Social counselling and advice services Books

Book SynopsisLosing a loved one and coping with the subsequent adjustments that follow are a difficult fact of life, but people with learning disabilities face specific difficulties in processing and managing these changes. Adopting an integrative approach, this book acknowledges the importance of helping relationships in supporting this vulnerable group through periods of loss and bereavement.The author explains how to engage the person with a learning disability in talking therapy by creating an open dialogue. Common signs of stress, factors to consider in assessing risk and advice on how best to approach difficult subjects are presented. The role of supervision in counselling and issues surrounding terminal illness are also discussed, and practical solutions offered.Professionals working in the field of learning disabilities, such as counsellors, therapists, carers and health and social care students will find this informed guide beneficial in communicating and supporting people with learning disabilities.Trade ReviewThe book provides in depth information on the impact of loss and how this affects all aspects of an individual's life... The case studies provide practical examples and the key points at the end of each chapter assist with emphasising the main messages... There is practical advice for professionals and carers on how to discuss the impact of loss and bereavement with individuals with learning disabilities, including ways to communicate and the use of simple, clear and unambiguous language. The book also addresses the impact of loss for adults with autism and those who have additional communication needs which is particularly useful... The book would be a practical resource for occupational therapists, support staff and students. -- College of Occupational Therapists Section for Learning DisabilityThere are so few books on this very important subject, so it is wonderful to see anew publication. Robin Grey is a new voice amid the small group of practitioners and researchers who have been working in recent years to highlight and address some of the complexities of supporting people with learning disabilities through bereavement.The book is written by an experienced practitioner who has firsthand experience of this issue. It is accessible and welcoming to readers who may be put off by more academic texts. Its aim is very clearly to guide others supporting bereaved people with learning disabilities. -- Bereavement Care, Noelle Blackman, Deputy chief executive, RespondRobin Grey's book is rooted in his practical experience working in day and residential services for people with learning disabilities... While I am very familiar with these ideas, Grey writes about them in a straightforward, helpful and concise manner. -- Community LivingTable of Contents1. Introduction and overview. 2. How bereavement and loss can be different in learning disabilities. 3. Stages of loss. 4. Assessment. 5. Developing understanding around bereavement and loss. 6. Therapeutic tasks. 7. Working with families. 8. The carer's role in bereavement. 9. Working with clients who have additional communication needs. 10. Role of supervision. 11. Working with terminal illness. 12. Remembering and anniversaries. Useful organisations and resources. Further reading. Index.

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Book SynopsisDomestic violence has a serious impact on children and families but some of the harm can be minimised by providing parents with effective guidance on developing safe, protective and positive ways of caring for their children in the aftermath of a violent relationship.This practical guide provides techniques and exercises to help practitioners work in a structured and focused way with parents after domestic violence has occurred. It sets out a framework for assessing risks and needs, and covers how to build strengths, set goals, and plan an intervention pathway. Advice, exercises and handouts that are easily photocopied will help parents understand the impact of domestic violence and develop their relationship with their child. The resource also covers how to use discipline, talking to children, understanding child development, and how to build resilience and empathy. Guidance on working with both the perpetrator and the victim of domestic violence is included.This invaluable resource will benefit child and family social workers, children's centre workers, therapists, counsellors and anyone supporting a family recovering from the trauma of domestic violence.Table of Contents1. Introduction. 2. Assessing and Managing Risk. 3. Starting Out: Building Strengths, Setting Goals and Planning for Safety. 4. Child Discipline. 5. Working with Parents on the Impact of Domestic Violence on their Children. 6. Helping Parents Understand their Child's Development. 7. Child to Parent Violence and Out-of-control Behaviour: Becoming more parent-centred. 8. Working with Over-authoritarian or Abusive Parenting: Becoming more child-centred. 9. Therapeutic Parenting Following Domestic Violence. 10. Parental Separation. Bibliography. Notes.

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Book SynopsisThis book is a powerful and moving account of the experiences of 13 people with learning disabilities who were living with cancer. The author followed their lives as part of a 3-year research study, during which 10 people died. She spent extensive periods of time with them at their homes and day centres, in hospitals, hospices and nursing homes. In doing so, she gained a unique understanding of what it is like for individuals with learning disabilities to live with deteriorating health and how this may impact upon their families, friends and carers. How was each person's cancer diagnosed? How was their cancer and its implications explained to them? How much did they understand and how did they cope with treatment? What happened when they were dying? In answering these questions, the book exposes the suffering of people with learning disabilities at the end of their lives, but also their remarkable resilience and strength. In an optimistic final chapter, the author demonstrates how people with learning disabilities can best be supported at the end of life.This book will be an invaluable resource for anyone involved in the care and support of people with learning disabilities who have cancer and who are dying, including health and social care professionals, families and friends.Trade Review`This book is written by one of only a handful o people in the United Kingdom who specialise in researching the lives and experiences of people with learning disabilities who have cancer and is a valuable and much needed addition to the literature. It is also a commentary on contemporary care for people with learning disabilities, and the continuing struggle in accessing equitable care.` -- British Journal of Learning Disabilities, Liz Forbat, Cancer Research Centre, Department of Nursing and Midwifery, University of Stirling`This book is an account of vulnerable people with deteriorating health, made more vulnerable by their illness, struggling in an often insensitive system...Loss is an inevitable part of life for all of us but this book outlines the impact of loss on people with learning disabilities, often in devastating and subtle ways...I found it a very accessible book: its key element was that the research is presented in readable, detailed accounts of her observations over time as each person's illness progressed. This personal notebook, which relates her inner thoughts, doubts, confusion and sadness over people's pain, was very moving. The fact that at times she could not help and yet she was able to stay with that discomfort rather then cover it up is commendable, reading like a good psychotherapy session...I was surprised as I did not expect to be so affected by this book, nor to learn so much from it. I think the highest praise I can give Tuffrey Wijne is to say it is to my mind the seminal work on the learning disability and loss. I certainly hope it gets a wider audience outside the learning disability field, hopefully in the National Health Service.`Community Living, David O'Driscoll'This book will be an invaluable resource for anyone involved in the care and support of people with learning disabilities who are facing cancer or other life-threatening illnesses. And it also includes a helpful resource section at the end of the book.' -- Learning DisabilityTable of ContentsAcknowledgements. Foreword. Preface. 1. Three Stories. 2. Diagnosis and Treatment. 3. Truth-Telling and Understanding. 4. Family and Friends. 5. Unprepared Services, Inexperienced Carers. 6. Dependent Lives. 7. Resilience. 8. Dying and Beyond. 9. Learning Lessons. Appendix 1. The People in this Book. Appendix 2. Methods. References. Resources.

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Book SynopsisAround three quarters of people who turn to adoption do so because of infertility and those working in this field need information, guidance and support to assist them in the process of adoption to support the adopters and to deal with any issues that may result from infertility.Adopting after Infertility is an accessible and informative interdisciplinary book that addresses the issues that professionals working with adopters and the adopters themselves face when going through the adoption process and the impact of infertility on their experiences. The book includes chapters on the effects of infertility, why people may choose adoption and the assessment and preparation process. It also covers what an Adoption Panel needs to know about the prospective parents, the experiences of those coming to adoption from minority communities or when living with health conditions and post-adoption support needs. Personal accounts by people who have experienced adopting after infertility are included throughout the book.This book will be essential reading for professionals and academics from a range of disciplines including social work, psychology, health, mental health and counselling. It will also be invaluable to students studying for post-qualifying awards.Trade ReviewI would recommend reading the book from start to finish as it is structured to follow the path taken by many adopter. This book does achieve its objective to provide those working in this field with information, guidance and support to assist them in the adoption process and to support adopter; it will be a useful reader to inform practice for professionals, academics and students. -- Seen and HeardADOPTING AFTER INFERTILITY is a highly sympathetic read and in my view one of the best books to cover this complex and soul searching subject for prospective adoptive parents and professionals alike... It is a gentle and empowering book that offers hope and direction whilst cutting through any hypocrisy or platitudes that may smother anyone dealing with infertility... In my view, it is perfect for anyone undecided whether adoption is the journey they wish to pursue, the prospective adoptive parent who has so much to consider, or professionals wishing to gain insight into this area for assessment and understanding of others. -- Adoption TodayThis book is a very helpful guide for assessing social workers and for post-adoption workers on the topic of infertility... This useful book, which includes first hand accounts and has a cross-cultural perspective, should be seen as core reading, particularly for those who are new to the field. -- Family FuturesThis book is a must-read for those with an academic, professional and personal interest in the topic of adoption and assisted reproduction. It provides an accessible, insightful - and at time emotive account - of what it means to be infertile, how the adoption process works, and what it is like to be an adoptive parent. -- BioNewsThe premise of this interesting and much needed text is to understand and begin to fill the gap, identified by the editors, in the research into the "influence of fertility experiences on adoptive family life"...This book is well thought out, well written and up to date, pertinent and accessible. Every Assisted Reproductive Unit should have a copy, and every independent counsellor should read it. -- BICA JournalTable of ContentsIntroduction. Marilyn Crawshaw, University of York, UK and Rachel Balen, University of Huddersfield, UK. 1. The impact of infertility and treatment on individuals and couples. Lone Schmidt, Institute of Public Health, University of Copenhagen, Denmark. 2. When treatment ends; the experiences of women and couples. Gayle Letherby, University of Plymouth, UK. 3. The shift from medical treatment to adoption: Exploring family building options. Petra Thorn, Practice for Couple and Family Therapy, Germany. 4. Where infertility arises from a prior health condition - fit to adopt? Marilyn Crawshaw and Rachel Balen. 5. Assessing infertile couples for adoption - Just what does 'coming to terms with infertility' mean? Marilyn Crawshaw. 6. Adoption and infertility: The role of the Adoption Panel. Jenny Gwilt, independent adoption consultant, UK. 7. 'For him, it's got to be your own son': Adoption and infertility in British South Asian communities. Lorraine Culley and Nicky Hudson, De Montfort University, UK. 8. 'A sense of belonging': The experience of a Black adopter. Sally Baffour, ThankU Charity, UK. 9. Infertility and intercountry adoption. Gill Haworth, Intercountry Adoption Centre, UK, Peter Selman, Newcastle University, UK and Jan Way, Intercountry Adoption Centre, UK. 10. A child at last: Adoption after infertility. Anthea Hendry, Art Psychotherapist, UK and Penny Netherwood, Leeds Child and Adolescent Mental Health Service, UK. 11. Nature and nurture: What do theory and research tell us? Olga van den Akker, Middlesex University, UK. 12. Infertility and adoption: The search for birth parents and the impact on adult family relationships. Julia Feast, British Association for Adoption and Fostering, UK. Final Thoughts. Index.

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Book SynopsisSupporting Traumatized Children and Teenagers is an accessible, comprehensive book providing an overview of the impact of trauma on children and adolescents and how they can be supported following trauma.Trauma can result from a range of experiences from bullying to witnessing violence to living through war. This book explores the different reactions children may experience, and the impact trauma can have. Variables affecting the impact of trauma are explored such as different developmental stages, gender, the reactions of friends and parents, the child's personality, and their caring environment. Appropriate and effective ways of helping children after a traumatic event are outlined, and different types of therapy, such as group therapy and cognitive behavioural therapy, are discussed. The book offers case examples and practical tips throughout, and includes a chapter on how someone working with a traumatized child can help and look after themselves.This book will be invaluable to a range of professionals working with traumatized children including counsellors, child and family social workers and therapists, as well as others involved with traumatized children such as foster carers and teachers.Trade ReviewThe practical emphasis and confident tone of this volume is a welcome addition to the toolkit of anyone working in this area. Atle Dyregrov has an eminent international reputation and his breadth of knowledge and experience is clear throughout. Personal accounts of those working with traumatised young people, as well as the voices of young people, are represented in the form of vignettes, which emphasize the individual nature of the trauma and therapeutic work... I would recommend this book to other professionals and, indeed, have already done so. -- Journal of Child Psychology & PsychiatryI would recommend Supporting Traumatized Children and Teenagers to trainees at all levels of training, as a comprehensive introduction to the main concepts and issues relating to PTSD in children. -- Journal of Mental HealthSupporting Traumatized Children and Teenagers by Atle Dyregrov is a comprehensive overview of the most recent literature and intervention options for young people who have experienced trauma... This book gave me a fantastic grounding in child trauma. It is an ideal book to consult as a trainee clinical psychologist. The empirical research was impressively current, with a wide breadth of topics and case examples. Reading the book brought up new issues I had not considered, such as the impact of traumatic events on the subsequent capacity to be a parent, differential diagnosis of PTSD in preschool children, how reactions to trauma may differ according to the child's gender at varying stages following the event, and the process issues to consider in setting up group interventions for children. The chapter on school involvement and intervention was also very helpful. -- Journal of Mental Health`This book is a valuable resource for anyone connected with a child, or young person, who has been affected by traumatic experiences (from bullying to witnessing violence or living through war). It addresses the needs and behaviours of traumatised young people and provides a respectful and intelligent guide to others on how they can support and care. The author has a nice style, which is drawn from a strong respect for research and extensive clinical experience; blending theoretical notions from several viewpoints in a concise and understandable manner and using case examples/practical tips throughout. The book covers a variety of topics, such as helpful ways to support children during and after traumatic events, what promotes risk and what are protective factors in young people, to different types of group and individual interventions, including presenting a number of concrete methods that can lessen the impact of trauma. This book is rich in detail and provides a clear outline for those involved with traumatised children and young people.` -- Youth in MindThis book is a highly readable account, combining a practical reference tool with a reasonably in-depth discussion of how trauma can affect the young. It presents a clear discussion of both the physical and emotional aspects of trauma, including the immediate after-effects, the long-term effects and subsequent coping mechanisms. The book also discusses the effects of trauma with respect to life stage, possible actions and reactions, gender differences and accumulative trauma... This is an informative book that can be used as an aid to both parents and teachers in dealing with and understanding trauma, and, on a more practical level, as a useful tool for therapists. It is easy to follow, with bite-sized discussions... All in all, a good addition to your bookshelf, which I feel I can comfortably recommend. -- BACP- Counselling Children and Young People`This book help with an understanding of the need to connect symptom with cause, acknowledges the impact on those who offer help, and will be a valuable introduction to anyone working with troubled children and young people. -- Children & Young People Now, John Diamond, chief executive, Mulberry Bush OrganisationThe book is well referenced and an easy guide to helping children who have experienced single traumas ... It's a book that parents as well as professionals could read. It defines what trauma is, and the impact that trauma has on children in the short, medium and long term ... At Family Futures, we have been aware that there do seem to be significant gender differences in how children process traumatic experiences: stereotypically, girls becoming dissociative, withdrawn and shut-down, with boys becoming poorly regulated emotionally, and prone to aggression and more violent re-enactments. This area warrants more systematic analysis and is an issue that we would like to pursue, and we would welcome Associates' comments on gender differences in response to developmental trauma. -- E-newsletter of Family Futures' Associates Network, Alan Burnell, Manager, Family FuturesBased on unparalleled clinical experience, this book describes and explains how children of all ages can be affected by traumatic experiences. It is illustrated by many examples from actual cases and so the children's voices are heard loud and clear. Factors affecting normal psychological growth and adjustment are considered as are those in the child, the family and the broader environment that promote resilience and mitigate against the worst effects of traumatic events. Current best practices in intervention, both at home and in school, are described in clear, non-dogmatic ways, and this should help all those working with or caring for children to access better help. This is a must-read for everyone involved in promoting the welfare of children. -- William Yule, Emeritus Professor of Applied Child Psychology, Institute of Psychiatry, King's College London, UKThis book is essential reading for anyone who has contact with children and young people who have experienced a traumatic event. Firmly grounded within a strong evidence base the author draws upon his extensive experience to provide many practical ideas about how children can be helped to talk about and cope with their trauma. This is an excellent book that will be an invaluable resource for anyone who is supporting a child through a traumatic event. -- Professor Paul Stallard, University of Bath, UKWhat makes the book so useful is the author's wide definition of a traumatic event. He recognises that children who have suffered from experiences of sexual, physical or domestic abuse are survivors of trauma. Besides demystifying some of the therapeutic techniques used, several case studies illustrate what helps children most. Also there are some very useful child-focused scripts provided for self-help exercises. Workers can share these with children and carers to relieve stress and strengthen children's sense of self-control over disturbing flashbacks and recurring sensory images of the trauma. -- Community Care, Ann Burnage, deputy chief executive officer at the Cabrini Children's SocietyTable of ContentsPreface. 1. What is trauma? 2. Children's reactions during and after traumatic events. 3. Some important aspects of trauma. 4. Girls and boys - alike or different? 5. The significance of friends following a trauma. 6. What promotes risk and what protects? 7. Help for Children after Traumas. 8. Groups for children following trauma. 9. Post-traumatic therapy 10. Traumas and the school. 11. Being a helper. Conclusion. Appendix 1 Post-Traumatic Problems Help for Preschool and Early School-Age Children (4-7 years) Appendix 2 Post-Traumatic Problems Help for School-Age Children. Index.

