Social work Books

Book SynopsisThis book teaches the skills therapists need to understand and empathize with clients, develop strong therapeutic alliances, make accurate contextualized assessments, and facilitate positive change.Table of ContentsPreface to the Second EditionPart I. Introduction to Empathy and the Mental Health Professional Chapter 1. What Is Empathy, and Why Does It Matter?Part II. Building a Framework for Understanding People Chapter 2. Understanding Meaning Systems Chapter 3. Understanding Culture, Identity, and OppressionPart III. Developing Empathic Assessments Chapter 4. Building the Therapeutic Alliance Chapter 5. Communicating Empathy Verbally Chapter 6. Assessing People in Context Chapter 7. Thinking Critically to Ensure Accurate AssessmentsPart IV. Facilitating Positive Change Chapter 8. Developing Goals and a Treatment Plan Chapter 9. Providing Empathic Interventions Chapter 10. Ending TreatmentPart V. Professional Issues Chapter 11. Ethics Chapter 12. Writing Empathic Clinical Reports Chapter 13. Self-CareReferences Glossary Index About the Authors

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Book SynopsisIt is essential thatin today's public sector, social care and health managers have a thorough and critical understanding of best practice in commissioning services. This guide has been developed to underpin core aspects of commissioning services in health and social care with tools and strategies that really work. The authors go through the commissioning process step-by-step in order to help the reader better understand the following: The distinguishing characteristics of commissioning ; how commissioning is affected by changes inthe public sector generally and health andsocial carein particular; the significant potential for improved service quality and value for money arising from commissioning; how good commissioning can engage in productive conversations that can lead to better outcomes for patients, clientsandthe community. There are sections on specific skills needed for good commissioning, the challenges Table of ContentsIntroduction Introduction to commissioning What is commissioning? Key roles Benefits from commissioning Commissioning compared with other management processes Where does commissioning come from? Successful commissioning - collaboration The commissioning process - a model Commissioning - a new model What skills are needed? Commissioning in the NHS The development of commissioning in the NHS The new health environment The journey to authorisation The challenges of commissioning in this sector Commissioning in adult social care The development of commissioning in adult social care Government actions A developing view of adult social care The role of local authorities The challenges of commissioning in this sector Key challenges for health and social care Comparison between the NHS and social care systems The specific challenges facing the NHS and social care What questions do we need to answer? Conclusion

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Book SynopsisAcknowledging the religious influences in social work's roots, Mark Henrickson proposes that it need not be constrained by it. Addressing current debates in international social work about the relevance of different perspectives, this book will allow practitioners and scholars to create a global future of social work.Table of Contents1. Introduction 2. A Royal Responsibility 3. Inventing the Poor 4. Reforming the Poor 5. Capitalising the Poor 6. Industrialising the Poor 7. Liberalising the Poor 8. Professionalising Work with the Poor 9. A Global Perspective 10. Creating a Global Future

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Book SynopsisAcknowledging the religious influences in social work's roots, Mark Henrickson proposes that it need not be constrained by it. Addressing current debates in international social work about the relevance of different perspectives, this book will allow practitioners and scholars to create a global future of social work.

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Book SynopsisThis cross-Europe analysis explores crucial aspects of long term recovery from substance use. Leading experts set out the evolving needs of people who have sought to change their use of substances and the factors in their progress. The book concludes with clear recommendations for improving future research, policy and practice.Table of ContentsPart 1: Critical explorations of long-term recovery 1. Recovery as long term: an introduction ~ Alastair Roy, Sarah Galvani and Amanda Clayson 2. Is measuring long-term recovery desirable, necessary or even possible? ~ Wulf Livingston 3. Telling recovery stories: an exploration of the relationship between policy, practice and lived experience ~ Alastair Roy and Jennifer Christensen 4. Change processes in long-term recovery for individuals with present and former substance-use dependence ~ Thomas Solgaard Svendsen 5. Provider and user perspectives on long-term recovery in England: how do we know when we are done? ~ Maike Klein and John Hill Part 2: Intimate relationships, trauma and long-term recovery 6. Women’s and men’s stories about sex and intimate relationships in long-term recovery from problematic drug use ~ Anette Skårner and Bengt Svensson 7. Multiple recoveries: substance use and trauma ~ Sarah Fox and Karin Berg 8. Being a partner in long-term recovery: stories from female partners in Norway ~ Sari Lindeman and Lillian Bruland Selseng 9. Long-term recovery for the ‘adult children’ of parents who use alcohol in Iceland ~ Jóna Ólafsdóttir and Amanda Clayson Part 3: Diversity across the lifespan in long-term recovery 10. Social and structural issues in recovery among migrants and ethnic minorities: an exploration of cultural competence and individual recovery perspectives ~ Charlotte De Kock and Aline Pouille 11. Transitions in long-term recovery: mapping adolescent development theory to better understand identity change in recovery ~ Lucy Webb, Amanda Clayson and Nigel Cox 12. Care, continuity and change in long-term recovery: the experiences of older opioid users in long-term recovery in three German regions ~ Ines Arendt 13. When long-term recovery isn’t an option: people at the end of life ~ Sam Wright and Gemma Yarwood 14. Conclusion: Critical reflections, theories and key messages ~ Sarah Galvani, Alastair Roy and Amanda Clayson

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Book SynopsisRather than being seen simply as social policy implementors, in recent decades there has been recognition of the unique insights that social workers can bring to policy formulation. This book offers a theoretical framework for understanding why social workers engage in policy, and the implications for research, education and practice.Trade Review“Social workers have always been engaged in social policies – of all types, at many levels, in different arenas, using a range of professional strategies. Now we have a thoughtful book with compelling examples and insights. The authors are international leaders on this topic. This book should become a standard text.” Michael Sherraden, Washington UniversityTable of Contents1. Introduction 2. On the social work–social policy interface 3. The environments 4. Opportunity 5. Facilitation 6. Motivation 7. Explaining the policy engagement of social workers and beyond

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Book SynopsisMental Health Case Management: A Practical Guide represents the first modern guide designed to provide students and practitioners with a grounded and practical tutorial on the key functions of a case manager serving adults with severe mental illness. The guide is purposely devoid of extensive theoretical and historical discourse, and rather focuses on a direct and to-the-point approach that time-pressed readers will appreciate when learning the fundamentals of providing mental health case management. Within this work, readers will learn the ABC's of mental health case management ranging from likely psychiatric conditions their clients will experience to working with the local and federal disability systems. This information is captured within a strengths-based, recovery-oriented framework that places empowerment and the dignity of the client being served at the forefront of the delivery of excellent care, and is intended to be augmented with field experience and close superviTrade Review“I would require this guide because I believe students would benefit from having it not only during the course but also while they are out in the field. It is not lengthy and the material is not too heavy. It is concise but includes very pertinent information that beginning counselors and social workers need to know.” -- Dr. Rebecca G. McBride“This guide would be excellent for the practical knowledge that I am interested in seeing my students gain. Students using this book would be well prepared to tackle everyday problems that clients face. I would use this guide in addition to a more generalized guide which discusses theory and other models of helping.” -- LaKeisha L. Harris, PhDTable of ContentsMedications for Managing the Symptoms of Severe Mental Illness Resource Brokering: The Big Two Managing Crises as a Case Manager Identifying and Managing Substance Use Problems Comorbid Health Problems Helping Clients Find Work and Stay Employed Taking Care of Yourself

