy TodayTable of Contents1. Psychohistoriography and the Challenge to the Episteme: The Legacy of Caribbean Scholarship in the Development of Ethnopsychiatry. 2. The European-American Psychosis: A Psychohistoriographic Perspective of Contemporary Western Civilization. 3. The Early Origins of Cultural Therapy. 4. The Components of Psychohistoriographic Cultural Therapy. 5. Cultural Therapy as an Instrument of Social Psychotherapy. 6. Other Psychohistoriographic Cultural Therapy Projects. 7. Pyschohistoriographic Cultural Therapy: The Case Study in Montreal. 8. Psychohistoriographic Brief Psychotherapy: A Post-Colonial Model for Individual Reconstructive Psychotherapy. 9. Epilogue: On the Structure of the Mind. 10. Index.

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Book SynopsisPerspectives in Caribbean Psychology attempts to record the unique psychological character of those who live in the Caribbean and more broadly people of African-Caribbean heritage. It considers the impact of colonialism, the struggle for domination by various European and North American countries through history on individuals, and the unique psychological realities that have emerged from attempts to come to terms with the realities of Caribbean culture and experience. Contributors address prevalent issues of violence, mental illness, stigma, psychopathology and HIV/AIDS, and chronicle the adaptation, cultural retentions, resilience and migratory tenacity of the Caribbean people, both within their geographic communities and in the Diaspora. This book makes the case for a definitively Caribbean psychology with a range of chapters on psychological assessment, understanding and treatment modalities culled from a Caribbean experience. It will be an invaluable source of reference for anyone with an interest in multicultural psychology, as well as for social work and mental health professionals working with members of the Caribbean community.Table of ContentsForeword. Professor Elsa Leo-Rhynie. Introduction. Frederick W. Hickling. 1. Caribbean Identity Issues. Kai Morgan and Keisha-Gaye N.O'Garo. 2. Psychopathology of the Jamaican People. Frederick W. Hickling. 3. Resilience: Secrets of Success in African-Caribbean People. Hilary Robertson-Hickling. 4. Family Life in the Caribbean: Assessment and Counselling Models. Marina Ramkissoon, Sharon-Ann Gopaul-McNicol, Barry Davidson, Brigitte K. Matthies and Orlean Brown Earle. 5. The Stigma of Mental Illness in Jamaica. Carlotta Arthur, Frederick W. Hickling, Roger C. Gibson, Hilary Robertson-Hickling, Wendel D. Abel, Tamika Haynes-Robinson and Rob Whitley. 6. Culture and Behaviour: Recognition of Cultural Behaviours in Trinidad and Tobago. Hari D. Maharajh and Akleema Kalpoo. 7. Development Psychology in Caribbean Infants and Pre-Schoolers. Maureen Samms-Vaughan. 8. Developmental Psychology in Caribbean School-aged Children, Ages 3-17. Stacey N. Brodie-Walker. 9. Measuring and Predicting Severe Psychopathology in Caribbean Adults. Michael C. Lambert, Clement T.M. Lambert, Frederick W. Hickling and Kena Douglas. 10. Redefining Personality Disorder in Jamaica. Frederick W. Hickling, Jacqueline Martin, and Allison Harrisingh-Dewar. 11. Psychology and HIV/AIDS in the Caribbean: An Introduction and Overview. Peter D. Weller and Katija Khan. 12. Neuropsychological Assessment in the Caribbean. Tony Ward. 13. The Evolution of Sexual Behaviour in the Caribbean: A Psychological Perspective. Tamika Haynes-Robinson. 14. Issues of Violence in the Caribbean. Brigitte K. Matthies, Julie-Meeks Gardner, Avril Daley and Claudette Crawford-Brown. 15. Traditional Mental Health Practices in Jamaica: On the Phenomenology of Red Eye, Bad-mind and Obeah. Frederick W. Hickling and Caryl James. 16. The Roles and Responsibilities of Clinical Psychologists in the Caribbean. Frederick W. Hickling, Ruth Doorbar, Jacqueline Benn, Elaine Gordon, Kai Morgan and Brigitte K. Matthies. 17. Reflections of a Psychologist in Jamaica. Ruth Doorbar. 18. The Application of Traditional Psychotherapy Models in the Caribbean. Rosemarie Johnson, Peter Weller, Sharon Williams Brown and Audrey Pottinger. 19. Sport Psychology in the Caribbean. Kai Moran and Leapetswe Malete. 20. Race, Language and Self-Concept in Caribbean Childhoods. Karen Carpenter and Hubert Devonish. 21. Psychological Assessment. Rosemarie Johnson and Tracey Coley. 22. Forensic Psychology in the Caribbean Context. Lester O. Shields and Franklin Ottey. 23. Media Psychology in the Caribbean. Frederick W. Hickling, Eulalee Thomson, Sophia Chandler and Brigitte K. Matthies. 24. The Application of Therapeutic Community Principles in Jamaica. Frederick W. Hickling, Mylie McCallum, Doreth Garvey and Tracey Coley. Index. Contributors.

