Search results for ""Open University Press""

Introducing Qualitative Research in Psychology is a vital resource for students new to qualitative psychology. It explains when each qualitative research method should be used, the procedures and techniques involved, and any limitations associated with such research. Throughout the new edition, material has been re-organized and updated to reflect developments in the field, while Carla Willig's style of writing, popular with students and lecturers alike, remains unchanged.Key features of the new edition include: •Two new chapters, one on metasynthesis and one on pluralism in qualitative research •A broadening the Visual Methodologies chapter to include other non-linguistic methods of data collection that engage with the physical environment, such as the walking interview and object elicitation•Information and analysis on innovative dissemination methods such as performances and exhibitions•Expanded coverage of the core question, “What makes qualitative research ‘research’?”, including clear explanations of the key tenets of the scientific method •'But it's not as simple as all that' boxes at the end of each chapter, where more complex issues, theoretical critiques and conceptual challenges are raised.This title is supported by an Online Learning Centre, which includes an array of extra resources for both students and instructors.“This book is a vital resource and a valuable reference, both for those new to research and for those looking to further develop their skills and knowledge of qualitative research in psychology.”Nollaig Frost, Adjunct Professor, School of Applied Psychology, University College Cork, Ireland“This exceptionally well-written text deserves a place in every psychology researcher’s toolkit, regardless of their career stage.”Benjamin Gardner, Reader in Social Psychology, King’s College London, UK“Readers of this text will find it to be accessible and comprehensive. It will enable many people to become confident in conducting their own qualitative research.” Alex Bridger, Senior Lecturer in Critical Social Psychology, University of Huddersfield, UKCarla Willig is Professor of Psychology at City, University of London, UK. She is the author of numerous bestselling books for Psychology students and is widely admired for her friendly, practical approach to writing and to teaching.

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“A practical and empowering guide. The integration of old and new material from therapeutic, systemic, and organisational thinking provides a distinctive and deep foundation for an exceptionally broad account of the key tasks and major methods of supervision.”—Derek Leslie Milne, Fellow of The British Psychological Society, UK“An excellent book that provides timely and important information – highly recommended for supervisors across all helping professions.”—Tony Rousmaniere, Clinical Faculty, University of Washington, USA“No bookshelf on supervision or coaching is complete without this core book, which is insightful, challenging and bang up-to-date. With new, important material, a wise book just got wiser.” —Eve Turner, Chair, Association of Professional Executive Coaching Supervision (APECS)This globally bestselling book provides a comprehensive guide to clinical supervision practice for helping professionals from various disciplines. As there has been a strong growth in research on supervision practice over the last 10 years, this new edition has been thoroughly updated to include insights from contemporary research and literature, providing supervisors with an accessible and well-informed grounding for their work. Highlights of this new edition include:•Deeper consideration of the challenges of working as helping professionals in current times•Updated guidance for supervisors and supervisees on best practice and making the most of supervision•An updated chapter on the Seven-eyed model•A revised chapter on running supervisor training programmes, including guidance for training supervisors in using the Seven-eyed model•A new chapter on development of supervision across professions, including invited contributions from practitioners from 11 different disciplines•A new chapter offering a comprehensive review of research on supervision, focusing on application to practice

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What do we mean by the terms "poverty" and "social exclusion" in 21st century Britain? What impact do continuing austerity measures have on low-income families? How can social workers support and empower service users to escape poverty? An understanding of social division, social exclusion, and poverty is fundamental to the ethos of social work. This book relates poverty and social exclusion to social work practice, offering a fresh approach to the challenges social workers face in helping clients out of poverty.The book begins by examining the challenges posed by growing poverty set against cuts in services and tightening eligibility criteria. The book argues that the impact social exclusion and poverty has on service user's lives requires social workers to gain a greater awareness of both concepts and their relationship to social work practice. Chapters consider topical issues such as the role poverty plays in child protection issues, and the dilemmas social workers face in working with asylum seekers. A theme of the book is inequalities in health: that most service users suffer more illness, disability and premature death, because they are poor and excluded. Focused on what social workers can do in their practice to address social exclusion, the book supports students in developing relationship-based and community-oriented approaches that can actively alleviate poverty.Key features of the book include: Numerous quotations and vignettes give insights into social workers' and service users' real experiences. "What Do You Think?" exercises encourage students to actively engage with the issues and think critically about their understanding of poverty. Reflective questions are included to spark lively debate around ethics, beliefs and values. This book is essential reading for undergraduate and postgraduate social work students at all levels. It will also be a key resource for sociology and social policy students seeking an understanding of poverty."Dave Backwith's new book should be required reading for every social work student, as well as by managers, policy makers and experienced practitioners."Paul Bywaters, Professor of Social Work, Coventry University"Dave Backwith provides social work with a strong values-based argument for politically engaged practice to address poverty and social exclusion. The book is informed by ecological and health inequalities perspectives and with chapters on children and families, older people and mental health, should be essential reading for all social workers."Kate Karban, Senior Lecturer in Social Work, University of Bradford, Co-convenor, Social Work and Health Inequalities Network, 2010-2014"This book provides a comprehensive review of theory, research and policy on poverty and social exclusion. It identifies the forces which have narrowed social work's responses to poor people, and how practice could become more generous and imaginative."Bill Jordan, Professor of Social Work, Plymouth University, UK"Dave Backwith has successfully argued that social workers need to practice with a full appreciation of the impact of poverty and social exclusion on the people who need their assistance. This is, as he argues, essential for all areas of social work. His book therefore represents essential reading for all connected to the delivery of social work, students, practitioners and managers alike."Mark Lymbery, University of Nottingham, UK

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"This is a must read for all 11-18 geography educators. It argues for a new geography curriculum founded on a set of major concepts that are profoundly relevant to 21st century life. For years, books on 11-18 geography education have focussed on classroom techniques, new pedagogic technologies and alternative modes of student assessment. Not this one. 'Teaching Geography 11-18' digs deep. It asks not only what geography is for, but bases its answer on a set of key concepts able to sustain an exciting and relevant curriculum. It also grounds its many arguments in the latest geographical research, thus re-establishing the broken connection between geography teaching in schools and that in higher education".Professor Noel Castree, University of Manchester, UKThis engaging and stimulating book aims to radically re-shape and sharpen debates in geography education by taking an entirely fresh approach to both the subject and its place in secondary education.Key questions addressed in this book include: What is the place of geography within the secondary school curriculum? To what extent does school geography reflect and engage with contemporary issues and theories from the wider subject? What are the issues, challenges and opportunities of a concept-led approach to teaching geography? What are the implications of ICT, media and technology for the future of geography teaching in schools? Influenced by the revised national curriculum for geography which has reduced the prescribed content to be covered, this book offers an objective view of the concept-led approach.The new focus on concepts represents a significant shift in how geography is to be taught in schools, yet there has been little extended discussion of what a 'concept-led' approach to teaching and learning would entail. This book fills that void by examining geography's key concepts, and providing teachers with a theoretically robust and practical approach to curriculum planning using a concept-led approach. This is essential reading for all secondary geography teachers, trainee teachers and anyone involved with education and curriculum planning.