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Book SynopsisHighly practical and accessible, this book shows how to synthesize complex information about child and adolescent mental health problems into clinically useful, dynamic case formulations. Strategies and tools are provided for analyzing the biological, psychological, social, cultural, spiritual, and developmental factors that may be contributing to the difficulties of clients ages 4-18. Numerous case examples illustrate the steps in crafting a comprehensive formulation and using it to plan effective, individualized treatment. Strategies for overcoming frequently encountered pitfalls in case formulation are highlighted throughout.Trade Review"Finally! This book will revive the vanishing skill of gathering multi-source clinical information and integrating it into a comprehensive formulation to guide culturally and developmentally sensitive biopsychosocial treatment. Manassis brings extensive clinical experience to her dedication to evidence-based mental health practice. This book should be required reading for all clinicians who aspire to provide optimal treatment for children and their families."--Mina K. Dulcan, MD, Professor of Psychiatry and Pediatrics, Northwestern University Feinberg School of Medicine; Department of Child and Adolescent Psychiatry, Ann and Robert H. Lurie Children’s Hospital of Chicago "Child clinicians often struggle to form cogent case conceptualizations. Now their struggle is over! This expertly crafted, comprehensive guide is replete with charts, diagrams, and case examples to help both experienced and beginning clinicians paint rich conceptual portraits. Most important, Manassis's work is developmentally sensitive, culturally attuned, links treatment to formulation, and teaches clinicians to collaboratively share their conceptualization with young patients and their families. I will keep this book close to my desk for ready reference."--Robert D. Friedberg, PhD, ABPP, Professor and Director, Center for the Study and Treatment of Anxious Youth, Palo Alto University "Manassis has an exceptional talent for illuminating key concepts through insightful yet concise clinical examples. Her knowledge, skills, and compassion as a master clinician are evident. This book helps clinicians tackle complex, challenging situations that require digging deeper into the child and family's history and experiences to help them reach their treatment goals. I highly recommend this book for seasoned clinicians as well as multidisciplinary trainees in child mental health. An amazing teaching tool, the book is filled with clinical pearls that will keep students engaged in learning. I plan to use it in my teaching and supervision with child psychiatry fellows and my multidisciplinary team."--Sucheta Connolly, MD, Department of Psychiatry and Director, Pediatric Stress and Anxiety Disorders Clinic, University of Illinois at Chicago "Manassis, an extremely effective and knowledgeable psychiatrist, gives front-line professionals very practical guidelines for developing comprehensive formulations--even for the most complex cases--and revising them as needed. Examples throughout the book demonstrate the utility of Manassis's approach for preschoolers, school-age children, and adolescents. While this outstanding book is definitely very useful for all mental health clinicians, it is especially invaluable as a teaching tool for trainees in all mental health disciplines. I particularly appreciated the discussion of how to effectively communicate case formulations to children and their families."--Simon Davidson, MD, Children's Hospital of Eastern Ontario and Department of Psychiatry, University of Ottawa, Canada -Table of ContentsIntroduction1. Benefits of Case Formulation and a Conceptual Framework2. Gathering Relevant Information: Key Assessment Strategies3. Biological Aspects of the Formulation4. Psychological Aspects of the Formulation5. Social Aspects of the Formulation6. Spiritual and Cultural Aspects of the Formulation7. The Process of Case Formulation and Considerations for Preschoolers8. Case Formulation for School-Age Children9. Case Formulation for Adolescents10. Communicating the Case Formulation and Its Treatment Implications11. Using the Formulation to Inform the Treatment Plan12. Formulation Challenges and the Need to Monitor Progress

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Book SynopsisDistilling decades of research, this practical manual presents an innovative intervention for families of 6- to 10-year-olds (grades 1â5) with attention-deficit/hyperactivity disorder (ADHD). FamilyâSchool Success (FSS) focuses on improving children's behavior and academic performance by strengthening parentâchild, teacherâstudent, and familyâschool relationships. Detailed guidelines are provided for implementing FSS with parent groups or individual families, including how to involve children in groups and collaborate with teachers. The authors discuss ways to deliver FSS effectively in school- and clinic-based settings, private practice, and primary care. In a convenient large-size format, the book features dozens of reproducible parent handouts and worksheets, assessment tools, and fidelity checklists, which can also be downloaded and printed. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

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Book Synopsis1. From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention; Shane R. Jimerson, Matthew K. Burns, & Amanda M. VanDerHeyden.- I. Foundations of Science.- 2. Data-based Decision-making; Stanley L. Deno.- 3. Applied Behavior Analysis: A Foundation for Response to Intervention; Scott P. Ardoin, Liliana Wagner, Kathryn E. Bangs.- 4. Learning Disabilities/Special Education; John L. Hosp, Sally Huddle, Jeremy W. Ford, Kiersten Hensley.- 5. Prevention and Response to Intervention: Past, Present, and Future; Ann C. Schulte.- 6. Problem-Solving Consultation; William P. Erchul & Caryn S. Ward.- II. Foundations of Practice.- 7. The Role of Professional Learning Communities in Successful Response to Intervention Implementation; Lori Helman & Kay Rosheim.- 8. Response to Intervention and Accountability Systems; Timothy J. Runge, David J. Lillenstein, & JosTrade Review“This book on best practices for using response to intervention (RTI) within Multi-Tiered Systems of Support (MTSS) covers both assessment and intervention. … The book is replete with figures and tables which help clarify the text. This book fully discusses the multitiered systems of support. This update is justified because of the increase in research studies since the previous edition.” (Gary B. Kaniuk, Doody’s Book Reviews, April, 2016)Table of Contents1. From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention; Shane R. Jimerson, Matthew K. Burns, & Amanda M. VanDerHeyden.- I. Foundations of Science.- 2. Data-based Decision-making; Stanley L. Deno.- 3. Applied Behavior Analysis: A Foundation for Response to Intervention; Scott P. Ardoin, Liliana Wagner, Kathryn E. Bangs.- 4. Learning Disabilities/Special Education; John L. Hosp, Sally Huddle, Jeremy W. Ford, Kiersten Hensley.- 5. Prevention and Response to Intervention: Past, Present, and Future; Ann C. Schulte.- 6. Problem-Solving Consultation; William P. Erchul & Caryn S. Ward.- II. Foundations of Practice.- 7. The Role of Professional Learning Communities in Successful Response to Intervention Implementation; Lori Helman & Kay Rosheim.- 8. Response to Intervention and Accountability Systems; Timothy J. Runge, David J. Lillenstein, & Joseph F. Kovaleski.- 9. Multi-tiered Systems of Support and Evidence-Based Practices; Karen C. Stoiber & Maribeth Gettinger.- 10. Preservice Teacher Education and Response to Intervention within Multi-tiered Systems of Support: What Can We Learn From Research and Practice?; David H. Allsopp, Jennie L. Farmer, David Hoppey.- 11. Common Core State Standards and Response to Intervention: The Importance of Assessment, Intervention, and Progress Monitoring; Shane R. Jimerson, Rachel Stein, Aaron Haddock, & Reza Shahroozi.- III. Tier 1 – Assessment, Problem Analysis, and Intervention.- 12. Screening Assessment within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps; Nathan H. Clemens, Milena A. Keller-Margulis, Timothy Scholten, & Myeongsun Yoon.- 13. The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success; Asha K. Jitendra & Danielle N. Dupuis.- 14. Classroom Reading Instruction for All Students; Barbara R. Foorman amd Jeanne Wanzek.- 15. Classwide Intervention Using Peer-Assisted Learning Strategies; Kristen L. McMaster & Douglas Fuchs.- IV. Tier 2 – Assessment, Problem Analysis, and Intervention.- 16. Assessment: Periodic Assessment to Monitor Progress; Benjamin Silberglitt, David Parker, & Paul Muyskens.- 17. Problem-Analysis at Tier 2: Using Data to Find the Category of the Problem; Matthew K. Burns, Kathrin E. Maki, Abbey C. Karich, Matthew Hall, Jennifer J. McComas & Lori Helman.- 18. Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2; Lynn S. Fuchs, Douglas Fuchs, & Amelia S. Malone.- 19. Implementation of Tier 2 Reading Interventions in the Primary Grades; Jeanne Wanzek, Stephanie Al Otaiba, & Brandy Gatlin.- V. Tier 3 – Assessment, Problem Analysis, and Intervention.- 20. Progress Monitoring for Students Receiving Intensive Academic Intervention; David A. Klingbeil, Tera L. Bradley, & Jennifer J. McComas.- 21. Introduction to Problem Analysis to Identify Tier 3 Interventions: Brief Experimental Analysis of Academic Problems; Melissa Coolong-Chaffin & Jennifer J. McComas.- 22. Tier 3: Intensive Mathematics Intervention Strategies; Robin S. Codding & Ryan Martin.- 23. Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?; Stephanie Al Otaiba, Jill Allor, Miriam Ortiz, Luana Greulich, Jeanne Wanzek & Joseph Torgesen.- VI. Contemporary Implementation Science.- 24. Assuring the Response to Intervention Process has Substance: Assessing and Supporting Intervention Implementation; George H. Noell & Kristin A. Gansle.- 25. Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response to Intervention Service Delivery Framework; Jeremy Miciak, Jack M. Fletcher, & Karla K. Stuebing.- 26. Contextual Influences and Response to Intervention; Amy L. Reschly & Melissa Coolong-Chaffin.- 27. Using Single Case Design in a Response to Intervention Model; T. Chris Riley-Tillman & Daniel M. Maggin.- VII. Contemporary Implementation Topics.- 28. Technology-Based Assessment and Problem Analysis; Gerald Tindal & Julie Alonzo.- 29. Educational Technology and Response to Intervention: Affordances and Considerations; Janet S. Twyman & Melinda S. Sota.- 30. Response to Intervention for English Learners; Diana Socie & Mike Vanderwood.- 31. Essential Features of Tier 2 & 3 School-wide Positive Behavioral Supports; Barbara S. Mitchell, Allison L. Bruhn, & Timothy J. Lewis.- 32. Implementing Response to Intervention in Secondary Schools; Mark R. Shinn, Holly S. Windram, & Kerry A. Bollman.- 33. Advances in Multi-Tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood; Judith J. Carta, Charles R. Greenwood, Howard Goldstein, Scott R. McConnell, Ruth Kaminski, Tracy A. Bradfield, Alisha Wackerle-Hollman, Maura Linas, Gabriela Guerrero, Elizabeth Kelley & Jane Atwater.- 34. Teacher Formative Assessment: The Missing Link in Response to Intervention; Linda A. Reddy, Christopher M. Dudek, & Elisa S. Shernoff.- VIII. Effective Contemporary Models.- 35. Challenges Faced by New Implementation sites: The Role of Culture in the Change Process; Dawn Miller & Rachel Freeman.- 36. Making Response to Intervention Stick: Sustaining Implementation Past Your Retirement; Kim Gibbons & W. Alan Coulter.- 37. Evaluating the Impact of Response to Intervention in Reading at the Elementary Level Across the State of Pennsylvania; Edward S. Shapiro.- 38. Data-Based Decision-Making, the Problem Solving Model, and Response to Intervention in the Minneapolis Public Schools; Doug Marston, Matthew Lau, Paul Muyskens, & Jennifer Wilson.- 39. Implementing Response to Intervention in a Rural Setting; Renee Guy, Amanda Fields, & Lynn Edwards.- 40. Toward a Unified Response-to-Intervention Model: Multi-Tiered Systems of Support; Matthew K. Burns, Shane R. Jimerson, Amanda M. VanDerHeyden, & Stanley L. Deno.

