Search results for ""pavilion publishing and media ltd""

Life is often busy, demanding and full of challenges that can cause us to lose sight of what really matters. The Acceptance and Commitment Therapy (ACT) Diary 2022 is designed to help individuals focus on the things that are most important to them. It puts values center-stage, where they can best guide actions and decisions, and is especially helpful for those engaged in Acceptance and Commitment Therapy (ACT). However, the principles are relevant to anyone seeking to build psychological flexibility - the ability to connect fully with experiences, including difficult thoughts and feelings, and pursue an authentic life. Weekly short, accessible pieces discuss aspects of psychological flexibility, present helpful metaphors, and suggest exercises to identify core values, clarify issues, and record goals. Alongside these, reflection spaces offer regular opportunities to record thoughts, identify barriers and track progress.

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The challenge of developing forms of practice that are effective in tackling discrimination and oppression remains a major one. In Promoting Equality, Valuing Diversity, internationally renowned author Dr Neil Thompson explores a wide range of issues relating to equality and diversity. Topics include the case for equality and diversity, understanding and challenging discrimination in relation to age, race and ethnicity, gender, sexual orientation, disability and religion.

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This book presents authoritative guidance to inform and enhance best practice in helping children affected by early life sexual trauma to recover and lead healthy lives. At its heart is the pioneering work of Mary Walsh, who in 1987 co-founded Sexual Abuse Child Consultancy Services (SACCS) in order to provide such children with specialist care and treatment and train practitioners in the skills required to deliver it. By developing recovery teams that crossed traditional working boundaries to put the child at the centre of all activity, the SACCS approach allowed young people to replace unhealthy ways of thinking with stronger, more appropriate cause-effect mechanisms. The book presents Mary's model for more effective recovery work - a model based on putting children first, ensuring that they feel safe and trusted, learning to communicate effectively with them and actively helping them to heal.

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This guide is designed to provide a framework and support for early years settings and their staff to implement the expectation of the "Statutory Framework for the Early Years Foundation Stage 2014" 3.21 "Providers must put appropriate arrangements in place for the supervision of staff who have contact with children and families". It will: Outline a definition of staff supervision and explore its applicability to Early Years settings Provide a framework and include templates, which may be used for effective use of the model Explore the difference staff supervision makes for outcomes for children and the emotional impact safeguarding children may have on practitioners Explain how supervision links to maintaining safe settings for children.

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Do you know how to teach, but want to improve your proficiency in the language you are teaching? Or do you lack confidence in your linguistic knowledge of that language, and how to explain it to others? If so, Learning While Teaching provides you with the means to improve while you teach. This practical handbook is designed for language teachers who teach a different language than their first language and want to improve their proficiency in that language. It is also designed for language teachers who teach their first language but lack confidence in their linguistic knowledge and ability to explain it to others. Learning While Teaching offers practical ideas and adaptable activities to help teachers improve their language level autonomously. Part 1 explores how language proficiency and linguistic knowledge impact how teachers are perceived by their students, employers, and themselves. Besides helping teachers to enhance their language proficiency and build confidence, it explores ways of tackling different issues that language teachers face on a day-to-day basis (such as employers' and students' bias towards first language teachers). It includes anecdotal evidence from teachers coming from different countries and teaching contexts. This aims to help the readers relate to the subject matter and see it from different perspectives. Throughout Part 1, there are reflection tasks for the teachers to complete, and therefore log and track their development. They can then identify where they are in their career and what areas they still want to keep working on. Part 2 is more practical. It focuses on how teachers can use lesson preparation, delivery, and the teaching community to enhance their language level. Each of the activities comes with a rationale, clear outcomes and a step-by-step guide. This helps explain how it can be integrated into the teaching process and routine, plus adapted for all teaching contexts. The activities will not require significant time to complete, and will gradually enhance the language level in those areas. At the end of each chapter, there is the opportunity to reflect on their learning, conduct experiential learning and evaluate what impact the activities may have on their future teaching practice and development plan. Teachers can record the tasks throughout the book to demonstrate their continuous professional development. The tasks should help teachers clearly define their professional strengths and action points. Learning While Teaching is suitable for any in-service language teacher or initial teacher trainee who has a command of English at B1+ level on the Common European Framework of Reference (CEFR). By reading the book, users will inherently find their level and knowledge of English improving. It is part of the Teaching English series, which offers a mixture of methodology and practical ideas for teachers of English as a foreign language.