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"This book provides a really sound grounding in the theories that underpin successful teaching and learning. Without over-simplification it provides accessible introductions to the key learning theories with which teachers and students are likely to engage, and it has immense practical value."Professor Sally Brown, Pro-Vice-Chancellor, Leeds Metropolitan University, UKThis comprehensive guide for education students and practitioners provides an overview of the major theories of learning. It considers their implications for policy and practice and sets out practical guidelines for best pedagogical practice.The book can be read as a series of stand-alone chapters or as an integrated overview of theoretical perspectives drawn from the philosophy, psychology, sociology and pedagogy that guide educational principles and practice. Each chapter contains: An accessible introduction to each theory A summary of key principles Critical insights drawn from the theories discussed Examples and illustrations from contemporary research and practice Summary boxes that highlight critical and key points made Practical implications for education professionals Approaches to Learning is an invaluable resource for students and practitioners who wish to reflect on their educational constructs and explore and engage in the modern discourse of education.

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How does coaching differ from my current work as a therapist? If I became a coach, what additional skills and expertise might I need? What sorts of markets might I work in and what sort of income could I expect? What are the implications if I decided to run a mixed practice of coaching and therapy/counselling? This book is written for qualified and experienced psychological therapists who are interested in what coaching may have to offer their clients or their practice. It considers what coaching is, the routes by which people have become coaches, the coaching client, coaching methods and the issues within running a mixed practice. This includes a thorough exploration of the points of difference between therapeutic and coaching models, including the nature of interventions, mind set of the coach and the structuring of the process. Aspects of therapeutic models which are inappropriate for coaching are highlighted as well as the elements which add a richness to it. There are examples of dialogue between coach and client and short case studies throughout the book which illustrate the coaching process and exemplify the ‘voice of coaching’.Therapist into Coach provides key reading for psychotherapists, counsellors and psychologists who are thinking of widening the case mix of their practice, of moving into new markets or who want a different relationship with their clients. It will also help coaching trainers or coaching students understand the similarities and differences between coaching and counselling.

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What are some of the central connections between narrative, systemic and attachment therapies? How do early emotional experiences in families shape our narratives about ourselves and our families? In what ways do family attachments shape our narrative abilities, such as being able to reflect on and integrate our experiences? This book sets out a framework for practice – Attachment Narrative Therapy – that provides a new approach to working with families, couples and individuals. This is not offered as a prescriptive model but as an aid and guide to practice that draws aspects of narrative and attachment therapy into systemic work. The synthesis of these ideas offers clinicians a new integrative way to approach their practice – one in which the three approaches are used to create a greater whole than their constituent parts. The book includes: Clinical examples Personal reflections Frameworks for clinical practice Therapeutic guides that include details of the application of core techniques Extensive reading guides that offer connections to related theory and practice Attachment Narrative Therapy is essential reading for a wide variety of therapists and counsellors along with researchers and trainers in those fields. It also provides insight into good practice for health and social welfare professionals in the area of family and child welfare.

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* How do we currently understand sexual dysfunction?* How can psychodynamic theories contribute to an understanding of sexual difficulties?* How can we treat sexual problems psychodynamically?Counsellors and therapists can be hesitant about addressing the sexual problems of their clients from any perspective and sometimes lack the confidence to tackle the issues as they arise. This is the first book to describe comprehensively a specifically psychodynamic approach to sexual dysfunction. It reviews the range and nature of sexual difficulties, and evaluates the relevance of psychodynamic theory and interventions to the understanding, assessment and treatment of sexual problems with individuals and couples. It is illustrated throughout with helpful case study material. It shows how physical and cultural understandings of sexuality and sexual difficulty need to be an integrated part of work with clients.Psychodynamic Approaches to Sexual Problems is an important and useful book for all trainee and practising counsellors and therapists working within a psychodynamic or integrated framework.

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“You won’t find a better textbook on public health than this. Comprehensive, authoritative, up-to-date, informative, and very readable. A must for all public health reading lists.”Emeritus Professor Mike Daube, Faculty of Health Sciences, Curtin University, Perth, Western Australia“In Issues in Public Health you will find detailed, evidence-based, contemporary discussion about the wide range of public health challenges facing public health professionals around the world.”Mary Lyons, Senior Lecturer in Public Health, Liverpool School of Tropical Medicine, UK“An essential resource for anyone looking to understand the foundations of public health and its ongoing evolution.”Dr Sandro Galea, Dean and Robert A. Knox Professor at Boston University School of Public Health, USAWhat is public health?By looking at the foundations of public health, its historical and contemporary evolution, and the themes that underpin public health, this book provides detailed answers to this important question and encourages you to develop your critical thinking skills. Written by experts in the field, the book discusses the core issues of modern public health, such as tackling vested interests head on, empowering people so they can make healthy decisions, and acknowledging the political nature of the issues. This new edition has a section on mental health, as well as five new chapters reflecting key contemporary and global issues:• Commercial determinants of health• Planetary health• Conflict and health• Ethics surrounding human rights and public health• Information and public healthThe third edition of Issues in Public Health provides a thorough overview of the key concepts, practices, and principles of public health. Timely and relevant examples have been used to illustrate the challenges and opportunities global events such as the COVID-19 pandemic have brought to the surface.Understanding Public Health is an innovative series published by Open University Press in collaboration with the London School of Hygiene & Tropical Medicine, where it is used as a key learning resource for postgraduate programmes. It provides self-directed learning covering the major issues in public health affecting low, middle and high income countries. Series Editors: Rosalind Plowman and Nicki Thorogood.