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Book SynopsisBullying is a serious and pervasive issue for people with autism and Asperger Syndrome. This photocopiable workbook encourages adults who have been involved with bullying - as either victims or perpetrators - to explore what bullying is, the effects it can have and how it can be tackled successfully. In this accessible and jargon-free book, with a wealth of case studies and summaries, readers are invited to consider the thoughts, feelings and actions associated with bullying and offered helpful strategies for dealing with it. The book comprises a general introduction to bullying, followed by sections that examine the issue from the perspectives of victim and perpetrator. This dual approach is designed to stamp out the problem at its source - the bully - rather than simply supporting the victim. It also recognises that while people on the spectrum are all too often bullied for being 'different', character traits such as difficulty with empathy mean they may unintentionally bully others.This practical book can be worked through independently or with any of the wide range of professionals involved in supporting an adult with autism or Asperger Syndrome and other learning disabilities, to reach a new level of understanding about bullying.Table of ContentsA Note About Language and Content. Why this book was written. How to use this book. Part One: An Introduction to Bullying. 1. Your Experiences of Bullying. 2. What is Bullying? 3. Where Can Bullying Happen? 4. Who Can Be a Bully? 5. Who Might Be the Victim of a Bully? 6. Why Might People with Autism or Asperger Syndrome be at Risk of Bullying? Part Two: An Introduction to feelings, Thoughts and Behaviours. 7. Feelings. 8. Thoughts. 9. Behaviours. 10. Assertiveness: One Way of Behaving. 11. The Relationship Between Feelings, Thoughts and Behaviour. Part Three: For Those Who Are Being Bullied. 12. How Might I Feel When I am Being Bullied? 13. What Might I Think When I Am Being Bullied? 14. How Might I Behave When I Am Being Bullied? 15. Recognising When You Are Not Being Bullied. 16. Why Is It Important to Deal With Bullying? 17. How Can You Deal With Bullying? 18. My Plan to Stay Positive. 19. When Things Go Well. 20. If Nothing Seems To Work. Part Four: For Those Who Are Bullying Others. 21. Why Might People with Autism or Asperger Syndrome Be At Risk of Bullying Other People? 22. How Might I Feel When I Am Bullying Others? 23. What Might I Think When I Am Bullying Others? 24. How Might I Behave When I Am Bullying Others? 25. Why Is It Important Not To Bully Others? 26. How Can I Stop Bullying Others? 27. My Plan To Stay Positive. 28. When Things Go Well. 29. If Nothing Seems To Work... Part Five: Additional Information. 30. Other People's Stories. 31. Information for Family Members, Carers, Employers, Tutors or Others Who Work With Individuals With ASD. 32. Contacts and Resources. References. Index.

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Book SynopsisThis book is about boyfriends and girlfriends - getting them, keeping them and moving on from them. Young people put enormous energy into these processes: they worry, they hope, they conspire and they cry because, in a sense, having a boyfriend or girlfriend is about much more than just having a boyfriend or girlfriend. Using dozens of recognisable vignettes, Luxmoore movingly describes his work with young people. In particular, he explores the dramatic conflict between young people's loving and hating as they move from the intimacy of relationships with parents to relationships with boyfriends and girlfriends, frantically negotiating sex and sexuality, the meaning of love, faithfulness and unfaithfulness and many other issues vital to the adults these young people will become.The book will be essential reading for professionals and parents struggling with the ferocity of young people's feelings where 'I love you!' and 'I hate you!' are never far apart.Trade ReviewHis analysis of the subject is clear and he uses his wide knowledge of theory to connect the writing... This book is a snapshot of life for teenagers in love and hate and offers an analytical exploration of the subject. -- British Journal of Psychodrama & SociodramaFor educational psychologists (EPs) interested in psychodynamic and therapeutic approaches to the emotional support of children and young people, it is an essential read.His new publication did not disappoint. Luxmoore seeks to explore the personal nuances and meanings for young people of getting, keeping and moving on from having a boyfriend or girlfriend> a central experience of adolescence, but one coyly neglected in much professional literature. -- British Psychological Society, DebateHe (the author) offers a thoughtful and insightful look into the psychology of young relationships and glimpses into this therapeutic counselling technique...the author's examples of his work provide a vivid picture of the respect, patience and curiosity essential for any form of therapy. This book will prove highly useful for beginning therapists so they can learn about therapeutic stance...the author offers a well-written, refreshing look at the psychology of love and hate as important features in a young person's development. It is a good addition to the shelf of novice and experienced professionals. As the youth of the world changes, re-reading this book will offer a glance at our cultural evolution.` -- J Ccan Acad Child Adolesc Psychiatry, Andrew Howlett, MD, Resident in Psychiatry, University of Toronto, Ontario and Leopoldo Chagoya, MD, FRCPC, Mount Sinai Hospital Toronto, OntarioThe first thing to say is that the book is a huge pleasure to read. Luxmoore moves the authorial lens smoothly from closely-observed, film-like pieces of 'action' to quitter passages of reflection. The book is in five parts, and one of the many satisfactions it offers, is this almost symphonic form itself. I found that when I took Young People in Love and in Hate away with me on holiday it quickly became the property of my own adolescent children. They read the 'best bits' out to each other...Luxmoore strikes a balance between taking his young clients and their external situations with proper seriousness, and offering to loosen the underlying anxiety they bring through an opportunity to play. ..In these sections of the book, the reader can more readily identify with these powerful feeling states, which will be only too familiar to anyone who works closely with adolescents...I feel excited by this, and it is no exaggeration to say that Luxmoore is one of today's answers to Donald Winnicott. He has the gift of writing for different audiences, and he has a belief that all this psychoanalytic insight and understanding is too useful to be kept as the preserve of the privileged few who have a psychotherapy or a training themselves. He wants to bring the thinking out into the world, and in this book, perhaps even more clearly that in his previous works, he does so...It is the material in this book - the stories, the moments described movingly from life - that make it thoroughly compelling. Characters like Vinnie, Jono and Freya erupt off the page. What Luxmoore brings to all these dramas is a kind of practised, unintrusive curiosity about things in their lives, tempered by an important set of understandings about the acute narcissistic vulnerability oif adolescents...This apparently artless approach may sound easy. Don't be fooled. It is the result of long experience, the courage to become technically free, while remaining analytically thoughtful, and a certain professional humility, in which being ordinary is more valuable than being clever. -- Oxford Psychotherapy Society, Lucy-Jean LloydThis man knows how to communicate with young people, and understand their perspectives about what is happening in their lives, without losing his 'adult' perspective as well. Any social worker who has been told by a young person that they 'just don't understand' what it is like to be a young person, or what is important to a teenager really ought to read this book. -- CAFCASS, FA Watson Research OfficerThis book offers a clear, humane and wise guide to helping young people in a school or institutional setting, and bespeaks a decades-long career helping young people through the difficulties of growing up, separating from parents and experimenting with partner relationships... His focus in this book is on the difficulties caused by "splitting", being the harsh division of people and relationships into black and white, love and hate... This book offers a calm, compassionate strategy to those helping young people deal with such ferocious feelings. -- Youth in MindTable of Contents1. Introduction. 2. Young People in Love. Love and Practising. Love and Proof. Love and Promises. Love and Rumours. Love and Parents. Love and Sex. Love and Sexuality. Love and Shame. Love and Privacy. Love and Aloneness. Love and Friends. Love and Loss. 3. Young People in Hate. Hatred and Evil. Hatred and Mothering. Hatred and Dependency. Hatred and Envy. Hatred Reciprocated. 4. Making Up. 5. Breaking Up. References.

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Book SynopsisDomestic violence experienced in childhood continues to have an enduring emotional impact into adulthood. The scars it leaves can impact on family lives, employment, and long-term emotional and mental health.This book explores the experiences of adult survivors of domestic violence in childhood. The authors draw on many years' experience at the forefront of the field to bring together current research, best practice guidance for those working with both adults and children, personal testimonies and creative writing from survivors. The book addresses how to work with children exposed to domestic violence to address the issues before they grow up, as well as guidance on working with adult survivors. The personal accounts and poems make real the research and practice guidance. This important book will be essential reading for all those working with survivors of domestic violence in childhood, including counsellors, social workers and therapists, as well as students, academics and policy makers.Trade ReviewThis book clearly fills a gap in the literature, and will be of great help both as a starting point in raising awareness of a long-neglected issue, and as a source of ideas for those wishing to work with and support survivors of domestic abuse in childhood. -- Safe- The Domestic Abuse QuaterleyThe book is a well-written, accessible overview of the topic presented in a mix of academic and first-person writing. -- Therapy TodayExplores the experiences of adult survivors of domestic violence in childhood. Draws on research, best practice guidance, personal testimonies and creative writing from survivors. Looks at how to work with children exposed to domestic abuse to address issues before they grow up, as well as providing guidance on working with adult survivors. Useful for anyone working with survivors of domestic violence in childhood, including counsellors, social workers, and therapists. -- NCPCC Information ServiceIt will undoubtedly appeal to anyone, working with adults, therapists, counsellors, social workers, students and policy-makers...Using a qualitative approach, including the work of a focus group, personal interviews and the writings of survivors, the authors highlight the lifetime impact on individuals whose childhoods were specifically affected by domestic violence. -- Helen Musto, Independent Social Worker * Professional Social Work *Table of ContentsAcknowledgements. 1. Introduction and background: Adults who were exposed to domestic violence as children. 2. Before you grow up: What the research tells us about children who experience domestic violence. 3. Scarcely an issue at all in the UK: Research on adults who experienced domestic violence as children. 4. The impacts of childhood domestic violence on adults: What survivors say. 5. Finding hope in a cold place and thriving against the odds: Testimony by 'Rose Wood'. 6. Dealing with it at the time: Working with children exposed to domestic violence to enable less painful later adulthoods. 7. Still Hurting: Testimony by 'Anna'. 8. How to move forward: Recovery, assistance and support for adults with childhood experiences of domestic abuse. 9. Both pain and being shielded: Testimony by 'Patrick'. 10. It really can get better: Conclusion. References. Index.

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Book SynopsisHow do you spot the signs that a young person has been victimised? What do you do if you are approached by a young person who has been affected by crime or bullying? What is the impact of crime and how can you best aid the young person’s recovery?Are You Okay deals with these issues that many adults may face when trying to help a young person in their care in the aftermath of a crime. It provides detailed information on the different types of crime from assault and hate crime to cyberbullying and sexual abuse, and explores how they may affect the young person in different ways. The author also addresses difficult issues such as dealing with fears of retaliation, confidentiality and whether a crime should be reported, the grey area between crime and bullying and how best to assess the young person’s needs.This accessible guide will be essential reading for anyone working with children and young people aged 8+, including social workers, youth workers, teachers, police, education welfare officers and victim support and witness service workers.aTrade ReviewI found this an accessible, easily readable and practical book. -- BASPCAN NewsThe use of case studies and subheading makes this book easy to use. It is simple to find what you need and it covers a wide range of areas from identifying children at risk, the range of crimes, the legal points and how to help. There is also a range of references and resources to allow the reader to gain further insight into each area. For anyone working with children, this book will be well thumbed and well read. -- The SL JournalIt is clear that we need to do more to help children who have been victims of crime. This book will enable people to do exactly that - help people get started with some tried and tested advice and techniques to help young victims. -- Sara Payne, Victims' ChampionThis book provides a practical guide to supporting young people who have been victims of crime; from assault, bullying and robbery to sexual and physical abuse. The statistics used helpfully contextualise the young people's experiences, but most useful are the case studies showing how crimes against children can be dealt with effectively... The information is presented clearly without oversimplifying what are often complex issues, and without dichotomising "victims" and "offenders". Although aimed at practitioners, policy makers would do well to learn from this book as they look to reform the youth justice system, taking note of the need for early intervention and the use of restorative justice. -- Children & Young People NowTable of ContentsAcknowledgements. Introduction. Key Concepts: Protective Behaviours and Restorative Approaches. Part 1. 'What happened?' The crimes and their consequences. 1. The crimes. 2. Indirect victimization or 'hidden harm'. 3. Understanding the effects of crime and recognizing the signs. Part 2. 'You are not alone' stepping in to help. 4. Raising the issue and responding well. 5. Assessment, confidentiality and reporting. Part 3. 'What will happen now?' The criminal justice system. 6. A swift navigation through the criminal justice system. 7. Restorative approaches. 8. The overlap between offending and victimization. 9. Next steps. Conclusion. Resources. Index.

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Book SynopsisYouth mentoring can be an effective way of supporting troubled youth, helping them sustain positive mental health, cope with stress, and lead successful lives through adolescence and into adulthood. This book is a comprehensive guide to youth mentoring programmes, illustrating how, if managed well, they can increase the social support available to young people. It outlines the objectives and benefits of mentoring, how it works, and how to mentor successfully. Youth mentoring in community and school settings is covered, as well as mentoring for vulnerable youth. The book illustrates different mentoring models and provides practical strategies for assessing, setting up, and monitoring the mentoring relationship and its outcomes for the young person. The challenges and difficulties associated with mentoring programmes and strategies to overcome them are also addressed. This will be an essential guide for anyone working with young people, including youth workers, social workers, residential care staff, foster carers, community development workers, teachers and community police.Trade Review(...) a thoughtfully produced text and an excellent guide for a range of professionals who come into contact with troubled young people. -- Young Minds MagazineOver the last decade a solid body of evidence has emerged, showing which types of mentoring lead to the most significant outcomes for young people. This book is a timely summary of current understanding, and a well-structured and meticulously referenced tour of best practice... Whether you are a policymaker deciding whether to fund mentoring or a practitioner starting or improving a programme, A Guide to Youth Mentoring will help you to understand what works and why. -- Children & Young People Now, Richard Turner, Chief ExecutiveMany of us know from experience that a lasting relationship with a trusted and trustworthy adult can make all the difference in a young person's life. This book helpfully reviews the research evidence in order to offer practical advice on establishing effective mentoring schemes. It does not oversell or pretend that mentoring fits all and it does not forget that the mentors need proper support themselves. A good read for both established mentoring schemes and those just starting out. -- Dr Liz Hoggarth, formerly senior research fellow, Youth Affairs Unit, De Montfort UniversityTable of ContentsAbout the Authors. Introduction. 1. Understanding Social Support and Its Role in Youth Mentoring. 2. Assessing Social Support for Youth within a Mentoring Context. 3. Good Practice in Mentoring Programmes. 4. School-based Mentoring. 5. Providing Social Support through Mentoring for Specific Groups of Young People. Conclusion. Useful Contacts. Subject Index. Author Index.

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Book SynopsisThis is a light-hearted, easily digestible guide with a wealth of handy hints and tips for the helping professions when they have to communicate with the public.For those in the helping professions, communicating with the public can sometimes be a challenge, and different skills are needed to those used when communicating with friends and family. This book addresses these issues by providing hundreds of tips on how to communicate with the public, covering topics such as managing conflict, assertiveness, feelings, listening and boundaries. It also includes guidance on reflection, supervision, confidentiality and anti-discrimination. The book uses a fun and accessible approach, making the advice easy to read and then put into practice. This handy guide will be invaluable to a range of practitioners in the helping professions including health visitors, social care workers, probation officers and teachers, as well as any other professional looking for tips on how to communicate effectively.Trade ReviewCommunicating with the public is a difficult and complex skill for healthcare professionals to master, but it is vital. Offering exactly what it says in the title, this excellent book is straightforward and to the point... I give this book five stars. It is a great read and will be invaluable for teachers, social workers and parents, as well as everyone working in health care. -- Nursing Standard500 Tips for Communicating with the Public is an informal, logically structured and accessible book designed to allow all members of the multi-disciplinary team to develop their most fundamental clinical skill, communication, in an informal and efficient manner. While belonging to the tip-book and not the text-book genus, it is an expansive and well-written text. -- Dr Michael DalyThis is a little volume that's big on practical ideas, containing short, pithy and to the point helpful thoughts on how to manage communication in different settings. In amongst things I knew and things I'd forgotten were tips and exercises that were new to me. It is a refreshing piece of work that would be valuable on the reference shelf of any counsellor, social worker or health care professional who needs help - quickly. -- Dodie Graves, Counsellor, and author of Talking with Bereaved PeopleThis book takes its own advice in being straightforward and completely free of jargon. It is neither patronising nor high flown but just provides grounded and sensible advice. This is particularly true when decisions are likely to impact on vulnerable clients in powerful ways such as when help can be given or withheld. The book is arranged in a way that makes it easy to dip into when a worker has a particular concern, and it is relevant to a wide diversity of people from housing officers and police to social workers and counsellors. -- Judy Ryde, freelance psychotherapist, supervisor and trainer, and author of Being White in the Helping ProfessionsTable of ContentsIntroduction. Why do we need to communicate well? Tips about the tips! Book structure. 1. How Do We Communicate? Communicating verbally - face to face. Communicating verbally - giving presentations. Communicating verbally - on the telephone. Non-verbal communication - writing. Non-verbal communication - electronic written communication. Non-verbal communication - body language. Non-verbal communication - communicating imaginatively! Different modes of communication - communicating on to one. Different modes of communication - communicating with groups. 2. Skills for Communication. Listening skills. Questioning skills. Assertiveness skills. Information-giving skills. Advice-giving skills. Reassurance. Disclosure. Challenging. Negotiation skills. Dismantling barriers. 3. Emotions in Communication. Clients and workers have feelings! Angry feelings - conflict management. Handling stress. Using humour. 4. Communication in Different Settings. Where to meet? 5. Structured Communication. Preparing yourself first. Scene-setting. Preparing the location. Setting the tone. Introductions. Relationship length. Setting goals. Handling interruptions. Summarizing. Endings. 6. Communicating with Different People. Working with men and women. Working with children. Working with people of different races and cultures. Working with clients who do not speak English. Working with disabled and differently-abled people. Working with older people. Working with people of different sexualities. Wealth, class and society. 7. Communicating with Self-awareness. Know yourself. Personal bias and agendas. Making judgements. Think about your expectations. Using labels. 8. Professional Boundaries and Responsibilities. Boundaries. Confidentiality. Being clear about roles and responsibilities. Communicating in the workplace. 9. Rights, Advocacy and Meeting Clients' Needs. Meeting needs. Understanding rights. Helping your client to make decisions and choices. Being an advocate. 10. Communication and Procedures. Know the rules. Assessment. Recording and reporting. Background checks and safeguarding. Dealing with abuse. Responding to complaints. Supervision. Appraisal. Epilogue.