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Book SynopsisChallenging the notion that young people with profound and multiple learning difficulties (PMLD) should be taught in a linear, target-driven way, this book presents an innovative model for creating learning opportunities to suit the needs and abilities of each individual student. Focusing on students with PMLD aged 14 and over, and addressing their unique needs as they progress towards adult life, the author explains how to create a truly personalised programme for each individual that recognises their right to autonomy whilst also acknowledging their learning difficulties. Practical strategies for dealing with common areas of difficulty such as communication and behaviour are included, and the book contains useful solutions to practical considerations such as timetabling, staffing, assessments and target-setting, and adapting the physical and sensory environment for students with PMLD. A final section looks at opportunities for students with PMLD post-secondary education. Realistic and accessible, this book is essential reading for teachers, teaching assistants and others involved in educating young people with PMLD.Trade ReviewWhat a lovely common-sense book! [It] is full of forthright opinions and inspiring examples, all of which are based on a deep respect for young people who have a range of complex and idiosyncratic needs... Each person is unique and if we follow their lead, we will be able to design a curriculum that will be right for each one of them. This book is an excellent place to start. Follow Andrew's principles and really personalise their education. -- from the foreword by Dr Penny Lacey, Senior Lecturer in Education at the University of Birmingham and advisor at Castle Wood School, CoventryThis is an intellectual triumph that justifies the presence of teachers in the lives of people who were once defined as 'ineducable'... [It] is a book full of practice wisdom, not a model of how we ought to do it but vibrant examples of how we could do it if only we could work out what is going on in the lives of complicated people. Andrew Colley's rapport with other professionals and the families of his client group demonstrate how much more can be done with thoughtfully coordinated resources. My enduring impression is of a determined professional focused on his task with a respectful sensitivity to tensions in schools and families coping with everyday, ordinary events. This is not a call for change but encouragement to persist within the parameters we set for ourselves when we insist that education is for everybody in the institutions we provide. It is pragmatism at its productive best - unashamedly giving us permission to do whatever works in the case of every individual whose personalised curriculum is the only way forward. -- Robert Orr, author of My Right to Play: A Child with Complex Needs and former head of RNIB Rushton Hall School, Northamptonshire, UKAndrew Colley has managed to write an entirely common-sense, non-academic book about a group of young adults who often defy our pre-conceived notions of common sense. This is an uplifting book based on the everyday experiences of a skilled teacher who clearly loves his job and the young people he works with. I highly recommended it. -- Peter Imray, freelance trainer and advisor on Special Educational NeedsAndrew has written an indispensable guide for teachers and professionals working with and supporting students with profound and multiple learning difficulties. At the start of the book we are introduced to a group of young people. Their likes and dislikes, strengths and needs are described with warmth and respect. Andrew proceeds to take the reader on a journey, as he stands in the young people's shoes and we see the world through their eyes. We are able to fully appreciate that all behaviour has meaning. It is a form of communication and the onus is on us, the professionals, to ascertain what a young person is telling us, so we can respond appropriately and support their learning. Andrew convincingly demonstrates how the learning needs of young people with PMLD can be holistically met through a personalised approach to their education. The aim is to maximise their independence and autonomy, supporting their right to have control over their environment and to enjoy their lives through being engaged in fulfilling activities. Andrew's practical advice and guidance promotes this concept of citizenship, the students being taught and supported to take 'their place' in their school and community and to be valued for their contribution. -- Janet Leach, Head of Service, Joint Service for Disabled Children, London Borough of Enfield (LBE) and Chair of the Short Breaks Network (SBN)Table of ContentsForeword by Dr Penny Lacey. Introduction. 1. Not Just Babysitting. 2. Getting to Know You! 3. Behaviour. 4. Curriculum. 5. Timetable, Staffing and Environment. 6. Assessment and Target Setting. 7. Moving On. 8. Case Study: 'Miles'. References. Index.

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Book SynopsisWhat constitutes real recovery for adult victims of abuse? Current support offered to adults is often poorly planned and informed; this book sheds light on the true impact of abuse and how it can be healed.Good Practice in Promoting Recovery and Healing for Abused Adults explores the idea of 'recovery' being something physical in the short-term and 'healing' as an emotional process for long-term work. The book features chapters written by practitioners and researchers from various backgrounds and gives an insight into how to be creative in helping both male and female victims through recovery and healing processes. The prologue introduces the views of victims themselves before the opening chapter considers how recovery and healing should fit into the adult safeguarding process. The chapters then describe creative therapeutic methods which can be employed to help victims recover and to heal in different settings, whilst highlighting the long-term effects of abuse and the subsequent issues to be addressed. The issues covered range from child sexual abuse, domestic abuse and sex trafficking to the abuse of men and holocaust victims.With pedagogical features throughout, the book is essential reading for social workers, nurses, housing officers, support workers, counsellors, therapists, and for anyone working with adults who have experienced abuse in childhood or adulthood.Trade ReviewThis collection, edited by Jacki Pritchard, covers an extensive array of situations of abuse and the approaches that can be used to support individuals go beyond coping and growth to their full potential. The concept of healing is used to differentiate long-term development from that of immediate or short-term recovery in the therapeutic process. Maslow's Hierarchy of Needs is used to guide the therapeutic approaches of many of the practitioners who write in the book's many pages. However, the authors caution against thinking that one approach will meet all situations and highlight the important of working carefully, empathetically and courageously with the brave victim-survivors who have sought assistance. The authors also provide helpful hints to keep practitioners and those they work with on task. In short, Good Practice in Promoting Recovery and Healing for Abused Adults, is an accessible, easy to read manual that includes many tips for how to work with vulnerable individuals who are trying to 'Go Beyond' their victim status of being or having been abused. -- Lena Dominelli, Professor of Applied Social Sciences, Durham University, UKThis is a very important book. It provides much needed discussion of practice in relation to recovery and longer-term healing for individuals from a range of abusive contexts, from adult victims of child sexual abuse, through domestic violence to survivors of the holocaust. A key feature, and particular strength, is that it is rooted in the direct experiences and voices of those who have been abused, both female and male. The focus on the impacts of abuse provides a very sensitive, detailed and realistic basis for the discussion of different approaches to recovery and healing from abuse, and shows how these may be applied in a variety of settings. This is a "must have" book for any practitioner working with the aftermath of abuse, whatever the context. -- Professor Marianne Hester OBE, Head of Centre for Gender & Violence Research, University of Bristol, UKTable of ContentsIntroduction: Listening to What Victims Have To Say about Recovery and Healing. Jacki Pritchard, Jacki Pritchard Ltd, UK. 1. How Recovery and Healing Should Fit into the Adult Safeguarding Process. Jacki Pritchard. 2. Recovery and Healing From Complex Trauma. Christiane Sanderson, Independent consultant, UK. 3. The Work of a Sexual Assault Referral Centre. Bernie Ryan, St. Mary's Sexual Assault Referral Centre, UK. 4. Male Survivors of Childhood Sexual Abuse: Experience of Mental Health Services. Sarah Nelson, Ruth Lewis and Sandra S. Cabrita Gulyurtlu, University of Edinburgh, UK. 5. Recovery Through Psychodynamic Therapy: Working with Men who Have Experienced Sexual Violation. Georgina Hoare, SurvivorsUK. 6. Surviving Sex Trafficking: Recovery and Healing. Krista Hoffman, Pennsylvania Coalition Against Rape, USA . 7. 'To Be Who We Really Are': Recovery and Healing After Domestic Abuse. Dr Hilary Abrahams, University of Bristol, UK. 8. Helping Recovery and Healing: A Supported Housing Project Approach. Jacqui Smith, Young Women's Housing Project, UK. 9. Louder Than Words: Art Therapy with Individuals with Intellectual Disabilities Who Have Been Abused. Amanda Gee, Vita Community Living Services, Canada. 10. Recovery and Healing in Survivors of the Holocaust. Judith Hassan, Jewish Care, UK. 11. Group Work and the Healing Process. Jacki Pritchard. Epilogue: The Maslow Experiment. Jacki Pritchard and Hilary Abrahams. Index.