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“This exciting and unique book provides a significant collection of the research base and theory surrounding leisure and dementia.”Dr Mary O’Malley, BSc, PhD, CPsychol, Senior Research Fellow, Association for Dementia Studies, University of Worcester, UK“This is the most important edited collection to emerge from leisure studies in the last thirty years.” Professor Karl Spracklen, School of Humanities and Social Sciences, Leeds Beckett University, UK“This book is a novel collection of works that not only broadens and enriches our understandings of the importance of leisure for people living with dementia, but in demonstrating the possibilities for living well with dementia through engagement with leisure, it helps to build the foundation for developing an ethical standard to support such engagement to the fullest extent possible.”Pia Kontos, Senior Scientist and Professor, KITE Research Institute, Toronto Rehabilitation Institute – University Health Network, and Dalla Lana School of Public Health, University of Toronto, CanadaThis book examines leisure in the everyday lives of people living with dementia and challenges readers to consider the role of leisure activities beyond their potential for therapeutic benefit. Leisure and Everyday Life with Dementia emphasises how leisure offers people living with dementia opportunity to realise their citizenship through participating in leisure in everyday life. It explores the role of society in enabling this through giving equal chances to make choices about how, when and where people participate. This book:• Examines diverse kinds of leisure, including sports, music, travel, nature, and the online world• Contains accessible summaries and ‘So what does this mean in practice?’ sections at the end of each chapter• Has been co-edited and written with a guiding vision provided by a person living with dementia• Contains contributions from authors across the world and across multiple disciplines.Leisure and Everyday Life with Dementia is essential reading for anyone whose study or work in nursing or social care, occupational therapy, social work, arts therapies, arts, health and wellbeing, sports and exercise, or gerontology includes an interest in dementia.The Reconsidering Dementia Series is an interdisciplinary series published by Open University Press that covers contemporary issues to challenge and engage readers in thinking deeply about the topic. The dementia field has developed rapidly in its scope and practice over the past ten years and books in this series will unpack not only what this means for the student, academic and practitioner, but also for all those affected by dementia.Series Editors: Dr Keith Oliver and Professor Dawn Brooker MBE.Dr Karen Gray is a researcher at the University of Bristol, UK. She has wide-ranging experience in researching and evaluating engagement in arts and creative activity for health and wellbeing. Dr Chris Russell is Senior Lecturer with the Association for Dementia Studies at the University of Worcester, UK, where he is Programme Lead for the Post Graduate Certificate in Dementia Studies. Jane Twigg has a background as a physiotherapist. This was before caring for her mom, who had dementia, including supporting Mom to continue to live in the world. Jane is now living with atypical dementia. She has a passion for life. Long distance walking brings her most joy, giving her a sense of achievement and wellbeing.

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This book is an accessible and practical guide to all of the key issues and practices in mental health care for children and young people, aimed at all health and social care professionals working with this age group and partner agencies who work alongside child and adolescent mental health services. Written by an expert in the field, the book brings clarity to practice by exploring and explaining the context, role and processes involving child and adolescent mental health services. It also sets out the specific mental health difficulties young people and their families present to services as well as how to make good health assessments, plans and interventions used in the treatment of children and young people – including managing risk and safeguarding. Features of the book include:• Questions to encourage your reflection on different key issues in your own practice• Up to date information on current policy• Key points summaries and suggested further reading at the end of each chapter.This text will be an invaluable tool for all students and practitioners working with children and young people in a health context.“This book should become a key textbook of choice for a wide range of health care professionals and students. It encouragesautonomous learning and helps develop critical analytical skills … Each chapter follows a logical progression using key objectives which relate to a range of activities and up to dateevidenced based sources of information. The range of depth and breadth of material is contemporary and as such should meet the academic, managerial and clinical background of the reader.” Helen Matthews, Senior Lecturer in Health and Community Care, University of West London, UK"This book is a fantastic tool for students, CAMHS Practitioners who are new in the field, and professionals from partner agencies. It provides a comprehensive overview of CAMHS. This book is very informative and easy to read. Not only does it further CAMHS knowledge, but poses excellent questions to the reader in order to encourage reflection on practice. I would recommend this book highly to anybody who would like to further their knowledge and understanding of CAMHS as I believe it is an invaluable resource." Celina Grant, Previous Service manager – CAMHS, Designated Nurse for Safeguarding Children, Ashford and Canterbury & Coastal CCG, UK

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The study of behaviours that influence health and the factors determining which individuals perform such behaviours has become a key area of research within health psychology. This book provides an overview of current research and practical details of how to apply the most widely used social cognition models to predict and change health behaviours. This popular, established text has been expanded to include the most up-to-date research on social cognition models and health behaviours. This third edition takes account of important developments in the field, and features:Four new chapters on Self-Determination Theory, Prototype-Willingness Model, Health Action Process Approach and Behaviour Change TechniquesThoroughly updated chapters on Health Belief Model, Protection Motivation Theory, Social Cognitive Theory, Theory of Planned Behaviour, Implementation Intentions and Stage Models New material on using theories to change health behaviours.Predicting and Changing Health Behaviour boasts many of the leading names in the field and provides key reading for advanced undergraduate and postgraduate students, health promoters, health psychologists and others interested in understanding and changing health behaviour. Conner and Norman's book has become the cornerstone of teaching of social cognition models in health psychology courses and the update is very welcome. The new edition retains the format that makes the book very accessible to researchers, teachers and students alike i.e. a thorough overview of each of nine theoretical approaches by prominent researchers, describing recent developments and relevant research findings. The final chapter by the editors identifies important cross-cutting issues and pointers to future trends. In sum, this is the definitive text in this important area of research and application.Professor Marie Johnston, Aberdeen Health Psychology Group, Institute of Applied Health Sciences, UK Predicting and Changing Health Behaviour: Research and Practice with Social Cognition Models provides an invaluable foundation for investigators who are committed to understanding and applying the latest evidence regarding the psychological factors that shape people's health practices. Professor Alex Rothman, University of Minnesota