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Book SynopsisHow do you break the vicious cycle of violence that affects the lives of many young people today? Transformative programmes can help young people to change the way they think about themselves and their futures, and offer support to help them to become resilient and positive young leaders of their community.This manual, based on approaches used successfully by Leap Confronting Conflict, is a guide to designing and setting up transformative programmes and targeted interventions with young people. Part 1 provides guidance and advice on developing a transformative programme and demonstrates how it can help young people break free of violence. Part 2 outlines a full programme on building leadership skills made up of four workshops: Leadership, Advanced Leadership, Leadership in Action, and Fear and Fashion: Tackling knife carrying and use. The manual is packed with exercises and activities and includes full guidance notes and tips on setting up and facilitating the workshops. It will be invaluable for all those working with young people at risk of violence, those managing and delivering programmes for young people, and policy makers, academics and students in youth and conflict fields.Trade Reviewthis well presented book is a recommended purchase, as all the hard work in planning and preparation has been done for you. -- PSW (Professional Social Work)In summary this book offers a repertoire of ideas for facilitators of group work with young people aiming to promote leadership... I certainly am inspired by the strong beliefs of the authors and would recommend that this book is considered by any facilitator of group work with young people as a guide to running a group. -- Social Work: Reflections and ResearchThis manual shares the ground-breaking work of Leap Confronting Conflict for working with young people in conflict or crisis situations. It contains practical activities that can be used in a range of situations, or brought together to form a programme of intervention. I would recommend our students read this manual; it will benefit them both in their studies and in their direct placements with young people. -- Alan Smith, Principal Lecturer in Youth and Community Work, Leeds Metropolitan University, UKTable of ContentsIntroduction. Part I: Developing Transformative Programmes for Youth at Risk. 1. What is a Transformative Programme? 2. Preparing the Ground for Change. 3. Working with Young People. 4. Growing Young Leaders. 5. Gathering a Community of Support. Part II: The Leadership Programme. 6. The Leadership Workshop. 7. The Advanced Leadership Workshop. 8. The Leadership in Action Workshop. 9. Fear and Fashion: Tackling Knife Carrying and Use. Resources.

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Book SynopsisAgain and again, young people return to the question, "Am I the same as other people or am I different?" It's a difficult question to answer. Everyone knows that they're the same as other people in lots of ways yet they suspect that they might also be different. Or they want to be different... Or they accuse other people of being different... Or they get beaten up for being different...This book is about young people trying to find answers, or at least trying to live more comfortably with the question. Using dozens of recognisable vignettes, Luxmoore explores young people's anxieties about ordinariness and extraordinariness, anxieties that affect everything: their behaviour, choices, relationships, happiness. He describes ways of working supportively and imaginatively with young people so that they can begin to find a better balance, enjoying their lives and achieving all sorts of things without losing sight of the fact that - underneath everything and like everyone else - they're ordinary, and there's nothing wrong with that. This original and thought-provoking book will enable professionals in counselling, teaching, youth work and youth justice to support young people struggling with these anxieties and the eternal question, "Am I normal?"Trade ReviewOverall, this text promotes considerations of professional practice on a number of levels and gently balances the professional and the personal on the same plane. As it is based around the school context it offers these considerations from a context and system well known to Educational Psychologists, thereby making this text, both a reflective and engaging read. -- DebateIt is short but enjoyable read, well written and masterfully told. -- Journal of Mental HealthThis is very readable book offers insights into some of the behaviours and attitudes of youngsters as they struggle to reconcile their need to be "special" or extraordinary with their desire to be normal... Bullying, teenage depression and rebellion can all be due to the tension between wanting to stand out and blend in, and the book describes ways of working with young people to help them find a balance that enables them to achieve while accepting their own ordinariness. This is aimed specifically at counsellors, but I found it enlightening as it explained some of the teenage behaviours that can seen so baffling and self-destructive. -- The SL (School Librarian)As someone who works with quieter, more withdrawn young people, I was particularly drawn to this book. Many of them wish to feel special, loved, uniquely valued, but at the same time they want to fit in and not feel weird or totally different from their peers... I could see how these stories could be used to discuss issues with young people to help them work towards their own solutions - help them to see that they are both very similar to and yet, each in their own way, quite different form anyone else. -- Children & Young People NowThe book will serve as a useful reminder, for professionals working with young people, of the complex contradictions that are often especially present during the teenage years... it is thought provoking and will make a useful resource for practitioners, particularly counsellors or those working in therapeutic relationships with young people. -- Youth in MindThis is an excellent book. Its 14 chapters -some quite short- are thoughtful and stimulating, theoretically sound but grounded in real life, lucid and readable. For those of us who want to understand a little better what makes our children and young people tick -not to mention ourselves- it has much to offer. I hope it will be widely read. -- Pastoral Care in Education: An International Journal of Personal, Social and Emotional DevelopmentTable of Contents1. Introduction. 2. A Story about difference. 3. Otherness. 4. Trying to be interesting. 5. Ordinariness and extraordinariness. 6. Special. 7. A brittle belief. 8. Ordinary death and ordinary sex. 9. The road not taken. 10. What if and what is. 11. A promised land. 12. Disillusioning. 13. Back to the garden. 14. Ordinary parents, ordinary professionals. 15. Afterword.

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Book Synopsis101 Things to Do on the Street is packed with creative and innovative ideas for street games and activities to help young people aged 11--19 explore personal, social and emotional issues.Specifically designed so that few resources or props are needed, the activities included are all practical, easy to follow, and above all, fun. As well as helping young people get to know each other, they explore issues such as gender stereotypes, offending behaviour, values, trust and street safety. They also aim to improve skills such as teamwork, communication, compromise and negotiation. From role-play and arts and crafts to discussion and quizzes, there are over 100 ideas to meet the needs of young people who choose to meet on the street, which can also be adapted for use elsewhere. This second edition includes information on what detached and outreach work is, tips and ideas on how to get started, staying safe guidelines, and over 30 revised or new activities. This invaluable resource will be used time and again by detached and outreach youth workers, mobile projects, community development officers, street wardens, and youth offending teams - in fact anyone working with young people who needs tried and tested ideas for games and activities to engage and motivate outside of building-based provision.Trade Review101 Things to Do on the Street has... a down - to - earth, practical approach, and includes tips, advice, and potential pitfalls to be mindful of when planning and delivering this type of service... a good resource for any youth worker to have in their kit.' - Counselling, Children and Young People.'The activities and tasks recommended cost very little and can be developed within minutes. There are many creative exercises such as quick photos, tie-dye, Halloween lanterns and some more challenging situations and quizzes for example, how much do you drink, leaving home, exploring attitudes... This is a book that will be used time and time again. I would also recommend this for teachers and counsellors, as some of the exercises are excellent for getting those difficult conversations started. -- Children's Webmag.Table of ContentsAcknowledgements. About the Author. Introduction. Icebreakers. Activities and Games. Projects. Evaluation.

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Book SynopsisFor women experiencing domestic violence, narrative therapy can be a powerful tool to help them gain self-confidence and a sense of identity, resist violence, and make the transition from abuse to safety. Drawing on the narratives of women who have experienced domestic violence, this book explores how women employ strategies of resistance, and how strengthening their sense of identity can contribute to this resistance. It demonstrates how narrative therapy can be used as an effective intervention, helping women to leave abusive relationships and supporting them in moving on. The author outlines a model for intervention and discusses how to work with women whilst keeping their safety in mind.This book will be invaluable to counsellors, social workers and others working with abused women, helping them to understand, engage with and fully support women to resist and move on from abuse.Trade ReviewThis accessible and innovative text provides an invaluable insight for practitioners working with abused women... Handles the authorship with the sensitivity and empathy that the topic of domestic abuse requires... In addition I feel that this book provides academia with a more holistic understanding of the often complex and contradictory trajectories that women take upon leaving abusive relationships as understood by the women on a practical level but also in relation to their conceptualisation of "self"... this book is a must read for practitioners working in the field of domestic abuse... Allen's accessible writing style lends itself easily to multiple audiences including academics and students as the book is held together by empirically robust research that sheds light on both the practical and emotional issues surrounding survivors of domestic abuse and their journey of survival... a noteworthy book that is well-written and welcome addition to the ever expanding literature on how to support women following domestic abuse. -- British Journal of Community JusticeAllen's book (...) is firmly based on developing individual practice with abused women and aims to help practitioners to understand, engage with and fully support women to resist and move on from abuse... her book provides a guide for developing practice. she presents a theoretical model of women's journeys away from abusive violence, using concepts of narrative identity,k meaning construction, and strategies of resistance. Experience social workers will find this book useful for their continuing professional development. -- European Journal of Social WorkTable of Contents1. Introduction. 2. Complexities Surrounding Intimate Partner Violence. 3. Resistance and Strategic Responses to Abuse. 4. Identity and Meaning. 5. Leaving the Abusive Relationship. 6. Narrative Therapy in Working with Abused Women. 7. Narrative Social Work and Counselling Intervention for Intimate Partner Violence. Appendix. References. Index.

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Book Synopsis*Highly Commended in the Health and Social Care category at the 2012 British Medical Association Book Awards*Those left behind in the wake of suicide are often plagued by unanswered questions and feelings of guilt. Helping them to understand why the suicide happened, how suicide survivors commonly react and cope, and where they can find support can help them move forwards on their path from grief to recovery.Drawing on the testimonies of suicide survivors and research into suicide bereavement, this book provides those working with the bereaved with the knowledge and guidance they need. It covers common grief and crisis reactions, including those specific to children and young people, how suicide bereavement differs from other forms of bereavement, and how others have coped and been supported. It also addresses how the bereaved can move on, including advice on support networks including friends, family, professionals and other bereaved people.This book will be invaluable to all those supporting those who have been bereaved by suicide, including counsellors, bereavement support workers, social workers, and psychologists.Trade Review*Highly Commended in the Health and Social Care category of the 2012 BMA Medical Book Awards*'After the Suicide is a "must read" for anyone working with those bereaved by suicide, whether children, young people or adults. I can't imagine finding a more informative and compassionate book about surviving suicide. It mixes hones, direct personal testimonies, well-referenced research and clinical knowledge to create a unique source of myth-busting information and practical advice - and more.I was eager to read this book when I realised the skill and knowledge of the authors: a respected researcher of bereavement, who established the Norwegian Organisation for Suicide Survivors; a qualified suicidologist/clinical psychologist; and a colleague of theirs with personal experience of suicide bereavement. There was nothing in the content to disappointment me, and there is little jargon and no academic blustering. Even if you think you know a lot about grief from suicide, this book may well give you more to think about.Each chapter could stand alone, but reading the book from beginning to end provides us with a clearer understanding of the reactions and needs of those bereaved by suicide. It is also better preparation for the final chapter, "Why suicide?"' -- Children & Young People NowIn this one volume can be found all the important facts about grief that follows when someone kills himself/herself. Equally important, the authors have given us material to put those deaths in context. As a long-time survivor and as a writer about mourning after suicide, I see this book as a major achievement, following in the footsteps of others who have tried to put the terrible aftermath of suicide in perspective. -- Christopher Lukas, Author of Silent Grief: Living in the Wake of Suicide and Blue Genes: A Memoir of Loss and Survival[This book] is eminently readable: clear, simple, and comprehensive in its coverage of the experience of losing a loved one to suicide... After the Suicide is a superb book for those who are bereaved by suicide, for those who wish to help them, and for those whose professional work leads them to walk the difficult journey with survivors. -- From the Foreword by John R. Jordan, Ph.D, FT., Psychologist and Founder and former Director of the Family Loss Project, USAThis translation of a book written by Norwegian researchers and psychologists seeks to guide those offering bereavement support. Although the statistics and examples given are Norwegian, the themes it addresses are universal and the book will be relevant to anyone affected by suicide. It deals with the most common questions and reactions to suicide... Layout, style and contents are clear, enabling the reader to select the most relevant chapter to their own situation, and the book is well referenced. -- Therapy TodayTable of ContentsForeword by John R. Jordan . Preface. To the Reader. 1. Suicide and the Bereaved. 2. Suicide Around the World. 3. After the Suicide. 4. Common Grief and Crisis Reactions. 5. The Unique Aspects of Reactions to Suicide. 6. Children and Young People Bereaved by Suicide. 7. Coping on the Road Ahead. 8. Support from Social Networks. 9. Support from Other Bereaved: Peer Support. 10. The Role of Professionals. 11. Grief, Growth and Development. 12. Why Suicide? Endnotes.

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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 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 SynopsisSupervision is a valuable protected space for personal and professional development that has the potential to contribute greatly to positive transformative change. This book explores what is meant by transformative supervision and how it can be undertaken. It examines the key factors that contribute to the transformative function, such as the role of observation and questioning, the importance of working with emotions, and exploring intuition. The book takes an in-depth look at the supervisory relationship and offers real examples from practice to illustrate the ideas in action. Offering a range of practical strategies, techniques, and approaches to enhance current supervision practice, this book brings a new voice to the topic of supervision by emphasising how it can contribute to continuous learning and self-development.Suitable for all those in the helping professions including social workers, counsellors, psychotherapists, occupational therapists, nurses and probation officers, this practical book is an invaluable guide to enhancing supervision and promoting both individual and social change.Trade ReviewI found this clearly written book an excellent resource which would be of value not only to those who provide supervision, but also to those who are seeking it, and wanting to know how to improve the supervision they give or receive. -- Ministry Today UKThis publication is a timely and inspiring book, which examines closely the role of supervision and in particular the supervisor to effect transformative change both for the supervisee and the service user. -- Seen and HeardThis publication is a timely and inspiring book, which examines closely the role of supervision and in particular the supervisor to effect transformative change both for the supervisee and the service user. -- British Association of Play Therapy MagazineI like having a sense of optimism and much to my surprise found myself enjoying the heady energy of this small book, and kept on thinking "I know who this would be good for". Full of practical ideas and insight, it is not a book of supervision as we would normally consider in the psychoanalytic tradition. -- Supervision ReviewIn A Practical Guide to Transformative Supervision Nicki Weld has written a 'big' little book. Full of personal insights, practical ideas and examples, [this book] has a place on the supervisor's bookshelf. It will encourage and inspire social work supervisors to be courageous in their supervision and fully engage their skills as practice leaders, creating quiet space in a noisy world. -- Liz Beddoe, Associate Professor, Programme Leader Social Work Postgraduate School of Counselling, Human Services and Social Work, University of Auckland, New Zealand, and author of Best Practice in Professional Supervision‘This book is an opportunity to reflect on our world view and the world view of others, and encourages supervision as a place to discuss the relational aspect of our practice.’ -- Sally Taylor, PhysiotherapistThis is a well written, practical and thoroughly researched book by a social work professional leader based in New Zealand. Nicki Weld is clearly passionate about her subject and freely declares her motivation in exploring transformative change as a function of supervision. -- Therapy Today.This short book takes the reader on an absorbing journey to the transformative potential that supervision holds within the current environment in which we live and practice... The book is innovative, creative and practical, and revitalises our thoughts around theuse of supervision and critically reflective practice. Weld provides a personal quality to the book through the sharing of her own experiences that engages the reader... I strongly recommend this text to everyoneengaged in a supervisory relationship in the helping professions with a desire to enhance their practice and promote change. -- Matt Rankine, Professional Teaching Fellow, University of Auckland, New Zealand * Aotearoa New Zealand Social Work *Table of ContentsForeword by Jan Fook. Introduction. 1. Describing the Transformative Function. 2. The Importance of Openness. 3. Applying Our Observations. 4. Working with Emotion. 5. Exploring Intuition. 6. The Environment of Workers. 7. Global Influences. 8. Supervisors as Leaders. Conclusion. Index.

