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

Trauma Informed aims to create increased therapeutic and empathetic understanding of adolescents and their traumas. Part One addresses four types of trauma - acute, chronic, complex, and historic or transgenerational - through a series of case studies. The author uses the voice of the teen, the voice of the parent or carer and the voice of the educator to present each case in detail, complete with suggested interventions. Part Two focuses on simplifying therapeutic concepts such as attachment theory and the stages of grief, and the final chapter offers strategies for ongoing management in the form of a 'trauma toolbox'. This comprises grounding techniques for calming down or boosting energy, advice for self-care via good sleep and nutrition, and guidance for enabling troubled young people to feel secure, open up and begin the healing process by cultivating an attitude of PACE (Playfulness, Acceptance, Curiosity and Empathy).

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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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This helpful and informative handbook is a trusty guide to starting university for autistic young people, providing support and useful tips for what will be the biggest transition students will have ever experienced.

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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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The role of nutrition is fundamental to human health and well-being. It is, however, often overlooked when treating people with mental health problems. This handbook explains the science behind nutrition and its effects on mental health.

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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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Sometimes being a parent seems like one long to-do list: taking the children to and from school and clubs, arranging babysitters, feeding them and putting them to bed. Parents can feel trapped in a straitjacket of tasks, all of which prevent them spending quality time with their children. Susan Boegels has developed and delivered training on this subject for over twenty years. Now, for the first time, she shares her expertise, along with her experiences as a mother and child, with a general audience. In a series of accessible chapters, she shows how we can find a balance between "doing" and "being" modes when interacting with our children. She also explains how to deal with stress, conflict and guilt, and how to cultivate conscious, unbiased attention in a simple way. Together, the chapters form an 11-week course in mindful parenting, supported by simple exercises and guided audio meditations.

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Maybugs and Mortality draws a comparison between the shared life-cycles and mortality of the human and maybug. This diverse book is a must read for anyone interested in autism, psychology and human behaviour. The author, Phoebe Caldwell, pioneer of responsive communication with autistic people, has spent a lifetime understanding and responding to barriers and challenges in communication between individuals, enabling autistic children and adults to engage with a world that is sensorily confusing. In this fascinating and diverse book, she draws on her work, personal experience and scientific advances in psychology and neurobiology to consider key aspects of the shared life-cycles and mortality of maybug and human. From this unique perspective, she examines themes such as consciousness, self-awareness and the need to reach out beyond ourselves in order to find confirmation and understanding.

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This powerful booklet aims to challenge our thinking about the way we communicate and interact with autistic people and those with learning (intellectual) disabilities. The '10 Rules' concept sets out to be deliberately provocative, by suggesting ways in which people, services and environments can unconciously create problems and obstacles for those they seek to support. Each communication 'rule' speaks powerfully with the voice of the individual on the receiving end of services and practice. Together, the 10 rules provide a useful starting point for discussion and a catalyst for action. Each is followed by suggestions for positive practice. The booklet also contains additional background information on good practice, together with references and sources of further information. The booklet can be used for a range of purposes, including staff induction, awareness training, individual professional development and reflection, and discussions regarding service development and design. It can be used by services, professionals and support workers, trainers, teachers, students and carers.

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Offering clear advice and inspiration to anyone considering a career in CBT or seeking to further their CBT journey, this book uses exercises and personal stories to explore pathways to accreditation, how to meet training criteria and options post-qualification.

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Teaching Young Language Learners Through Stories encourages teachers to make more extensive and creative use of stories and fiction in the second language classroom by providing practical tools supported by theoretical background.

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This book is about Trauma-Informed Care (TIC) for people who have intellectual disabilities (ID). The provision of health and social care services is becoming more trauma informed, including in services for people with ID, where the experience of trauma is being increasingly acknowledged. This book addresses a gap in resources to guide those supporting people with ID by showing how services can work in a trauma informed way. Including contributions from authoritative professionals in the field, and a powerful account of abuse from an expert by experience, the book provides an overview of the history which underpins the importance of trauma and TIC, and the impact of trauma on people who have ID. The second part of the book looks at trauma informed services and a growing and diverse range of therapeutic interventions, including positive behavioural support, intensive interaction, cognitive behavioural psychotherapy, dyadic interpersonal psychotherapy, developmental and psychodynamic approaches.