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Teaching Grammar: From Rules to Reasons is a book which outlines an alternative approach to teaching grammar in the language classroom. It explores what speakers and writers of English do with grammar, and how language students can be guided to discover what they mean.This book comprises of lesson materials, systematic lesson procedures, discovery techniques and explores replication activities that can be incorporated into a syllabus and used as demonstration lessons. Teaching Grammar: From Rules to Reasons aims to help teachers to develop their knowledge of grammar, provide a source of grammar lessons and instigate new ways of planning and organising lessons.

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This new Innovations in CAT title explores relational work in forensic services, arguing that rehabilitating offenders in a way that reduces future risk to others means first understanding the fundamentally relational nature of both trauma and offending.

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Written by a leading author and researcher on autism with contributions from an autistic legal expert, this definitive handbook provides guidance on the rights of autistic people and their families across the lifespan. Cover design by Daisy Whittle

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Making sense of the worst fire in the UK since 1945 can seem like an impossible task given the confusion observed in the media and in the courts since the fire. Tony Prosser and Mark Taylor together have nearly 80 years of experience in the fire and rescue service and bring an insiders' perspective to the challenges faced by firefighters on the night, and the reasons why such an event was allowed to occur. They consider how a fire safety regime which was one of the most sophisticated in the world failed to prevent 72 residents in a modern building from dying. They consider how legislation has changed, why firefighters are now marginalised by Government despite having reduced fire deaths in the home by nearly 50% in 15 years.

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Originally entitled 'Mental Health Needs of Children and Young People with Learning Disabilities', this new edition focuses on the care and support of those with moderate and severe intellectual disabilities. In addition to bringing the content fully up to date, the editors, both longstanding experts in this field, have commissioned the most experienced contributors from relevant disciplines to address topics such as forensic issues and risk assessment, transition and functional analysis. The importance of developing evidence-based practice is a key theme of the book, acknowledging its key role in helping professionals and practitioners to provide high-quality personalised care for children and young people with intellectual disabilities who have mental health needs. The book provides health and social care professionals with a sound knowledge base for shaping and enhancing their practice, along with the confidence to improve the outcomes for these young people. Each chapter includes short case illustrations, examples of good practice, reflections on current practice, key learning points, references and key websites for further exploration.

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Have you ever felt frustrated talking to someone? Have you ever been puzzled by the way someone communicates, or struggled to understand what people really mean? Communication issues can be amplified when communicating internationally with people who have different norms and practices to our own, thereby causing issues to escalate if they are left unresolved. Successful International Communication is for anyone who communicates across cultures, whether it be for social purposes, or for work, where you might be using English to play your part in an international team. Perhaps you are communicating virtually or maybe you are a globe-trotter. Or you might be a language teacher or communications trainer looking to help your learners become more reflective and effective international communicators. Both theoretical and practical, this book is filled with easy-to-relate-to anecdotes and discussions on the use of English as a global language and the key issues of intercultural communication, as well as exploring different interpersonal skills such as relationship building and conflict management skills. Throughout the book, there are a number of critical incidents, discussion questions and other such tasks for you (as the reader) to complete, which in the process, encourage you to reflect on your own opinions, thoughts, experiences, and possible prejudices, whilst promoting self-awareness. The book is also packed full of useful tip sections summarising key points from the practical units as a reminder of the steps to follow for successful international communication.