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Book SynopsisSection 1. General Issues & Assessment of Psychopathology.- Chapter1. Introduction.- Chapter 2. Epidemiology.- Chapter 3. Principles of Clinical Assessment.- Chapter 4. Assessment Instruments.- Chapter 5. Classification and Diagnostic Systems.- Section 2. Aetiological Approaches.- Chapter 6. Neuroimaging.- Chapter 7. Epilepsy.- Chapter 8. Behavioural Phenotypes/Genetic Syndromes.- Chapter 9. Psychological and Social Factors.- Section 3. Co-morbid Psychopathology.- Chapter 10. Schizophrenia Spectrum Disorders.- Chapter 11. Mood & Anxiety Disorders.- Chapter 12. Personality Disorders.- Chapter 13. Dementia.- Chapter 14. Substance Misuse.- Section 4. Common Clinical Conditions.- Chapter 15. Attention Deficit Hyperactivity Disorder (ADHD).- Chapter 16. Autism Spectrum Disorders.- Chapter 17. Behaviour Problems & Psychopathology.- Chapter 18. Forensic & Offending Behaviours.- Section 5. Interventions and Services.- Chapter 19. Psychopharmacology.- ChaptTable of ContentsSection 1. General Issues & Assessment of Psychopathology.- Chapter1. Introduction.- Chapter 2. Epidemiology.- Chapter 3. Principles of Clinical Assessment.- Chapter 4. Assessment Instruments.- Chapter 5. Classification and Diagnostic Systems.- Section 2. Aetiological Approaches.- Chapter 6. Neuroimaging.- Chapter 7. Epilepsy.- Chapter 8. Behavioural Phenotypes/Genetic Syndromes.- Chapter 9. Psychological and Social Factors.- Section 3. Co-morbid Psychopathology.- Chapter 10. Schizophrenia Spectrum Disorders.- Chapter 11. Mood & Anxiety Disorders.- Chapter 12. Personality Disorders.- Chapter 13. Dementia.- Chapter14. Substance Misuse.- Section 4. Common Clinical Conditions.- Chapter 15. Attention Deficit Hyperactivity Disorder (ADHD).- Chapter 16. Autism Spectrum Disorders.- Chapter 17. Behaviour Problems & Psychopathology.- Chapter 18. Forensic & Offending Behaviours.- Section 5. Interventions and Services.- Chapter 19. Psychopharmacology.- Chapter 20. Psychological Treatments.- Chapter 21. Community Mental Health Services.- Chapter 22. Impatient Mental Health Services.- Section 6. Future Directions.- Chapter 23. Psychopathology in Intellectual Disability: Future Directions in Research and Evidence-Based Practice.

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Book SynopsisReflective practice is at the heart of becoming a competent and confident social worker. It’s both a key element of learning and development on social work courses and an important aspect of social work practice. This accessible and introductory text explores a range of approaches to reflective practice, its main aim being to help you as a student become more confident in answering key questions, including ′what is reflective practice?′, ‘how do I develop as a reflective practitioner?’, ‘how do I maintain reflective practice in key contexts?’. There are sections on writing reflective journals, communicating well with service users and carers and reflective practice while on placements.Table of ContentsPart One: What is reflective practice? Chapter 1: Reflective practice revisited - Andy Mantell Chapter 2: Getting started - Martyn Higgins Chapter 3: Reflecting on emotion in social work - Gill Butler Part Two: Developing the reflective practitioner Chapter 4: Reflection as a catalyst in the development of personal and professional effectiveness - Gill Constable Chapter 5: The importance of the perspective of carers and service users - Andy Mantell Chapter 6: The role of reflection in breaking the cycle of unsafe practice - Sarah Houghton, Catherine Tucher and Denise Harvey Chapter 7: Gender in practice - Linda Bell and Chris Smethurst Chapter 8: Reflective practice on placement - Terry Scragg Part Three: Maintaining reflective practice Chapter 9: Working with your Team Manager - Terry Scragg Chapter 10: Reflective practice for interprofessional co-produced social work collaboration - Anita Atwa

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Book SynopsisView the inner workings of healthy stepfamilies through the stories of twenty families as they discuss how their households operate. This enlightening book takes a deeper look at what adults and children in stepfamilies say about such issues as discipline, money, family roles and relationships with ex-spouses, and the development of new traditions and rituals. Incorporating actual words of family members, Developing Healthy Stepfamilies shows many ways in which stepfamilies function well through adapting new and different “rules” to fit their circumstances. The book concentrates on positive rather than negative aspects of stepfamily life to help dim the image of stepfamilies as problematic and also to instill hope in would-be stepfamilies by normalizing their differences from biologically based families. Written with the intention of disseminating information and increasing understanding about stepfamily functioning, this book is useful for stepfamilies, their friends and relatives, and professionals such as teachers, clergy, physicians, and counselors. Developing Healthy Stepfamilies draws a colorful picture of the creativity and flexibility such families have brought to their lives and relationships. Emphasizing what works in stepfamilies instead of what does not, the book illustrates the process of integrating a stepfamily, the value of humor and patience, and the richness that can unfold for all members of the family. The author, a family therapist and educator, has drawn together information direct from stepfamily members themselves, providing readers with first-hand knowledge of the daily workings of this fast growing family form. A showcase of stepfamilies that are functioning well, Developing Healthy Stepfamilies helps show would-be stepfamilies that “it can be done.” This is not a book of instructions; it illuminates the many ways in which stepfamilies can and do function. Some of the topics covered in the book include: definitions of a stepfamily a historical review demographics suggestions for new stepfamilies from established ones genograms of the families participating in the study As a group, stepfamilies are different from biologically based families in form and function. These differences are important for the families, and for those working with them, to recognize and accept as normal. Although intended to be an informative text for professionals and students in fields such as counseling and social work, this book also serves as a source of hope and encouragement for stepfamilies and prospective stepfamilies themselves. Table of ContentsContents Foreword (Emily Visher) Preface Introduction The Families Discipline Family Roles Money Management Managing Relationships Family Rituals and Traditions Suggestions for Others References Other Books on the Subject Index

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Book SynopsisThe inspiration for much of my writing comes from my direct work with abused children and their families. However, I was prompted to write this book by my experiences as a lecturer in child protection training for a variety of pro­ fessional workers. I realized from the anxious questions asked and feelings expressed that, despite the fact that many professionals are unlikely to encounter a high incidence of child sexual abuse cases in the course of their careers, the subject is one that provokes considerable concern, confusion and distress. While front-line investigative personnet -such as child care social workers, specialist police officers, police surgeons and paediatricians -have a number of anxieties about working with child sexual abuse cases, they can usually avail themselves of specific training, detailed books and articles and the support of experienced colleagues to help sustain them through any difficulties. It is non-investigating workers on the periphery of child protection work, many of whom are health professionals, who are left feeling worried and vulnerable. They may encounter only one or two cases of child sexual abuse during their careers, and because the numbers they have to work with are small, their employers, perhaps understandably, are reluctant to give them any special training in child protection work.