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This handy textbook offers a one-stop compendium on teaching the extensive range of primary foundation subjects. It takes an innovative 'three lens' approach which considers the Identity and Pedagogy of each of the foundation subjects, as well as presenting a Toolkit of teaching activities. This useful framework helps you develop your knowledge and understanding of the foundation subjects, as well as how to plan, assess and teach these diverse subjects.The book also helps you understand the value that the foundation subjects bring and enables you to reflect on why and how to teach them in a creative, imaginative and inspirational way. In particular the book offers:A clear structure that is easy to follow A concise overview of the curriculum requirements for each subject Great teaching ideas for each subject to try out in the classroom Links to academic research and practical experiences from the classroomWith its rich range of creative and practical teaching activities, and underpinned by the pedagogy and identity of each discipline, this is essential reading for beginning and early career teachers. Maggie Webster is Senior Lecturer and RE Subject Leader at Edge Hill University, UK. Sarah Misra is Senior Lecturer and PGCE Programme Leader at Staffordshire University, UK. An essential companion for both new and experienced educators of the Primary Curriculum. Webster and Misra draw on the pertinent knowledge and experience of subject specialists to deliver a modern, articulate and knowledgeable overview of how to effectively deliver the Foundation Subjects. Their passion for the Foundation Subjects is evident through their in-depth analysis of the value they have to the holistic development of children. Through a comprehensive examination of subject identity, effective pedagogy and creative teaching strategies, Webster and Misra provide the tools to be a pro-active, reflective and versatile leader in the Foundation Subjects. The knowledge and experience of the authors and contributors is evident in the books ability to convey theory and pedagogy using coherent and accessible language which makes it both informative and practical. This book adopts a unique and fresh approach which seamlessly combines theory and experience to deliver information that is enlightening, inspiring and truly useful.Nick Murphy, Edge Hill University, Trainee teacher and Teaching Assistant This book fills a void in the world of ITE. The links between theory and practice can be difficult to comprehend for those making their first steps into the profession. With the three lens approach exploring the unique nature of each discipline synthesised with pedagogical aspects and creative ideas, this book provides fabulous support for trainee teachers to clearly make those links. I feel that ‘Teaching the Primary Foundation Subjects’ will be an invaluable text for ITE providers to share with their students to support and guide them not only through their placements but through their academic work too.Emma McVittie, Senior Lecturer Primary and Secondary RE, York St John University

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This case book is the ideal text for Operating Department Practitioners (ODPs), as well as student ODPs and nurses preparing to work in perioperative care. Delivering individualised, holistic and evidence-based care can be challenging in the perioperative setting, requiring the practitioner to apply specialist clinical knowledge to each individual patient. This text presents 20 interactive case studies that will support the reader in assimilating a wide range of professional knowledge in order to develop a comprehensive plan of care for patients they encounter. The practical cases:• Demonstrate how care will vary depending on the patient’s physiological assessment and their personal, social, cultural and emotional needs• Will consolidate the reader’s learning around pathophysiology, pharmacology, assessment skills and clinical skills • Include common clinical procedures as well as those that are more complex and require a deeper analysis of the evidence in order to improve patient care.• Use “Stop and Think” boxes to encourage readers to reflect on key points within the case study, in order to develop their own knowledge and assist in their CPDThis text will support all learners, at both pre- and post-registration level as they develop their knowledge of perioperative care. Its goal is to help the practitioner deliver excellent and confident care in perioperative practice and in other healthcare settings.“Although clearly targeted at the student Operating Department Practitioner, Abbott and Wordsworth have produced a learning resource that any learner in the perioperative environment will find both informative and a useful learning aid. The editors have set out the twenty patient case studies in a sequence that allows the student to work through them as their course and competence progresses, although students can dip into the case studies in any order that supports their current clinical placement.The section introducing perioperative care is essential reading for any perioperative practitioner, with an up-to-date introduction to the latest concepts of teamwork and human factors in patient safety. Coupled with the patient-centred focus of the case studies this provides any reader with an understanding of the changing approach to patient care in the perioperative environment.”Bill Kilvington, President, College of Operating Department Practitioners, UK“I have read this book several times and found that the chapter contents are excellent. This book will be useful for ODPs and theatre nurses, it will enhance their knowledge and skills and may also enhance their abilities to work in operating departments and care well for patients. The book covers preoperative care, intraoperative care and postoperative care which is essential for all practitioners working in operating departments. The content of this book is very informative and will be of great use to both students and qualified practitioners. I find it very impressive and I envisage it to be very useful to all theatre practitioners!”Paul Wicker, formerly Head of Perioperative Studies, Edge Hill University, UK and Visiting Professor, Nanjing University, China.

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The Relationship Worlds of Infants and Toddlers explores the concept of relationships as a core element of early childhood education and care. Taking as its starting point that children from birth to three learn and develop in a network of relationships, it examines what these relationships look and feel like, how they can be fostered and why they are important for children, educators and families who are involved in early years settings. In particular, it examines: Which kinds of relationships are important in early education and care settings? How can we understand the characteristics and meaning of these relationships for individuals and groups? How can we use our understandings to build relationships in early childhood programmes that benefit children, families and educators? The authors approach the topic of relationships in infant-toddler early childhood and care settings from a range of different perspectives. Drawing on real-world examples from their own research, they show how - by understanding the diverse features and functions of the many relationships at play in infant-toddler early childhood programmes - it is possible to create opportunities to strengthen these relationships and enhance the learning opportunities that these relationships provide.Compelling reading for both early years students and professionals this book provides a valuable resource with which to approach the diversity and dynamics of infant and toddler relationships.

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The new edition of this best selling book looks critically at the 2012 Early Years Foundation Stage curriculum and draws attention to issues that underlie the EYFS and the implications for children from birth to five.With its questions for reflection and discussion, further reading and useful websites, Early Years Foundations is essential and informative reading for students studying any early years or early childhood course, or working towards Early Years Teacher Status.Among the many challenges facing early years professionals, there are continual dilemmas arising between perceptions of good practice, the practicalities of provision and meeting OfSTED requirements. This exciting and innovative new edition supports practitioners in thinking through their responsibilities in tackling some of the many challenges they encounter, for example, that children are still perceived as 'deficit' in some way and in need of 'being school ready' rather than as developing individuals who have a right to a childhood and appropriate early education.Chapters explore the rationale behind early years practice based on theory and research, covering important topics including: Prime and specific areas of learning and development Observation and assessment Pedagogy Working with parents Difference and diversity Contributors: Sue Bingham, Gill Boag-Munroe, Liz Brooker, Helen Clarke, Anne Cockburn, Rosie Flewitt, Jan Georgeson, Michael Jones, Lilian G. Katz, Caroline Leeson, Paulette Luff, Jayne Osgood, John Parry, Jane Payler, Karen Phethean, Linda Pound, Anne Rawlings, Jonathan Rix, Sue Rogers, Anita Soni, Suzy Tutchell, Judith Twani, Jane Waters, David Whitebread"Early Years Foundations: Critical issues is a timely and valuable edition for the early childhood bookshelf, offering high quality scholarship combined with deep understanding of early childhood practice."Jane Murray PhD, Senior Lecturer, University of Northampton, UK "This book stands out amongst the crowd for a number of reasons. In particular, the status of the three editing authors means that the content of the book is to be trusted to be both informed and thorough in its attention to detail, and this second edition has been carefully updated to incorporate recent reforms and initiatives. The editing authors' insistence on the creation of an early years text that centres on a critically reflective review of contemporary policy and research can only help to build the argument for a better future for young children's care and education."Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK "This book is not another bland 'how to do it' manual to accompany the EYFS, it goes much further in offering a truly challenging critique. This should be essential reading for experienced practitioners as well as Early Childhood Studies students."Denise Hevey, Professor of Early Years, University of Northampton, UK.