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This is a book packed full of lesson ideas, activities and advice for teaching English to teenage students. This book goes much further than simply telling you what to do and how to do it. It looks at the why? It explains the deeper rationale for decisions we might make as well as exploring the underlying principles and factors that can make or break a lesson. It provides reflection that will be of value when you are sitting at home thinking over why one of your classes is not going the way that you want or when you have seen a really good teaching idea at a conference but are wondering how to make it work in your own class. Each chapter follows the same pattern: - The first part begins with a Discussion of a certain facet of teaching teens. It identifies key issues and outlines situations the author has experienced in his own teaching, and also draws upon writers and trainers who have played a role in his own development. - In the second part of each chapter, Practical applications, the discussion takes a more hands on turn and outlines some classroom applications and techniques. - Each chapter will then end with three summary sections. The Questions for reflection box may serve to summarise the chapter. The Things to try box can be the basis for small scale projects, action research or professional development. Finally, the Things to share box contains prompts for exchanging ideas where the chapter is being used in a training setting.

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This self-study guide provides a self-study route through the SPELL framework and supporting people on the autistic spectrum using a person-centred approach that also promotes neurodiversity. The book guides the reader through the materials and when to watch particular videos and do the various exercises and activities. A copy of the book is also included in the Understanding and Responding to Autism: The SPELL Framework 2nd edition Training Pack as it mirrors the trainer's script from the pack and provides the background information needed to run the training, provided in a convenient format. It includes audio files, videos and exercises to promote independent thinking and learning. The aim is to promote understanding of autism and to help people provide person-centred support to children and adults on the autism spectrum. This revision will elaborate on the SPELL framework as a way to both understand and support children and adults on the autism spectrum.

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Completing a full scene assessment upon arrival at an incident can significantly lower the overall risks, as well allow for a more effective response. Reading Fire supports frontline practitioners in gathering information upon arrival at an incident, using the 'BE-SAHF' model of assessment. Using a step-by-step approach, it considers each critical area of the model, from building, construction and environmental factors, to understanding and reading smoke, airflow, heat and flames. It explores each of these areas in depth and considers the evidence that needs to be analysed in order to formulate an effective tactical plan.

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As using technology in the classroom gets more prevalent and students get more technology savvy, many ELT teachers will be searching for new ways to use and accommodate technology in the classroom. ETpedia Technology provides you with advice and ideas for using technology to support your students' learning. The ETpedia series focuses on providing teachers with accessible and useful advice, ideas and activities, all through the format of units of 10. Other resources include the original ETpedia with 1000 ideas for language teachers and ETpedia Business English.

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Fire Dynamics for Firefighters simplifies the science behind fire dynamics for all frontline and trainee firefighters. Firefighters are accountable for keeping up to date with their professional development and training through self-study.

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The programme was designed to support professionals to process their workplace experiences and support them to build resilience levels to ensure they had future coping strategies beyond the initial life of the supervision sessions. The model of restorative resilience supervision was first developed in response to the emotional demands of midwives, doctors and nurses caring for families who had experienced miscarriage and stillbirth.

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Some individuals with intellectual disabilities experience pervasive patterns of feeling and thinking that affect the way in which they relate to others and understand themselves – sometimes so overwhelmingly that they find it difficult to navigate the daily challenges of life. These people can be very complex to support and few learning disability-trained staff have the skills to address their needs. This new and revised edition includes updated content to reflect developments over the last decade towards trauma-informed care, the neurodiversity movement and considering the term ‘personality disorder’. Section one will focus on diagnosis, psychologically-informed approaches, how to provide positive support and facilitate collaborative working relationships between teams and services. Section two will provide practical, proven strategies for addressing specific issues such as suicidal behaviour, emotional distress and regulating impulses, and for promoting wellbeing for staff and those they care for.