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Book SynopsisA guide for women entrepreneurs to help them get the financing they need to build big businesses and change our worldThe lack of female representation among top-earning business founders is surprising when compared with the number of women who start businesses. Fewer than thirty women in history have taken companies they founded public on leading stock exchanges. Although consistent references to women and small business dominate global development strategies and influence public policy, women are granted less than 2 percent of all venture capital investments annually. Thinking Bigger is designed to provide women with the keys to unlocking capital and thinking bigger. Its author, Sarah Dusek, an entrepreneur and a venture capitalist, shares personal anecdotes highlighting obstacles that women face in business and how to overcome them. She reveals the metrics that really matter to venture capitalists and how to pitch them successfully. Her book delves into the art and science of creating a winning pitch deckthe standard formula for pitching to investors, from crafting a compelling story to using data and design to make a lasting impact. Thinking Bigger positions women to get the financing they needto build big businesses, to scale their endeavors, and to make a positive impact on our world.

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Book SynopsisWorking with Troubled Children and Teenagers is an easy to understand guide packed with wisdom for anyone working with or caring for troubled children and teens.Author Jonny Matthew has decades of experience of working with young people, and offers simple but hard-won advice about how to earn the trust and respect of even the most challenging young people. It all starts with you, the adult, adopting a position of respect and patience. It's only then that children and young people will start to respond. From this starting point, Jonny provides a wealth of practical advice across a wide range of challenging topics - from the use of touch and understanding boundaries through to repairing relationships when things break down. Jonny uses case examples and stories throughout to bring his advice to life.This inspiring book is essential reading for any adult invested in improving the lives of troubled children, including youth workers, social workers, foster carers and child counsellors.Trade ReviewFasten your seatbelts; this is one heck of a read. As a practitioner in the field of youth work and psychotherapy for more years than I care to remember, I believe that this book is definitely essential reading for anyone working with troubled young people. The pages are full of the wisdom, insight and compassion that can only come from years of frontline work, personal reflection and indeed sleepless nights. Jonny Matthew knows what he is talking about....but more than that, this book is a genuine testimony to the power and transformative impact of empathy and the presence of 'one good adult' in the life of a young person. The honesty, humour and at times vulnerability of the author will challenge you to inquire into your own work practice, your attitudes and values. Allow yourself to embody the richness and sensitivity of this powerful book and you too will experience nurturing, support and renewed energy for your work. -- Brian Johnston, Director, Candle Youth Services, Dublin (provider of training placements, court ordered supervision and youth work services)Working with Troubled Children and Teenagers will be a fantastic resource for those people who are doing just that for very low wages in thousands of settings every day. Easy to read and written in a chatty style, the book feels like having a conversation with someone who has spent their life working with young people who are in hard places. Jonny has and still is doing that work, and in this book he has distilled the things he has learnt about the importance of good relationship based work, into short, easily understood messages. If this book gets into the hands of the people at the coal face it will make a huge difference to the lives of troubled youngsters. I'd like to see it become a compulsory text for youth workers, teaching assistants, support workers and anyone else working directly with children and young people. -- Ann Bell, Development Director Wales, Adoption UKJonny's huge wealth of understanding and his work with young people through Youth Justice projects clearly comes through. He's presents all his experience and knowledge in a way that is so accessible to frontline practitioners. Each time we engage with him it becomes ever more clear that we need his compassion and understanding of our trouble young people communicating to a much wider audience. -- Sheila Taylor MBE, Chief Executive of National Working Group on Child Sexual Exploitation (NWG)Table of ContentsIntroduction. 1. Respect. 2. Trust. 3. Motivation. 4. Expectations. 5. Listening 6. Giving. 7. Boundaries & Integrity. 8. Act. 9. Persevere. 10. Touch. 11. Pay Back. 12. Icing. 13. Your No.1 Client. Conclusion.

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Book SynopsisOver recent decades, attachment theory has become central to understanding not only childhood development and how people survive and grow, but also the capacity of partners, parents and carers to offer safe and consistent care, particularly under difficult conditions. Updating a bestselling guide, Attachment-based Practice with Adults, Second Edition integrates attachment theory with other concepts to explore how we can understand and respond to troubled adults. By integrating audio, visual and written information around five characters and their stories, the guide shows how to make sense of, talk with and relate to individuals whose past relationships have caused them difficulties. The Second Edition also includes Attachment-based Practice with Adults: The Interviewing Guide, previously part of the manual but now included as a separate publication and also available to purchase separately.Table of ContentsPreface to the Second Edition Foreword by David Howe Introduction and How to Use This Guide Part One: Attachment Theory, Memory Systems, Discourse and the Learn Model 1. Introducing attachment theory; 2. Memory systems, integration and discourse; 3. The LEARN model for promoting narrative integration Part Two: Putting Attachment Theory to Work - Five Case Studies, with Guided Practice Exercises Introduction to Part Two; 4. Beth and the reorganising 'B' strategy; 5. Anne and the concerning 'A' strategy; 6. Adam and the endangering 'A' strategy; 7. Calum and the concerning 'C' strategy; 8. Christy and the endangering 'C' strategy Part Three: Integrating Attachment-Informed Practice Introduction to Part Three; 9. Principles and tools for assessment, formulation and treatment; 10. Supporting, supervising and sustaining practitioners using the attachment-based approach (co-written with Bridget Rothwell)

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Book SynopsisEmerging from an era of changing mental health and addiction services, Different Diagnoses, Similar Experiences is the first work in its field to gather narratives of mental health, addiction and dual diagnoses into one publication, as well as to critically examine the differences and similarities of these experiences.Documenting their own personal narratives, contributors share their unique journey to recovery, while Michael John Norton and Oliver John Cullen construct a series of recommendations for those working within similar circumstances to understand and embrace both the individuality and the shared experience of the recovery process.Giving voice to those in recovery who have chosen to channel their real-life experiences for the sake of helping others, this timely work offers valuable insights for researchers, mental health professionals, family members and support networks, as well as anyone whose life has been touched by the shadows of mental illness,

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Book SynopsisA practical, inspiring collection of essays and case studies on leadership excellence from experts across the public sector. With chapters on: leading in social care after Winterbourne; pioneering simulation experiences in child protection; being a black leader in a white organisation - and leading in a trauma-informed, emotionally literate ways.

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Book SynopsisTo aid the progress of peer support care, Peer Support Work highlights the experiences of contributors who work or study social care and have lived experience with mental health, substance use, homelessness, criminal justice, and migration.

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Book SynopsisBased on the pioneering Seven Core Issues model, this resource is an accessible and age-appropriate way to support children and teens who have experienced early adversity, to strengthen understanding and healing. The Seven Core Issues are Loss, Rejection, Shame/Guilt, Grief, Identity, Intimacy and Mastery/Control. This resource combines two separate interactive workbooks - one for children developmentally aged 5-11, the other for children developmentally aged 12+. These can be filled in, photocopied or downloaded and provide a structured way for children and teens to explore their feelings and beliefs using exercises and activities. An ideal accompaniment to the Seven Core Issues Workbook for Parents of Traumatized Children and Teens, this resource will be valued by all adults supporting children who have experienced early adversity.Trade ReviewThis unique, important workbook provides tools, knowledge and insights that every professional (and parent) should have to help children and teens overcome their challenges and enhance their lives. I cannot recommend it highly enough. -- Adam Pertman, president of the National Center on Adoption and Permanency, author of “Adoption Nation”Essential in working with teens and children impacted by adoption or the foster care system. An invaluable resource in integrating their lived experience around attachment, loss and identity in practical and profoundly healing ways. -- DeeDee Mascarenas, LMFT, Psychotherapist, Keynote Presenter, TrainerWith great sensitivity and expertise, Allison Davis Maxon guides children and teens through a series of therapeutic activities and exercises tailored to their unique emotional needs. This workbook is a self-guided tool that provides strategies to gently explore their trauma, allowing healing to regain a sense of control and self-esteem. -- Mary M. McGowan, Executive Director ATTACh.orgAllison Davis Maxon has created a unique, strength-based, and culturally sensitive workbook to assist children and teens in examining their Seven Core Issues. It is the third publication about the Seven Core Issues meant to enlighten, empower, and offer a roadmap to healing. All children separated from their families of origin have a trauma, even if it occurs right after birth. Many children have additional traumas based on subsequent moves and losses. Most of these traumas occurred at a pre-verbal time in a child's life but are remembered in the body. They need to be teased out through the types of exercises this workbook offers. The workbook is a tool to empower children who have experienced foster care, adoption, and relative care. Often children and teens' voices have been unheard, leaving their parents and professionals without the true knowledge needed to address and heal childhood wounds or to respond to child and teens' concerns and questions. Through the use of the tools in the workbook, attachments are deepened, and healing can occur. -- Sharon Kaplan Roszia M.S., coauthor of Seven Core Issues in Adoption and Permanency and The Seven Core Issues Workbook for Parents of Traumatized Children and Teens

