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

This accessible book draws together key ideas and techniques for applying concepts drawn from positive psychology and strengths-based management in workplace settings. It illuminates the application of various positive psychology approaches in a wide range of different workplace settings and cultures, so most readers will find examples that resonate with their own workplace and its challenges. In a series of concise articles, originally written for her Appreciating Change website, Sarah Lewis shows how any leader, manager, organization or employee can learn from positive and appreciative concepts like playing to strengths, creating a feel-good workplace, building social capital, encouraging positive deviation, leading authentically, creating conditions for change, having courageous conversations and building happy teams. -A unique collection of short, practical, to-the-point articles on the application of positive psychology concepts and principles to business and the workplace -Shows how individual, team and organizational effectiveness can be enhanced by recognising the value of social capital and promoting the wellbeing of staff -Links positive psychology with strengths-based management and appreciative inquiry, and with dialogue-based tools for organizational leadership and change -Topics covered include strengths-based development, creating a positive culture, leadership gratitude, appreciative listening, creating hope, resilience, and flow

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ETpedia Grammar provides English language teachers with a wide range of techniques, tips, ideas and activities to help you plan and deliver lessons with grammar. With 50 units covering key areas of grammar, each unit contains a set of 10 preparation-friendly activities which provide the perfect starting point for new teachers and offer inspiration to more experienced teachers. This resource also contains printable worksheets and space to write your own tips.

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Now in its 5th edition, Mental Health in Intellectual Disabilities continues to address the need for a 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, GPs, psychologists, psychiatrists, community learning disability teams and other professionals who may find themselves supporting a person with an intellectual disability from time to time, as well as students of mental health and intellectual disability. The new edition represents a complete revision and updating, aiming to address key knowledge requirements and concerns of people working in the field and provide opportunities for reflection and continuing professional development. The content is illustrated by case studies to help the reader explore how best to address mental health issues in practice.

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A fully revised, new edition of Person-centred Active Support self-study guide, including new video. This book is designed to provide the learner with knowledge about what active support is, why it is important, what it looks like in practice, and some of the key facts around what is needed for success. This book is designed for people to follow as self-study or as part of a training programme. It includes videos and exercises to promote independent thinking and learning. It is available in hard copy and digital formats and provides about 5 to 7 hours of learning, with a certificate of completion. A copy of this guide also comes as part of the Person-centred Active Support multi-media training resource, which uses the information in this book as the script and guide for a classroom-based training programme. This new book will be of interest for anyone working in intellectual and developmental disability support and accommodation services, occupational therapists, physiotherapists, behavioural specialists, speech and language therapists, learning disability nurses, teachers and teaching assistants, family members, day service staff and students.

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ETpedia Materials Writing is a complete reference guide for any English teacher looking to create their own materials. It is made up of units of 10 tips, which each provide advice and ideas for creating materials, from basic principles to more extensive material writing. These tips will inspire you whether you are writing materials for the first time or if you are simply looking to further develop your skills. It is the fourth book in the ETpedia series, a set of resources aimed at providing ELT teachers with everything they need in one accessible resource.

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Sex and the 3 Rs (fourth edition) Rights, Risks and Responsibilities is a sex education resource that provides a framework for staff to undertake sex education work which acknowledges the realities of sexual relationships for many people with learning disabilities. An extensive range of issues relating to sexuality are discussed with suggestions for assessment, service responses to, and work around the issue. The pack directly tackles difficult subjects, including pornography, sexual abuse of children, consent in relationships and safer sex.This new edition is fully revised and updated with additional material covering recent policy and legislative changes. Like its predecessor, this training resource is aimed primarily at those working with adults with learning disabilities, however parts of it can be adapted for use with younger people. Sex and the 3 Rs (fourth edition) has been updated as a result of industry changes that are currently impacting upon the sexual lives of people with learning disabilities and the increasing amount of time many people spend online which subsequently, then affects their personal, social and sexual lives.This new fourth edition gives some ideas on how to support people with learning disabilities to safely access online pornography and engage in 'sexting'. Fully revised edition; includes photocopiable line drawings and comprehensive guide to teaching sex education to people with learning disabilities.