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Book SynopsisEquipping Young People to Choose Non-Violence is a 12-session programme for those working with young people aged 10+ whose use of violent or aggressive behaviour is problematic.Designed to be used individually, the programme is grounded in restorative justice principles and encourages the young person to take responsibility for their behaviour. It also supports them in recognizing the effects of their actions and in identifying ways to repair the harm caused, and teaches them new skills in dealing with conflict and avoiding future violence. A theory section explains the value and evidence base and provides guidance on delivering the programme. Each session is clearly laid out with identified objectives, how to begin and end the session, and photocopiable handouts are included.This will be of great use to all those working with young people involved in violent behaviour, including youth offending teams, social workers, youth workers and school counsellors.Trade ReviewOverall I think this is a valuable resource for anyone working with violent young people, but it should be used with caution by anyone who is not therapeutically trained. I wholeheartedly applaud the idea of Multisystemic Therapy and wonder why this is not used more widely. -- Children & Young People NowTable of ContentsAcknowledgements. Introduction. Part 1. Background. 1. The Foundations of the Choosing Non-Violence Programme. 2. Facilitating the Choosing Non-Violence Programme. 3. Delivering an Ethical and Effective Service. Part 2. The Choosing Non-Violence Programme. Appendix 1. 'Taking Care of Yourself' Resources. Appendix 2. Evaluation Forms and Templates.

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Book SynopsisSelf-harm and suicidal behaviours are increasingly common in young people, but are often hidden. It can be hard to know what might be causing a young person to self-harm, and how to help and support them. Practical and easy to read, A Short Introduction to Understanding and Supporting Children and Young People Who Self-Harm guides the reader through what self-harm is, how to recognise it, and how best to respond. It combines case studies with professional and practical advice, covering all aspects from warning signs and treatment to communication and how the family is affected. The book also emphasizes the importance of parents and carers seeking support for themselves.This book is an invaluable source of information and guidance for parents, teachers, youth workers, and others who care for a young person showing signs of self-harm or suicidal behaviour.Trade ReviewOf particular use to me was the chapter on the parents/professionals views of their own support needs. The advice and content of this chapter has been consumed into my current work. The list of further websites and resources has been invaluable in providing advice and support to young people and their families.I would recommend this book to anyone who works with this client group it provides invaluable and credible advice and empathic support. -- DebateWritten by a Child Psychiatrist, this book offers helpful information and guidance to parents and carers of young people who self-harm. Through her considerable experience of working with this group of young people, the author has developed an awareness of the negative impact that self-harming can have on parents and carers as well as the positive support they are able to offer to the young people they care for... this book (is) a valuable and practical resource. -- Youth in MindThis book combines case studies with professional advice to help the reader take the first steps towards helping the young person in need... will be an invaluable resource for parents, teachers, youth workers, and others who care for a young person showing signs of self-harm or suicidal behaviour. -- In Our Hands blogTable of Contents1. What is Self-Harm and Suicidal Behaviour? 2. Recognizing and Responding to Self-Harm and Suicidal Behaviour in Young People. 3. Treatment of Self-Harm and Suicidal Behaviour. 4. What Can Parents and Carers Do? 5. Self-Harm and the Family. 6. Dealing with Discipline Issues. 7. Special Problems. 8. Parents' and Professional Carers' Views of Their Own Support Needs. 9. Self-Harm: What Does the Future Hold? Appendix: Resources. References. Index.

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Book SynopsisEmerging Practice in Focusing-Oriented Psychotherapy brings together some of the world's most influential contemporary psychotherapists in the field to look at the future of Focusing-oriented approaches.Focusing-Oriented Psychotherapy - a form of therapy that involves listening to the innate wisdom of the body - is a dynamic and growing field that has evolved greatly since Eugene Gendlin first published the text Focusing-Oriented Psychotherapy in 1996. This book explores recent innovations such as Focusing-Oriented Psychotherapy as a response to trauma, Wholebody Focusing, and how Focusing has been adapted in Japan and South Korea. One section looks at specific contemporary issues and emerging practical applications of Focusing-Oriented Psychotherapy, such as how Focusing can be used in wellbeing counselling and to help decision making processes in counselling and therapy. By offering new alternatives to working effectively with difficult issues and specific client groups, this volume will appeal to a broad range of therapists, coaches, and other practitioners.Jessica Kingsley Publishers also publishes a companion volume, Theory and Practice of Focusing-Oriented Psychotherapy: Beyond the Talking Cure, edited by Greg Madison [9781849053242].Trade ReviewThis is a wonderfully written, broadly focused and integrative book. It will be useful for all therapists whatever model they espouse who wish to help their clients move beyond what is explicit to a rich inner world that offers them new meaning and new direction. -- Dr Sue Johnson, Professor – Ottawa University Canada & Alliant University, San Diego; Director of the International Centre for Excellence in Emotionally Focused Therapy. Author of Love Sense: The revolutionary new science of romantic love (2014)The present-centred, embodied process of Focusing underlies the healing that occurs through a wide variety of therapies. This rich collection of articles drawn from practitioners across the globe provides a clear understanding of Focusing as well as a range of clinical applications. Like the process of Focusing itself, these volumes will fully engage your heart and mind, leaving you with a fresh sense of our potential to transform. -- Tara Brach, Ph.D., Clinical Psychologist, Founder of the Insight Meditation Community of Washington, USA, and author of Radical Acceptance and True RefugeThe articles in this volume will bring excitement and fresh air. It is in the nature of the Focusing process that it generates new next steps from the body. Therein lies its power for change. The only way to understand Focusing is to be carried forward in one's living by it. You can see this process in each article. -- From the foreword by Mary Hendricks-Gendlin, Co-Executive Director, The Focusing Institute, New York, USATable of ContentsAcknowledgements. Foreword. Mary Hendricks Gendlin, Co-Executive Director, The Focusing Institute, New York, USA. Preface. Greg Madison, City University, London, UK, Psychotherapy and Psychology Senior Lecturer, International. Introduction. Greg Madison. Section 1: FOT as a Response to Trauma. 1. Trauma, Myths, Focusing. Emmanuil Vantarakis, Hellenic Focusing Center, Athens, Greece. 2. Focusing and Trauma: A Psychotherapist Explores her own Childhood Trauma. Mary K. Armstrong, MSW, The Centre For Focusing in Toronto, Canada. 3. Aboriginal Focusing-Oriented Therapy. Shirley Turcotte, The Justice Institute of British Columbia, Canada and Jeffrey J. Schiffer, Columbia University, New York, USA. Section 2. Therapeutic Innovations from the 'Whole Body'. 4. A Wholebody Focusing-Oriented Approach to Therapeutic Presence: Envisioning new Possibilities for the Therapist/Client Relationship. Karen Whalen and Kevin McEvenue, both at The Focusing Institute, New York, USA. 5. Dwelling in the Process of Embodied Awareness: Letting Fresh Life Come Through Wholebody Focusing Therapy. Astrid Schillings, Focusing Institut Köln (FINK), Cologne, Germany. 6. Transformational Focusing: Theatre of the Living Body as Vehicle of Personal/Communal Healing. Doralee Grindler Katonah, Sofia University, California, USA and Glenn Fleisch, California Institute of Integral Studies (CIIS), California; JKF University, California, USA. Section 3: Focusing in Asian contexts. 7. Focusing and Naikan, a uniquely Japanese way of Therapy: Innovations on Gendlin's Thought and Practice from the East. Kenichi Itoh, Gakushuin University, Tokyo, Japan, and Mako Hikasa, Taisho University, Tokyo, Japan. 8. Focusing-Oriented Psychotherapy in Korea: Cultural Background, Research Findings and Practice Status. Eunsun Joo, Duksung Women's University, Seoul, South Korea. Section 4: Applications of Focusing Practice to Specific Issues and Populations. 9. Existential Wellbeing Counselling. Mia Leijssen, University of Leuven, Belgium. 10. The Body Knows the Way: Working with Clients Facing Illness and Dying. Joan Klagsbrun, Lesley University, Massachusetts, USA. 11. Living the Dream: The Evolution of Focusing Oriented Dream Work. Leslie Ellis, Inward Bound Counselling and Training, Vancouver, Canada. 12. Understanding and Treating Addiction with the Felt Sense Experience Model. Jan Winhall, Focusing Centre On Borden Street, Toronto, Canada. 13. Decision-making Processes in Counselling and Therapy: Some Dead Ends and Ways Out. Susanne Vahrenkamp, Institut für Gesprächspsychotherapie und personzentrierte Beratung Stuttgart, Germany, and Heinz-Joachim Feuerstein, University of Applied Sciences Kehl, Germany. 14. Focusing with the Consequences of Today's Stressful Living. Isabel Gascón, Occupational Health and Critical Care Specialist, Madrid, Spain. 15. Using Space to Facilitate the Focusing Process. Bernadette Lamboy, Institut de focusing d'Europe Francophone (IFEF), Savoie, France. Section 5: The Person within the Focusing-Oriented Approach. 16. On Becoming a Focusing-Oriented Psychotherapist. Salvador Moreno-López, ITESO University, Mexico. 17. One Therapist's Travel Log. Joan Lavender, Experiential Psychotherapy Project, New York; The Institute for Contemporary Psychotherapy, New York, USA. 18. What Lies Beneath? A Client's Perspective of Focusing-Oriented Therapy. Catherine Garnett, Creative Designer and FOT client, UK. Conclusion. Greg Madison.

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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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Book SynopsisPacked with activities and helpful advice, this resource is designed for professionals working to help adolescents and adults break the destructive cycle of low self-esteem. This fully updated new edition of Deborah M. Plummer's popular resource is filled with practical ideas for building healthy self-esteem. Easy-to-use photocopiable activity sheets encourage participants to use existing skills and develop new techniques to nurture confidence and feelings of self-worth. These are complemented by relaxation and breath control exercises, and expanded theoretical chapters that explains what healthy self-esteem is, why people may have low self-esteem and the consequences that can result from it. Suitable for work with individuals and groups in a wide range of educational and therapeutic settings, this resource will prove indispensable to teachers, speech and language therapists, professionals working in adult education centres, counsellors at schools and universities, social workers and other individuals working with young people.Trade ReviewUnderstanding self-esteem and helping people to build self-esteem is such a key issue that it is great to have a book which focuses on this and offers practical exercises and theory. I found this book to be very accessible and can imagine it becoming one of my favourites. -- Audrey Tait, Senior Practitioner in Social Work, Edinburgh City CouncilIn Helping Adolescents and Adults to Build Self-Esteem Deborah Plummer uses her clinical experience and practical writing skills to explain the complex psychology of self-esteem in terms that are easy to understand and relate to practice. As a youth worker, I often work with young people struggling through the torrent of feelings, emotions and self-doubt that adolescence can bring, and the links Plummer makes between self-esteem, self-concept and self-evaluation will be invaluable in helping me devise curricula that explore these different facets and develop self-help skills.I particularly liked the section on images and associative sensitivity as it has put a name to something I too have noticed within groups of people who have built an understanding and empathy with each other. This is particularly so with young people in out-of-home settings. In the second half of the book she offers a range of activities, some familiar and some new. From the concise instructions and additional facilitator notes it is clear that Deborah is a writer who is also an experienced practitioner. This adds an honesty and credence to her work that inspires practitioners to feel confident when facilitating the suggested activities, without necessarily being an expert.There is too much to read and learn to be able to condense into a few words. This is a book that I will come back to again - not just for the activities, which are great, but also as a reliable peer-to-peer guide through the complexities of self-esteem. -- Vanessa Rogers, Youth Work Consultant, Author and TrainerPositive self-esteem is the cornerstone to living a fulfilling and meaningful life. Helping Adolescents and Adults to Build Self-Esteem is a well-written and resourceful guide to help increase self-esteem. This book has an easy-to-follow format that provides some fundamental theories and practices to improving self-awareness and self-acceptance; all while promoting and building healthy self-esteem. Helping Adolescents and Adults to Build Self-Esteem is a must-have book for professionals wishing to improve their client's levels of self-confidence and self-respect. -- Raychelle C. Lohmann, counsellor and author of The Anger Workbook for Teens and The Bullying Workbook for Teens, Blufton, USADeborah Plummer has that rare ability to make everything she writes easily and enjoyably accessible to everyone. Whether she is giving a theoretical introduction, a "neuro nugget" or a practical exercise. This book is literally an eye-opener, for it opens the inner eye of the imagination to support and guide us. -- Dr. Dina Glouberman, Imagework founder, psychotherapist and author of You Are What You ImagineThis fully updated new edition of Deborah M. Plummer's popular resource is filled with practical ideas for building healthy self-esteem. Easy-to-use photocopiable activity sheets encourage participants to use existing skills and develop new techniques to nurture confidence and feelings of self-worth... Suitable for work with individuals and groups in a wide range of educational and therapeutic settings, this resource will prove indispensable to teachers, speech and language therapists, professionals working in adult education centres, counsellors at schools and universities, social workers and other individuals working with young people. -- In Our Hands blogDeborah Plummer's photocopiable resource book contains the theory necessary for practitioners to help clients to practise and build on a range of strategies to improve their wellbeing, and a set of activities to support permanent change... One aspect of this edition that I particularly enjoyed is the 'neuro nuggets' (...), detailed notes on use of the photocopiable information and activity sheets, more neuro nuggets, and diagrams, such as a pyramid structure to demonstrate successful communication. Aimed primarily at groups of clients or pupils, the worksheets can be used equally well with individuals and adapted for different ages of adolescents or adults, according the need, while allowing discussing or structure activities. -- Helen Hardacre, Team Leader of and NHS counselling service for young people and adults in the North West * BACP Children & Young People *This truly is a resource book and the photocopiable worksheets enable the worker to take the relevant piece of work to appointments. Though structured for group work for 15-year-olds and above, the book can easily be used in direct work with individuals at home, in children's centres or even office interview rooms... -- Hilary Schultess-Young, Independent Social Worker * Professional Social Work *Table of ContentsAcknowledgements. Introduction. Part I - Theoretical and Practical Background. 1. Self-esteem and Wellbeing 2. Self-esteem, Learning and the Process of Change. 3. Working with Imagery and Imagination. 4. Learning and Generalising Knowledge and Skills 5. Working with Groups. Part II - Activities and Guidelines Introduction. 1. Getting Started. 2. What is Self-esteem? 3. Who am I? 4.Self-awareness. 5. The Challenge of Change. 6. Self-acceptance. 7. Self and Others. 8. Self-reliance and Managing Stress. 9. Self-expression. 10. Creative Problem-solving. 11. Setting and Achieving Goals. 12.Keeping it All Going, References. Appendix A. Appendix B. Appendix C.