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Book SynopsisThe overwhelming majority of children and young people in care today are fostered, but for some this only increases their problems through untreated trauma, ill-judged placements, poorly supported foster carers and multiple moves.This practical and evidence-based book outlines the principles of family placement on the basis of planning and evidence, and explores the qualities, skills and insights that create positive placement outcomes. Fostering a Child's Recovery shows how the key to good fostering is well-trained and skilled foster carers who form part of a team of professionals who surround the child.This book will benefit all professionals and parents involved in providing recovery for traumatized children and young people in ensuring successful placements.Trade ReviewThis perceptively small book contains a welth of information and a host of well-researched and -documented initiatives setting out the central issues in fostering traumatised children...The statistics on foster carers are helpfully set out, giving timely reminders about how organisations can learn to keep their foster carers and looking at the fact that most foster carers have altruistic motives...This book reinforces the fact that foster carers need a status that reflects their standing within the Child Care Team. They should be treated as fellow professionals, given full information about their children and know that what they say and feel is important...This neat little book holds a wealth of information not just helpful to foster carers and social workers but to anyone reparenting or step-parenting a chnild or becoming an adoptive parent. -- Children & SocietyTable of ContentsForeword. Acknowledgements. A Note on Terminology. Introduction. Chapter 1: The Context of Family Placement. Chapter 2: Children and Their Histories. Chapter 3: The Carers. Chapter 4: Fostering, Loss and Opportunity. Chapter 5: Practising to Make Perfect: Introduction and the Practice Family. Chapter 6: How Placements Can Succeed. Chapter 7: Toward Independence. Endnotes. References. The Story of SACCS. The Authors. Subject Index. Author Index.

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Book SynopsisRestorative justice is an innovative approach to addressing conflict and bullying, as well as disruptive, challenging and criminal behaviour. A restorative approach in a care setting shifts the emphasis from managing and responding to anti-social behaviour to the building, nurturing and repairing of relationships, and encourages the young person to accept responsibility and put things right. In this photocopiable resource, Belinda Hopkins identifies the practical benefits of employing the restorative approach. In extreme cases, this can mean dealing with serious incidents effectively without recourse to the police and the criminal justice system. For day-to-day interactions the approach builds on the principles of social pedagogy and 'restorative parenting', and offers a fresh look at encouraging self-regulation through the promotion of pro-social behaviour and greater involvement of the young people themselves in making choices that address everyone's needs.Just Care is essential reading for residential care managers and staff, social workers, youth offending team managers and those with responsibility for foster care training and development.Trade ReviewBelinda Hopkins' transfer of emphasis from restorative justice to restorative approaches, which highlight the benefits of proactive behaviour reinforcement rather than just using it as a reactive intervention, is most welcome... Just Care is a practical guide full of activities and examples for any practitioner who wants to adopt restorative approaches with children in public care. -- Children & Young People NowThere are few people who really "walk the walk" as well as "talking the talk" (and writing the words) - Belinda is one of them, and it shines through this book. And when it comes down to it, the restorative approaches and communications for children and staff she describes are not just a topic for specialists - it is good practice for all of us to follow in our Quaker Meetings and other communities. -- Quakers in Criminal JusticeTable of ContentsAcknowledgements. Foreword. 1. Restorative Justice and Restorative Approaches – Setting the Context. 2. The Restorative Mindset. 3. Restorative Enquiry – Asking the Right Questions. 4. Restorative Dialogue – Sorting Things Out Together. 5. Small Restorative Meetings. 6. Conferencing. 7. Circles. 8. Working in Partnership. 9. Implementation and Sustainability. Epilogue. Appendices: Appendix A: Restorative Enquiry One-to-One. Appendix B: Checklist for Preparing For a Restorative Conference. Appendix C: How Things Were Put Right - Restorative Enquiry. Appendix D: How Things Were Put Right - Restorative Meeting. Appendix E: How Things Were Put Right. Appendix F: Case Study Form. Appendix G: Further Reading about Restorative Justice. Appendix H: Useful Websites. Bibliography. Index

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Book SynopsisAnyone working in the caring professions and education who wishes to understand the causes of difficult, disturbing and dangerous behaviour in young people and to find out how to change it, will find this book useful. It shows how distress and disturbance is created in young people, causing their behaviour to become difficult and problematic not only to adults but also to themselves and to wider society. Using the latest evidence-based theories, the reader will learn how to detect and diagnose problems and work out strategies for helping young people in distress.Trade Review"Skilfully informed by a blend of youth work and therapeutic professional experience and expertise...this book rises to the task as a solid and practical guide to working with the troubles of adolescence." (Chief Executive, Central London Connexions)Table of ContentsPART ONE: SETTING THE SCENE Young People in Their Social, Relational and Cultural Context Growing Up: A Good Enough Childhood Young People Who are Disturbed, Distressed and Difficult PART TWO: PRACTICAL HELP When Things Go Wrong, How Can We Help? What′s in a Group? Working With Distressed and Disturbed Young People in Groups Getting Started and Keeping on Going Summary and Concluding Remarks

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Book SynopsisThe Department of Health requires students on the social work degree to undertake at least 200 days in direct practice learning during their course. Practice learning often raises great anxieties for students, agencies and those who supervise and assess it. This book tackles those anxieties, explaining the ways the experience can deliver a unique learning opportunity for the student. It is ideal for students undertaking or about to undertake practice learning, student supervisors and practice assessors, as well as trainers and policymakers within social care agencies and healthcare professions where practice learning is also undertaken.Trade Review"This book is a ′must read′ for students and agency staff new to the roles of On-Site Supervisor or Practice Educator/Off-Site Practice Educator. It will allay the many fears and anxieties often experiences by students." (Lecturer, University of Hull).Table of ContentsValues and anti-oppressive practice in practice learning Integrating theory and developing reflective practice in practice learning Preparing for practice Using supervision to enhance practice learning and practice competence Assessment of practice learning, gathering evidence and demonstrating competence Developing skills and communicating effectively Tying it all together

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Book SynopsisThis book focuses on providing information and guidance for professionals involved in the newly emerging multi-agency, interdisciplinary children′s workforce. It does so by helping them to understand the theory behind the issues relating to communication and engagement in multi-agency settings for children and families. The book is of use to both students and those already working in the sector who are undertaking professional development to enhance understanding and skills in the new children′s workforce environment.Table of ContentsCommunication: The historical and current social policy context What is communication? The process of transferring information Listen to me ... Please Children’s voices: Working with children and young people with additional needs Engaging with children, young people, their families and carers at home and in other settings Communicating with children, young people and families in healthcare contexts Communicating with children: The legal dimensions

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Book SynopsisThis book supports busy practitioners studying on the Post-Qualifying Awards for Social Work with Adults. Fully updated to cover the latest legislation, the material in this book is presented as a series of self-contained chapters, written by different authors, which takes the reader beyond pure facts and offers many differing and thought-provoking viewpoints. The text is packed with helpful tips and really encourages readers to engage with their client groups and to reflect upon practice in a more meaningful way.Trade Review"Very informative. Well written, and up-to-date. A good resource for any social work modules on adults." (Senior Lecturer, Anglia Ruskin University)Table of ContentsIntroduction Welfare policy: Context of community care The changing face of community care: Assessment, personalisation and outcomes The Mental Capacity Act 2005 The older person′s social care and the enabling service Intermediate care: Implications for service users To what extent is self-directed support actually self-directed by people with learning disabilities? Caring for older people: Informal care and carers Promoting inclusiveness: Developing empowering practice with minority groups of older people Eclectic models in working with learning disabled people - an overview of some key issues concerning health and wellness People with learning difficulties - Issues of vulnerability Safeguarding adults for community care

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Book SynopsisOrganisational behaviour for social work unites the well-established study of behaviour in organizations with the special, and sometimes unusual, organizational settings of social work practice. In doing this, it recognizes the gendered nature of social work organizations, but, uniquely, retains simultaneously the valuable insights of mainstream organizational behaviour research, despite its often male context. Another innovation of the book is the targetting of non-traditional organizational behaviour audiences. For, where previous textbooks have tended to cater for managers, this book is aimed at the social work practitioner, and others who interact with social work organizations. Finally, the book uses real social work case examples to flesh out traditional organizational behaviour concepts, and, in doing so, also explains the impact of recent organizational changes upon social work practice.Trade Review"With its accessible language, good quality index, contents and bibliography, key learning points and occasional exercises and reflections, this book is destined to find a place on university reading lists." Helen Musto, Professional Social Work"Organisational behaviour for social work is a very accessibly written text, located within the literature whilst offering practical advice to both students and practitioners attempting to negotiate increasingly complex organisations." Brigid Featherstone, Professor of Social Care, Open University"A consistent, authoritative, relevant text of use for social care practitioners" Sue Ross, Social Services Improvement AgencyTable of ContentsIntroduction; Organisational theories and contexts; Motivation: what makes social work a good job?; Communication: does the social work grapevine work for you?; Decision making: do your practice decisions seem to make themselves?; Team working: can you join the perfect social work team?; Organisational culture: do social services have a culture of complaint or a culture of care?; Organisational learning: is a learning organisation a good place to work?; Leadership and management: is a social work style of management possible?; Management strategies: do the costs outweigh the gains?; Power and the organisation: who really controls social services?; Organisational change: do welfare organisations resist change?; Conclusion: social workers in organisations