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This fully revised and updated edition of Learning Disability Today provides an accessible and thought-provoking introduction to some of the key issues in the lives of people with learning disabilities and the practice of those who support them. Learning Disability Today was first published in 2007 to meet the need for a handbook which, while well-grounded in latest research and practice, was accessible for staff occupying many roles, such as support workers and managers in learning disability service settings, community learning disability teams and professionals who may find themselves supporting a person with an intellectual disability from time to time, families and voluntary supporters, as well as students of learning disability/intellectual disability. It has continued to be a highly successful title, and has been published in three previous editions over the past nine years. This new, fourth edition is a complete revision, aiming to address key knowledge requirements, challenges and concerns for people working in the field and provide opportunities for reflection and continuing professional development. The content is illustrated throughout by case studies to help the reader explore how best to address issues in practice.

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ETpedia is an essential resource for those who teach English as a second or foreign language. It provides new or experienced teachers with 1,000 creative tips, techniques, questions, thoughts and ideas on common teaching and classroom issues. Each section covers a different aspect of teaching and offers a selection of 10 tips or pointers to aid and inspire practice. The content includes teaching language points, planning and preparing lessons, writing materials, supporting colleagues, tackling teacher's block and developing personal practice. A flexible and adaptable resource, it can be dipped into or read cover to cover as preparation for a first teaching job. The layout and wide margins allow space for writing notes about how the materials were used or adapted and supplementary PDFs and video are accessible online to support the use of the resource in practice. ETpedia can be used with all levels and ages and for one-to-one or classroom teaching.

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This book came about from the authors’ experience working together in clinical learning disabilities services, and their work to move the focus away from the management of challenging behaviour and towards a trauma-informed, attachment-based approach to caring. It will introduce some of the key theories that have informed our understanding of the emotional development of people with intellectual disabilities and the importance of receiving love from an attachment figure from a young age, followed by case studies that focus on the lives of particular individuals – sometimes presented as individual therapy sessions and sometimes an overview of progress across many sessions. Whilst it describes work done by a psychology team in community health services, it is relevant to all health and social care professionals who help people with intellectual disabilities, as well as useful for advocates, service commissioners, families and healthcare generalists.

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Historically, there has been an expectation that autistic children and adults should conform their behaviour to social norms, with strategies and interventions centred around navigating spaces and situations with minimal damage. This person-centred environmental assessment and modification programme moves away from this, with the aim to provide information and tools for assessing and reflecting on features of the autistic person's environment to best support their comfort, autonomy and agency. Written as a collaboration between autistic and non-autistic professionals, the authors break down each environmental element (physical, sensory, emotional, communicative and social) by chapter and include checklists as reference points to equip the reader with a framework from which to begin. This accessible, strengths-focused approach to supporting autistic people across different areas of their life reflects a paradigm shift from one where autism is treated as a deficit or impairment to one of strength, acceptance and autonomy.

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Mindfulness offers individuals the means to enhance their well-being by changing the way they relate to challenging experiences. Mindfulness-based programs were designed to be taught in groups, and almost all trainees learn this way, yet there has been little research into the impact of the group on the overall learning experience and how this can be exploited to enhance outcomes for each participant. Based on the authors' 'Inside Out Group' (IOG) model, this book offers a clear and simple way to understand the complexities of group processes in mindfulness-based programs based on four key capacities: 1. Inside out embodying (non-judgemental present moment awareness); 2. Reading the group (understanding events based on group processes); 3. Holding the group (cultivating an environment to facilitate learning); and 4. Befriending the group (engaging the heart in mindfulness teaching).