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Covering a wide range of special educational needs and disabilities this book examines the perspectives of teachers, teaching assistants, children and parents with a focus on specific educational aspects, such as curriculum and pedagogy. Referencing recent policy changes in the special needs and inclusive education context, the book offers an introduction to the special needs and inclusive education field for teachers, SEN Coordinators and other allied professionals (e.g. speech and communication therapists, educational psychologists) as well as parents and policy makers, by:• Examining the lived experience of parents, teachers and children/young people with special educational needs/ disability in education• Illustrating some of their experienced tensions and how they deal with them• Exploring the significance of these experiences for policy and practiceThe book features 12 engaging case studies that are based on in-depth interviews with parents, teachers or teaching assistants and children or young people, exploring their experiences as regards their education. These accounts emphatically highlight positive models of practice as well as negative practices to avoid. In this way the book contributes to the professional learning of teachers and allied professionals."In this thoughtful book, real people's stories told are direct and share the tensions, dilemmas, balances and dynamics of life. It is a very thought provoking book and an excellent addition to the field."Dr. Graeme Douglas, Professor of Disability and Special Educational Needs, University of Birmingham, UK“An invaluable book about the importance of getting to know each and every child, comprising up to date case studies that contextualise the experiences of 12 learners identified with special educational needs.”Professor Lani Florian, Bell Chair of Education, University of Edinburgh, UK“In the era of person-centred planning, this book is a timely and essential key text for both general and specialist practitioners working for children and young people with special educational needs and/ or disability. Professor Norwich is to be highly commended for providing this original, scholarly and useful research to the international field of special education.”Professor Kevin Woods, Professor of Educational and Child Psychology, University of Manchester, UK“Norwich skilfully presents the perspectives of the young people themselves, their parents, and the teachers and teaching assistants who support them. These careful, illuminating accounts bring to life the realities, complexities, challenges - and also the positive aspects - of the young people themselves and those that care and support them. Required reading for all who work with children with SEND.”Professor Geoff Lindsay, Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, UK

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This book is a comprehensive yet accessible introduction to learning and teaching in higher education, and an invaluable resource if you are seeking to enhance and develop your teaching in the context of the Teaching Excellence Framework (TEF). It also supports your progress towards Fellowship of the Higher Education Academy (HEA), with an overview of the UK Professional Standards Framework (UKPSF) and linking content to the framework. This book is for new and existing teachers in higher education and those teaching higher education programmes in further education colleges. As well as helping you enhance and extend your understanding of the theory and practice of learning and teaching, this book encourages you to reflect on and improve your teaching in higher education to meet the needs of a diversity of students in the changing landscape of higher education. Together with its progressive and logical sequencing of topics - covering planning and preparation; techniques, methods and resources; assessment, quality and evaluation - the book provides: • A core text and resource for new teachers in higher education undertaking postgraduate programmes in learning and teaching.• An accessible and practical introduction to the knowledge and skills required to become a confident and effective lecturer in higher education• Mapping to the HEA UK Professional Standards Framework to provide guidance and support for those working towards Fellowship of the HEA together with sample Fellowship applications• 'Pause & Reflect' boxes to reinforce your professional learning journey"This book is not only an excellent introduction to learning and teaching in university but also for those providing higher level learning in further education colleges."Vicky Duckworth, Reader in Education, Edge Hill University, UK "This wide-ranging almost encyclopedic book touches on all the topics and issues that someone new to higher education is required to address. Scales provides a guide for the new higher education teacher through the confusing and confused world of higher education in order that they can remain a teacher despite institutional distractions."Dennis Hayes, Professor of Education, University of Derby, UK"This book provides a welcome and timely addition which will be of huge value to anybody with an interest in teaching and learning in higher education. It will be of particular value to those new to teaching in the higher education sector as well as more experienced staff who wish to update their skills or apply for Higher Education Academy recognition."Chris Wakeman, Head of Education and Inclusion Studies, University of Wolverhampton, UK"Peter Scales shares my dislike for the word ‘delivery’ to describe teaching and clearly explains why! The text is passionate, readable and engaging with a logical presentation of the lived experiences of teaching in higher education.”Beverley Hale, Professor of Learning and Teaching, University of Chichester, UK

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This book has a radical new message for any clinician: through coaching you reduce your own stress and you get far better outcomes for patients. ‘Coaching for health’ means creating a different relationship in consultations, asking a different kind of question and giving information in a different way. It goes beyond what is usually meant by ‘patient-centred practice’. It will work with virtually any patient. When you take a coaching approach the chances are that your patients gain confidence in managing their own health, reduce the number of appointments they request, are less likely to need emergency admissions and are more likely to take their medication. Coaching is not just a technique that you switch on and off, it is a wholly different mindset. Coaching for Health explains the rationale for a coaching approach and gives pragmatic step by step help on how to do it.The authors - one an executive coach, one a doctor - write from their extensive, collective experience. Having trained many hundreds of clinicians in coaching skills, Jenny Rogers and Arti Maini have seen firsthand how transforming it can be to use in practice. "In a clear and convincing manner, Jenny Rogers and Art Maini offer a range of practical methods for turning health care consultations into a genuinely patient-led form of dialogue."John Launer, Associate Dean for Faculty Development, Health Education England, UK "A gem of a book...The combination of Jenny's accessible style and wisdom with Arti's extensive experience of adopting a coaching approach with patients has produced a winner."Lis Paice OBE FRCP, author of New Coach: reflections from a learning journey, UK