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Reflection is a process by which professionals consider experiences to gain insights about their practice. It supports people to continually improve the way they work and the care they provide, it allows for mistakes to be accepted and analysed rather than repeated, and it is encouraged by professional bodies wishing to foster improvements in services and continuous professional development. Specifically designed for staff working across health and social care, this self-development workbook guides users to reflect on experiences, focus their thoughts, generate new ideas about what good practice looks like, and understand the impact of their actions on others. Expert CQC inspector Terri Salt stresses that through careful reflection everyone in a service can make a difference - and that only when every member of staff seeks to do so can services move beyond the ordinary and start to become genuinely 'Outstanding'.

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Do you want to learn more about the evidence, or lack of evidence, supporting common teaching strategies and procedures? An Introduction to Evidence-Based Teaching in English Language Learning compiles the evidence in one place for you, rather than scattered across a variety of sources: online blogs, conference reports and disparate journal papers. This practical and accessible resource begins by identifying what 'evidence-based teaching' is. It then outlines the key strategies, briefly describing how and why they are supported by evidence. Finally, it moves on to show the practical application of these strategies in ELT with concrete examples and activities. By using the book, teachers, teacher trainers and educators will: have developed a greater understanding of what evidence-based teaching is and have the tools to evaluate teaching practices; know where to find research to back up evidence-based practice; understand the importance of evidence for how the brain works and how this knowledge helps to combat erroneous beliefs about teaching and learning; have increased their knowledge of the importance of prior knowledge to teaching and learning, and the evidence for this; understand how the memory works as well as cognitive load theory, and the evidence for this;have deepened their understanding of evidence-based teaching strategies and interventions; be able to contrast evidence-based ideas and practices with other teaching interventions not supported by research; have learned how to critically apply evidence-informed ideas and understand ideas and practices that are not supported by evidence; be able to evaluate strategies and interventions in the ELT classroom that have evidence to support or refute them. This book is designed to be a supplement to any initial or in-service teacher education course as well as for teachers at any level who are interested in evidence-based teaching in English Language classes. You should read alongside core teacher training texts, in order to be able to examine common teaching practices.

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The history of 'personality disorder' services is problematic to say the least. The very concept of 'personality disorder' is under heavy fire, services are often expensive and ineffective, and many service users report feeling that they have been lied to, stigmatised and excluded. Yet while there are inevitably challenges involved in working with a population that can be complex, demanding and destructive, creative networks of learning do exist - people who are striving to provide progressive, compassionate services for and with this client group. Working Effectively with 'Personality Disorder' shares this knowledge, articulating an alternative way of working that acknowledges the contemporary debate around diagnosis, reveals flawed assumptions underlying current approaches, and argues for services that work more positively, more holistically and with a wider, more socially focused agenda.

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A therapeutic relationship is a web of interactions, tasks and processes in space and time. It is not easy to stay aware of the relationship in the thick of helping someone, but doing so boosts flexibility and enables deeper formulation. A therapist who can be attentive not only to activities specific to the model, but also to common factors underlying all therapy (or in simple terms, balance a task and person focus) has a far greater chance of enabling change. Building on thirty years of theory and practice in the field of Cognitive Analytic Therapy (CAT), yet speaking directly to practitioners across all therapeutic modalities, Brief Therapy Relationships explores the complex relationships that shape and contribute to therapeutic change. In doing so, it arms readers with a deeper understanding of what it means to be part of a therapeutic relationship, leading to increased control and confidence when working with clients.

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This comprehensive resource is designed for training those who work with, parent and care for children and young people who have experienced the damaging effects of abuse, neglect and disruption to the primary caregiver relationship. Presented as an 11-session group programme, the pack offers an accessible overview of the core concepts of developmental trauma, trauma-informed therapeutic care, and self-care for carers. Reading materials, video clips and skills exercises support and reinforce each area covered. The underpinning model is Dyadic Developmental Psychotherapy (DDP), an approach which allows carers to get beyond the defences and blocked trust of children in their care using Playfulness, Acceptance, Curiosity and Empathy (pACE). By helping participants understand and respond to the impact of developmental trauma on children, the resource aims to help reduce the spiral of failed relationships suffered by many young people who have been removed from their birth families.