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Coaching in ELT is often addressed as in how to coach teachers. Throughout this book, Gabriella Kovacs looks at how coaching skills and tools can be applied in the classroom directly with learners, both individually and in group work. In addition, at the end of each chapter, there is a chance to reflect on your language coaching and use experiential learning to build the best practice appropriate to you and your teaching context. By using A Comprehensive Language Coaching Handbook you will: - improve your understanding of language coaching and its relation to language training and teaching practices; - be able to identify specific target clientele and situations when language coaching can support best; - be able to recognise when and how to apply language coaching practices; - develop an understanding of language coaching and related fields as an evidence-based framework; - have an understanding of how language coaching can be adapted in language teaching frameworks; - be able to reflect on your teaching and experiential learning at the end of each chapter. This book also: - provides clear examples of language coaching tools and coaching interventions (explaining how they can boost language learner confidence, success and autonomy) - offers case studies in which the full language coaching process can be seen; - provides a base for creating personalised action plans; - gives specific coaching and language coaching models to adapt for the classroom; - shares insights from international language coaching practitioners; - look at mindsets in language professionals teaching and their learners' approach to learning and provide ways to reframe.

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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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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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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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The Dementia Care Training Library is a unique modular suite of person-centred, dementia-specific content designed to provide everything required for professionals working in relevant care services to deliver authoritative in-house training. Once users have delivered the two core introductory modules contained within the Starter Pack binder, they can expand the resource by adding any or all of twelve further DCTL modules (Modules 3-14), to be published regularly throughout 2022, 2023 and 2024. The optional modules are provided as loose-leaf pages to be added to the master binder. All Dementia Care Training Library materials take an Action Learning approach, providing a balance of information and practice-based activities that allow learners to reflect on and apply new knowledge in real time as a staff team, and which ultimately lead to changes in practice in the care environment.

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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, Managing Stress and Distress offers an accessible introduction to how heightened stress levels in young people can lead to distressed behaviour - and how to manage both. We have left behind a time when schools found it easier to exclude 'difficult' children than understand them, but the evolutionary and psychological factors that often underpin stress responses and their resulting problematic behaviours remain poorly understood. Offering a complete, compassionate guide to what stress is, how it arises, the purpose it serves and the issues it can cause, Stan Godek argues for a trauma-informed approach of managing short-term distress while also reducing long-term stress levels via a regular practice of mindfulness - and shows how parents, carers, teachers and schools can help.

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Over 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.

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Emerging language (EL) is any unplanned language item that arises naturally during lessons that the teacher then chooses to focus on for clarification or modification, and this pedagogy is gaining traction year on year. It originally stemmed from Dogme, a popular movement that basically suggested not using coursebooks or set texts in class at all and working with what the students and the teacher themselves provide. Emergent language takes on board lessons learnt from using Dogme and current teaching practices. However, working with EL is considered a very difficult skill to master, especially for newer teachers or trainee teachers. Therefore, it is not often included on training courses or discussed at length in training manuals for teachers. Working with Emergent Language seeks to close this gap by making teachers more aware of what EL is and how they can learn to work with it more effectively and confidently. This book starts by drawing on the literature and the authors’ own experiences to make the case that working with EL is essential for language acquisition to occur and therefore a skill that language teachers should possess. The case is backed up by research and data from observations to explore how experienced teachers work with EL at different stages of a lesson and why they do so. To show how teachers work with EL, you will be introduced to a new framework of teacher intervention types. This draws on previous frameworks plus the authors’ own terms created following their extensive research. Transcripts and classroom commentaries from genuine lessons show how these interventions are used by teachers and why. Part two of Working with Emergent Language provides awareness-raising, practice, and reflective tasks to help new and experienced teachers develop their skills with EL. Teacher trainers and educators can also use these tasks during courses, workshops, and observations programmes in schools. Through these tasks, new teachers will be able to work with EL earlier in their careers. Teacher educators can also more confidently introduce EL on their courses. Through the tasks and discussion in this section, you will learn why reflective practice is central to teacher education and development, and through the use of tasks explained in the book, teachers can also take control of their development much earlier in their careers. The final part of the book addresses typical questions and issues about working with emergent language that teachers often ask. They dispel common conceptions suggesting that working with EL is difficult or inappropriate in some contexts and situations.

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This groundbreaking handbook explores mentoring, its potential and its relevance to health and social care fields including the leadership needs, well-being and career progression of people working within health, social care and public sector services.