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Book SynopsisMindful Therapeutic Care for Children is an accessible guide to using mindfulness and reflection to improve the quality of care for vulnerable children.Drawing on ideas from attachment theory and neuroscience, Mindful Therapeutic Care for Children explains terms like mindfulness and reflective practice, their importance in the therapeutic care of children and how the theory behind them can provide a key to understanding children's behaviour. This book discusses how the mental and emotional environment around children affects them, and how practising mindfulness can help us generate more supportive environments. The author also features an 'Awareness Pentagon' model for reflective practice, an original tool developed through her training designed to help you to approach cases critically and to focus more effectively on the child's needs.This practical book provides psychologists, therapists, social workers and other professionals working with children, as well as foster carers and adoptive parents with useful tools to develop their capacity for mindful care.Trade ReviewThis book states on the cover that it is aimed at professionals who work with children but also parents and carers... Dr. North's style is conversational in tone which makes this a very accessible book... it is not so much a book about learning techniques; rather it is about learning another way of thinking about the work we do with the children in our care... by the end of the book I felt I had learned a lot and gained some insights which I can take directly into my practice....I would recommend it enthusiastically to professionals, parents and carers who want to understand more about themselves and the young people they work with and care for. -- Nurturing Potential/Potential UnleashedInspired by Dan Siegel's celebration of the mindful therapist, Joanna North's book usefully explores ways in which parents and practitioners can develop ways of being mindful of their own selves as they engage and connect with children whose histories have been blighted by disadvantage and distress. She rightly points out that the more we understand the complexities of our own minds as well as the minds of the children with whom we relate, the more likely it will be that they, too, will develop selves that are reflective and well regulated. This book is heartfelt as well as mindful, full of ideas and advice for parents, carers and child welfare professionals alike. -- David Howe, Emeritus Professor of Social Work, University of East Anglia, NorwichThis useful and practical book is based on a simple, yet powerful idea: as children's minds mirror their mental and emotional environment, those of us who support troubled children can do so best if we are reflective and mindful of our own minds. Thinking about our own thinking and knowing how we function in response to life's events creates a more constructive and conscious environment for a developing child. Writing in a wonderfully reflective style that is entirely congruent with the message about the practical importance of reflection, Dr North integrates different theoretical perspectives and provides building blocks of information to promote mindfulness and practical exercises to help us further develop reflective practice. -- Chris Taylor, Clinical Service Manager, Bryn Melyn Care, UK, with special interests in attachment disorganization and mentalizationI recommend this book as a core text in systemic practice. It is an impressive accessible book, which for me says all the things I know and some I had forgotten about, in a focused and informative way. This would certainly help you order your thoughts as a busy practitioner and reflect. For practitioners, it is a social work energiser for direct work! -- Simon Howard, Senior Lecturer in Social Work and CPD, Nottingham Trent University, UKThis book takes what is known about the value of reflective practice, drawing on the principles of mindfulness, and applies it directly to the world of residential childcare. The approach is strongly underpinned by relevant theory, including attachment, child development, trauma, social pedagogy, social learning theory, neuropsychology, neurobiology and, of course, mindfulness... every children's home should have access to a copy of this book. The deeper reflection that will be prompted will be hugely valuable for frontline care staff providing a supporting role to teams via supervision, training or consultation. This guide will help practitioners make a case for creating and protecting valuable reflection time, both individually and as a team... In summary, this book clearly sets out what reflective practice is and how to implement it in real terms, underpinned by information about why it is important and how it will help practitioners and the children they care for. -- Dr Kerry Audin, consultant clinical psychologist * Children & Young People Now *It is an extremely useful tool in assisting reflective practice. This is a thin book and written in a light accessible style... This book is a highly welcome and useful publication that will assist a wide variety of professionals and people who come into contact with children who have experienced trauma... I strongly recommend that this book be read by social workers, social carers and everyone who has contact with children whether traumatised or not... This book provides the reader with practical and useful tools. -- Maria McGloughlin, Social Worker, Child and Family Agency, Dublin South Central * IASU (Irish Association of Social Workers) *This is first and foremost a book aboutreflective practice with mindfulness as animportant starting point to an individual'sability to be reflective... is thoughtful and thought provoking... this book would be a useful resource for any professionalsworking with children, at any level ofexperience, who want to develop a morereflective approach to their practice and as areminder of why this is such an importantaspect of our work with vulnerable childrenand young people. -- Sarah Sivers, Educational Psychologist, Kent Educational Psychology Service * Debate - British Psychological Society *Table of ContentsPreface. 1. Introduction. 2. Being Reflective and Reflexive. 3. Being Mindful. 4. Stepping Stones to Reflective Practice: Thinking Tools for Reflective Practice. 5. Why You Matter. 6. The Reflective Practice Pentagon. 7. Conclusion. Appendix. Index.

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Book SynopsisWhat is it like to work as a counsellor in schools? What relationship might a counsellor have with staff? How can a counsellor become a positive, integral part of school life? In this book, Nick Luxmoore shows how school counsellors can make a positive difference to the whole life of the school. Rather than being a service hidden behind closed doors, he shows how to take a whole-school approach to counselling, making it a normal part of school life. The book demonstrates how staff as well as students can benefit from counselling, and how professional boundaries and relationships can be maintained. Key therapeutic aims and how to develop the service are also covered. Drawing on over 26 years' experience as a school counsellor, Luxmoore combines vivid case material with psychotherapeutic theory to show counsellors how to provide an excellent service and make a positive contribution to the school. The book will be essential reading for school counsellors, headteachers, teachers, and anyone interested in effective counselling in schools.Trade ReviewNick Luxmoore knows a lot about schools, not least the fabric of their emotional lives. In this book he brings many years of experience, initially as teacher and later as a counsellor, to thinking about and making sense of the human complexities that reside within and between teachers, school staff, pupils and parents - complexities that make up the culture of the whole school. His text is alive with curiosity and good humour, unburdened by theoretical jargon (though he knows his theory) and peppered throughout with slices of engaging dialogue that illustrate so well what he believes to be important. If anyone, professional or otherwise, wants to understand the ordinary extraordinariness of school life, and the meaning and place of counselling in its midst, then this book is a must. It truly goes to the heart of the matter. -- Peter Wilson, Consultant Child and Adolescent Psychotherapist, Clinical Advisor, Place2Be, UK and author of Young Minds in Our SchoolsLife (especially the school counsellor's and young client's) has to be lived without the benefit of magicians. But Nick waves his wand over each chapter of this book, deftly sprinkling the gold dust of theoretical insight and practical wisdom that betrays someone who's earned the right to share. He traces with honesty and humour the interweave of the counsellor and the inner and outer life of the school system in which the work must be done – discerning and demonstrating how the participants can be most effectively and realistically in touch. Creative loitering (to steal Nick's phrase) within the pages of this book will ensure school counsellors steep themselves in a deep understanding of their role and opportunities, while never forgetting their non-magical status among other helpers on the premises. -- Eleanor Patrick, Editor, BACP Children and Young PeopleLuxmoore writes engagingly about how to fit in professionally, maintaining boundaries while building rapport... There are helpful chapter on relating to the head teacher and to parents, on the management of volunteer counsellors and on setting up and sustaining a peer support system. Luxmoore provides an almost fly-on-the-wall insight into the harassed atmosphere of schools. -- Meg Harper, Counsellor and Writer * Therapy Today.net *Table of Contents1. Introduction. Part One. The Context. 2. The idea of a counsellor. 3. Demystifying counselling. 4. Practical rules. 5. Therapists adapting. Part Two. The Therapy. 6. Containment. 7. Ambivalence. 8. The outside and the inside. 9. A sense of worth. 10. The anxieties of not knowing. Part Three. Developing The Service. 11. The Headteacher. 12. Volunteer counsellors. 13. Peer supporters. 14. Parents. Part Four. Life After School Counselling. 15. What happens next. References. Index.

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Book SynopsisChallenges in Professional Supervision draws on the latest research and theory to explore issues, trends and developments in supervision work. The provision of excellent supervision is strongly linked to improved performance and staff retention. In this book, supervision is examined across a broad range of settings, addressing concerns common to a range of professions, including health, social work and counselling. The book is divided into two sections: the first describes the contemporary themes in professional supervision and the second discusses the models and skills being employed to deliver it. Issues such as supervising ethically, practitioner wellbeing and managing the process are all explored. There are also chapters on group supervision, supervision of managers and how to have difficult conversations. This book is ideal for managers and senior practitioners in health and social care with an active interest in developing, energising and inspiring their supervision practice, as well as academics interested in keeping up-to-date with developments in the field.Trade ReviewThis book is written by the two people who know most about professional supervision: Liz Beddoe and Allyson Davys. What is most exciting is the critical analysis that they bring; they really understand the complexities in practice today, and in exploring the challenges in supervision, they challenge us to raise our game, so that there are better outcomes for those who use our services. -- Professor Viviene Cree, School of Social & Political Science, The University of EdinburghThe scope of this text is truly impressive. The authors are unflinching in their critical analysis of the urgent developmental challenges facing supervision in all the health professions today. Their scholarly and up-to-date knowledge of the professional literature and current research in the field, combined with their keen awareness of the hard realities of practice in diverse contexts, makes for invigorating reading. -- Jim Holloway, BACP Senior Accredited Supervisor, partner in Cambridge Supervision Training, co-author of Practical Supervision: How to Become a Supervisor for the Helping ProfessionsTable of ContentsAcknowledgement. Chapter 1: Contemporary Themes in Professional Supervision. Chapter 2: Supervision in context: Surveillance or support? Chapter 3: Starting with who we are: Culture, gender and belief in the supervision encounter. Chapter 4: The education of the reflective supervisor. Chapter 5: Practitioner wellbeing and the role of supervision. Chapter 6: Ethics and supervision. Chapter 7: Managing a supervision practice. Chapter 8: Group supervision. Chapter 9: Interprofessional supervision. Chapter 10: Supervising for strengths. Chapter 11: Supervision of managers. Chapter 12: From difficult situations to courageous conversations. Chapter 13: Creativity in supervision: keeping supervision exciting and supervisors engaged. Afterword. References.

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Book Synopsis"The milkman cried when I told him you were dead.'Last night,' I said, 'Mark died.'"This collection brings together 30 short stories and poems about dying and bereavement. Written by mothers, fathers, daughters, sons, wives, husbands and dying people, these moving pieces talk honestly about how it feels to care for someone who is dying, to grieve for a loved one, and to face death oneself. A candid story about a daughter's relationship with her mother's carer; an internal monologue on dementia; a deeply moving poem about losing a son to cot death; and a heartfelt story about a mother's end of life are some of the poignant pieces included. This collection provides an opportunity to think and talk about death and dying, too often a taboo subject, and offers readers the rare comfort and support of shared experience.Trade ReviewA collection such as this is bound to be very moving and sympathetic: the subject makes it inevitable. But the pieces in this collection are much more than cries of grief. For all their sadness, they are also brave, resolute, clever, and sometimes even funny. This means the book has a kind of stoic nobility, as well as a warm humanity. It's a very powerful combination. -- Sir Andrew Motion, former Poet LaureateThe poems and prose in this small volume are a revelation. Written by some who grieve and others who are close to death, they do not invite a casual skim. They are by turns raw and harrowing, wry and bleak. But they have in common a compelling honesty that is touching and illuminating…At some point we will all face that inevitable terminus, the end of life. I think you will find that by facing that implacable fact, Final Chapters makes this shared prospect less daunting and therefore, perhaps, more bearable as well. -- from the Foreword by Jonathan Dimbleby, Chair of Dimbleby Cancer Care, UKVery interesting book... The stories are well written, sensitive and provide good insight into the differing worlds of those facing loss... This book would be a very useful addition to any library and for those entering the services and professionals who wish to gain insight into dying death and bereavement. -- Alex James, MBACP Founder of Bereavement.co.uk * Bereavement Care *Some [contributions] are uplifting and inspirational while others left me thinking why and wanting to run with my soap box to the nearest street corner and draw to public attention the true state of care for our elderly and lack of support for those facing dementia and terminal illness (unless of course you are fortunate enough to live in an area that is well provided for!) -- Alex James, founder of Bereavement.co.ukI can happily recommend this book to anyone who works in palliative care, who I think will be interested to read how others see what we see every day. -- Dr. Roger Woodruff, International Association for Hospice & Palliative Care, AustraliaFinal Chapters...symbolises a somber acknowledgment of the tension encountered when cancer becomes the subject of our experiences. On a dual note, the book is also an opportunity for the bringing together of the suppressed moments of our society. There is an unveiling of the strange silence that the existence of cancer leaves in its trail....Whilst the book is an internal monologue of the contributors, there is a somewhat beautiful quality to the narratives for creating an entrance into the space of individual final chapters. We learn through the passages of the final chapters that even the last breath holds a story that transcends beyond the moment life surrendered. -- Dr Ayesha Ahmad, BMJ Medical Humanities Journal's online blogTable of ContentsForeword by Jonathan Dimbleby, Chair of Dimbleby Cancer Care. Introduction, Eve Richardson, Chief Executive, Dying Matters Coalition and the National Council for Palliative Care. Leave-taking, Helen Barnes. The Night Shift That Changed Me, Alexandra Obee. Swan, Brenda Read-Brown. Ava's Lovers, Claire Jones. The Milkman Cried, Josephine Howard. Journey's End, Sue Moorhouse. Hypocrisy, Sali Gray. An Ordinary Day, Kylie Joyce. Google Maps Saved My Life, Anneliese Mackintosh. Beneath The Bracken, Janette Ayachi. Coat Hanger, Adam Lound. Chubby Little Cheeks, Sarah Bakewell. Names Have Been Changed, Carole Mansur. Let Winter Come, Nick Jarvis. A Life Ascending, John Hunt. Polly Dolly, Maureen Gallagher. A Matter Of Compassion, Alva de Chiro. Enhancing Dementia Recipe, Janet Willoughby. The Patient That Changed Me, Faye Gishen. Regrets, Hope Uchio. A Dose Of Reality, Caroline Sposto. Closing Scenes, Gráinne Tobin. An Honourable Life, Christopher Owen. Of Glass, of Light, of Silver, Kit de Waal. The Mother Thief, Alison Wassell. The Grief Schism, David Mohan. Spoons, Pete Buckingham. The Waiting Room, Harriet Davies. Papier Maché Doll, Amanda Bowden. Baseball Cards, Leissa Shahrak. About the Authors.

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Book SynopsisThis is a programme to train young people how to be therapeutic mentors to younger children, with mentoring workshop outlines and creative, therapeutic activities to use.Peer mentoring is mutually beneficial: being a mentor can help young people in conflict situations who may not engage easily with adult intervention, and it also has therapeutic benefits for younger mentees. As well as training sessions for the mentors, the book provides outlines of mentoring workshops on issues such as bullying, conflict with parents, parental separation and change and transition. Creative ideas to use in the sessions, such as games, relaxation techniques, role play, and reframing activities, are provided, with photocopiable materials. Suitable for use with mentors aged 14-18 and mentees aged 9-13, this is an ideal resource to train peer mentors in therapeutic mentoring and for mentors to use in their sessions.Trade ReviewThis book makes a valuable contribution to the understanding of the stresses and emotional problems faced by young people today. More than that it gives easy, practical and safe advice on how anybody working with them can offer support... Hele's School in Plymouth has been running the KidsKope programme in the Sixth Form for four years and found it to be highly valued by all parties... KidsKope has given our students the opportunity to work through difficult times in their own lives, whilst helping younger children at the same time. A win/win situation for all involved, and one which they will not forget! -- From the Foreword by Andrea Ayres, Head of Post 16, Hele’s School, Plymouth, UKThe KidsKope approach trains young people aged 14 to 18 as mentors to facilitate mentoring sessions with 9 to 13 year-olds to understand, explore and cope with conflict they experience, including bullying, parental separation, conflict with parents, being a young carer, and change and transition, among others... Thus, in addition to practical approaches to facilitating peer mentoring, the training sessions provide resources to encourage mentors to understand what the specific behaviours of children and young people may be communicating. -- Kate Martin, independent consultant and director, Common Room Consulting * Children & Young People Now *Table of ContentsIntroduction: What is KidsKope and How Does it Work? 1. Why Mentoring? 2. Conflicts Experienced by Children. 3. Why Group Work and the Arts? 4. The Theory Supporting the Activities. 5. The Activities. 6. The Workshops. 7. Evaluation and Sign Off. Appendices. Further Reading. Conclusion.

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Book SynopsisBody worries are increasingly affecting younger children. Girls as young as five are worried about the way they look and their size, and a third of boys aged 8-12 are dieting to lose weight.This 16-session curriculum aims to provide children with the information and understanding they need in order to maintain and celebrate a healthy and positive body image. Focusing on building individual strengths and self-esteem, the sessions develop children's sense of identity and the ability to recognise and celebrate each other's strengths and talents. The influence of the media, peer pressure and healthy lifestyles are also covered. This ready-to-use curriculum includes a training session for staff, information about how to deliver the programme, guidelines on creating a whole-school approach, a parent workshop and creative activities with photocopiable worksheets.Focusing on an increasingly important issue, this is an ideal programme for teachers, youth workers and others working with children aged 7-11.Trade ReviewThis resource will prove a godsend for staff keen to boost young people's body confidence, self-esteem and resilience, but unsure where to start. The book boasts a series of engaging, interactive and relevant lessons, as well as developing teacher skills and knowledge to ensure safe and sensitive delivery of this comprehensive curriculum. -- Dr Pooky Knightsmith, Child & Adolescent Mental Health Specialist, and Author of Self-Harm and Eating Disorders in SchoolsIt is crucial to introduce body image education at the Primary School Stage. This book provides some great ideas on how to address this important topic, with well structured lessons which have clear links to the PSHE curriculum. -- Nicky Hutchinson & Chris Calland, authors of Body Image in the Primary School and education consultantsBeyond relevant in Education right now! With increasing access to social media, children from a young age require high quality education on positive body image and self worth. This book provides a practical way to do just that for educators, including key links to the national curriculum and the PSHE Association. -- Abbigael Bainton, teacher and PSHE co-ordinatorThis programme has answered a lot of the questions I had about the pupils I am working with and has enabled me to support them in a more effective and informed way. The resources are clearly linked to the curriculum, making it easy to include them in planning. I will be recommending this book to all the schools I support. -- Nicki Jennings, SEMH and Behaviour Specialist, Giraffe TrainingTable of ContentsIntroduction. 1. Why do we need to teach children about body image? 2. Purpose of this resource and links to the curriculum. 3. General guidance on delivering the programme. 4. Staff training. 5. The sessions. 6. Involving parents and carers. Further reading and resources. References.