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Teaching English with Drama shows teachers how to teach language learners using drama, plays and theatre techniques. It aims to push the boundaries of the language classroom, challenging the language learners’ ability to speak English outside the classroom effectively. It offers fun and creative activities that will motivate and engage all types of learners. This means their confidence speaking and participating in class will improve, and they will develop the skill set to operate more effectively in English in real life. Teaching English with Drama not only gives a rationale for using drama but explains how to use it effectively. It then encourages teachers to reflect on their learning with the view to developing best practice. This revised edition has updated activities to reflect the world of today and prepare your learners for future scenarios. There are now professional development sections at the end of each chapter to help you reflect on your learning and analyse the impact of the activities, along with recommended reading related to the topic of the chapter. These tasks are also suitable for teacher training or continuing professional development sessions. Taking on a character and getting into a role can help learners to feel less self-conscious. It can therefore also give them more confidence. Teaching English with Drama involves real communication and emotion. Language learners will have to think on their feet and use their natural instincts as in real-life situations. Using drama puts more responsibility and accountability on the learner rather than the teacher, so the teacher will notice the learners starting to support one another and problem solve – all invaluable language skills, that they may not get the opportunity to develop in conventional classes. This book also gives a pragmatic context for listening by using language in operation. Alongside explaining the benefits of acting skills for language learning, this book provides a step-by-step guide to putting on a play. Covering a wide range of drama techniques and topics, it also shows teachers how to plan class work, choose appropriate texts, modify dialogue and lines for different abilities, stage manage and combine all these devices to improve language appreciation and learning. It is packed full of tried and tested suggestions on how best to use classic plays, stories, songs and games. It also includes fun, motivating and creative activities around name-learning games and physical warm-ups; building group dynamics and trustwork; pronunciation and voice development; fluency, spontaneity and creativity. So, if teachers are looking for inspiration for using drama with their language learners, and ways to challenge them with realistic language scenarios, this is the place to start.

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The core of this book was created by Jody Mardula over several years following a life-threatening stroke - a fairly unusual type of stroke known as a subarachnoid haemorrhage. At the time, Jody was Director of a world-renowned mindfulness centre at Bangor University. The stroke - along with a second 11 months later and a subsequent diagnosis of vascular dementia - affected Jody both psychologically and physically. In Mindfulness and Stroke, she charts her journey from the day of her first stroke, and explains how she adapted short, easy-to-learn mindfulness practices in order to support herself, manage the impact of her injury and make sense of her situation. Jody's text is enhanced by clinical neuropsychologist Frances Vaughan, whose 'Neuro Notes' provide information and advice about coping with the events described in each section of Jody's writing. Frances also contributes Section Two of the book - ten chapters explaining some of Jody's experiences, and looking more broadly at brain injury and its impact on areas of life such as attention, memory, self-awareness and identity.

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Trauma-informed Care in Intellectual Disability A self-study guide for health and social care support staff covers the main topics of trauma-informed care via the theoretical positions of key researchers who have worked in either the field of psychotherapy or disability or both.

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Diagnosis of learning disabilities or autism can happen at any point in an individual's life. While this should mean freedom to move forward with information to access all that's needed to live a fulfilling and rewarding life, the huge obstacles that exist in reality can make a diagnosis a cause for dismay. Furthermore, the way in which the diagnosis is delivered is often done without thought or preparation and consequently ensures lasting emotional trauma to the individuals involved and their loved ones. The aim of this thought-provoking booklet is to directly challenge the method and moment a diagnosis is given, so that it can become the defining opportunity to set individuals and their families off on a positive, hopeful path rather than a negative, diminished one. Each 'rule' speaks powerfully with the voice of the individual or family on the receiving end of diagnosis. Together, the 10 rules provide a useful starting point for discussion and a catalyst for action. Each is followed by suggestions for positive practices. The booklet also contains additional background information on good practice, together with references and sources of further information. The booklet has been written for anyone involved in providing diagnoses and follow-up support to autistic people, those with learning disabilities and their families, together with allied professionals, carers and student in relevant disciplines. It can be used for a wide range of purposes, including staff induction, learning disability and autism awareness training, individual professional development and reflection, and team discussions about the quality of practice and services provided.