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Book SynopsisTheatre of Witness is a model of performance that gives voice to those who have been marginalized, forgotten or unheard in society, creating a safe forum for audiences to bear witness to real-life accounts of suffering and transformation. This book chronicles the author's 26 years of creating and producing theatre with people whose stories have previously gone untold, including: prisoners and their families, refugees, immigrants, survivors and perpetrators of domestic abuse, ex-combatants, teenage runaways, people living in poverty or without homes, families of murder victims, women in transition, people in recovery and survivors of war. With an engaging and heartfelt narrative, it beautifully conveys the key principles of Theatre of Witness and explores the author's own journey that led to the conception and growth of this unique model of performance.Exploring diverse human experiences in the United States, Poland and Northern Ireland, this book will be of interest to practitioners and students of applied theatre, peace and conflict studies, professionals working in conflict resolution, counselors, psychotherapists, professionals in the field of criminal and restorative justice, dramatherapists, psychodramatists and spiritual seekers.Trade Review“If you have any doubts about the power of socially-engaged theatre to challenge and heal, the stories and reflections in Theatre of Witness should put them to rest.” -- Howard Zehr, professor of Restorative Justice, Center for Justice & Peacebuilding, Eastern Mennonite University“Theatre of Witness is a modern phenomenon based on the oldest of needs – the need to tell our story, to be listened to, to find healing for ourselves and for everyone in our ability to empathise, to be generous and find light in the darkest pit. The work of Theatre of Witness in Northern Ireland has been transformative of the lives of its participants, facilitators, the musicians, filmmakers, producers and its audiences. It needs to be shared throughout the globe. The publication of Teya's writings will be a substantial contribution to the process of enlightenment in this mid-winter of Bible black long nights of recession.” -- Eamonn Deane, founder Holywell Trust, Derry/Londonderry Northern Ireland“Teya Sepinuck's approach and methodology in Theatre of Witness is nothing short of brilliant… This book is an invaluable resource to those working with vulnerable and damaged people, it demands that we rethink and reassess how we sit in judgment of others… Be prepared to both weep and jump for joy at the remarkable personal and spiritual journey of those who have participated in Theatre of Witness – testimonials at their best!” -- Maureen Hetherington, founder and director; The Junction, Towards Understanding and Healing, Northern Ireland“Teya Sepinuck is an alchemist of stories, daring to accompany others into the darkest places of trauma and find at its heart the gold of healing, reconciliation, empowerment and hope. In this book she takes us on an extraordinary journey, introducing us to those who have come through the dark night of conflict, violence and displacement and in whose stories we come face to face with our own humanity.” -- The Reverend Patricia Pearce, Philadelphia PA“Teya Sepinuck is a skilful and gifted artist who knows how to guide untrained participants to reveal incredible, but true, stories in a dramatic performance called: Theatre of Witness…This unique approach will bring readers to tears in some stories and joy in others in an amazing and beautiful book that opens the reader's heart and soul to experience stories that are willingly shared and artfully presented in a deeply spiritual context. What a great offering!” -- Rabbi David A Cooper, author of God is a Verb“Teya's writing brings to light the delicacy and daring involved in the process of creating Theatre of Witness performances. Equally important, it conveys the stories and wisdom of all of those participants who have, over the course of more than twenty years, contributed to the development of this restorative practice. This book will be a beacon and a guide for activists, students, teachers, directors, and performers. It offers an important template for those of us committed to arts for social change and peace and conflict studies work in academic institutions and community groups across the world.” -- Sharon Friedler, professor and director of Dance, faculty adviser for Off Campus Study, Swarthmore College“Teya Sepinuck's 'Theatre of Witness – Finding the Medicine in Stories of Suffering, Transformation and Peace' is a thought-provoking, touching and humanizing book that can play a valuable role in framing questions about the role of remorse, forgiveness, rehabilitation and incarceration. In these uplifting stories of performers who have experienced the ripple effect of crime and imprisonment, the reader can find hope that change is possible.” -- M. Kay Harris, Associate Professor Emeritus, Department of Criminal Justice, Temple University, PhiladelphiaThe categories used by political actors and academics often subtly and unwittingly reinforce the sectarianism upon which deeply divided societies feed. The Theatre of Witness that Teya Sepinuck created and realized through performances in Northern Ireland, helps both those who 'perform' their own stories, and the audiences who witness them, to transcend those categories and the concrete divisions they help to engender. In the process our common humanity is affirmed. -- Dr. James Skelly, director of the Baker Institute for Peace and Conflict Studies, Juniata College, Pennsylvania“Theatre of Witness is a wonderful journey into the hearts and souls of people living in grief and hardship but blessed with incredible dignity and strength in their quest for personal and collective transformation and community healing. The book is also a wonderful testimony to the tremendous power of performance in creating physical and emotional safe spaces for people to come together, share their stories and emerge from the process as more alive and accomplished human beings. A courageous book by a caring and compassionate artist.” -- Hjalmar Jorge Joffre-Eichorn, theatre practitioner“I am Hakim 'Ali, that big black Muslim man, that Teya referred to in this great work, sharing with you what the 'Theatre of Witness' is all about. I am a man who is still in the midst of transforming himself, still attempting to be the best he can be, still embracing LOVE and recognizing COURAGE when it comes to the surface. I owe more than you can imagine to Teya and this troupe of performers that she makes reference to, this group of courageous women, mothers, sisters all victims of violence that ravished our city. I owe them my life, there is no doubt about this. No, not my existence, but my 'life', and the ability and opportunity to 'live the life of a normal man'. This was given to me by all who participated in 'Beyond the Walls' and the other projects that Teya produced and directed. So, read and invest yourself, do not just read for amusement, this work is far too important for that. And, thank you Teya for being who you are and what you have done for so many… we will forever be grateful.” -- Hakim 'Ali, the voice of the voiceless and performer in Beyond the Walls and Holding Up“At last Teya Sepinuck has found time between projects to document and share what she has learnt from decades of inspirational work with marginalised groups. General readers will be fascinated and uplifted by her vivid accounts of innovative performance projects in Europe and America within the prison system and in the wider world. Practitioners will find special value in the way she has distilled her life's work into a number of profound principles which will immeasurably enrich their own practice.” -- David Grant, lecturer in Drama and Director of Education (School of Creative Arts), Queens University, Belfast Northern Ireland“Teya Sepinuck and her casts show us that peace building is an artful process that requires courage, patience, intuition, and trust. Sepinuck, in her profound way, treats every Theatre of Witness performance as a unique moment of grace, but the productions lovingly shared in this book demonstrate over and over that people have the will and capacity to heal one another. May we all be encouraged to kick at the darkness by speaking truth to our fears and injustices.” -- Lee A. Smithey, associate professor of Sociology and Peace and Conflict Studies at Swarthmore College, and author of Unionists, Loyalists, and Conflict Transformation in Northern IrelandTable of Contents1. Prelude: Setting the Scene. 2. Introduction: About Theatre of Witness and this Book. 3. Growing Old is About the Growing: Aging. 4. I Make Myself at Home Wherever I am: Homelessness. 5. Death is an Everyday Thing: Refugees and Immigrants. 6. These Hands: Women and Girls. 7. Living with Life: Prisoners. 8. Standing at the Doorway: Runaway Girls in Poland. 9. My Neighborhood is a Cemetery: Inner-City Violence. 10. Steal the Stars and the Moon: Polish Prisoners. 11. Sucking Water from Mud: Domestic Abuse. 12. Did You Understand What You Were Dying For? War. 13. I'm the Daughter of a Criminal: Families of Prisoners. 14. Beauty Born from Ugliness: Fathers on the Front Lines – Northern Ireland. 15. Your People are My People: Unheard Women's Stories – Northern Ireland. 16. Coda. Guiding Principles.