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Working in forensic settings with clients who have histories of damage and abuse can be a demanding, disturbing, thrilling and unique experience. It means building connections and instilling the capacity to think before acting - far more than just providing therapy. At a service level, it requires a compassionate culture that promotes the ability to reflect on complex interpersonal dynamics at all levels of the organization. Cognitive Analytic Therapy (CAT) is an accessible model for understanding human relationships that offers a common language for teams and organizations. Reflective Practice in Forensic Settings brings together a range of clinicians to share their experience and approaches, exploring ways in which the CAT model can be applied to develop reflective practice in secure contexts. Together, they also offer valuable guidance for any practitioner seeking ways in which to develop a more relationally informed and reflective therapeutic service.

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This practical guide presents an innovative approach to managing individual and group schema therapy. By structuring the overall therapeutic process into four distinct phases, each with specific attitudes, goals and exercises, the therapist and client can work together, one step at a time, toward a successful outcome. The book offers clear guidelines for achieving an optimal balance between confrontation and collaboration, between cognitive, behavioural and experiential techniques, between rules and freedom, and between work and play. Phase 1 focuses on safety and security; phase 2 rocks the boat in stirring up old pain and emotions, phase 3 encourages the client to take control and try new things, and phase 4 is about reinventing yourself and learning to live happily as a human being - with all its associated pain and pitfalls. Each chapter contains a wealth of phase-specific exercises, points of concern and practical tips.

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This important book recognises the complexity and importance of emotions and emotional development in the needs and lives of people with intellectual disabilities (learning disabilities), and in their care and support. Combining research, assessment and practice, and bringing together a team of experts and advisers in the field, enables exploration of this complex topic from a number of positive perspectives, including emotional development as an adaptive behaviour, as a support need, and as a quality of life domain. With insights into the intertwined connection between the emotions and the brain, the book systematically sets out theoretical frameworks, themes of emotional development, diagnostics and support, before considering whether it is possible to provide an integrative model as a basis for theory, everyday practice and research. It is a book that is relevant to everyone working in the field of intellectual disability as a key reference for practice, education, policy-making and research.

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Recovery and survival following sexual violence are unique to each individual, and this invaluable book provides a resource for those supporting autistic and neurodivergent women to take steps towards regaining control of their life. Written from the author's lived experience and expertise, there is a wealth of accessible guidance and practical activities that focus on making sense of events and taking time to do so. This resource provides a clear framework to explore the full range of issues arising from sexual violence, including identity, goal-setting, safety, mental and physical well-being, managing emotions, friendships, relationships and disclosure, memory, concentration and sensory experiences. It includes printable resource sheets and details of available supports to introduce to individuals or groups. Whilst targeting neurodivergent/autistic women survivors, it can be adapted by others to suit their requirements. Above all, it encourages practitioners to work respectfully with clients in the context of their experiences and evolving situations.

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Creativity is an exciting concept in learning and teaching today, not least in the field of ELT, with numerous books, publications, conferences and websites dedicated to exploring ideas around the theme. The Creative Teacher's Compendium offers teachers an extensive repertoire of creative ideas and techniques to work with in the classroom, each one clearly linked to a language point with easy-to-follow teaching notes, and also to a section which provides further reflection and teacher development. The A-Z format provides a memorable and easily-referenced manual for teachers, with a large variety of low-preparation, practical teaching ideas. Through its clear links to specific language points and also to teacher reflection, The Creative Teacher's Compendium is significantly different in both its approach and content from other resource books on creative language teaching. Antonia and Alan do a lot of teacher training in various countries around the world, and regularly speak at conferences. The teachers we meet are forever asking us where they can get hold of all these lovely ideas, so they decided to put them in a book. The book provides an alphabetical list of chapters with topics related to creative language teaching, covering themes such as Art, Beginnings, Conversations, Dictation, Emotions, Film etc. Each chapter begins with a relevant quote related to the topic, followed by a short discussion of why this area is important for creative language teaching. This introduction provides a clear rationale and directs teachers to relevant research in the area. Then follow a series of creative activities which can be used as they are or easily adapted to suit teachers' and learners' needs. The creative activities are always clearly linked to suggested language points, and sample materials show how these can be explicitly exploited. The chapters end with ideas for reflective teacher development and tasks which can be used for workshops.