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This is the second volume in a series that explores the mental health of parents and its impact on child welfare, and which acts as a yearly update on key research, policy developments and practice innovations, both in the UK and around the world. This publication is a unique opportunity to explore and share ideas about 'success' and what 'leads to success' from the different perspective of parents, children and the professionals who work with them. Much like its predecessor, it draws together a range of experts in the field - researchers, policy makers, practitioners and service users - to identify both the opportunities and challenges, as well as to explore what works in which contexts, for whom and why.

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Part of the How to Help series of books exploring issues commonly faced by children and young people at home and in school, Autism Spectrum Disorder (ASD) offers a complete introduction to this complex and often confusing topic. A lack of clarity can arise for many reasons, including the broad spectrum of characteristics and symptoms that can be represented within an ASD diagnosis (ranging from the very severe, requiring 24-hour monitoring, to the mild but no less important, where the individual can be successfully included in education and society), and the many competing interventions and treatments all purporting to be successful. Arguing that every child and young person with autism can and should lead an inclusive and fulfilling life, Jo-Ann Page and Gavin Reid show that it is up to us as adults to ensure that this is possible - and show how parents, carers, teachers and schools can help.

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Imagery rescripting (IR) is a therapeutic technique that allows problematic events to be retrieved from memory and modified in positive directions. This complete manual for practitioners offers a clear and well-organized introduction to how IR can be applied in the treatment of personality disorders and other problems. It explores the various ways in which the technique can be utilised - how imagery exercises can provide insight into present problems via events of the past, how the therapist can rescript images in the early stages of treatment, and how clients can learn to rescript images themselves as the therapy progresses. The use of IR to prepare clients for future trigger situations is also discussed. Each step is illustrated with examples from practice, and a number of clinical pitfalls are considered - including clients who cannot create images, clients with a critical attitude, and clients who struggle with feelings of guilt during the rescripting process.

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As attitudes to mental health shift, primary schools in England will teach compulsory lessons on health (including mental health) from 2020. Yet mental health is far more than the absence of illness - it also means having self-belief and the resilience to cope with stress and change. In order to teach such skills, teachers and other staff must equip themselves and their workplaces with the procedures, understanding and confidence required to monitor mental health, share concepts effectively, identify warning signs and act appropriately if issues arise. Mental Health and Wellbeing in Primary Education puts all the information they need at their fingertips - with detailed guidance on creating a culture of wellbeing, overviews of how a wide variety of common mental health problems are diagnosed and managed, warning signs to look out for, and a range of ready-made forms, exercises and lesson plans

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An accessible exploration of the potential of psychology in general, and relational approaches in particular, to help us understand issues of later life, makes sense of anxiety and distress in advancing years, and optimise adult development and aging.

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Tired of Teen Anxiety is a step-by step guide for teens on how to come to terms with anxiety, do the things that matter to them and get on with living their lives. Drawing on principles of mindfulness and Acceptance and Commitment Therapy (ACT), the authors describe sophisticated, evidence-based clinical techniques in accessible language - giving teens a toolkit for turning towards their anxiety in positive ways. By acknowledging that difficult thoughts and feelings are a normal part of being human, rather than something that we must try to stamp out or wish away, they normalise the everyday struggles of anxious young people so they can learn to create a new relationship with their anxiety that allows them to fulfil their potential and enjoy every day of their lives. The material is presented in an engaging and appealing style with illustrations, plentiful exercises and downloadable audio.

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This book explores the interplay between how we talk and how we relate. We learn to relate before we learn to talk, and every conversation depends on making sense of our interactions as much as our language. Conversation has the potential to bring us a deeper and clearer perspective, but we are also capable of getting lost or into a mess. Tackling this and offering a means to improve conversational skill for those who depend on it (e.g. teachers, nurses, managers) as well as anyone seeking the courage, compassion and curiosity to have better conversations and relationships, Talking with a Map presents a series of simple steps for making word maps of discussions as they develop. These maps track the hidden patterns in what we say and how we relate to each other while speaking, making visible the links and gaps in our discussions and helping us to achieve a shared understanding of conversations.