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Book SynopsisUnpack my Heart with Words explores how literature can be used to help young victims cope with their experiences. The process of reading, discussing and rewriting carefully selected texts can have a significant therapeutic impact, as the young person identifies his or her own experience in the narrative. This book guides readers through all aspects of implementing biblio/narrative therapy with children and adolescents, from the importance of cultural sensitivity and understanding the psychological needs of the child to providing more practical information on how to choose the right text and encourage expression through the spoken and written word. It includes exercises for use in sessions, an analysis of the importance of symbol when working therapeutically with children, and a complete account of the ethics of good practice. Drawing on the author's innovative work with young asylum seekers and refugees, and with an overview of the latest research in creativity, language and memory, the book provides a comprehensive and practical resource on the use of literature to help young victims regain their dignity and overcome the overwhelmed hurt self.This book will be of immeasurable value to students and practitioners world-wide in arts and health care who work with traumatised young people, including counsellors, clinical psychologists, educational psychologists, teachers, psychotherapists and social workers.Trade ReviewThe stars of Unpack My Heart with Words are four survivors of war and abuse whose words thread through Marion Baraitser's narrative. Offering both theory and practice, she takes us on an insightful journey as she delicately encourages these traumatised young people to respond to selected literature through dialogue and writing. I have a better understanding now of the term 'therapeutic resilience' and huge admiration for the Baobab Centre, its community of young survivors and therapeutic workers. -- Beverley Naidoo, author of The Other Side of Truth, Carnegie Medal 2000[This] book explores the ways in which the combined activities of thinking with others about written stories, exploring feelings, ideas and memories that emerge and then writing on the themes explored, can help young people to process both destructive and nourishing experiences... I hope that its publication will lead to others learning the skills to work in such an energetic, careful and creative way with young refugees and asylum seekers in various contexts. -- from the foreword by Sheila Melzak, Consultant Child and Adolescent Psychotherapist and Executive and Clinical Director of Baobab CentreAs a theatre practitioner and writer, currently working with issues of asylum, I found this book to be helpful and stimulating as well as beautifully written. It provides insightful, creative and intelligent ways of working with traumatised young people. -- Clare SummerskillThis book has a sense of straddling continents of theory and practice... Marion Baraitser has been working at the Baobab Centre as a writer-in -residence. She details her work, experiences and a critical perspective on many aspects of using words with young people who have had unique early lives, involving some or all of the following: warfare, receiving and/or perpetrating violence, abandonment, racism, identity crisis, dislocation, poverty and surviving without parents or carers. Baraitser visits relevant areas of consideration when working with this client group, including the nature of trauma and its effects on brain development; culture, age, gender and reading level of participants; sensitive choice of materials; many examples of world literature and exercises, which will be useful to other practitioners and topics such as collective cultural identity, groupwork, incorporating drama, 'performed language' and music... There is much that is transferable within this book for all 'words for wellbeing' practitioners...The particular stories and voices of the children are valuable in this volume... It is worth taking time with this complex and deep examination, not least as a reflexive tool to measure ourselves as facilitators against Baraitser's experienced account of a writer practicing with a traumatised and vulnerable client group. -- Claire Williamson * Lapidus Journal *Table of ContentsForeword by Sheila Melzak. Introduction. Part 1. Terror and Telling: Entering the Young Asylum Seeker's World. 1. War trauma, abuse, and the interrupted narrative. 2. Linking external and internal worlds. 3. Self-narration and identity: therapeutic writing that reconstructs and connects. 4. 'I am neither here nor there': living in two cultures. Part 2. Mapping the Terrain. 5. Healing words have history. 6. Approaches. 7. Processes. 8. The key: selecting books. 9. Core competencies: training and organisations. 10. Ethics and good practice. Part 3. Derring-do: Entering the Symbolic World. 11. Trauma and word-play. 12. Accessing trauma through images, symbols, and metaphors. 13. Dreams and fantasies in trauma. 14. Fairy tales and myths: therapeutically 'storied pain'. 15. Using poems and stories in developmental reading/writing. Part 4. Social Dynamics. 16. The value of commonality and community. 17. Group skills. Part 5. Brain Works: Putting your Mind to It. 18. The creative brain: trauma, memory, and narrative. 19. The brain, literature and trauma. Part 6. Mapping the Research: the Efficacy of Writing on Trauma: an Evaluation. 20. Controlled laboratory studies and 'real world' projects. 21. Interapy: therapy online, future research.

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Book SynopsisPeople on the autism spectrum often present with symptoms indicating poor self-awareness or hyper-awareness, low self-esteem, depression and difficulty connecting with others. Treatment which relies on medical and behavioural views of autism risks ignoring emotional factors. This book demonstrates that counselling and emotional support is not only possible for people on the autism spectrum, but essential. David Moat describes the impact of autism on emotional perception and regulation, and looks at how various therapeutic principles can helpfully be applied to address these issues. He identifies strategies for dealing with common emotional difficulties, including anxiety, anger and depression, as well as techniques for aiding relaxation. Specific approaches to use as part of holistic care are described, including play therapy, the use of imagery and story-making, hypnotherapy, intensive interaction, Neuro-Linguistic Programming, Cognitive Behavioural Therapy and positive psychology. This is essential reading for all those working therapeutically with people on the autism spectrum, including counsellors, therapists and psychologists, as well as parents.Trade ReviewThis book is very informative providing valuable information on an integrative approach to the autism spectrum and is written in a sensitive manner. This book would be a valuable resource for practitioners who are working therapeutically with children on the autism spectrum and who wish to know more about a holistic approach. Parents may also find this book useful. -- Play for LifeI have been influenced by David's words and methods for many years. He clearly 'gets' autism. This book provides a plethora of ideas which put autism at the centre of the approach. I will certainly be using this very valuable book in my work. -- Sarah Hendrickx, author and specialist consultant and trainer in autism and Asperger syndromeDavid has produced an excellent volume related to the psychotherapeutic support of individuals with autism. A wide-ranging text written in an extremely sensitive and informative manner, this is an excellent introduction to possible ways of working with autistic individuals. -- Dr Luke Beardon, Senior Lecturer in Autism, The Autism Centre, Sheffield Hallam UniversityTable of ContentsIntroduction. 1. Acknowledged, Accepted and Embraced. 2. Integrative Psychotherapeutic Principles. 3. ...and Breathe! 4. Social Coaching. 5. Goals and Targets. 6. Beyond Words. 7. Using Play and Creativity in Therapy. 8. Hypnotherapeutic Techniques. 9. Imagery and Story-making. 10. Anger. 11. Anxiety. 12. Loss and Bereavement. 13. Positive Life Planning. 14. New Developments. Appendix: Historical Influences on Psychotherapy for Autism. Bibliography. Further Reading. Index.