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Book SynopsisAnxiety is an increasingly common problem in young people, but there are many different causes and types, and it can be difficult to know where to start in order to understand it and know how best to help.This easy-to-read guide provides information about the different types of anxiety and why some young people experience anxiety, and is full of advice and tips on how to help and support young people. As well as common types of anxiety such as generalised anxiety disorder and social anxiety disorder, it also covers issues or disorders that can occur alongside anxiety such as depression, self-harm and obsessive compulsive disorder. Case studies feature throughout the book to illustrate real-life situations, and the book includes self-help tips for young people to help them manage their anxiety. This is an ideal short introduction to anxiety in young people, and how to help and support young people to manage and cope with anxiety.Trade ReviewThis book offers a clear and authoritative explanation of anxiety problems and how best to deal with them. Professor Carol Fitzpatrick has done a masterful job of explaining these complex and challenging difficulties in an accessible way. This book will be of great help to parents and teachers concerned about anxious children. -- Alan Carr, PhD, Professor of Clinical Psychology, University College DublinThis is a warm, encouraging book, aimed squarely at parents and teachers who find themselves on the front line of trying to help a young person suffering from anxiety... I would certainly be happy to recommend this down-to-earth guide to parents or school staff. -- Sarah Haywood, School Project Manager * BACP Children & Young People *Table of ContentsPreface. 1. What is anxiety? 2. Why are some young people more anxious than others? 3. Approaches which work with anxious young people. 4. Helping anxious young people manage school. 5. Helping with common forms of anxiety. 6. Helping with different types of anxiety. 7. Getting professional help. 8. Special problems. 9. What does the future hold? Appendix: Resources in your community. Useful Books. Useful Organisations. Useful Websites. References. Index.

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Book SynopsisPractitioners in the helping professions today operate in challenging settings where budgets have been cut dramatically, and progression and success are too often defined primarily by key performance indicators and strategic outcomes. Tensions arise when such pressures conflict with helping professionals' core responsibilities to provide excellent care, advocate for patients or service users and to seek social justice. This book introduces a critical model for supervision which addresses not only the human relationships and interactions involved in work, but also the financial, political and managerial environment in which the work is carried out. It identifies how reflective practice alone is not enough to bring about transformational change, and outlines how practitioners can learn in and through supervision, drawing on ideas from critical pedagogy and organisational learning. Practice examples are included to demonstrate the use of this approach within contemporary human service environments. Providing a new approach for effective supervision, this book will be of interest to practitioners, managers, researchers, academics and students working across the human services, including health care, social services and criminal justice.Trade ReviewCritical Supervision in the Human Services is a timely book which emphasises how context and culture frames supervision and human service practice. The comprehensive critical approach detailed by the authors, synthesises critical theory and critical analysis, with critical pedagogy and transformative learning theory, in the pursuit of socially just supervision. This book clearly demonstrates how and why supervision is the signature pedagogy within the human services and makes an outstanding and important contribution to 21st Century supervision theory and practice. It is a must read for students, human service practitioners, supervisors and managers. -- Kieran O’Donoghue PhD, Associate Professor, School of Social Work, Massey University, New ZealandCritical Supervision in the Human Services is a book we have been waiting for and will be a popular addition to the library of supervisors, educators, and supervision researchers and scholars. This book explores critical perspectives on the role of supervision in human services in the global, organisational and professional domains. Noble, Gray and Johnston deftly apply the critical pedagogies of transformational learning and critical reflection in an enriching exploration of how excellent supervision can promote social justice. -- Liz Beddoe, School of Counselling, Human Services and Social Work, University of AucklandTable of ContentsIntroduction. 1: Contemporary approaches to supervision in the human services. 2: Human services: Global context. 3: Human services: Organisational and workplace context. 4: Human services: Professional practice context. 5: Core concepts of a critical perspective: 6: Critical pedagogy and transformative learning. 7: Critical supervision: Foundations. 8: Critical supervision: Practice fundamentals. 9: Critical supervision: Pedagogical skills and tools. 10: Critical supervision: Using the process. 11: Critical supervision: Practice examples. Conclusion. Glossary. References.

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

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Book SynopsisConveying the reality of the counselling room, this book provides helpful tips and techniques to enable practitioners to develop and refine their skills.At the heart of this book is the idea of 'situated action'. By this we mean suspending purely intellectual faculties and exploring a different kind of intelligence - one shaped in the real world - in essence what happens to theory when it meets real life. This book offers thirty four skills to achieve this kind of practice wisdom which contain a mixture of reflection, client stories, quotes and images. This text will translate theory into practice for students and be a source of inspiration and reflection for the experienced practitioner.Trade ReviewA gem of a book: original, fascinating and beautifully crafted. Challenging the conventional wisdom that theory precedes practice, it outlines a range of creative sources that trainees and practitioners can draw on to inform and inspire their work. -- Mick Cooper, Professor of Counselling PsychologyThis is an enchanting and memorable book, which speaks directly to anyone who has any kind of involvement in psychotherapeutic work. It consists of a series of brief essays that are personal, passionate and at the same time philosophically informed on central aspects of the experience of therapy. Fresh ways of looking at familiar topics, such as empathy and intersubjectivity, sit alongside illuminating exploration of concepts that are not part of the current therapy landscape: juggling, adventure, bravery. While grounded in a clear stance in relation to the nature of practical knowing, Tony Evans is not promoting a new theory or model of therapy. Instead, he offers a counterpoint to established models and theories, an invitation to look at old ideas in new ways. I warmly recommend his writing to anyone seeking to expand their therapeutic imagination. -- John McLeod, Emeritus Professor of Counselling, University of AbertayTable of ContentsPart 1: Introduction to Practice Wisdom. Part 2: The Streams of Practice Wisdom. 1. Hovering on the Edge. 2. Jumping In. 3. Diving Deeper. 4. Special Equipment. 5. Rip Tides. 6. Practised Wisdom. References.

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Book SynopsisSilver Medal Winner in the Grief/Grieving category of the 2015 Foreword Reviews' INDIEFAB Book of the Year AwardsA unique collection of 33 narratives by bereaved students and young adults, this books aims to help young adults who are grieving and provide guidance for those who seek to support them.Grieving the death of a loved one is difficult at any age, but it can be particularly difficult during college and young adulthood. From developing a sense of identity to living away from family and adjusting to life on and off campus, college students and young adults face a unique set of issues. These issues often make it difficult for young adults to talk about their loss, leading to a sense of isolation, different-ness and a pressure to pretend that everything is OK. The narratives included in this book are honest, engaging and heartfelt, and they help other students and young people know that they are not alone and that there are others who 'get' what they are going through. The narratives are usefully divided by themes, such as isolation, forced maturity and life transition challenges, and include commentary by the authors on grief responses and coping strategies. Each section also ends with helpful questions for reflection.Inspired by the experiences of Dr. Fajgenbaum losing his mother during college and Dr. Servaty-Seib dedicating her career to college student bereavement, this book will be a lifeline for students and young adults who have lost a loved one. It will also be of immeasurable value to counselors, college administrators, grief professionals and parents.Trade ReviewWhether you're a counselor, parent, or grieving college student, the 33 stories shared here will provide insight into some of the commonalities and differences young adults experience after the death of a parent or sibling, as well as tips on how to be helpful. Their journeys of struggle and healing offer wisdom and hope. -- Donna L. Schuurman, EdD, FT, Chief Executive Officer, The Dougy Center for Grieving Children & FamiliesThis book is important. It brings to life in clear, plain English stories of young adults who have coped with the death(s) of persons they love. Heather and David get it. They understand what coping with loss entails for a college student. They make the myriad experiences of young adults dealing with bereavement come alive for all of us. The stories told by grieving young adults illustrate clearly several important themes that scholars have uncovered about bereavement. Heather and David's mastery of what they know will help others to get what the bereaved college student knows. -- David E. Balk, Professor and Chair, Department of Health and Nutrition Sciences, Brooklyn College of the City University of New York, and author, Helping the Bereaved College StudentI see We Get It as a much needed tool for those who work with college students on a daily basis. College student personnel such as clinicians, residential life staff, Dean of Student staff, and faculty and administrators could truly benefit from reading about the themes noted-and even more powerfully from the students' stories. The range of student experience covered through the first-person and beautifully honest narratives allows for a deeper level of understanding and perspective-taking, providing a unique insight into how best to support grieving students. -- Philip M. Meilman, Ph.D., Director, Counseling and Psychiatric Service, and Professor, Department of Psychiatry, Georgetown UniversityTable of Contents1. Introduction. 2. Feeling alone. 3. Continuing Connection, Memorialization, and Active Grief and Coping. 4. Forced Maturity. 5. Importance of Connecting with Grieving Peers. 6. Disconnection of Grief Expectations. 7. Life Transition Challenges. 8. Existential Questions about Self and Future. 9. Importance of Connecting with a Mentor. 10. Life Lessons Learned. 11. Powerful and/or Challenging Grief Reactions. 12. Importance of a Community of Support. 13. Changing Family Relationships. 14. Tips for Grieving College Students. 15. Tips for Those who are Seeking to Support Grieving College Students.

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Book SynopsisThis practical resource provides a wealth of activities and photocopiable worksheets to use with children and young people affected by parental substance misuse. Children living in substance abusing homes are at risk of many different negative outcomes, such as behavioral problems, low academic achievement, depression and anxiety, low self-esteem, as well as self-blame for their parent's substance abuse. The activities and worksheets in this book have been designed to assist counselors, therapists and other professionals to facilitate group sessions for children of addicted parents. Each chapter reviews a different issue related to children living in substance abusing homes, and gives step-by-step instructions for leading a group session, accompanied by the latest research and suggestions for discussions based on best practices. Children will learn to reduce feelings of shame and isolation, better understand the nature of addiction, increase self-care and create healthy interactions. This is an essential resource for professionals working with children affected by parental substance misuse, including counselors, child psychologists, therapists, and youth workers.Trade ReviewThis is a well-structured book... aims to give "step-by-step instructions for leading a group session that allows the facilitators to lead a group with little preparation"... I will be using the book in my practice, both to draw on within my groupwork with children impacted by substance misuse, but also within other client groups and even with individual clients.... I would recommend the book to practitioners in both their group and individual work. it offers evidence-based information about the key issues for this client group and provides resources that can be used directly or adapted to stimulate discussion in sessions. -- Sarah Burrell, CYP counsellor, M-PACT practitioner * BACP Children & Young People *Table of ContentsIntroduction. 1. Understanding Addiction. 2. Letting Go of Shame. 3. Letting Go of Control. 4. Understanding and Managing Feelings. 5. Safety and Self-Care. 6. Supporting and Enhancing Relationships. 7. Improving Impulse Control. 8. Problem-Solving and Goal Setting. 9. Building and Recognizing Competencies. Appendix A: Questions and Answers. Appendix B: Coping Skills Bingo Cards. Appendix C: Impulses. Appendix D: Continuously Performed Behaviours. E: Values Words. F: Additional Activities.

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Book SynopsisIntimate Partner Sexual Violence (IPSV) is the most common type of sexual violence and a common component of domestic violence, yet most cases go unreported and service responses are often inadequate. This book brings together advice for all those professionals working with individuals who have experienced IPSV and puts forward recommendations to tackle this prevalent form of sexual violence.With contributions from leading experts on IPSV, Intimate Partner Sexual Violence is a comprehensive guide to the subject which bridges the gap between research and practice. Multidisciplinary and international in approach, the book covers key issues salient to all professionals - the impact of IPSV, reproductive coercion, the physical and psychological indicators, possible consequences of taking a case to court, and best practice service responses. One section also addresses the risks and needs of IPSV victims in different contexts, such as those in same-sex or teenage relationships, immigrant victims, and those living in rural areas or in prison. This is an authoritative resource for all professionals who work with IPSV victims including counselors, social workers, refuge workers, victim advocates, mental health professionals, pastoral workers, lawyers, police, and health practitioners.Trade ReviewThis excellent volume provides important information about how women around the world experience IPSV and the horrific responses that they too frequently receive from service providers. [...] The chapters on service provision provide excellent insight on the best ways to assist women (and men) who have been victimized by their partners, validating their experiences and helping them down the path of healing. [...] This book also provides cutting-edge research on the risks, causes and --- far too often --- deadly consequences of IPSV. It is an important resource for anyone who works with survivors of IPSV or who has a family member, friend, or loved one who is a survivor.The book that you are about to read is a critically important step in acknowledging the life-damaging impact of IPSV and helps to give voice to this group of survivors who have been too long silenced. -- from the foreword by Raquel Kennedy Bergen, Professor and Chair of the Department of Sociology, St. Joseph's University, Philadelphia, Pennsylvania, USAWritten by a multi-disciplinary group of experts, and with the authority that comes from thorough research and many years of practice experience, this book confronts the neglected experience of sexual violence towards intimate partners. As well as providing empowering knowledge for victims/survivors of all ages, it is essential reading for people working in the criminal justice system, health care, mental health, social welfare and community organisations. -- Lorraine Radford, Professor of Social Policy & Social Work, University of Central Lancashire, Preston, UKThe rape victims who are suffering the greatest long-term psychological harm are those women who have been sexually assaulted by a current or former partner, yet this is the form of violence against women that we are talking about the least. This volume puts the issue of intimate partner sexual violence front and centre, where it belongs. Professionals, community members, and survivors themselves will find here the key insights and practice guidelines needed to support healing, promote safety, and hold offenders accountable. The authors have made a huge contribution to justice and recovery. -- Lundy Bancroft, author of Why Does He Do That?: Inside the Minds of Angry and Controlling MenTable of ContentsAcknowledgements. Foreword. Raquel Kennedy Bergen, St. Joseph's University, Pennsylvania, USA. Part 1: Introduction and Overview. 1. Introduction: The Necessity of Appropriate Service-Response to Intimate Partner Sexual Violence. Louise McOrmond-Plummer, Director, Pandora's Project (www.pandys.org), New South Wales, Australia, Patricia Easteal, Professor of Law, University of Canberra, Australia, and Jennifer Y. Levy-Peck, Program Management Specialist, Washington Coalition of Sexual Assault Programs, USA. 2. Preventing Secondary Wounding By Misconception: What Professionals Really Need to Know About Intimate Partner Sexual Violence. Louise McOrmond-Plummer. 3. Considering the Differences: Intimate Partner Sexual Violence in Sexual Assault and Domestic Violence Discourse. Louise McOrmond-Plummer. Part 2: How Serious is IPSV? 4. Fatality and Health Risks Associated with Intimate Partner Sexual Violence. Jocelyn Anderson, Jessica Draughon and Jacquelyn Campbell, Johns Hopkins University School of Nursing, Maryland, USA. 5. Separation/Divorce Sexual Assault. Walter S. DeKeseredy, Professor of Criminology, University of Ontario Institute of Technology, Canada. 6. Reproductive Coercion. Emma Williamson, Research Fellow, Centre for Gender and Violence Research, University of Bristol, UK. Part 3: IPSV and Best Practice Service Response. 7. Counseling and Advocacy Perspectives on Intimate Partner Sexual Violence. Isabelle Kerr, Manager, Rape Crisis Centre, Glasgow, Scotland. 8. The Role of the Advocate in Addressing Intimate Partner Sexual Violence, Jennifer Y. Levy-Peck. 9. Real Not Rare - Cross-Training for Sexual Assault and Domestic Violence Workers to Understand, Recognize, and Respond to Intimate Partner Sexual Violence, Di Macleod, Director, Gold Coast Centre Against Sexual Violence Inc., Brisbane Area, Australia. 10. Forming and Facilitating Support Groups for Survivors of Intimate Partner Sexual Violence. Jennifer Y. Levy-Peck. 11. "Invisible" Intimate Partner Sexual Violence: Prevention and Intervention Challenges. Debra Parkinson and Susie Reid, Women's Health Goulburn North East, Australia. 12. Medical Indicators and Responses to Intimate Partner Sexual Violence. Charlotte Palmer, General Practitioner, Australian Central Territory and Vanita Parekh, Director, Clinical Forensic Medical Services, The Canberra Hospital and Health Services, Australian National University. 13. Counseling Specific to the Survivor of Intimate Partner Sexual Violence. Elizabeth Layton, Counselor and Tutor, Institute of Natural Healing, Dudley, UK. 14. Responding to Christian Survivors of Intimate Partner Sexual Violence. Barbara Roberts, Pastoral Care Ministry, Mount Vernon Baptist Church, USA. 15. Law Enforcement Response to Intimate Partner Sexual Violence. Mike Davis, Sergeant, Vancouver Police Department, Washington, USA. 16. Forensic Medical Assessment in Intimate Partner Sexual Violence. Vanita Parekh, Clinical Forensic Medical Services, The Canberra Hospital and Health Services, Australian National University and Angela Williams, Victorian Institute of Forensic Medicine, Victoria, Australia. 17. Advice for Criminal Justice Staff and/or Advocates to Aid Intimate Partner Sexual Violence Survivors. Patricia Easteal, Professor of Law, University of Canberra, Australia. 18. Intimate Partner Sexual Violence and the Courts. Lynn Hecht Schafran, Director, National Judicial Education Program, Legal Momentum, New York, USA. Part 4: Reaching and Assisting Different Populations. 19. Cross-Cultural Perspectives on Intimate Partner Sexual Violence. Marianne Winters, Executive Director, Safe Passage, Massachusetts, USA and Isabel Morgan, Senior Community Advisor, Mount Holyoke College, Massachusetts, USA. 20. Immigrant Women and Intimate Partner Sexual Violence. Bushra Sabri, Postdoctoral Fellow, Johns Hopkins University, Maryland, USA, Veronica Barcelona de Mendoza, Tulane University, Louisiana, USA and Jacqueline C. Campbell, Johns Hopkins University School of Nursing, Maryland, USA. 21. Sexual Assault in Intimate Same-Sex Relationships. Janice Ristock, Women's and Gender Studies Program, University of Manitoba, Canada. 22. Issues Faced by Intimate Partner Sexual Violence Survivors in Rural Areas. Debra Parkinson and Claire Zara, Women's Health Goulburn North East, Australia. 23. Addressing Intimate Partner Sexual Violence in Teenage Relationships. Jennifer Y. Levy-Peck. 24. Effective Approaches to Helping Intimate Partner Sexual Violence Survivors in Prison. Debbie Kilroy, Sisters Inside, Queensland, Australia. Part 5: Conclusion. 25. Conclusion: Bringing It All Together. Jennifer Y. Levy-Peck, Patricia Easteal, Louise McOrmond-Plummer. Index.