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Are you prepared for revalidation? All nurses and midwives in the UK are required to complete the revalidation process every 3 years in order to renew their registration. This book explores key areas of revalidation such as adult learning and CPD, personal reflection and growth, and improving practice by obtaining and learning from practice-related feedback.This handy guide contains a wealth of tips and advice for all nurses and midwives to help to make the process more understandable and manageable.Key features:• Practical suggestions and examples for engaging in relevant continuing professional development (CPD)• Introduces methods to help complete the reflective accounts• Provides support to prepare for the reflective discussion and confirmation process• Features 'Time Out' boxes and activities throughout that can be used for reflection on practice and support personal development• Practical ideas for portfolio development Essential reading for all NMC registrants, regardless of practice setting, as well as student nurses and midwives who will need to undergo revalidation throughout their careers. Employers will also find this book helpful when supporting staff with revalidation."I found this book very easy to read. It shows clearly how to incorporate revalidation into our practice and make it as stress-free as possible!"Myrna Melville, Registered Nurse, UK"The book is structured in an accessible way and is designed to really assist registrants through the revalidation process. I particularly like the frequent activities built in as the reader progresses through the chapters."Professor Ian Murray, Head of School of Nursing and Midwifery, Robert Gordon University, UK "This book is a first of its kind and as the title suggest it’s a journey where the authors walks with the readers step by step to a successful revalidation destination.The authors are evidently well vast with this subject matter and had produced a book that is beautifully laid out, easy to read without being patronizing."Esther Kuria

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“In the context of one of the most difficult times for art and design education that I can remember, Dr Rachel Payne’s timely volume gives hope; it provides a valuable and inspirational resource for established and aspiring creative practitioners concerned with meaningful teaching and learning.”Richard Hickman, Fellow of NSEAD, UK“Those of us in the arts who need reassurance that our work matters, that our work remains essential to a holistic education for children, youth and adults, and that artist-teachers can reclaim, recover, and reimagine their professional practices in the midst of governmental controls – then, this is our book.”Rita Irwin, Professor of Art Education, The University of British Columbia, CanadaMore than most educators, art teachers have to negotiate two professional identities of artist and teacher. In Professional Learning for Artist Teachers: Pedagogy, Practice and Partnership in UK Contexts, Rachel Payne brings together innovative discourse from academics, artists, researchers and professionals working for cultural organisations to support the symbiosis of artist and teacher.Professional Learning for Artist Teachers is a book of balance, combining theory and practice to offer pedagogic strategies, and placing great importance on individual contexts while considering external factors. The text:•Comprises a wide range of bespoke perspectives and experiential content•Explores cultural partnerships within higher education programmes•Focuses on the UK context while examining how the field differs regionally, nationally and internationallyOffering pedagogic and practical insights drawing from the contributing authors' extensive experience, this book will be of interest to practitioners, academics and students alike. Rachel Payne is the Deputy Head for Education and Student Experience at Oxford Brookes University, UK. Here she is also subject coordinator for the MA Education: Artist Teacher Practice, which is run in partnership with the Pitt Rivers Museum, University of Oxford, UK.

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This book includes an accompanying Online Learning Centre. The link can be found within the preliminary pages of the book.“This book will undoubtedly become a must read for every PhD student.”Dr Steven McCabe, Associate Professor, Birmingham City University, UK“A great addition to any supervisor or student's bookshelf"Professor Inger Mewburn, Director of researcher development, Australian National University, Australia“The PhD Handbook is an essential read to make this journey easier and more structured”Prof Dr Carsten P Welsch, Head of Physics Department, University of Liverpool, UK“The PhD Handbook is a vital companion to PhD studies in any discipline."Colin G. Johnson, Associate Professor, University of Nottingham, and co-author of How to Get a PhDBased on the authors successful training courses run around the world for thousands of PhD students, and drawing on personal experiences of completing their own doctoral degrees, this book offers tried and tested approaches to help students at all stages meet the demands of a PhD.Full of practical and highly applicable tools, techniques, activities and templates, The PhD Handbook looks beyond research challenges to provide an accessibly written step-by-step guide to the wider project management and personal effectiveness skills needed throughout your journey toward a successful and timely qualification. Each chapter focuses on the most common issues PhD students encounter, including how to:• Create a useful plan when you don’t know what you’re doing• Actively shape a positive supervision partnership• Stop worrying and start working• Get the most out of every day• Get going again if you get stuck• Bounce back when things go wrong• Use your PhD as the launchpad for your future careerAs well as helping you make the most of the doctoral experience, the book also provides a toolbox of transferable skills that you will find useful in setting yourself up for a successful career beyond your degree.Dr Rosie Doyle is a highly respected trainer and coach, with a career of more than 25 years specialising in personal effectiveness, teamworking and leadership. She works in the UK and Europe with clients in the university, space industry, arts and charity sectors. She completed her PhD in 2009 at the University of St Andrews, UK. Dr Fraser Robertson is an internationally acclaimed trainer, consultant and speaker. A project manager in the industry for over 20 years, he established Fistral Training in 2008 and specialises in supporting researchers around the globe from PhDs and PostDocs, to PIs and the Professoriate. He completed his doctoral degree at Edinburgh Napier University, UK in 2015.

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“Such a timely and forward-looking book, especially in the era of twin transition… I genuinely hope this book will serve as a resource for inspiration for all practitioners in every aspect of modern life.”Dr Riza Kadilar, EMCC Global President, Netherlands“This is an important book that provides clear, unambiguous guidance in a 'how to' structure which can assist any company that is committed to unlocking the hidden potential of its people.”Frank Nigriello, Director of Corporate Affairs, Unipart Group, UKMentoring with a Coaching Attitude explores the intersection of mentoring and coaching to offer a new toolbox that team leaders, consultants and coaches can use in their own practice. Drawing on the long history of mentoring across the world, the experienced contributors highlight the foundations of mentoring within the importance of relationships and the transmission of knowledge between humans for success.The book’s three-part structure builds on the idea of mentoring with a coaching attitude and successful mentoring programmes in organisations. A range of international case studies are intertwined with the history and philosophy of mentoring throughout. Including work from Belgium, France, Morocco, China, UK, the Middle East, Brazil and Poland and in a diversity of organisations from NGOs like Médecins sans Frontières to universities and multinational companies. The case studies clearly outline how the core potential of a client or mentee can be harnessed with:•active listening•impactful questioning•creating awareness and leading to experimentation and actionThe book is ideal for leaders and business owners who would like to organize mentoring programmes that work and be confident that knowledge and experience is being shared between senior leaders and more junior colleagues. The book is also dedicated to coaches and consultants looking to enhance their practice and ensures they can be confident across practical and theoretical settings. Sylviane Cannio is a Master Practitioner EMCC and Master Certified Coach ICF. She was previously Vice-President of ICF, UK and Global Board member. She is also an assessor for the EMCC EIA, EQA and ESQA accreditations, co-founder and Chief Learning Officer of MentoringCo, and President of GO-TKM (Global Think-tank on Organizational Tacit Knowledge Management).Cicero Carvalho is a Senior Partner at MentoringCo, as well as a Master Practitioner IAC and member of the EMCC. He was previously National Learning & Development Lead (Brazil) at Bristol Myers Squibb and Business Excellent Director for Pfzier in Latin America.Fisher Yu is the first President of EMCC China, CEO of MentoringCo China and General Secretary of GO-TKM. He was the recipient of the EMCC Global Mentoring Award in 2021 and 2022 and is a mentoring pioneer and market leader in China.