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Book SynopsisChallenging Child Protection offers a ground-breaking new perspective which will illuminate and improve the professional understanding and practice of social workers and child protection workers.Taking a fresh look at the principles underlying child protection, this book provides a thought-provoking analysis of the evidence base which underpins professional understanding and intervention. It outlines the ways in which agencies have worked to prevent child abuse and neglect and traces key changes in UK policy, as well as situating these amid wider trends in Europe. With contributions from a wide variety of disciplines, including philosophy and anthropology, this is a uniquely diverse collection of academic perspectives. This book challenges our conceptions of child protection and encourages readers to think critically about why children are harmed by adults, how society views child abuse and how this informs practice.Trade ReviewWaterhouse and McGhee tackle unconventional issues in child protection with authority and sensitivity. They challenge us to re-imagine our conceptualisations of child protection, daring us to deconstruct and then reconstruct an understanding of how we might approach protecting children from abuse and neglect. -- Professor Julie Taylor, Chair of the Child Protection Research Centre, University of EdinburghWith highly esteemed international contributors, this collection seeks to trouble some of the current settlements about child protection and family welfare and also to provide clear practice and policy relevance. This is achieved through the inclusion of 'practice near' research findings and open-minded engagement with the recurrent and vexing questions in this morally contentious domain. -- Sue White, Professor of Social Work (Children and Families), Institute of Applied Social Studies, University of BirminghamThere has been much written over the last thirty years on the issue of the abuse of children, and professional responses. Rather than repeating what has already been said the authors in this fine collection challenge our thinking of how we conceptualise and understand these complex issues. In doing so the editors and contributors push at the boundaries of our understanding, and readers will be rewarded with big ideas, clearly articulated and convincingly argued. -- Dr John Devaney, Chair of the British Association for the Study and Prevention of Child Abuse and NeglectThis is a wide-ranging and unusual collection of essays that examine the ever present and pressing problem of child abuse and protection. It is well-informed, evidence-based and takes forward the boundaries of thinking in this area, especially through bringing together different disciplines. It will be essential reading for all working in child protection as well as a substantial text for students in the field. The editors have put together a tightly structured, well-coordinated, original volume. They have chosen their authors with care. The book provides some outstanding analyses of approaches to practice. The recognition given to the central role of women as mothers, and the issues of power inequalities this raises in practice is uncomfortable but compelling reading. The book ends with a return to the fundamental issue of relationships as central in the treatment of child abuse and ends with a critical message about the nurturing of workers if they are to effect change in the children and families with whom they engage. -- Jane Aldgate OBE, Professor Emerita, The Open University and Honorary Professorial Research Fellow, University of EdinburghTable of ContentsIntroduction. Part 1. Challenge One: Examining Preconceptions About Childhood and Harm to Children. Chapter 1. Treatment of Childhood, Professor Walter Lorenz, Free University of Bozen-Bolsano. Chapter 2. Dynamics of Culture, Dr. Heather Montgomery, Open University. Chapter 3. Rule of Law, Professor Kay Tisdall, The University of Edinburgh. Chapter 4. Armed Conflict and Political Violence, Dr. Jason Hart, University of Bath. Part 2. Challenge Two: Reviewing the Evidence. Chapter 5. Ethics of Predictive Risk Modelling, Associate Professor Tim Dare, University of Auckland. Chapter 6. Safeguarding Children Research from a United Kingdom Perspective, Dr. Trevor Spratt, Queen's University of Belfast. Chapter 7. Research in Child Abuse and Neglect from a Finnish Context, Tarja Poso, University of Tampere. Chapter 8. Developments in Australian Child Protection Research, Dr. Fiona Arney, Associate Professor Leah Bromfield and Research Assistant Stewart McDougall, University of South Australia. Chapter 9. Advances from Public Health Research, Dr. Melissa O'Donnell, Telethon Institute for Child Health Research. Part 3. Challenge Three: How to Work with Children and Families. Chapter 10. Integrating Family Support and Child Protection in Child Neglect, Professor Brigid Daniel, University of Stirling. Chapter 11. Practitioner-mother Relationships and the Processes That Blind Them, Lorraine Waterhouse and Janice McGhee. Chapter 12. Emotional and Relational Capacities for Doing Child Protection, Professor Andrew Cooper, Tavistock Centre and University of East London. References. Index.

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Book SynopsisHaving Autism Spectrum Disorder (ASD) can - given certain situational conditions - make individuals more vulnerable to becoming caught up in criminal activity and vulnerable to unfavourable interactions once in the criminal justice system. Guided by empirical research, psychological theory and illustrative case studies involving adults with ASD who have been implicated in crimes, Robyn L. Young and Neil Brewer explain why. They examine the pivotal cognitive, social and behavioural characteristics unique to ASD (such as weak Theory of Mind, restricted interests and acute sensory sensitivities) that - individually or in interaction - may contribute to individuals becoming involved in illegal activities. They then discuss how these same characteristics can result in ongoing ineffective interaction with the criminal justice system. Arguing that the forensic assessment of individuals with ASD requires substantial redevelopment to clarify the key deficits contributing to criminal behaviour, the authors highlight the need for, and desirable nature of, intervention programs to minimize the criminal vulnerability of adults with ASD and to prepare them for interactions with the criminal justice system. A final section raises some major unanswered questions and issues for future research. This book will be of immeasurable interest to criminal justice professionals including probation officers, social workers, clinical and forensic psychologists, police officers, lawyers and judges, as well as students of these professions.Trade ReviewThe involvement of adolescents and adults with autism in the criminal justice system can be daunting for professionals and families who have limited experience or knowledge of how the system works. Fortunately, this excellent resource is extremely comprehensive and presents the main issues in all of their complexity yet in a way that is understandable for those without a legal background. Anyone dealing with criminal justice issues in ASD will appreciate this book and find it to be immensely interesting and informative. -- Gary B. Mesibov, Ph.D., Professor Emeritus of Psychology and Psychiatry, University of North CarolinaTable of Contents1. Some Bad Guys. 2. Prevalence of Crime. 3. Behavioural Characteristics of ASD. 4. Criminal Vulnerability: Comorbid and Socio-Environmental Influences. 5. Criminal Vulnerability: ASD-Specific Influences. 6. ASD-Specific Influences: Case Studies. 7. Interactions with the Criminal Justice System. 8. Assessment and Intervention. 9. Future Directions. References.