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Book SynopsisThis resource provides a wealth of activities to use in therapeutic work with families, tailored to meet the particular needs of different types of family.Chapters are organized by family type, and include divorced families, families with an incarcerated parent, grandparent-led families, families with substance abuse issues, and families in grief. Each chapter includes a host of therapeutic activities that are appropriate, and most effective, with each family type. Chapters also include a discussion of the context, the strengths and weaknesses of each family type, the challenges they face, and best practices for effective intervention. Clear instructions and follow up discussion questions are included. This will be an essential guide for all those working with families, including counsellors, family therapists, social workers and psychologists.Trade ReviewThis very accessible book provides a myriad of examples of specific activities that can be utilized when working therapeutically with families. Even 'seasoned' practitioners will find the descriptions of 'at risk families' and the appropriately linked intervention extremely helpful. -- Jenny Harvey, family therapist and author of Dramatherapy and Family Therapy in EducationWorking Therapeutically with Families is a very valuable tool that therapists can use when working with families. It is filled with practical activities and games that are enjoyable and enlightening for the whole family. This is a great book that every therapist should have in their tool box. -- Jeff Harlin, Director of Children's Services, Oklahoma, USAThe benefit of addressing multiple family types and helping families realize that they are not alone cannot be overstated. This a tool that can empower therapists to provide effective family therapy with confidence. -- Josh Cantwell, Adult Services Administrator, Oklahoma, USAThis book is written by practitioners for practitioners... Ten photocopiable appendices support some of the therapeutic activities detailed in the book and there is a subject index... Anyone from parents and young people through to teachers and therapists could read portions of the book and find something useful... The book's strength is its readability and its repetition of layout, which makes it easy to use when finding subjects, resources or information within it. I particularly like the evidence-based theory and practices covered in the book... I would recommend this book to anyone working with children, and in particular to counsellors and therapists. -- BACP Children & Young PeopleThe authors are both qualified social workers... it is a book designed touse a range of activities in a therapeutic manner withchildren, young people and families, which you couldargue fits nicely with an occupational therapy approachto practice... due to its activity focus, I feel this bookfits nicely with an occupational therapy approach andwould be a valuable tool for practitioners workingtherapeutically with families or looking to expand onthis area of their practice. -- Fiona Corless, OT * Children, Young People & Families Occupational Therapy Journal *This is a book that does what it says on the tin... it is a comprehensive and valuable resource for both the beginning practitioner and those looking to develop their practice further in this area. -- Helen Bonnick, Practice Educator in East London, and blogger about children's violence to parents * Professional Social Work *Table of Contents1. Introduction. 2. Family Assessment. 3. Single-Parent Families With an Absent Parent. 4. Divorced/Separated/Unmarried Families. 5. Blended Families. 6. Families with Grandparents as Caregivers. 7. Families with an Incarcerated Loved One. 8. Families with a Substance Abusing Child. 9. Families with a Substance Abusing Parent. 10. Families with a Mentally Ill Parent. 11. Families with a Chronically Ill Child. 12. Families in Grief. Appendix A: General Game Cards. Appendix B: Single Parent Cards. Appendix C: Feelings Thermometers. Appendix D: Choice Cards. Appendix E: Assertiveness. Appendix F: Impulse Control. Appendix G: Values Cards. Appendix H: Substance Abuse Cards. Appendix I: Ill Child Cards. Appendix J: Bereavement Cards.

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Book SynopsisToday's teens are faced with all sorts of decisions, dilemmas and difficulties, from exam worries to friendship and relationship problems. The result is that anxiety is an increasingly common problem, and professionals need practical ways of helping these anxious teens.Teen Anxiety is a practical manual to use with teenagers to help them cope with anxious feelings. With 60 easy-to-do activities based on Cognitive Behavioral Therapy (CBT) and Acceptance Commitment Therapy (ACT), teenagers can be helped to understand what triggers their anxiety; the importance of taking care of themselves; how to work through anxious feelings, fear, stress, and panic; and how to accept and manage thoughts and emotions. Part 1 of the book provides a guide to CBT, ACT and what anxiety is, and the manual also includes scaling questions for assessment and graphs to track progress. This ready-to-use manual, packed with information and activities, will be invaluable to professionals working with anxious teenagers.Trade ReviewRaychelle Lohmannpresents powerful evidence-based activities for use with adolescents struggling with anxiety. The activities provide relief for teens and tools to assist them in navigating their complex and stressful lives. Raychelle's voice is compassionate and encouraging. A must read for anyone working with anxious teens! -- Michelle Skeen, PsyD, therapist, author of Love Me Don't Leave Me, and host of Relationships 2.0 on KCAA-1050AMTable of ContentsLetter to Professional. Making the Most of This Book. Part 1. Clinician's Guide. Part 2. Activities. 1. Defining and Understanding Anxiety. 2. Anxiety and the Body. 3. Anxiety and Thoughts. 4. Anxiety and Emotions. 5. Anxiety and Behaviour. 6. Coping with Anxiety. 7. Alleviating Anxiety. Part 3. Conclusion.

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Book SynopsisLife coaching is a great way to help children and young people build self-esteem, set positive goals and deal with difficult issues such as bullying, anxiety and poor body image.This book sets out what life coaching is and how it works, what the benefits are, and how to go about coaching children and young people. Part 1 covers the background, theory and different types of coaching, and Part 2 explores the life coaching model and different techniques used, with examples of how coaching works in practice and how to build skills. The third part contains activities and photocopiable worksheets to use in practice with young people. They include general activities to develop self-esteem, set goals and build confidence, as well as activities for specific issues such as bullying, poor body image, relationships and anxiety.Suitable for use with young people aged 9-16, this practical guide is ideal for coaches, teachers, counsellors and youth workers wanting to put coaching into practice with young people, and is also suitable for parents to use at home with their child.Trade ReviewGiant provides helpful case illustrations of working with children... The worksheets,, are indeed clear and well drawn and have been created with a view to reproduction... Some of the tools could also be used by teachers in PSHE lessons, at home by parents or carers. -- Carolyn Mumby, coach-therapist * BACP Children & Young People *This book describes working as a life coach with children and young people in different settings. The author explains concepts and strategies... what life coaching is, why it can be used with children and young people, its practice and its application in school an home settings... The author's descriptions of multiple possible levels of coaching in the school settings, composed of whole-school, curriculum- and pastoral-based programmes... The Activities and Worksheets section has a range of themed activities and resources that will appeal to different practitioners. New coaches will find a wealth of advice, support, tips and resource material... This is an interesting and useful book that I hope will stimulate more thinking and debate about what life coaching is and will prove a valuable resource to anyone who works with children and young people. -- Denise Yusuf, freelance coach * Coaching Today *Table of ContentsPart 1. Exploring Life Coaching for Kids. 1. Introduction. 2. What is Life Coaching? 3. Why Coach Kids? 4. Life Coaching in Action. 5. Using Life Coaching for Kids in Schools. 6. Life Coaching for Kids at Home. Part 2. The Coaching Model Explained. 7. The Coaching Mindset. 8. Goal Setting. 9. Challenging Negative Core Beliefs. 10. The Mind-Body Connection. 11. Cognitive Behavioral Therapy and Neuro-Linguistic Programming. Part 3. Life Coaching for Kids Activities. 12. How to Use the Activities and Resources. Theme 1. General Activities. Theme 2. Relationships. Theme 3. Body Image. Theme 4. Bullying. Theme 5. Confidence. Theme 6. Anxiety and Stress. References. Index.

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Book SynopsisThe scope of this book covers the many possible approaches to working with bereaved children. The contributors draw on their wide-ranging experience of working with bereaved children in a many different contexts to examine:methods, such as dramatherapy and play therapyvarious settings, such as working in schools, hospitals and residential environmentsgroup and individual workworking with adolescents.The breadth of the contributors' backgrounds- among them are psychologists, social workers, teachers, play therapists and an actress -brings to light the benefits of their differing approaches.Trade ReviewThe book contains contributions from some of the most experienced practitioners in the UK and USA, working with children and young people in situations of loss and grief. The aim of this book is to provide its readers with a useful resource guide to practical interventions with bereaved children. It succeeds eminently in its task in considering various causes of bereavement and various methods of responding to needs: individual, family, group and educative approaches. This book is helpful to anyone working with children and families, having experienced bereavement, in a social work, counselling or therapeutic context, as well as from a palliative care, social services, psychiatric, family therapy or educational setting. This work makes a very valuable contribution to the literature and reinforces the belief that "children are survivors" (Monroe). -- Child and Family Social WorkIf you have ever floundered when faced with a grieving child, this book is for you. Equipped with a wealth of practical and compassionate responses, 20 contributors describe their work with bereaved children, sharing effective ways of supporting and helping them in their loss. Case studies are sensitively given, and there are moving accounts of individual, family, group and whole school work. This is an empowering book, which should be accessible to all those who come into contact with children. -- Nursing Times`This book should be available to all members of multidisciplinary child mental health teams... The strength of this book is that it ranges from individual grief, through family and societal settings linking grief and disaster, patterning the varying responses of children according to their age and life circumstances and providing a mosaic of assessment and therapeutic techniques... This book is one important step in improving our ability to communicate with the young about death.' -- Journal of AdolescenceThe 26 contributors to this book share a wide experience of childhood and adolescent grief... Differences in culture are sensitively outlined in a chapter on transcultural counseling... a thoughtful contribution to the growing literature on children's bereavement. -- Community CareThe strength of the book is its emphasis on what can actually be done and how to do it. There are examples upon examples of how to convene, start, run and end sessions with children, how to work in different settings, with children of different needs. It is a rich store of what can be done. -- Clinical Child Psychology and PsychiatryTable of ContentsPart 1. Individual Work 1. Communicating with Children Through Play, Peta Hemmings, Senior Practitioner, Barnardo's Orchard Project, Newcastle-upon-Tyne2. Direct Work Techniques with the Siblings of Children Dying from Cancer, Maureen Hitcham, Malcolm Sargent Social Worker, Royal Victoria Infirmary, Newcastle-upon-Tyne. 3. Chairing the Child: A Seat of Bereavement, David Waskett, Social Worker and Independent Counsellor in Bereavement and Loss, Cambridge 4. Non-Directive Play Therapy with Bereaved Children, Jo Carroll, Independent Play Therapist, Marlborough, Wilts. Part 2. Family Work 5. `It is Impossible Not to Communicate': Helping the Grieving Family, Barbara Munroe, Director of Social Work, St Christopher's Hospice, London. 6. A Cradling of a Different Sort, Ann Couldrick, Counsellor, Sir Michael Sobell House, Oxford.7. Grieving Together: Helping Family Members Share Their Grief, Dr Jess Gordon, Consultant Child and Family Psychiatrist, Northampton Part 3. Groupwork 8. Creative Groupwork Methods with Bereaved Children, Margaret Pennells and Susan C Smith. 9. Sharing Experiences: The Value of Groups for Bereaved Children, Jenny Baulkwill, Principal Social Worker, St Christopher's Hospice London, and Christine Wood, Principal Social Worker, St Christopher's Hospice London. 10. Camp Winston: A Residential Intervention for Bereaved Children, Julie Stokes, Programme Director, Clinical Psychologist, and Diana Crossley, Coordinator of Children's Service, Clinical Psychologist, Gloucester Royal Hospital. 11. Groupwork with Bereaved Children, Ann Harris, Malcolm Sargent Social Worker, Bristol Children's Hospital and Sally Curnick, Cancer and Leukaemia in Childhood Trust. 12. Using Drama in Grief Work, Penny Casadagli, Artistic Director and Actress, Neti-Neti Theatre Company, London. Part 4. Specific Client Groups 13. Helping Families and Professionals to Work with Children who have Learning Difficulties, Judy Sanderson, Community Liaison Worker, Acorns Children's Hospice, Birmingham. 14. Transcultural Counselling: Bereavement Counselling with Adolescents, Jan Wilby, Head of Social Science, Head of Guidance and Support School, Nottingham. 15. Managing a Tragedy in a Secondary School, John Shears, Head Teacher, Redruth Community School, Cornwall. 16. Voices from the Crowd: Stories from the Hillsborough Football Stadium Disaster, Paul Barnard, Project Leader, and Maureen Cane, Freelance Consultant, Liverpool Children's Project. 17. Making Memory Stores with Children and Families Affected by HIV, Ruth Neville, Senior Practitioner, Barnardo's Castle Project, Leeds. Part 5. Projects in the USA18. Embracing Fears and Sharing Tears: Working with Bereaved Children, Jennifer Levine, Willowgreen Counselling Service, Fort Wayne, Indiana. 19. Group Interventions with Bereaved Children, 5-17 Years: From a Medical Centre-Based Young Person's Grief Support Programme, Ben Wolfe, Director, St Mary's Grief Support Centre, Minnesota. 20. Coaching Children's Grief Through Art, Clifford Davies, Coordinator, Pastoral and Grief Services, Hospice of Independence Regional Health Center, Missouri. About the Authors. Subject Index. Author Index.

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Book SynopsisWith twenty educators contributing ideas piloted with children of different abilities and backgrounds in their care, 'Good Grief'has been designed to explore and demystify the experience of loss - in different contexts - within the framework of the National Curriculum.This second edition has been updated and revised, to include a new chapter on the effects of disasters on children. Suitable for all professionals, carers and parents, both books are activity based. Good Grief 1 facilitates the use of children's own experiences and encouraging improvisation and extension. Primarily designed for mixed ability secondary and adult education, Good Grief 2 will also be invaluable for many other statutory, professional and community organisations.Trade ReviewThese books not only provide excellent ideas and guidance for helping grieving people, they also illustrate the huge diversity of human experiences which can be put under the heading of loss. I was so impressed by these books that I felt it was a privilege to be asked to review them. -- Community CareThe 22 cooperating contributors provide a superbly constructed resource of information, activities and ideas... Incredibly sensitive in every way... Barbara Ward... is to be congratulated and commended. -- Journal of the Institute of Health EducationThe authors have managed to produce an excellent aid to dealing with these very difficult and painful subjects within the national curriculum framework, and in a sensitive and imaginative way that will enable children, their teachers and parents to develop their understanding of loss and its impact. I would strongly recommend these volumes to all professionals working with children. They are also an invaluable source of information about self-help groups, useful literature for children of all ages and a variety of religious and cultural backgrounds. -- Association of Child Psychology and Psychiatry NewsletterIdeal for creative inspiration... there are many varied ways of teaching children about the concept of death as a project subject at school, with the involvement of parents carefully noted which I felt was essential... The practical and factual information across differing religious creeds and cultures, and those of no faith, give plenty of scope for teachers and other carers to give information to children growing up in our multi-racial/multi-cultural society... I would recommend both these books for teachers/trainers/carers who look for information and inspiration. -- Lifeline (Magazine of National Association of Bereavement Services)Table of ContentsAims and Objectives. Statistics for Britain. Foreword. Contents. Contributors. 1. INTRODUCTION AND BACKGROUND. 1.1 Why teach about loss and death? 1.2 Educator's notes. 1.3 Understanding Loss. 1.4 Divorce and Separation. 1.5 How to help someone who is suffering from loss. 1.6 Tracing Western attitudes to death. 1.7 Stages of grief. 1.8 Difficulties in grieving. 1.9 Grief in children. 1.10 Dying children and their families. 1.11 Preparation for a child's funeral. 1.12 Children's reaction to death. 1.13 Death of a child - a school's response. 1.14 Loss of a child - helping the parents. 1.15 When a child in your school is bereaved. 1.16 Bereavement in the junior school - a teacher's experience. 1.17 Glossary of words associated with death. 2. ACTIVITIES. 2.1 Creative activities. 2.2 Feelings. 2.3 Living with loss. 2.4 What is death? 2.5 How can we help? 2.6 Self esteem and self image. 3. APPENDICES. 3.1 Unhappy ever after. 3.2 Caught in the middle. 3.3 Helen House. 3.4 What to do when someone dies. 3.5 Why do we have funerals. 3.6 Rituals and customs. 3.7 How will Mummy breath and who will feed her? 3.8 I can't write to Daddy. 3.9 Heavenly bodies. 3.10 Value of hospitalized children's artwork. 3.11 Additional resources 3.12 Books for bereaved children. 3.13 Children's booklist. 3.14. Educator's and adult's booklist. Useful addresses. Attributions.