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ETpedia Pronunciation is the go-to book for teaching pronunciation. It provides all the key terms and techniques in easy-to-understand terms, and equips teachers with a huge range of creative ideas and activities for pronunciation lessons, whether they are being conducted in the classroom or online. Whether you are a newly qualified teacher looking for a one-stop resource or a more experienced teacher looking to expand your skills and integrate pronunciation more actively into their lessons, ETpedia Pronunciation offers 500 tips and ideas to help! With the dramatic rise in live online teaching, the book also includes a special feature on how to teach pronunciation online and make maximum use of the technology available. Like the rest of the ETpedia series, it is organised in 50 units, alongside a comprehensive Appendix full of photocopiable handouts with additional classroom activities. Each unit provides you with 10 tips, ideas or activities related to theory and practice in the classroom as well as suggestions for homework and self-study tasks. ETpedia Pronunciation is the twelth title in the popular ETpedia series from Pavilion ELT at Pavilion Publishing.

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This is the first book of its kind to be written specifically for autistic parents, whilst also providing essential reading for health and social care practitioners, enabling them to provide reasonably adjusted care with the best outcomes for autistic people and their babies. Written by an autistic mother who experienced a mental health crisis following a poorly supported pregnancy and childbirth, she gives voice to the experiences of many autistic parents in order to address the issues they collectively and uniquely face. The outcome is a practical, insightful and solution-focused guide to empower autistic parents from pre-conception right through to the first few months with baby, and to inform health and social care staff whose job it is to offer support and to meet their needs at these critical times. This sensitively illustrated book provides the information, resources and confidence autistic parents need to advocate for themselves, as well as developing positive relationships with the professionals involved in their care.

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Teaching young learners can be a huge amount of fun. As teachers we can introduce all sorts of games, projects and variations on traditional exercises. All this needs careful structuring if the resulting activity is to be manageable and, more importantly, if it is going to help students learn and practise words and sentences in English. In Structuring Fun for Young Learners you'll learn about the principles behind that structure with a roller coaster ride of colourful ideas, examples and anecdotes as their vehicle. There are over three hundred diagrams and photographs to help explain exactly how the described activities work and give you the flavor of ELT classes at primary level. When fun in the classroom is properly structured, everyone is a winner. Your students will remember those activities for years and you will still be able to cover your course content without compromising on classroom management. In order for all this to happen, important questions such as: 'How do children behave in classrooms?' 'Why do they want to do some tasks and refuse to do others?' 'What is learning anyway and how can we tie our target words and sentences to the activities we do?' have to be asked. These fundamentals are covered in the first five chapters of the book. The second part of the book explores movement, text, space, novelty objects, teacher-student dialogue, personalisation, clips, images, support for learners, use of coursebooks and your own professional development as a young learner teacher. So, whether you are a new teacher, a seasoned veteran or teacher trainer with young learners classes this is the book for you.

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Part of the How to Help series of books exploring issues commonly faced by children and young people at home and at school, ADHD and Attention Difficulties offers a complete introduction to this complex and sensitive topic. While there is no one 'best' strategy for managing ADHD, many of the most problematic issues spring from an inability to manage distractions - so young people tend to do best when provided with a consistent, structured environment. Placing at the heart of the work the premise that those who struggle with attention difficulties respond best to people who understand that it is neurological deficits, not unwillingness, that prevent them from behaving and learning like their peers, Fin O'Regan and Sara Cave explore the issues, challenges and experiences commonly faced by a young person with ADHD - and how parents, carers, teachers and schools can help.