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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, Developmental Coordination Disorder (Dyspraxia) offers a complete introduction to this complex and often misunderstood topic. DCD (historically sometimes called 'dyspraxia', although this term lacks any formal criteria) is a frequently under-detected condition that chiefly affects physical coordination but also impacts on many other areas of life. It is often seen as an 'enigma' due to the lack of clear consensus regarding definitions and terminology. Seeking to dispel myths about DCD, to improve understanding and to point the way to greater independence and participation for those affected, Sue LLoyd and Laura Graham explore the issues, challenges and experiences commonly faced by a young person with DCD - and how parents, carers, teachers and schools can help.

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Trauma informed approaches have not generally been made available to staff working in services supporting people who have both a personality disorder and an intellectual disability. This distinctive training manual enables facilitators who already have some level of understanding of psychodynamic concepts to help support staff better understand the people they care for in the context of their histories of trauma, and their own emotional and behavioural responses. It offers professionals who are called on to support services (psychologists, psychiatrists, psychotherapists, nurses, occupational therapists etc) a standardised way of training and educating care staff in thinking about how best to provide support and a safe and supportive service to some of the most challenging clients. In doing so, it addresses contentious and challenging issues such as the terms 'personality disorder' and 'challenging behaviour', the traumatised carer and the difficulties of working competently with people who have complex emotional needs. Most importantly, it improves the understanding and confidence of staff in supporting their clients. The manual provides a course of three 2 hour sessions with guidelines and participant materials.

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Sex and Relationships Education for Young People and Adults with Intellectual Disabilities and Autism provides practical guidance for professionals working with, and parents or carers of, people with co-occurring autism and intellectual disabilities, on how to deliver and adapt sex and relationships education. People with autism have specific characteristics which can make interpersonal relationships challenging. When this is combined with intellectual disabilities it can make responding to these challenges even more difficult. While positive experiences can enhance quality of life considerably, negative experiences can be life damaging.

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Responsive Communication will benefit support staff, professionals and family members supporting autistic adults and children and people with profound and multiple learning disabilities.

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The purpose of this manual is to enable practitioners to deliver skills training to people with mild to borderline intellectual disabilities who have problems managing and regulating their emotions, which in turn impacts on their lives and relationships. The people who could benefit from such training may live in community settings, residential settings or secure settings. The new edition has been updated to incorporate new adapted skills, adapted for use with an intellectual disability population following the publication of the second edition of Marsha Linehan's DBT Skills Training Manual and DBT Skills Training Handouts and Worksheets. The training manual features guidance regarding staff training, programme evaluation, additional resources regarding mindfulness exercises, guided imagery, role plays and composite characters to increase the ease of group facilitation. These are included in the hard copy and online and include learner handouts with new and updated worksheets, forms and printable resources. The programme is designed for delivery in a group setting, but can be adapted for individual intervention.

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As people who have a learning disability grow older, we need to ensure that support and services are geared towards meeting changing physical and mental health needs. The main objective of the guide is to promote holistic support that will maintain the abilities of the person with a learning disability and dementia and provide services that meet their individual needs. It is important that people with a learning disability and dementia: * have choice and control over the support and services they receive, now and in the future * maintain meaningful and supportive relationships with family, friends and the wider community * remain in their own accommodation, if appropriate and desired. Each section in this self-study guide is structured around one of ten topic areas, ranging from background information about learning disability and dementia to end-of-life planning. Each topic area will prompt thinking about practice and development of skills, promoting changes to support which are focused around each individual, rather than expecting the person to fit the service. Tools are included as part of each topic. They may be copied as handouts, or used as part of staff discussions. Some can also be displayed or available in a designated staff area for staff to read. A link is provided to Supporting Derek: a short two-part film featuring actors with a learning disability. This will provide practical examples of some of the issues discussed in this guide and is an essential resource when completing some of the activities. This guide can be used for your continuing professional development. If you are a manager, you might like to ask your staff members or students to work through it section-by-section, completing the activities each contains. Their responses can be discussed as part of on-going reflection and supervision or discussed at a staff handover meeting. The guide can help staff to prepare for quality checks and inspections and can contribute towards meeting national care standards. There is also a copy of this guide included in the Supporting People with Learning Disabilities and Dementia training pack as background for those facilitating training programmes.