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Book SynopsisThe author relies heavily on case studies and these are evocative and illustrate the successful use of the work of imagery and symbolism. Jungian interpretations and concepts are used throughout, but the approach is original. Once they are familiar with the author's terminology and methods, readers should find a great deal of value here to apply in their own practice.'- Changes (An International Journal of Psychology and Psychotherapy)'The dictionary analyses and explains numerous symbols and images with an emphasis on their use in counselling. Indexes and contents lists drawing out schematic structures of the symbols - nature, animal, human, man-made, religious, mythological, abstract or individual - make for easier reference.'- New LIFEThis dictionary analyses and explains numerous symbols and images, with an emphasis on their use in counselling. Many are developed by the addition of possible psychological interpretations. The subjects in the Dictionary all have some relevance to symbols and symbolic language. Some of the subjects refer to sayings in everyday use, and all of them have an imagery content. Overall, the book is intended to help the reader understand the vast wealth of symbols and symbolic language. Indexes and Contents lists drawing out schematic structures of the symbols - nature, animal, human, man made, religious, mythological, abstract or individual - make for easier reference.Table of ContentsThematic structure of the symbols. A-Z dictionary of the symbols. Farewell. Bibliography. Index.

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Book SynopsisBased on seven years of experience running training courses throughout Scotland, before further refinement in the United States, this manual is a tried and tested method of training people to counsel and aid others who are suffering loss and bereavement.The manual features: * an explanation of the learning method and ethical issues * role-play exercises to allow trainees to experience common situations * easy-to-use course material for the facilitator and the participants * further resources should extra training be desired.The course confronts the fear of mortality, promoting self-awareness and self-nurturing in carers to prepare them for the pain, fear, anxiety and anger of those who have been abused or grieving, and develops the skills which enable the carer to fulfil their task.Trade ReviewThis book evolved from the Scottish Health Education Group's initiative to teach basic counselling skills to nurses. The manual includes all of the materials necessary to plan and conduct the five-day course, as well as a follow-up day for participants. I would recommend this manual. -- Journal Of Interprofessional CareThis book could provide useful information as part of an occupational therapy course or departmental library for reference and ideas. -- British Journal of Occupational TherapyThe manual has much to offer social workers at both a practice and educational level. The experiential methodology presents the worker with an opportunity to question the beliefs and skills underpinning their practice may be reconfirmed or perhaps strengthened through the exposure to alternative methods. Given the context, this book has particular merit for social workers interested in working with clients experiencing terminal illness and/or loss. It is a comprehensive educational resource which provides the participant with a serious opportunity to enhance their practice skills. -- Australian Social WorkThe training course described is designed to enhance counselling skills, deepen self awareness about loss related issues, enable participants to share personal experiences, identify relevant resources that will support and inform participants and enable the transfer of learning from the course to the work place. The content and structure of the training course admirably meets all the above aims and I am particularly impressed by the design of the course which allows for a progression and sequence that allows the participant to build upon the experience and content of the previous day and thus evolve and deepen their knowledge. The manual is also an excellent resource with a whole section devoted to materials for the facilitators and a further section providing materials for the participants. I was delighted to see a lesson plan devoted to exploring spirituality and found the materials available to participants particularly inspirational. This training manual is comprehensive in its scope and substantial in its content. It is well grounded in experiential learning and I would thoroughly recommend it to trainers of psychotherapists and counsellors. Indeed, this training manual is the best of it's kind and I hope it will be further revised over the years. -- Psychotherapy and CounsellingPacked with useful material in an easy-to-copy A4 format. It could be used with course participants who already have basic counselling skills in health, social services and volunteer organisations. This manual is worth every penny as a training resource for workers in the field of abuse, terminal death and illness. -- Professional Social WorkThere is a wealth of material in this manual. -- Hospice BulletinTable of ContentsIntroduction. SECTION 1: LEARNING TO HELP PEOPLE LIVE THROUGH LOSS. The learning method. The learning environment. Principles underlying effective experiential learning practice. Working with groups. The elements of the course. Support structures. Stages in experiential learning. Balancing challenge and support. Role-play as a tool in experiential learning. Trainers have needs too. Practical steps in course planning. SECTION 2: COURSE PROGRAM AND LESSON PLANS. Day one. Program for day one. Lesson plans for day one. Day two. Day three. Day four. Day five. Follow-up day. Additional lesson plans. SECTION 3: FACILITATOR'S MATERIALS. Preparing for the course. SECTION 4: PARTICIPANTS' MATERIALS. Materials for the structured course. Materials for use with additional lesson plans. Extra materials. Structured role-plays. Alternative evaluation forms. SECTION 5: REFERENCES, FURTHER READING AND RESOURCES.

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Book SynopsisThis book would appeal to professionals and practitioners in the field of bereavement care, particularly funeral practices. In the presence of much that is so meaningless through grief, this book provides a meaningful overview, perhaps with new insights and perspectives, and is as such highly recommended.'- The Compassionate Friends Newsletter UK'Discusses research in the field of art therapy, the forms of research available in the field, and the ways in which definitions of research affect understanding of the arts therapies and how they are practised. In his introductory chapter, the author outlines the importance of research into the arts therapies and explains that, while the rest of the book focuses primarily on research into drama therapy , his observations are applicable to other forms of art therapy. He describes the characteristics of art therapy and how these affect the types of research that can be carried out in the field... The author addresses questions relating to research by practicing art therapists, the investigative processes open to them, and the necessary differences between the approaches they take and those of traditional academic research. He proposes an art-based form of research, which uses art as both the means of interpreting art and of presenting that interpretation.'- ARTbibliographies ModernIn The Social Symbolism of Grief and Mourning Roger Grainger focuses on the role of funerals in promoting the personal and social adjustment of the bereaved. The work explores the significance of many of the areas and stages connected with death, with chapters covering such topics as:* attitudes towards death* our fear of death and dying* ways in which we attempt to come to terms with death* the rituals that surround these processes.By tying together folklore and traditional beliefs with actual funeral practices, both ancient and modern, the author has created a work that examines the anthropological, psychological and superstitious aspects of our relationship to death and dying.'Grainger is multi-talented, drawing on his expertise in drama, counselling, acting, theology, sociology and anthropology... He has some interesting things to say about the necessity of chaos, and how this is ritualised in the Irish wake. Unlike many authors on bereavement, Grainger takes seriously the ghost beliefs that are widespread throughout history'- Bereavement Care'The Social Symbolism of Grief and Mourning is a complex study of death from the perspectives of drama, psychology, anthropology, and working pastoral practice. Roger Grainger ties his study to ancient and current funeral practices, and examines the beliefs about death implicit in our social behaviour; but more importantly, he had understood and can communicate, the absurd quality of death and its religious nature. By its very nature, death is paradoxical: it cannot be contained by words or rites, but that is just what we seek to do, must do, to make sense of it. In doing this, we make sense of life. The important bearing on changing funeral practices, but more pressingly on the way we speak and preach (if we do) about death.'- Church Times'Roger Grainger's book is a refreshingly new approach to a wide range of theory and practice regarding attitudes towards death, dying and the dead. Most of the material cited was collected presumably for his PhD in the 1970s and the only major criticism relates to the absence of contributions of contemporary philosophers and commentators such as Foucault, Levinas, Primo Levi and Elias. However, this is more than compensated for by a fresh look at the work of some of the late nineteenth-century and early twentieth-century anthropologists as well as eastern works, such as the Tibetan Book Of The Dead … Grainger cites sources which deplore the current state of British funerals and promotes the charter of the National Funeral College. In concluding the book with a chapter entitled The Rite of Passage, he conveys, with good supporting evidence, the importance of sustaining these rites in order to support bereaved people in what can be seen as a mythical experience which is also practical and rooted in reality. I recommend this book not least because of its exhaustive research which provides an excellent resource for any further study in this area.'- Progress in Palliative CareTable of Contents1. The Refusal to Die. 2. The Fear of the Dead. 3. The Unbuiried. 4. The Shape of Death. 5. The Rite of Passage. Appendix: The Principle Motives of the Funeral. Bibliography

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Book SynopsisChildren have long been the "forgotten mourners". This new and revised edition expands on the original book by Sister Margaret Pennells and Susan Smith. It raises awareness of the sensitive issues involved for bereaved children, highlighting their needs and their emotional and behavioural responses when a bereavement occurs. The book includes two new chapters, on traumatic bereavement and secondary losses in bereavement, and it provides more information on each topic. Children's reactions to bereavement and their behaviours are described in more detail, and the consequences of failing to acknowledge children's grief and ways to tackle the subject of death are outlined.The Forgotten Mourners: Second Edition maintains the simple, accessible approach of the original book and will be of use to teachers, social workers and all those working in the field of child bereavement, particularly when faced with difficult situations.Table of ContentsIntroduction 1. How Children Grieve 2. Traumatic Bereavement. 3. Secondary Losses in Bereavement. 4. What Do Children Need? 5. What Can Adults Do? 6. What Can Schools and Teachers Do? 7. What Can Social Workers Do? 8. Working With Bereaved Children. 9. Guidelines for Effective Coping. References. Resources.

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Book SynopsisMost professionals working in health or social care will be required to act as advocates as part of their work. A social worker or community nurse may need to obtain extra benefits or a particular service for a client; a housing official may need to help a tenant whose benefit has been delayed thus placing them at risk of homelessness; a voluntary body may decide to challenge a statement of special educational needs for a child.This is a practical guide to advocacy skills specifically written for those in the health and social care professions. Neil Bateman examines the function of advocacy within these professions and how to interview, negotiate and self-manage successfully. He provides a structure for advocacy, a guide to the ethical implications and advice on litigation and legal matters. Accessible and comprehensive, Advocacy Skills for Health and Social Care Professionals will be an essential resource for all those wishing to improve their practice.Trade ReviewBateman's knowledge - with over 20 years experience of advocacy - is evident throughout. This paperback has the potential to become a sought-after reference tool, offering important pointers about the roles of an advocate. Both interesting and informative, I would fully expect it to remain a useful resource, at least until the time of the next required update. -- Working with Older PeopleIt is a very helpful and highly readable book, which has been specifically written for those in the health and social care professions. It will be of interest to those working in many different settings, including social workers, nurses, advice workers, and housing officials, to name but a few. -- EmeraldBateman's book is an interesting practice guide which can help those involved in social work education and practice. It can also tell language teachers a good deal about the concerns of those educators and practitioners. -- Competence in Social Work PracticeThis book helpfully highlights the legitimate advocacy role of many professionals, and gives sound practical advice on how to develop this aspect of their work as an area of professional skill and responsibility. -- British Journal of Social workThis book recognises that professionals working in health or social care are required to act as advocates as part of their work and identifies the need to recognise the skills involved in advocacy work.'Neil Bateman looks at why people need others to speak up for them. The first half contains the theory, the second practical advice to help develop advocacy skills.' -- The Times 15th June 2001`…This book helpfully highlights the legitimate advocacy and role of many professionals, and gives sound practical advice on how to develop this aspect of their work as an area of professional skill and responsibility… I think this book can serve a valuable function in the development of advocacy as an important aspect of the human service worker's role.' -- The British Journal of Social WorkThis book will be of interest to anyone who has ever been an advocate on behalf of clients with a housing department, the DSS or hospital services. There has been very little published on advocacy skills. -- Health VisitorDespite the specifically focused title of this book, it is of interest to counsellors because advocacy ethical principles and practical skills have relevance to our own. Case vignettes, charts and bullet point summaries illustrate these. A chapter on interviewing reminds readers of 1978 Jamieson's Rules, while others on negotiation and litigation lead on to a worthwhile discussion about the difference between linear and curvilinear problems where all the factual elements are unknown, unclear and subject to social, legal and interpersonal dispute. -- CounsellingWritten for health and social care professionals in practice, it will be useful to undergraduates in these professions as a textbook, and to experienced professionals reflecting on their practice. It ought to be read by general managers and elected members who need to understand the importance their staff attach to their advocacy function and its value to clients when done well. The straightforward style of the writing, supported by simple, clear presentation, provides a handy-sized book. The subject is accorded due seriousness, but it is neither dull nor esoteric. It has sufficient examples from practice throughout. -- Health Service JournalTable of ContentsPART ONE: CONTEXTS. 1. What advocacy is, why it matters and why it happens. 2. Ethical principles for effective advocacy. 3. Advocacy in action. PART TWO: THE ADVOCATE'S SKILLS. 4. Introduction to Part Two. 5. Interviewing. 6. Assertiveness and force. 7. Negotiation. 8. Self-management. 9. Legal knowledge and research. 10. Litigation. 11. A structure for advocacy. 12. What next? References. Index.

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Book SynopsisThis practical and accessible book of case studies takes a new look at self-harm, focusing particularly on the under-explored area of `hidden' self-harming behaviour. These behaviours may not be immediately identifiable as self-harm by counsellors, therapists or their clients, but Maggie Turp shows how recognition and understanding of hidden self-harm can improve practice with those affected.The author begins by discussing extracts from infant observation studies that reflect on the role of maternal care in encouraging the tendency towards self-care. A series of detailed case studies follows, including a client who has a serious eating disorder, a client who abuses recreational drugs, works excessively to the detriment of his mental and physical health and sustains a series of unconsciously invited 'accidents', and one caught up in 'self-harm by omission', who fails to 'take care' and delays seeking vital medical care. The clinical accounts highlight the importance of attending to the client as a whole person and of building on the self-caring tendency that has prompted him or her to seek help in the form of counselling or psychotherapy.Written from a psychoanalytic perspective, but using straightforward language, Hidden Self-Harm is a valuable resource for social workers, psychologists, teachers, nurses and lay helpers as well as for counsellors and psychotherapists.Trade ReviewThis is a book that I imagine will be of interest to a wide audience. For the experienced therapist it proffers a different, broader perspective on self-harm. For those less familiar with such work, it elaborates a useful way of thinking which 'teaches' by means of its generous case descriptions and clear reflections. -- British Journal of PsychotherapyThis is a very welcome text, which covers substantial ground in a way that is both scholarly and accessible. It is intended for a broad readership including teachers, police and lay helpers as well as social workers and psychotherapists. The narratives in the book can act as a stimulus to social workers and other professionals to be active in seeking to establish the reflective environment, stimulus and support required to connect helpfully and analytically with personal experience. This text can be used on a number of levels with students and qualified workers. Significantly it offers social workers and other professionals the possibility of seeing self-harm as a continuum in which we have relevant personal experience and resources. It offers a clear strategy for practice, which would support preventive and early intervention for young people and adults and is part of the growing literature that supports service users right to needs-led care.' - British Journal of Social Work'This is an eloquent plea for revising clinical approaches to self- harm. Central to Turp's argument is the understanding of self-harm as the individual's attempt to find a way of being in her/his body - this remains a powerful argument for a more humane response to self-harming behaviours of many kinds. -- Mental Health TodayTable of Contents1. Introduction. 2. What do we mean by self-harm? 3. The capacity for self-care: Observations of Esther. 4. Bodily integrity and psychic skin: Observations of Esther. 5. Themes and theoretical frameworks. 6. Trauma and dramatic repetition: Working with Lorraine. 7. The skin in question: Working with Ellen May. 8. Acting, feeling and thinking: Working with Tracey. 9. A body in pieces: Working with Peter. 10. Self-harm by omission: Working with Kate. 11. Reflections on the case study material. 12. The self-harming individual and `the system'. References. Index.

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