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“This is a must-read for a range of professionals, offering a balanced yet critically aware appraisal of the significance of evidence-based/informed practice in a complex professional world.”Dr Steve J Hothersall, [Formerly, now retired] Head of Social Work, Mental Health and Learning Disability Nursing Education and Practice, Edge Hill University, Ormskirk, UK. “I would highly recommend this book to any clinicians or students looking to improve the way that they integrate evidence into their professional practice.”Professor Liz Halcomb, Professor of Primary Health Care Nursing, University of Wollongong, Australia.“Aveyard, Greenway and Parsons have provided an excellent guide to evidence-based practice in this updated edition which is ideal for undergraduate and postgraduate students and for practitioners.”Dr Hazel Partington University of Central Lancashire, UK Are you struggling with relating evidence to your practice?Do you want a straightforward, clearly written and practical guide to evidence-based practice?A Beginner's Guide to Evidence-Based Practice in Health and Social Care, 4th edition is the book for anyone who has ever wondered what evidence-based practice is, or how to relate it to practice or use it in academic work. Thoroughly revised with two new co-authors this brand new edition uses simple and jargon-free language to help those new to the topic. It provides an accessible step-by-step guide to what we mean by evidence in practice and how to apply this concept to learning and practice.This new edition features:• New explanations with examples from both health and social care practice, using a wide range of research that is also relevant outside of the UK• Coverage of new discourse on the use of evidence generated by COVID-19• Coverage on the role, need and quality of rapid reviews• New end-of-chapter questions to help assess how much you have learnedThis book provides an inter-professional approach and is key reading for both students and professionals who need to search for, appraise and apply evidence across nursing, allied health care or social care.Helen Aveyard is Principal Lecturer at Oxford Brookes University, UK with a background in nursing. Helen is author of Doing a Literature Review in Health and Social Care and co-author of A Postgraduates Guide to Doing a Literature Review in Health and Social Care and A Beginner’s Guide to Critical Thinking and Writing in Health and Social Care.Kathleen Greenway is Senior Lecturer in Adult Nursing at Oxford Brookes University, UK with a background in gastrointestinal and gerontological nursing. She completed her MA in Education at the Open University and her EdD at Oxford Brookes. She now teaches pre-registration, post graduate and Doctoral programme nursing.Lucy Parsons is Divisional Director of Nursing at Oxford University Hospitals NHS Trust, UK. She is also a student on the Professional Doctorate In Nursing programme at Oxford Brookes University, UK and her research interest is the implementation of Evidence-Based Practice.

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Coaching Skills is simply the one book I carry everywhere with me as I coach It is realistic, honest, brilliantly readable, and as good to dip into as it is to read from cover to cover. Essential! Stephen Page, Chair of Faber and Faber, UKWritten in a clear, informative, insightful style and by an expert coach who has been there, seen it, done it and thought about it, this book will help you become an outstanding coach.Professor Jonathan Passmore, Henley Business School and Senior Vice President of EZRA, UKCoaching Skills is still as important as when it was first written twenty years ago and remains the authoritative text for both trainee and practising coaches. Now in its 5th edition, the book is substantially updated throughout while still written in Jenny's unique voice and draws on her wealth of experience and expertise.Practicalities and theory are both expertly covered: the book is brought t

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“An essential and comprehensive guide for students and researchers in a range of health care disciplines investigating health services, health care and well-being.”Professor Robert J. Edelmann, Emeritus Professor of Clinical and Forensic Psychology, University of Roehampton, UK“An invaluable resource for students, researchers and practitioners from all health backgrounds and disciplines, who are involved in research to produce a robust evidence-base to inform the development, provision, delivery and evaluation of healthcare services.”Felicity Smith, Professor Emeritus of Pharmacy Practice, UCL School of Pharmacy, UK“The fifth edition of ‘Research Methods in Health’ continues to provide an excellent broad based introduction to the subject.”Virginia Berridge, Professor of History and Health Policy, Centre for History in Public Health, London School of Hygiene and Tropical Medicine, UKThis bestselling book provides an accessible introduction to the concepts and practicalities of multi-disciplinary research methods in health and health services. The new edition has updated and expanded coverage of:•International examples, terms and approaches•Epidemiology and methods of tracing epidemics•Aging population demography and bio-demography •Evaluation and assessment of health services•Health services research and audit, including data generation•Methods of evaluating patients’ perspectives •Measuring quality of life outcomes•Health economics methods and applications•Quantitative and qualitative researchCore processes and methodologies such as social research, mixed methods, literature reviewing and critical appraisal, secondary data analysis and evidence-based practice will be covered in detail. The book also looks at the following key areas of health research:•Health needs•Morbidity and mortality trends and rates•Costing health services•Sampling for survey research•Cross-sectional and longitudinal survey design•Experimental methods and techniques of group assignment•Questionnaire design•Interviewing techniques•Coding and analysis of quantitative data•Methods and analysis of qualitative observational studies•Unstructured interviewingThe book is grounded in the author's career as a researcher on health and health service issues, and the valuable experience this has provided in meeting the challenges of research on people and organisations in real life settings.Research Methods in Health, Fifth Edition is an essential companion for students and researchers of health and health services at all levels, health clinicians and policy-makers with responsibility for applying research findings and judging the soundness of research.Ann Bowling is a sociologist, specialising in research on ageing, research methods, quality of life, public and social health. She was Professor of Health Sciences at the University of Southampton, UK (2012–17), where she is now Visiting Professor. Ann was awarded the Highly Commended book prize for the 4th edition of Research Methods in Health at the 2015 BMA Medical Book Awards.