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Book Synopsis"Roger Hennessey has written a wonderfully warm and readable book about the importance of a relationship-based approach to social work practice. It is full of wisdom, humanity, and commonsense. The book is rich with examples and exercises. You know that you are in the hands of an expert whose skill, experience and understanding shine and reassure on every page." Professor David Howe, School of Social work and Psychology, University of East Anglia Human relationships lie at the very heart of social work practice, and an understanding of their importance is a crucial aspect of training. This book considers the place of relationships in current practice and explores the ways in which social workers can use relationship skills to achieve the best possible outcomes for their clients. The book also offers a unique discussion of the social worker′s relationship with him or herself, arguing that self-awareness is as essential to good practice as an emotional understanding of the other. In doing so, the book promotes a new model for relationship-based social work, which emphasises the importance of both the inter- and intrapersonal. Opening with an introduction to the theoretical bases of the relationship-based model, the book then focuses on their direct application to social work practice. Key topics include: -Self-awareness and using oneself -Knowing the other person -Sustaining oneself -The ethics of relationship-based social work -Internalising knowledge, skills and values Using reflective exercises and case studies, the book encourages students to relate the tools they have learnt to practice scenarios from the real world, and is essential reading for all qualifying social work students.Trade Review"Roger Hennessey has written a wonderfully warm and readable book about the importance of a relationship-based approach to social work practice. It is full of wisdom, humanity, and commonsense. The book is rich with examples and exercises. You know that you are in the hands of an expert whose skill, experience and understanding shine and reassure on every page." Professor David Howe, School of Social work and Psychology, University of East AngliaTable of ContentsIntroduction to Relationships in Social Work The Centrality of Relationships in Social Work The Theoretical Bases of Relationship-Based Social Work Skills in Relationship-Based Practice: Self-Awareness and Using Oneself Skills in Relationship-Based Practice: Knowing the Other Person Skills in Relationship-Based Practice: Sustaining Oneself The Ethics of Relationship-Based Social Work Conclusion: Internalizing Knowledge, Skills and Values

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Book SynopsisRecording Skills in Safeguarding Adults is the comprehensive guide to keeping accurate, effective and complete records in safeguarding adults work. This book explains why good record-keeping is essential: it covers crucial skills in recording, including how to write effectively; evidential requirements when writing statements and reports for court; and minute-taking. The book includes best practice points, exercises and examples of good recording. Each chapter also features informative, anecdotal experiences and comments from experts in safeguarding adults work, including police and lawyers, on what is needed in written records and how to present evidence clearly and persuasively.This book is essential reading for all safeguarding adults practitioners who are required to keep records, including social workers, probation officers, nurses, support workers, residential and day care staff, volunteers and advocates.Trade ReviewI found much in this book to challenge current established practice in record keeping. There is a refreshing rigour and clarity of thought that will help the reader with much more than safeguarding. -- Caring TimesTable of Contents1. The Need for This Book and How to Use It. 2. The Purpose of Keeping Records. 3. Access to Records and Information Sharing. 4. Back to Basics: Good Recording Skills. 5. Tools for Effective Recording. 6. Evidential Requirements 1: Preserving and Presenting the Evidence. 7. Evidential Requirements 2: Pre-alert to Case Conference. 8. Risk Assessment and Developing Safeguarding Plans. 9. Minute Taking in Safeguarding Adults Meetings. 10. Report Writing for Court. References. Index.

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Book SynopsisDrawing extensively on personal experiences, this important volume looks at sexuality and relationships in the lives of people with intellectual disabilities, painting a genuine picture of the range of sexualities and relationships people want. Honest and reflective, it shows how sexuality has been managed and controlled in different countries. It explores a range of issues such as rights, resilience, protection, sexual oppression and the lack of privacy for those living in care institutions. Co-edited and with contributions by people with intellectual disabilities and allies, this unique book offers an authentic account of the challenges people face and what society needs to do to respect people's rights.Providing insight into a morally, ethically and legally complex area, this book will be essential reading for people with intellectual disabilities, their advocates, families and supporters; social care managers, social workers, and other professionals working in the field as well as academic researchers and students.Trade ReviewThis important book brings together contributors from across the world to remind us of the desires of, and the restrictions placed upon, the sexual lives of people with the label of intellectual disabilities. Combining an accessible writing style, with shared contributions from activists and academics, this text centralises sex and sexuality at the heart of a politics of intellectual disability. -- Dan Goodley, Professor of Disability Studies and Education, the University of Sheffield, England(The authors) use people's stories and experiences, researching into the thoughts and memories of people who use services as well as the staff who worked with them. This gives us a useful and very readable historical perspective... They repeatedly highlight the issue of protection and safety verses rights to a sex life and how difficult it is to enshrine both in any law...the issues of equality and diversity are naturally included... People's stories from around the world also remind us of the role religion has to play in this, from influencing laws and policy to restrictions in sex education. -- Andrew Holeman, Director of Inspired Services Publishing Ltd * Community Living *Table of ContentsIntroduction: Rohhss Chapman, Louise Townson, Sue Ledger and Daniel Docherty. Ch2: Stories from Around the Globe. Sue Ledger, Rohhss Chapman, Louise Townson. Ch3: Intimacy and Oppression: a Historical Perspective, Lee-Ann Monk, La Trobe University, Australia. Ch4: The Story of Ebba and Jonni: This is Our Story, Eyglo Ebba Hreinsdottir and Sigurjon Jonni Gretarsson with Guorun V.Stefansdottir. Ch5: I Would Have Broken the Law Several Times: Clare Inclusive Research Group, Ger Minogue, Martin Corry, Marie Deely, Patrick Kearney, Joe McGrath, Kathleen O'Leary and Pauline Skehan with Rob Hopkins and Kelley Johnson. Ch6: "Once in Six Weeks? That's Not a Relationship!", Our New Future Group with Toon Maillard. Ch7:The Paradox of Intimacy in Japan: Shifting Objects of Affection. Eiji Tsuda, University of Kobe, Japan and Takako Ueto. Ch8: The Maltese Odyssey, Claire Azzopardi-Lane with an introduction by Louise Townson. Ch9: 'Molly is Just Like Me': Peer Education and Life Stories in Sexuality Programs in Australia. Ch10: Emergent Themes from Part one, Sue Ledger, Rohhss Chapman and Louise Townson. Ch11: Law, Policy and Diversity: Exploring the Gap Between Rhetoric and Real Life, Sue Ledger, Rohhss Chapman and Louise Townson. Ch12: Promoting Sexualalities and Protecting from Abuse, Rachel Fyson with an introduction by Louise Townson. Ch13: Far more people were able to have sex lives: managing sex relationships and reproductive control. Jan Walmsley, Jan Walmsley Associates, UK and Nigel Ingham, Community Service Volunteers (CSV), UK. CH14: This is my Time, My Life, the Way I Am', Alice. Gay Women might need a Rainbow Fairy Group. Clare Miller, Adam Koronka, Lindy Shufflebotham with Sue Ledger. Ch16: Good as You Too(GAY2), Craig Blyth with Daniel Docherty. Ch17: 'I Have Been Blessed to Have a Very Good Support Worker': Experiences Related to Ethnicity and Diversity, Jakie Downer with Linnette Farquarson. CH18: The Final Frontier: Young People with Learning Difficulties and Sex Education, Ruth Garbutt with an introduction by Lyndon Strickland. Ch19: Women Like Soaps and Men Like Football': The Men's Room, Bill, Peter and Alan with Niall McNulty. Ch20: Intellectually Disabled People who Sell or are Sold for Sex in the UK: An Exploration, Craig Blyth and Rohhss Chapman. Ch21: Working in Partnership:The Editor's Stories, Rohhss Chapman, Louise Townson and Sue Ledger. Ch22: Emerging Themes from Part two, Rohhss Chapman, Sue Ledger and Louise Townson. Ch23: Re-Visiting the Research Questions and Future Recommendations, Rohhss Chapman, Sue Ledger and Louise Townson.