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This long-awaited second edition of our best-selling book has been fully updated by its expert editors, Dr Russell Wate QPM and Nigel Boulton, both former police officers and current specialist consultants in safeguarding. It has been considerably expanded to include new legislation and guidance (including full compliance with Working Together 2018), as well as to tackle contemporary issues that are of much concern to workers in today's safeguarding arena, including: * Lived Experience of Children * Gangs and county lines * Unaccompanied minors * Private fostering * Modern slavery * Edge of care and transitioning * Young carers * GDPR * Safeguarding in non-statutory settings * Harmful cultural practices The book is a vital aid to all those working in the field of child and adult services. It provides a valuable overview of the major and very different areas of public protection practice. It aims to translate the processes, guidelines and language to enable them to have a workable understanding of the varied areas of practice that may impact their own working lives.

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This thought-provoking collection is written for all stakeholders in relation to autism and neurodivergent conditions. Despite having wide impact on a variety of disciplines, neurodiversity and related concepts are often poorly understood, which can lead to uninformed debate and potential tensions between stakeholders regarding service provision for those with neuro-developmental disabilities. The Neurodiveristy Reader brings together work from pioneering figures within and beyond the neurodiversity movement to critically explore its history, the concepts of neurodiversity that have shaped it, lived experiences, and how a better informed understanding might be translated into practice and service provision. Through a variety of accounts, the relevance and criticisms of these concepts in understanding ourselves and one another are examined, as well as important implications for practice. A primary text for support professionals and students of neurodivergent experiences and disability, as well as neurodivergent people themselves.

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Child to Parent Violence and Abuse (CPVA) is a much misunderstood problem that affects the lives of millions of families around the world, possibly as many as one in ten. Despite this, and the lasting physical and psychological damage CPVA can cause, it is an underreported issue, and one that presents serious challenges to practitioners and support services - not least because it inverts our normal understanding of abuse within the family. With this book Helen Bonnick shares the knowledge that she has built up over many years specialising in CPVA as a social worker, practice educator and researcher. She brings this complex issue out of the shadows and provides much needed guidance to practitioners. Following an introductory chapter, setting the scene and discussing definitions and language, the book is divided into five sections, which develop an understanding of the main issues before moving on to a more structured approach to work in supporting families. `Five impossible things to believe' sets out five core issues in understanding an issue that many people still find hard to accept, setting the scene for future discussions. The second section, `Four traps to avoid', addresses myths and stereotypes, looking at beliefs and assumptions that can impact on the delivery of a service. The third section, `Three aspects of work with families' looks specifically at assessment and models of intervention, after some important consideration of the power issues at play. This is followed by a section on the difficulties emerging from our tendency to think in binary ways: `Two conflicting paradigms'; and lastly, `One thing that everyone can do'. The book closes with a final chapter for those interested in taking their learning further. Throughout, the easily digestible chapters are illustrated with real-life anecdotes and testimony from families who have faced CPVA. Above all, this is a book which brings the families' lives to the fore, and documents what they say helps, what hinders, and what they want to celebrate or protest. Each chapter includes a section called `What you can do', which may have questions to reflect on, or suggestions of action to continue the work of bringing greater attention and increased resources to this crucial field of family support.

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Understanding and Responding to Behaviour that Challenges in Intellectual Disabilities addresses the need for an up-to-date handbook which, while well-grounded in research and latest clinical practice, is essentially non-academic and accessible for staff occupying many roles, for example, support workers and managers in learning disability service settings, community learning disability teams, psychologists, psychiatrists and other professionals who may find themselves supporting a person with an intellectual disability from time to time, as well as family members and students of both mental health and intellectual disability. The new edition is a complete revision and updating of content, aiming to address key knowledge requirements and concerns of people working in the field, with opportunities for reflection and professional development. The content is illustrated by case studies to help the reader explore how to best to address issues in practice.

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This book explores the growing interest in and demand for relational mental health support for young people, parents, families and communities. Relational approaches place an emphasis on authentic and mutual connections; the therapist is not an aloof 'expert', but an engaged human being who is an active part of the process, and who draws on subjective experiences and passions in the service of the client. Through eighteen contributed chapters and four short case studies, Working Relationally with Young People explores the theory, practice and delivery of Cognitive Analytic Therapy (CAT) and its relational mindset in youth mental health and wellbeing, and makes the case for prioritising a relational way of working across all services and support for young people - whether they be within children and young people's mental health, or in other contexts such as education, social care or youth work.