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Book SynopsisNature Therapy is an innovative approach for working with children who have experienced stress or trauma. For the first time in the English language, this book presents the theory behind the approach along with detailed guidelines for introducing it to the classroom and other group settings The flexible 12-session programme pairs nature-based activities with storytelling and other expressive arts approaches. It is designed to strengthen coping and resilience in children who have been through common causes of stress such as the divorce of parents, moving home, the illness of a loved one or bullying. It can also be used in the aftermath of large-scale crises such as war, terrorism and natural disasters to prevent and treat post-traumatic stress disorder. An evocative colour storybook, 'The Guardians of the Forest', is also included for use within the programme. The original, evidence-based approach described in this book will be of interest to all those working therapeutically or creatively with children who have experienced stress or trauma, including teachers, arts therapists, psychologists and counsellors.Trade ReviewNature therapy is an innovative approach that has been shown to help children who have experience a variety of difficulties including violence, death, parental divorce and natural disaster... It is intended for children between 5 and 10 years old, however it could be adapted for younger children, adolescents and adults... The text is presented in a clear and accessible manner and offers a very detailed nature therapy program. The program may be of interest to therapists, counsellors and teachers who are interested in the theory behind nature therapy and integrating the program within their setting. -- Play for LifeThis book is an invaluable resource for educators and clinicians who work with children under duress. It provides an artful synthesis of trauma theory and nature therapy applications for use with children in classroom and natural environments. Hands-on tools and exercises offer a practical guide for facilitators to create "safe spaces" for children. -- Vivien Marcow Speiser PhD, BC-DMT, LMHC, NCC, REAT, Professor and Director, The Institute for Arts and Health and National, International and Collaborative Programs, The Graduate School of Arts and Social Sciences, Lesley UniversityAs someone who views art-making as a force of Nature and the arts therapies as a contemporary manifestation of ancient shamanic practices, I welcome The Healing Forest in Post-Crisis Work with Children with enthusiasm. It will help heal people and the world too. -- Shaun McNiff, University Professor, Lesley University, and author of Art Heals and Art as MedicineThe Healing Forest in Post-Crisis Work with Children is an important book in the development of educational and therapeutic work with children and nature. Clearly written with a strong rationale and plenty of practical ideas, is accessible and attractive. I would like it to be sent to Ministers of Education in as many countries as possible! -- Professor Sue Jennings, 'The Healing Tree', Stratford-upon-AvonThe Healing Forest in Post-Crisis Work with Children combines theory, practice and research in an accessible and highly readable manner. It is essential reading for anyone looking for new ideas about how to work in a creative, gentle way with children who have experienced trauma. I also warmly recommend this book to any counsellor or psychotherapist who is interested in the potential of using the outdoor environment as part of the therapeutic process. -- John McLeod, Emeritus Professor of Counselling, University of Abertay, Scotland and Professor, Department of Psychology, University of OsloThis is a practical guide book aimed at (as it states) 'therapists, counsellors, teachers and parents; in fact anyone working with children, at any stage of difficulty'... It is a concise easy to read publication, written in a very clean practical style. The author guides the reader through a rich journey from trauma to enlightenment, while offering step by step strategies for the facilitator to prepare and present this creative and expressive intervention... This book is an invaluable resource providing a comprehensive tool kit. In my opinion it would adequately hold and guide any professional wanting to develop creative group interventions, to nurture and support children feeling disempowered, vulnerable and frightened by traumatic life experience. -- Lorraine Finnegan, BAPT member * BAPT - Play Therapy *Table of ContentsAcknowledgements. Part I: Background and Theory. 1. "A Safe Place". Introduction. "A Safe Place" - Historical Background. The Research Proves: Widely Acclaimed Success. 2. Post-Trauma and the Traumatic Experience: Definitions, Differences and Methods of Coping. Post-trauma and the Traumatic Experience. The Diagnostic Criteria of Post-Trauma. Expected Reactions After Trauma and Extended Pressure States. The Severity and Uniqueness of the Traumatic Reaction. Trauma as a Social-Communal Phenomenon. Psychological Treatment of PTSD. 3. Resilience and Coping Resources. What is Resilience? Do Modern Life and Educational Systems Limit Resilience? The Development of Resilience in Children. Fantastic Reality. The Healing Metaphor. The Importance of Play in Children's Recovery. 4. Nature Therapy: Theoretical and Practical Framework. The Historical Context of Nature Therapy: Why Now? Nature Therapy: An Applied Theoretical Framework. Selected Theoretical Terms. Nature as a Therapeutic Environment. The Therapeutic Triangle: Client-Therapist-Nature. Choosing the Space. Rituals, Rituals and More Rituals. Four Applied Models. Challenge in Nature. Art in Nature. A Home in Nature. Nature Conservation Therapy. 5. The Protocol - A Practical Guide. Before Starting: Introducing and Launching the Journey. General Information. Suggested Contract. 6. The Sessions. Session 1: Trees Also Have a Safe Place. Session 2: Finding a Safe Place and Becoming Guardians of the Forest. Session 3: Choosing a Safe Place in Nature. Session 4: Building a Safe Place (A Home in Nature). Session 6: The "Big Bash" - Campsite Cooking. Session 7: Treasure Hunt. Session 8: Making Flags and Preparing to March. Session 9: Hosting Another Class in the "Safe Space". Session 10: Helping Nature - Preparing for "Graduation". Session 11: Closure (Planting, Feeding Stations, Nature Corner). Session 12: Farewell to the Space in Nature and to the Group Leader. 7. Adaptations and Further Activities. Recommendations for Continuing Activities after the Program. More Tree Activities. Activities (Exercises in the Spirit of Far Eastern Martial Arts). Rainy Day Activities. Adapting the Programme to Kindergartens. Appendices. Appendix 1: Guidelines for Preparing Feeding Stations (Sessions 10-11). Appendix 2: Preparing a Peanut Role. Appendix 3: Other Types of Feeding Stations. Bibliography. References. Index.