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ETpedia Vocabulary brings together a collection of ideas, tips and classroom activities for a one-stop, quick and easy reference. It has been written for English language teachers who would like to learn new ways to teach vocabulary or need to adapt to teaching vocabulary in a new or unfamiliar context. It can be read and used in different ways according to your needs, interests and level of experience. Organised into 50 units each containing 10 ideas, ETpedia Vocabulary is easy to dip in and out of. It will save you planning time, provide inspiration, help you motivate students, and anticipate problems students might have with different aspects of vocabulary. Within the resource, you'll find a range of different sections focusing on areas such as key terms for talking about vocabulary, ideas for planning vocabulary lessons, ways of integrating vocabulary into your skills-based lessons, and tips on integrating technology in order to extend vocabulary practice and awareness. Every unit in ETpedia Vocabulary 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. In the Appendix you will also find photocopiable handouts with additional classroom activities. These can be used as they are, or adapted and developed to suit your own context. Throughout the book you will also find quotes from experienced teachers, sharing their views, ideas and experiences on teaching vocabulary. If you are new to teaching, ETpedia Vocabulary will be invaluable for supporting you on your way. If you've been teaching for a while, this resource might remind you of techniques and activities you haven't used in a while and will offer you fresh new ideas to increase your repertoire. ETpedia Vocabulary is the ninth title in the popular ETpedia series.

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Ten rules for ensuring autistic people and people with learning disabilities can't access healthcare...and maybe what to do about it aims to inspire a serious conversation about the difficulties facing people with learning disabilities and those on the autism spectrum when they need to access healthcare.

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Reading Fire examines the selection of appropriate tactics for the stages of fire development and burning profiles and includes a detailed comparison of techniques, including Tactical Ventilation, Transitional Attack, Water Application and Nozzle Techniques. It also concludes with consideration of the STAR Model of Decision Making and an evaluation of Basic Incident Command Principles. It is simple and easy-to-use, making it an ideal companion for all frontline practitioners, to both improve firefighter safety and to support professional development.

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There was once a time when having adequate technical skills and competencies, and the appropriate clinical management plan, was sufficient to be considered an effective member of the healthcare team. Today, effective communication is regarded as an essential skill for any healthcare or social care professional. The various healthcare professionals' codes of practice all demand good communication as a basic requirement, and yet despite more than three decades' mainstream acceptance of the positive impact of good communication, and widespread understanding of the consequences of poor communication, first-class communication is not always evident on hospital wards, in doctors' and dentists' surgeries, in ambulances and at clinics.This practical handbook aims to address this problem for anyone working in health and social care, from students undergoing professional education or on practice placements to recently qualified doctors, nurses, midwives and paramedics.Senior members of healthcare teams whose formal training may not have covered communications will find it helpful, as will many other staff, including non-regulated health and social care workers such as healthcare assistants, who have received limited formal training in communications.

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Postnatal Depression and Maternal Mental Health: a handbook for frontline caregivers working with women with perinatal mental health difficulties is an accessible handbook that is intended to support midwives, health visitors, community workers and frontline healthcare providers in their detection and assessment of postnatal depression and maternal mental health. Midwives, health visitors, community workers and frontline healthcare providers for pregnant women, and mothers and babies in the first postnatal year, need better information on the kinds of help that women need, and resources they can use to support discussions about difficult and complex feelings. It will provide readers with a good understanding of postnatal depression and the range of perinatal mental health difficulties they may come across in universal services for mental illness in pregnant and postnatal women, and will support them in their detection and assessment of these difficulties in the women on their caseload.This handbook will enable you to:Identify and assess postnatal depression in mothers and then facilitate difficult conversations with sensitivit.Address key learning objectives to progress with CPD accreditation, such as national guidelines and good practice guidance for health providers. Look at new and improved ways of communicating with women with postnatal depression, with a focus on offering support to mothers and babies at an early stage, before intervention is required.

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The Communication Games 2.0 series is a collection of resources for English language teachers, and Elementary Communication Games 2.0 is designed for beginners and elementary language learners at CEFR A1–A2 level. Earlier editions of the series have been best sellers globally and have already been translated into 12 languages. Taking on board feedback from these earlier generations and modern viewpoints, global issues and topical discussions, and current teaching practices into account – including the dramatic rise of teaching online and hybrid lessons – the new generation of the series has emerged. The idea behind this new generation is to be a go-to resource of communication games and activities, providing a wide variety of activities for communicative and interactive practice during lesson time with the teacher as a guide, facilitator and linguistic coach, for both the live online, hybrid and face-to-face classrooms of today and in the teaching of tomorrow. Organised into 50 activities with varying time frames according to level and type of activity, each book in the Communication Games 2.0 series consists of comprehensive teacher’s notes with aims, language summaries and detailed procedure for each game or activity for both teaching face to face in class and live online; pages of photocopiable materials for each game or activity; and photocopiable rules sheets for the learners.

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