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Book SynopsisHow do we, as humans, arrive at what we call morally or ethically good or bad decisions? What processes are involved in making ethical decisions? Is there a way to move towards ethical maturity and how will being ethically mature assist us with any future decisions we might make? Ethical Maturity in the Helping Professions provides a comprehensive overview of the most influential ideas in ethical thinking across the ages and considers the ethical challenges faced in various contexts of educational, research, business and organisational sectors. The book reflects on the history, philosophy and science of ethics through an interdisciplinary approach and encourages the reader to consider their own ethical decision-making and the influences which play a role in shaping them. The authors also introduce a brand new model for becoming an ethically mature professional. This book is essential reading for practising and student psychotherapists, psychologists, counsellors, psychiatrists, social workers, nurses, health care and allied professionals.Trade ReviewGO AND BUY THIS BOOK: you need to read it. And then read it again... we are treated to a wonderfully engaging insight into the work of Socrates and Aristotle, with the former attempting to define the constituents of the 'good, (ethically mature), life' and the latter being concerned with moral character... a wonderfully researched and authoritively written account of a range of ways in which poor/dangerous practice can be made much more, or less, likely to occur... They also raise fascinating issues concerning how to learn to be more ethically sensitive, (Chapter 8), and what/how training courses might best teach on the topic (Chapter 17)... this book is an absolute treasure trove of knowledge and full of prompts for reflecting on and stretching ones practice... I whole heartedly applaud Carroll and Shaw for framing this hugely important conversation and outlining a process for engaging in it. -- The Coaching Psychologist; Dr Sally Denham-Vaughan, Co-Founder/Director at Relational ChangeThis book radiates originality and brings a creative and free spirited attitude to a topic that is often dragged down with universal protocols of compliance and a focus on rule following... This book is a thought provoking and engaging presentation of a unique and exciting area of applied professional ethics. The authors' non-authoritarian tone and accessible language make for an illuminating journey into the area of ethical maturity... Most importantly, they manage to inspire readers to reach new heights in their own personal, emotional and ethical development. -- ColloquiumEthical Maturity in the Helping Professions is an interesting and accessible read which is ideal for counselling, coaching, and psychotherapy students and graduates alike. I know that supervisors will ask me about getting copies of the book. -- Professor Maria Gilbert, Joint Head of Integrative Department, Metanoia Institute, LondonI love this book. It provides an excellent summary of the issues and takes the discussion about ethics to a new level of maturity. I have made it required reading for our students. -- Professor David Lane, Middlesex University, UK, and Director of the Professional Development FoundationThe authors bring a refreshing approach to this complex and challenging area of enquiry. Each chapter provides a wealth of carefully selected theory and helpful case examples to assist the reader to explore and understand the basis of their own and other's ethical positions and actions. The book is of interest to all those who aspire to making the world a 'better' place for all of its citizens and I would recommend it to all students training to work in the helping professions. -- Sheila Furness, Senior Lecturer in Social Work, University of Bradford, UKThis book is a thought provoking and engaging presentation of a unique and exciting area of applied professional ethics. The authors' non-authoritarian tone and accessible language make for an illuminating journey into the area of ethical maturity. Carroll and Shaw confront the reader and one cannot help but engage in the material in the form of self-assessment and reflection. Most importantly, they manage to inspire readers to reach new heights in their own personal, emotional and ethical development. -- Harry Greenwood, St James Ethics Centre, Sydney, AustraliaThis is an interesting and insightful book which presents an innovative and refreshing look at the uncertainties and dilemmas of working ethically, but also give a suggestion for a framework for "ethical maturity" within ethical decision-making... This is a clear strength of this text, as is the straightforward explanatory style of writing used. Readers are both encouraged and advised en how to achieve ethical maturity in their work whilst simultaneously being challenged to think critically about their behaviour and attitudes... Rich in ideas, innovative and engaging, this book is a useful addition both to the discussion of how best to work ethically and also to the practice of doing so. -- Kathryn Kinmond, Department of Interdisciplinary Studies, Manchester Metropolitan University * Psychology Learning and Teaching *Table of ContentsAcknowledgements. Foreword by Professor Tim Bond. Preface. Introduction. Overview of the book. Part One. The Foundations of Ethical Maturity: History, Philosophy and Science. 1. Setting the Scene: The moral landscape 2. Ethical maturity and unethical behaviour. 3. A very, very short story of ethics. 4. Socrates and Aristotle: Moral character and moral action. 5. The brain and ethics. 6. Relational ethics 7. What is ethical maturity? Part Two. The Six components of ethical maturity. 8. Component 1: Creating ethical ethical sensitivity and mindfulness. 9. Component 2: The process of ethical decision making. 10. Component 2: Maximising choices: Free will, accountability and responsibility. 11. Component 2: Conscious ethical discernment and decision making. 12. Component 2: The influence of the unconscious on ethical decision making. 13. Component 3: Implementing ethical decisions. 14. Component 4: Ethical accountability and moral defence. 15. Component 5: Ethical sustainability and peace. 16. Component 6: Learning from experience and integrating new learning into moral character. 17. Training in ethical maturity. Part Three. Applied ethical maturity in challenging contexts. 18. Organisations, contexts, ethics and maturity. 19. Bought and sold: The ethics of gifts. 20. The ethics of research: Enhancing knowledge and being ethically mature by Professor Tim Bond. 21. And finally… References

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Book SynopsisA Guide to Therapeutic Child Care provides an easy to read explanation of the secrets that lie behind good quality therapeutic child care.It describes relevant theories, the 'invisible' psychological challenges that children will often struggle with and how to develop a nurturing relationship and build trust. Combining advice with practical strategies, the book also provides specific guidance on how to create safe spaces (both physical and relational) and how to aid the development of key social or emotional skills for children which may be lacking as a result of early trauma. Written with input from foster carers, the book is an ideal guide for residential child care workers, foster carers, kinship carers, social workers and new adoptive parents.Trade ReviewThis is a little gem. Honest and engaging, optimistic and realistic, respectful and challenging this accessible and invaluable book thoughtfully explores the everyday experiences and practices that arise in caring for children with traumatic and distressing histories. Adopters, foster carers and practitioners will find the experience of reading it simultaneously intellectually informative and emotionally nurturing. -- Gillian Ruch, Professor of Social Work, University of SussexThis is a really good guide, easy to read and great for dipping in and out of. I particularly liked the 'Pause for Reflection' ideas that help the reader think of examples that they have. Some really good examples of how all children behave at times but particularly children in foster care. I think foster carers will find it a useful tool. -- Kevin Williams, CEO The Fostering NetworkThis book is filled with a wisdom, compassion and warmth that will inspire carers in their relationships with troubled children. It is a treasure trove of insights about how to understand and respond positively to what lies behind challenging behaviour. The authors draw from a deep well of know-how and experience. They write accessibly - and in a way that rings true on every page. Here is a book that genuinely will help carers to change children's lives. -- Robbie Gilligan, Professor of Social Work and Social Policy, Trinity College DublinThis book provides an excellent resource for introducing foster and residential carers to therapeutic child care. It is thorough and covers all of the central subjects involved in looking after children in 'out of home' care. It would make a very useful tool for supervision and training, where the material could be used as a focus for reflective discussions. Encouraging a reflective approach is the strength of the book. Pause and reflect is a theme throughout, with sections in each chapter focusing on feelings that might arise in the work and practical suggestions on what might be helpful. The authors argue that home and everyday care are the most important things in the child's healing. They have provided carers and those who support them with a great resource in achieving that worthy goal. -- Patrick Tomlinson, Professional and Organization Development SpecialistThe greatest compliment I could give to a book is "Damn, I wish I had written this book myself" and with regard to this book, I would like to say "Damn, I wish I had written this book myself". This book is brilliant, in both the UK and North American sense. It makes the complex clear - it makes theory practical and accessible. It speaks directly to those who work with traumatized young people while, at the same time, it speaks to the world of the practitioner. It focuses not only on the world of the traumatized child but also on the experience of everyone who is a part of the context of the encounter between child and carer. This book is an exceptional resource for students, teams and individuals who want to make a difference in the lives of young people living with trauma experiences. It is full of helpful examples, the 'practice examples' bring the knowledge home to the everyday experiences of carers. It emphasizes the importance of both parties to the healing relationship. It is a wonderful resource for those who work with, teach about, or study the effect of trauma on youth. It is written in clear and accessible language. It is, simply, brilliant and I wish I had written this book. -- Dr. Thom Garfat, Instructor, School of Child and Youth Care, Ryerson UniversityTable of ContentsAcknowledgements. 1. Introduction. 2. The Developing Person. 3. Tuning In and Attunement. 4. Healing and Containing: Relationships as a Source of Recovery. 5. Rhythms, Routines and Rituals. 6. Memory Keepers: The Role of Carers in Keeping Hold of the Child's Story. 7. Food and Its Everyday Use. 8. Touch. 9. Communicating. 10. Working With Pain-Based Behaviour. 11. Bridge to the World. 12. Conclusion. References.