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Book SynopsisA balanced lifestyle enhances health, happiness and wellbeing. With practical techniques and strategies, this book explores how this balance can be found and how stress and anxiety, which are linked to being overworked and over busy, may be alleviated. It begins by examining the state of work-life imbalance in our everyday lives and discussing real life examples from a group of professionals working in health and social care. Their stories and experiences illustrate the problems caused by our modern, work-driven society and resonate with how many of us are living today. The author then provides practical tools and techniques to address this overwork culture and achieve a more balanced lifestyle. These simple, yet effective, strategies can be implemented quickly in everyday life. This practical resource addresses a problem affecting many professionals worldwide. It will be of particular interest to helping professionals, including occupational therapists, counsellors and therapists, and will allow them to apply the theories of work-life balance to real life in straightforward and tangible ways. The stories and techniques will also resonate with anyone interested in transforming their overworked or overburdened lives.Trade ReviewOccupational Scientist Teena Clouston offers tools for healthcare professionals and service providers, teachers and homemakers, workers and job seekers, and caregivers and retirees, to build better lives by balancing what matters most. Clouston pits current research on improving quality of life against the wider forces driving stressful lifestyles worldwide. No one-size-fits-all remedy exists for the debilitating effects of stress. Yet each of us can find the just-right balance of "doing, being, becoming and belonging". -- Gelya Frank, PhD, Professor, Occupational Science & Occupational Therapy and Anthropology, University of Southern California, USAAs an occupational therapist Dr Teena Clouston is an expert in doing. In this very useful book Teena uses her occupational science expertise to explore lifestyle balance and how doing too much can be addressed by applying concepts of being, becoming and belonging. The accessible writing style of this excellent book allows readers to explore and understand neo-liberalism and its role in creating our Western 'busyness'. I recommend it to all those who work with and/or experience lifestyle imbalance. -- Annie Turner, Emeritus Professor of Occupational Therapy, University of Northampton, and Chair, The Elizabeth Casson TrustIn this brilliantly written book, Dr Clouston presents a thought-provoking reconceptualization of the notion of occupational balance. She argues that living a balanced life means resisting the neoliberal capitalistic pressure to value "doing" over other aspects of life, and instead pursuing personally meaningful occupations that enable "doing, being, becoming, and belonging". This is a must-read textbook for anyone who is interested in ideas about meaningful living through focused engagement in valued occupations. -- Moses N. Ikiugu, PhD, OTR/L, Professor and Director of Research, Occupational Therapy, University of South DakotaThis practical resource addresses a problem affecting many professionals worldwide. It will be of particular interest to help professionals, including occupational therapists, counsellors and therapists, and will allow them to apply the theories of work-life balance to real life in straightforward and tangible ways. -- StudentNurse.netA Practical Guide to the Mental Capacity Act 2005 is an invaluable resource for any health and social care professionals working with individuals who lack decision-making capacity. -- StudentNurse.netTable of ContentsAcknowledgements. Preface. What is this Book About? Overview of the Book. Part 1. Understanding Lifestyle Balance and its Link to Wellbeing. 1. What is Life Balance? 2. Doing Too Much in Paid Work. 3. Obligatory, Non-Obligatory and Meaningful Activities. 4. Stress, Burnout and Rust-Out in Life Imbalance. Part 2. Moving from 'Doing' too much to Reconciling Being, Becoming and Belonging. 5. Finding Life Balance: Strategies for Change. 6. Managing Life Imbalance: Living in the Moment. 7. Meaning and Time. 8. Creating Wellbeing in Workplaces. 9. The Intricate Web of Life Balance. Glossary. Figures and Tables. References.

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Book SynopsisChampioning the therapeutic power of nature, this book explores why outdoor play therapy offers children more than being confined to a playroom and how practice can be moved into the natural environment in a safe and ethical way. By using outdoor environments, the traditional dyadic relationship between the therapist and the child becomes a triadic one in which the therapeutic process is enhanced and the environment for the play therapy is shared and therefore more 'democratic'. The child can develop a lifelong therapeutic attachment to the 'nature mother' which supports the development of the body self and a growing recognition of our interdependence with nature. The author explores how this is achievable in practice and the benefits to children with a wide range of needs including profound and multiple learning difficulties (PMLD), complex social, emotional and behavioural problems (SEBD) and attachment issues. Synthesising traditions of using outdoor spaces in a therapeutic context with approaches from educational perspectives, this book offers a theoretically-sound and practical framework for taking play therapy into natural environments.Trade ReviewIn her wonderful book Play Therapy in the Outdoors, Alison Chown first takes us into the play therapy office, setting the stage by considering childhood itself in the context of the greater world children live in. She grounds the play therapy process in the body where it naturally arises from and then opens the door and takes us out into the heart of the natural world. I kept hearing the poems of Gary Snyder and WS Merwin as I followed her and each child she presents out into nature, for there is true poetry in her approach. As children are today ever more burdened with electronic devices, test taking and a narrowing view of life, books such as Chown's remind us that what matters is connection; to self and others and the natural world which can bring us to the very wellspring of life where we might be healed. -- Dennis McCarthy, licensed mental health counsellor and psychotherapist specializing in sandplay and dream work, author of several play therapy booksThis book makes a wonderful contribution to the field of play therapy. Presenting relevant theory with examples from practice it offers practitioners concepts and tools that can help them "open the doors", "go out", play and do therapy in the outdoors. It invites the therapist to incorporate Mother Nature in the process and extend the therapeutic impact of play. -- Dr Ronen Berger, Founder of Nature Therapy, Head of the Nature Therapy Program, Tel Aviv University, Israel and co-author of The Healing Forest in Post-Crisis Work with ChildrenThis excellent book should be essential reading for everyone concerned with play and play therapy. It also should be part of the knowledge base for planners and developers before any more countryside is destroyed. Meticulously researched and discussed by Alison Chown, she shows how the great outdoors should be the heritage for children now and in the future. I hope it leads to some joined up thinking between health, education and planning. I strongly recommend this innovative book to be read, and then read again! -- Dr Sue Jennings, Visiting Fellow Leeds Metropolitan UniversityThis book is an essential read for any therapist... Chown addresses how play therapy outdoors can be beneficial and achievable for children with wide-ranging needs including social, emotional and behavioural difficulties (SEBD), profound and multiple learning difficulties, attachment and trauma... Chown's book brings us full circle, resonating with the influences of mindfulness, back to our 'source', to nature, and the value of our roots in theearth. Chown is encouraging us to take another step, assessing the risks to self and others, to break down the physical and psychological walls that separate us from that which connects us all, the nature 'mother'. -- Play TherapyTable of ContentsAcknowledgements. Author's notes. Foreword by Sara Knight, Deputy Chair of the UK Forest Schools Association. Introduction. Part I . The Context and the Theory.1. Traditions of Thinking about the Outdoors. 2. A Current Context for Childhood. 3. The Importance of the 'Body' Self. 4. Connecting with the 'Nature Mother'. Part II. Applications to Practice. References. Index.