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This flexible new edition of our best-selling training pack provides a valuable resource for working with individuals and groups, as well as for staff training, on the vital topic of menopause. It provides thoroughly piloted and comprehensive information about the menopause, in addition to how women with learning disabilities can be affected and how they might best be supported. Training on the menopause within services is very rare, therefore the exercises in this pack are designed to encourage those with or without specialist knowledge to run training for other staff, and supportive work with service users.The group work option gives women with learning disabilities the opportunity to come together and recognise that the menopause is normal part of life, something that happens to all women. As well as learning about the menopause it can foster a sense of sharing and connection. As a resource for individual work, the materials provide an opportunity to give information and discuss personal subjects in depth, with the aid of pictures and film. The resource also contains a variety of staff training exercises, with supporting materials, which may help prepare staff for this work. They are designed to help staff recognise when women with learning disabilities might be going through the menopause and how they might help. The training also enables staff to examine their own and other people's attitudes to the menopause.The staff training materials, leaflets and pictures can all be downloaded from here: https://www.pavpub.com/supporting-women-through-menopause-resources/

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In her new book, Phoebe Caldwell, an expert practitioner with over 30 years' experience working with people with learning disabilities, offers us a fresh insight into autism spectrum disorders. Shifting her attention away from presentation and symptoms alone, Phoebe explores and attempts to understand the sensory issues experienced by those on the spectrum and their neurobiological roots in an effort to find new ways of alleviating the distress that can characterise this condition. The Anger Box is a book of ideas that spans a wide field of research and will be of interest to professionals, but it will also appeal to parents with autistic children, those with a general interest in the subject and many individuals on the autism spectrum themselves. The book explores the relationship between pain and external stimuli, trigeminal neuralgia, visual distortions, sensory overload, environmental and neurological factors implicated in the development of ASD, and a wide range of other areas. Drawing upon her own wealth of experience, the experiences of people on the spectrum and new scientific research, Phoebe presents a fascinating and engaging exploration of life on the spectrum, richly textured, vibrant and above all informative.

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Most creative artists encounter ‘dry spells’; similarly, many of us feel there is a creative project inside us that never quite gets out. Either way, wherever there is a block, there is an opportunity for enquiry and exploration. And further, if all creativity is generated by the mind, then psychology is uniquely placed to speak to the creative process. Using a psychological lens to explore this subject in fine detail, Psychology for Creative Artists considers question such as how to develop as a creative being, how context shapes our response to our own and others’ work, and how psychological blocks can prevent action. Drawing on her personal experience as both a psychologist and a creative artist, the author looks at the powerful role of emotions and inspiration, and employs tools drawn from her clinical work to take readers on an enlightening and interactive journey through ways in which they can discover, deepen and sustain a more creative life.

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Attachment theory is a framework for understanding human behaviour that helps us identify the nature and source of an individual or group’s responses to anxiety, change, threat or danger, and can be used across a range of therapeutic interventions. Integrated within the first edition of Attachment-based Practice with Adults but bound and sold separately for the second edition The Interviewing Guide lets readers see how the three core attachment strategies – distancing (‘A’), preoccupied (‘C’) and balanced (‘B’), influenced by procedural, sensory, semantic, episodic and integrative memory systems – are typically expressed in verbal and non-verbal communication. Reproducible discourse marker sheets allow readers to keep a log of interviews so as to become more familiar with patterns of discourse and their underlying functions.

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The Towards Outstanding series offers essential resources for health and social care services regulated by the Care Quality Commission, built around the 'five questions' that inspectors use (are services safe, effective, caring, responsive and well-led?). Written by a senior CQC inspector, Reducing Risk in Health and Social Care takes a close-up look at the 'are they safe?' aspect of assessment, showing that exceptional safety is about the consistent and effective identification and mitigation of everyday risks for the service type. The CQC has introduced a new approach involving 'quality statements', with a greater focus on risk, and this will be the first book to include the new standards. Drawing on her extensive experience, Terri Salt sets readers on the path towards excellence by sharing examples of what works in other services, best practice, and key aspects of the CQC published guidance.

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