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Good communication is central to all relationships, yet the unpredictability of interpersonal exchanges can cause significant anxiety for autistic people and create a barrier to successful communication. Understanding Me, Understanding You is a guide for anyone working with and supporting autistic people. The aim is to encourage the reader to consider how they can create 'autistic spaces' where there is predictability and trust, enabling autistic people to engage, contribute and grow. It seeks to promote mutual understanding, starting by encouraging the reader to understand themselves, their own beliefs and attitudes and the way that this can influence their behaviour; and then to understand another and, in turn, help them to understand. At its foundation is the 'Triad of Understanding', a beautifully simple model for successful communication conceived together by social work practitioner, Dr Jackie Robinson, and three autistic co-researchers over a three year period. Jackie successfully created an autistic space that allowed the autistic co-researchers to flourish and achieve. This communication model underpins all three sections of the guide, which includes specific guidance for professionals in different fields and tools to facilitate the move towards mutual understanding. CPD accredited: 'This well-written and informative book has learning value for the target audience. It has clear content and progress.'

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Sometimes, we can all try so hard to avoid causing ourselves pain that we don't live our lives to the full - and people with intellectual disabilities are no different. Based on principles of Acceptance and Commitment Therapy (ACT), Living Your Best Life provides guided self-help materials for a person with intellectual disabilities to work through alongside a supporter such as a paid carer, family member or mental health professional. The tools and guidance help the individual identify what is important to them and move towards a life where worries and doubts do not stop them doing activities they enjoy or trying new things. Each chapter includes separate sections for supporters and for the person with intellectual disabilities (which can be read to them if necessary). The book also includes a wide range of exercises, graded by difficulty so as to be matched to an individual's specific abilities and challenges.

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Tired of Anxiety is a step-by step guide for children on how to do the things that matter to them despite anxiety. Based on principles of Acceptance and Commitment Therapy (ACT), the book uses evidence-based clinical techniques and describes them in accessible, child-friendly ways to ensure that families have a toolkit for working positively with anxiety over the long term. By acknowledging that difficult thoughts and feelings are a normal part of being human, rather than something we must try to stamp down or wish away, the authors normalise the everyday struggles of anxious young people so that children can learn to 'make friends' with their own anxiety and get on with the more important work of actually living and enjoying their lives. The text is presented in a visually appealing style, with frequent opportunities to engage with the material and a suite of supporting audio meditations.

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Over recent decades, attachment theory has come to be seen as fundamental 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. Attachment-based Practice with Children, Adolescents and Families integrates attachment theory with other key concepts to explore the ways in which we understand and respond to troubled young people. Drawing on psychiatry, psychotherapy, social work, clinical psychology, systemic therapy and multi-modal assessment and intervention, and combining theory, practical guidance and illustrated case studies, the authors present an attachment-based, integrative, biopsychosocial approach to working with individuals and families that is designed to promote improved outcomes for all involved.

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Coaching is an emerging discipline that is continually exploring new frontiers. An area of particularly fertile ground is cognitive behavioural therapy (CBT). Developed from behavioural roots by integrating cognitive models of behaviour, and since developed in a range of directions to place increased value on individuals’ histories, emotions and potential, CBT offers a host of interrelated, evidence-based approaches that draw on psychology and our knowledge of the brain to help people cope with psychological challenges. Adapting cutting-edge psychological science to the needs of a coaching audience, Third Wave Cognitive Behavioural Coaching shows how, by drawing on techniques from Acceptance and Commitment Therapy (ACT), Dialectical Behaviour Therapy (DBT), Schema Therapy (ST) and more, coaches can adopt a more holistic approach that takes account of the problem, the context and the unique individual.

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