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Book SynopsisVideo Enhanced Reflective Practice (VERP), an application of Video Interaction Guidance, supports individuals or groups to reflect on and develop their professional communication, teaching or therapeutic skills with their clients through shared review of moments of attuned interaction in video clips of their day-to-day practice. This book brings together international researchers and practitioners from a range of professions to define VERP, present its theoretical basis and review the current research evidence. Increasing in popularity, VERP is used as a reflective professional development tool for a wide range of professionals and employees, supporting them to analyse and reflect on moments of their effective interaction on video, in situ in the professional environment. The VERP approach is optimistic and empowering, focusing on strength and potential rather than problems or weaknesses.This book provides examples of VERP's application in a wide range of sectors and will be of interest to trainers, CPD providers, managers, psychologists, social workers, higher education educators, health visitors, early years professionals, teachers, counsellors, therapists, and professionals in the private, voluntary, government and local authority sectors.Trade ReviewVideo Enhanced Reflective Practice is a dynamic 'complex and creative dance' in Landor, Kennedy and Todd's hands. They tell how videos create challenging 'retrospective mirrors', bringing practitioners face to face with themselves and previously unperceived elements, including unfounded assumptions. Hard questions are asked, helping practitioners develop greater understanding, trust in, and respect for, themselves and their clients. -- Gillie Bolton, PhD, author of Reflective Practice Writing and Professional Development, 4th Edition (Sage, 2014)What will strike any reader of this book is the diversity of contexts in which VERP has been developed. Instead of pigeon-holing the practice to a specific sector or desired outcomes the case studies illustrate both its core qualities and its dynamic flexibility. Unlike many new interventions, VERP has a genuine and authentic history of sustained development meaning that practices have become theorised and nuanced. VERP allows users to make change visible and thus persuades them that it is possible. -- Rachel Lofthouse, Head of Teacher Development and Learning, School of Education, Communication and Language Sciences, Newcastle University, UKVideo Enhanced Reflective Practice applies a new idea concerning how respectful responses to an individual's expressions of their purposes and concerns sustain thriving relationships; from infants and parents in families, through to the successful management of roles in a school, corporation or city. This path-finding book reports and explains the successes of VERP for many relationships across many countries. -- Colwyn Trevarthen, PhD, FRSE, Professor (Emeritus) of Child Psychology and Psychobiology, Department of Psychology, The University of Edinburgh, UKI wish that this book had been around when we started to implement the VIG model in the area of helping professions. Reading the book brought back to me all the excitement I experienced when confronted with these ideas for the very first time. This same excitement was always present when I witnessed individuals change through using VERP. I hope the reader will find, in the breadth and depths of the projects described and in the enthusiasm of the participants, encouragement to start the VERP journey and inspiration for those readers already on it. -- Katerina Šilhánová, Founder and Director, National Training Institute for VIG, Czech RepublicTable of ContentsPreface. Miriam Landor, AVIGuk supervisor and VIG, VERP and Video Feedforward trainer. Part 1. Video Enhanced Reflective Practice (VERP). 1. VERP: Introduction. Hilary Kennedy, educational psychologist and leading developer of VIG within AVIGuk, and Miriam Landor. 2. What makes VERP successful for system change? Views of participants from a primary school. Jenny Jarvis, counselling psychologist and National VIG supervisor, and Susan Lyon, speech and language therapist. 3. From the beginnings of VERP to today: a collaborative journey between Eindhoven and Tayside. Lia van Rosmalen, Manager of Human Resource and Development at Combinatie Jeugdzorg, Eindhoven, and Hilary Kennedy. 4. How and why VERP works – the theory underpinning the practice. Miriam Landor. Part 2. Applications of VERP. 5. Perinatal and infant mental health: using VERP. Angela Underdown, VIG and VERP supervisor and Deputy Director of Warwick Infant and Family Wellbeing Unit. 6. Getting to the heart of nurturing relationships in schools: exploring teacher mind-mindedness through VERP. Kirsty Quinn, senior educational psychologist. 7. Making sure that teaching assistants can make a difference: training that uses VERP. Joanna Hewitt, educational psychologist, Stephanie Satariano, educational and child psychologist, and Liz Todd, Professor of Educational Inclusion, Newcastle University. 8. Connect, reflect and grow – VERP development in the early years. Jo Birbeck, senior educational psychologist, Hampshire, Karen Williams, inclusion team leader for Services for Young Children, Monika Celebi, parent-infant psychotherapist and movement therapist, and Annemie Wetzels, developer of a video feedback coaching programme for lower grade teachers and PhD student, University of Groningen. 9. VERP as a leadership development tool in the banking industry. Maria V. Doria, chartered psychologist and VIG/VERP guider. Part 3. Profound and Multiple Learning Disabilities. 10. Supporting interactions with adults who have profound intellectual and multiple disabilities as their skills deteriorate. Sheridan Forster, speech pathologist and researcher. 11. OIVA – supporting staff for better interaction with people with complex communication needs. Katja Burakoff, speech and language therapist, and Kaisa Martikainen, speech and language therapist. 12. The indispensable moments of relating: Marte Meo in dementia care. Anna-Greta Ledin, senior psychologist and specialist in clinical psychology. Part 4. Higher Education. 13. Just Conversations – VERP as a tool for the development of communicative skills in social work practice. Robin Sen, social work lecturer, University of Sheffield, Carole Chasle, senior educational psychologist, Derbyshire County Council, and Bev Jowett, university teacher, Department of Sociological Studies, University of Sheffield. 14. Integrating VERP into medical education. Alex Greene, medical anthropologist, Dundee University, Emma Cartwright, health psychology postgraduate student, and Clare Webster, paediatric registrar, NHS Tayside. 15. Turning the lens on the professional learning and development of trainee educational psychologists. Michelle Sancho, assistant principal educational psychologist, West Berkshire, Helen Upton, senior educational psychologist, Wandsworth Schools and Community Psychology Service, and Joanna Begley, trainee educational psychologist, Institute of Education, London. Part 5. Systematic Approaches. 16. Systematic change in schools using VERP. Ben Hayes, senior educational psychologist, Kent Educational Psychology Service, Lucy Browne, educational psychologist, and Liz Todd. 17. Evolving the delivery of children's services: VIG and VERP supporting organizational change in Glasgow. Sandra Strathie, national VIG supervisor, Fiona Williams, senior educational psychologist, Glasgow City Council, and Liz Todd. 18. Supporting Supporting professional and organizational development in post-school work. Cyril Hellier, Health Profession Council registered psychologist and a Fellow of the British Psychology Society. 19. Sustaining change in complex systems: VERP and the SPIN® Systems Change AssetsTM. Jane P. Nestel-Patt, founder, director, certified master trainer for SPIN®USA: National Training Institute for VIG, USA, Terri E. Pease, Director of Research and a master trainer at SPIN®USA. Part 6. Evidence. 20. Effects of video-enhanced reflective practice: Current evidence and future challenges. Ruben Fukkink, professor (lector), University of Applied Sciences of Amsterdam and professor, Early Childhood Education and Care, University of Amsterdam, Sanne Huijbregts, teacher and researcher, Department of Education, University of Applied Sciences of Amsterdam, and Liz Todd. 21. Improving interactions improving literacy in early years: an evaluation of a VERP / literacy pilot. Nancy Ferguson, deputy principal educational psychologist, North Lanarkshire Council, Scotland. 22. 'Containing conversations': introducing VERP into a secure forensic service for adolescents. Helen Gibson, systematic psychotherapist and supervisor, Martin Eliott, clinical nurse specialist and clinical team manager, Wiltshire, and Emily Archer, Psychological Practitioner within primary care. Part 7. Conclusion. 23. Reflections on the potential of VERP to support agency in professional reflection and development. Wilma Barrow, educational psychologist, Scottish Borders Council, and Liz Todd. References. Glossary. Author Information.

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