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Book SynopsisInformation and Communication Technologies (ICTs) have become an integral part of social and working lives. Within social work ICTs play a vital role, helping professionals to store and share information and contributing to new forms of practice. This book goes a step further than simply describing ICT skills, but asks why ICT is used and how this affects practice and the experience of people who use services. The book has a practical focus and includes guidance on: Best Practice for Social Work and ICT ICT Use in Social Work Service Users, Carers and ICT Technology and Professional Practice ICT and Social Work Agencies Social Work Programmes in the Virtual World ICT and Practice Based Learning Written in a student-friendly style, Social Work and ICT is interspersed with activities and exercises to enable students to develop their skills and knowledge. Each chapter also includes a ′Taking it Further′ section with useful websites, suggestions for further reading and ideas to improve practice. The book has been designed to enhance professional practice and it will be essential reading for all undergraduate programmes in social work. Trade Review"This book in my view serves as a welcome and timely stimulus, challenging students to think beyond the skills involved in using ICT and the surface issues" - Ingrid Nix, The Open University "Excellent. A robust and critical analysis of the issues under discussion" - Tarsem Singh Cooner, University of BirminghamThis book is aptly described as student-friendly, practical and intended to consider why ICT is used and how this affects social work practice. Targeted mainly at a student audience it critiques how information and communication technologies have become increasingly entwined in social work practice. It is a welcome addition to the social work literature. -- Dr Kathryn Hay * Aotearoa New Zealand Social Work *This text is a welcome addition to the small but growing number of texts that address the interface between social work and Information and Communication Technology (ICT)....They convincingly outline the growing centrality of ICT in social work practice and leave us in no doubt that all social workers must become informed about developments in this field. -- Gloria KirwanThe technological revolution is changing how we practice, how we learn, and how we interact—of this there is no doubt. Hill and Shaw have outlined the challenges we face clearly and comprehensively. The question remains, how should social workers respond? The authors have advocated for a social work-led, and practice-led model to guide us through this changing landscape, and their book is a solid foundation on which to begin the journey. -- Susan BlissTable of ContentsIntroduction Best Practice for Social Work and ICT ICT Use in Social Work Service Users, Carers and ICT Technology and Professional Practice ICT and Social Work Agencies Social Work Programmes in the Virtual World ICT and Practice-Based Learning

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Book SynopsisHow can social workers be more effective in collaborative work? What are the skills, knowledge and values required for collaborative practice? How does collaborative social work practice impact on the experience of service-users and carers? These questions are faced by social workers every day and interprofessional collaborative practice is high on the policy agenda for trainees and practitioners. Written primarily for social work students and practitioners, although having relevance across the wider range of stakeholders, this book explores the issues, benefits and challenges that interprofessional collaborative practice can raise. Chapter-by-chapter the book will encourage the reader to critically examine the political, legal, social and economic context of interprofessional practice. It also explores how social workers can work effectively and collaboratively with other professions while retaining their own values and identity. Key features include: - activities to illustrate the ways in which collaborative working can impact upon the experiences of service users, carers and practitioners; - discussions looking at the different people and organisations with whom social workers might work in practice; - examples of research and knowledge for practice; - a glossary to act as a useful quick reference point for the reader; - a companion website. Engaging and well-written, each chapter also includes case studies, reflective questions and links to further reading and sources of information. Interprofessional Collaboration in Social Work Practice will be essential reading for social work qualifying students and for practitioners. Trade Review′This excellent, accessible and well organised book will be invaluable to all students of social work. A range of activities, case studies and examples which will be useful in undergraduate and postgraduate training are included. Interprofessional Collaboration in Social Work Practice offers a new insight on the profession.′ - Fran Fuller, Senior Lecturer in Social Work, University of Derby ′Engaging and readable, Karin Crawford has done a fine job in constructing this book as a learning tool.′ - Mark Lymbery, Associate Professor of Social Work, University of Nottingham′For someone beginning to engage in collaboration and considering how to be collaborative in their practice, this book introduces some foundational and valuable considerations. For those of us with more reading and experience it is a good reminder of what we can do to make collaborative relationships effective for communities and families.′ -- Karen Shepherd * Aotearoa New Zealand Social Work *Table of ContentsPART ONE: UNDERSTANDING COLLABORATIVE PRACTICE Introducing Interprofessional Collaborative Practice The Context of Collaborative Practice Understanding and Evaluating Contemporary Collaborative Practice PART TWO: PROFESSIONAL PRACTICE IN THE COLLABORATIVE ENVIRONMENT Working with Service Users and Carers in the Collaborative Environment Implications of Collaborative Working Practice for the Individual Practitioner The Contribution of Social Work to the Collaborative Environment Professional Practice in the Collaborative Organization Enhancing Individual Practice in the Collaborative Environment

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Book SynopsisFocusing on the enormous organisational and cultural changes that local authority social services have undergone since the 1990 NHS and Community Care Act, this volume provides an overview of the structure and function of social care at practice, management and policy levels. It contains contributions from leading academics, researchers and practitioners in the UK, and also includes chapters on the experiences across the United Kingdom and abroad. The contributors examine the impact and effectiveness of key shifts in:the weighting of responsibility of central and local governmentwho the purchasers and providers of social care arethe interaction between social services and other agenciesthe relationship between voluntary and statutory sectorsthe involvement of users and carers in service design and provision.They assess the significance of the breakdown of the traditional distinctions and roles underlying social care, and lay the foundations for effective and coordinated future policy, practice and research. With the publication of the Labour Government's White Paper Modernising Social Services, the future of social care is set for yet more upheaval. This volume will provide an indispensable overview of the evolution and destiny of local authority social services for students, practitioners and managers.Trade ReviewA comprehensive and compelling account of the development of social care policy and provision with a particular emphasis on the last decade... As it is there is so much to admire and recommend. It is a DipSW or social policy student's paradise, replete with evidence from research, lucidly showing the main threads of government policy and presenting information with accessible graphs and charts and a collective style which is never less than clear and resonant. Its topicality will also encourage practitioners to reflect on real issues of role and relationships. -- Journal of Interprofessional CareTable of Contents1. Introduction and Overview, Bob Hudson, Nuffield Institute for Health, University of Leeds. Part One: The Changing Role of Social Care. 2. New Approaches to Local Governance, John Stewart, Institute of Local Government Studies, University of Birmingham. 3. Changes in the Statutory Sector. Nirmala Rao, Goldsmith's College, University of London. 4. Changes in the Private Sector, Brian Hardy and Gerald Wistow, Nuffield Institute for Health, University of Leeds. 5. Changes in the Voluntary Sector, Jeremy Kendall, London School of Economics. 6. Human Resources in Social Care, Sue Balloch, National Institute for Social Work. 7. The Changing Role of Users and Carers, Julia Twigg, University of Kent. Part Two: Working Across Boundaries. 8. Social Care and Housing, Murray Hawtin, Policy Research Institute, Leeds Metropolitan University. 9. Social Care and Social Security, Geoff Fimister, Principal Welfare Rights Officer, Newcastle-upon-Tyne City Council. 10. Central - Local Relations: The Changing Balance of Direction vs Discretion in Social Care, Melanie Henwood, Independent Policy Analyst and Visiting Fellow, Nuffield Institute for Health, University of Leeds. Part Three: Comparative Perspectives. 11. UK Variations in Social Care, Alison Petch, University of Glasgow. 12. Who Pays? Who Provides? Towards a Comparative Approach to the Study of Social Care, Michael Hill, Goldsmith's College, University of London. 13.Conclusion: `Modernising Social Services': A Blueprint for the New Millennium? Bob Hudson. Index.

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Book SynopsisA book that brings up to date theory and understanding of child development in the early years into the workplace. During the last ten years our understanding of early child development, from conception through to 5, has greatly increased. This includes our understanding of neuro science and brain development, the ability to modify fetal development in the womb and the move away from the traditional debate of nature versus nurture to nature via nurture. It is vitally important that childcare social workers are fully aware of these issues if we are to intervene successfully to support children in need and children that need protecting. This book introduces the new science while affirming many of the older theories. By linking theories of child development with the law, policy and guidelines, it provides students with a source that will enhance their learning, but also has meaning in day-to-day practice. Table of ContentsIntroduction Fetal Development The Physical Child The Psychological Child The Social Child The Parented Child Children with special Needs Abuse and Significant Harm Conclusion Index

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