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This edited collection continues the call for evolving multicultural dialogues within education and the wider social sciences. Dialogue and education are essential tools that can help tackle some of the biggest cultural problems we are facing, including post-Coronavirus education realities. The contributors of this edited book from across the globe explore the necessity of sustained dialogue within the wider social and political sciences, alongside national and international politics, where more multicultural voices need to be heard in order to make progress. The book builds on existing evidence and literature to advocate in favour of this movement and highlights how important multiculturalism and multicultural education remains. It will be essential reading for students and academics working in the fields of education and sociology, particularly those with an interest in social justice, inclusion and multiculturalism.

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“This book, co-authored by long time practitioners, brilliantly demonstrates that an inequitable, illiberal education system can be changed to become inclusive and equitable. With one part examining the system over the decades since the Warnock report, and a second part presenting policy and practice for a fairer system with an end to a SEND industry, it presents a state-maintained education system desperately in need of radical reform that can be renewed to serve all children and young people."Professor Sally Tomlinson, Emeritus Professor Goldsmiths at the University of London, UK, Honorary Fellow at the Department of Education, University of Oxford, UK“This book is a wake-up call to us all to the ‘liberation’ of our current system… it invit[es] active engagement in change through review and reflection… I would recommend this book to my teachers.”Dr Stella Scharinger, Primary School Executive Head Teacher, The Stour Academy Trust, UK "This is an important and imaginative book written by two experts whose writing is always both clear and engaging. It is both theoretically sound but also very practical. It deals with extremely important issues and deserves a wide readership."Professor Adrian Furnham, Professor of Psychology, Norwegian Business School, Norway“Dr Sue Soan and Prof Jeremy J Monsen have written what is undoubtedly one of the most thought-provoking books on inclusive education of our time. They have captured perfectly the evolution of the education system in England to date demonstrating how good intentions have too often failed to deliver good outcomes... No stone is left unturned by Sue and Jeremy. From teacher education and technology to teacher retention and the curriculum, excellent insights and ideas are provided in abundance. It is a book that is itself built on inclusive principles designed for a broad readership extending beyond educators and into the general public.This is a book that everybody should read at least once, and probably more than once.”Professor Adam Boddison, Chief Executive of the Association for Project Management, UKThis book provides a critical overview of the development of the Special Educational Needs and Disabilities (SEND) ‘industry’ within the English state education system. It connects the work of earlier educational thinkers with the challenges faced by school leaders, teachers, parents, carers and policy makers today. Moving from separate systems towards a truly integrated and inclusive educational system, the authors explore which areas have been undervalued and why. Instead they encourage debate and the chance to explore new ideas away from the constant cycle of reforms without improvements. The book: • Proposes how to move beyond inclusion vs. exclusion • Provides guiding principles to create true equity within education • Analyses past and present issues in the sector across policy and practiceInclusive Education Theory and Policy is essential reading for anyone interested in building an education system that is for every child. It provides an incisive analysis of how to make SEND truly equitable and is relevant across all career stages.Sue Soan is Senior Lecturer at Canterbury Christ Church University, UK and the facilitator of the research group Action for Collaborative Transformation (ACT), which is working to improve collaborative practice across the statutory professions. Previously, Sue worked as a teacher and SENCo for over 25 years.Jeremy Monsen is Executive Principal Educational and Child Psychologist for the London boroughs of Westminster and Kensington and Chelsea. He is also Visiting Professor at the University of Strathclyde, UK, Lecturer (Honorary) to University College Lon

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This book builds on the experiences of school leaders, early career teachers and their mentors and responds to the challenges that new teachers face as they move beyond initial teacher training. Practiced educators provide research-informed guidance in each chapter to scaffold new teachers’ workplace learning when the learning curve is steepest. Support for new teachers is vitally important in enhancing teaching quality, promoting teacher wellbeing, and reducing staff burnout rates. Each chapter, co-authored by school-based and university-based teacher educators, contains rich illustrative examples and vignettes from lead practitioners in UK primary and secondary schools. The book is relevant across curriculum areas and phases of education so that all new teachers can ease their transition into teaching, build their confidence and lay foundations for their career-long professional growth. Speaking to new and recently qualified teachers as well as coordinators of professional learning in schools, this book is an essential resource for teacher CPD.“An excellent addition to the thinking educator’s bookshelf.”Dr David Waugh, Professor of Education, Durham University“The distinctive challenges facing Early Career Teachers are identified and addressed with a clear focus on developing the adaptive expertise which is the foundation and sustenance of success in this demanding profession.”Professor Linda Clarke, Ulster University“This is a book that is sorely needed to support the flourishing of teachers during the demanding early stages of their careers.”Ian Menter, Emeritus Professor of Teacher Education, University of Oxford, Former President of the British Educational Research Association (2013-15)“Mastering Teaching is a core, comprehensive, credible and cutting-edge introduction to early career teacher learning.”Dr Beth Dickson, University of GlasgowMoira Hulme is Professor of Teacher Education at Manchester Metropolitan University, UK. She has extensive experience as a teacher, teacher educator and educational researcher. Rebecca Smith is Headteacher of Sale Grammar School, Manchester, UK. She is an experienced leader who has worked across diverse settings to support teacher development to enable every child to fulfil their potential.Rachel O’Sullivan is Senior Lecturer in the School of Teacher Education, Manchester Metropolitan University, UK. Rachel taught secondary P.E. and was a subject lead, pastoral lead and Assistant Head before moving to her current role.

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Pie Corbett’s ground-breaking Talk for Writing approach has been successfully used by thousands of schools to teach writing creatively in an engaging way that motivates children.Now Pie and Julia take this multi-sensory approach to Early Years settings introducing a simple way to inspire young children’s language development through storytelling.Children learn language through memorable, meaningful repetition. The Talk for Writing approach enables children to internalise the language of story so that they can imitate it, innovate on it and create their own effective stories independently. Talk for Writing in the Early Years will show you how to put rhyme and story at the heart of your work with children and parents so that young learners language development and creativity flourishes.This multimedia resource shows you how to:• Select a story or rhyme the children will enjoy and tell it engagingly, encouraging the children to join in•Use a story map so they can picture what happens •Use actions to reinforce meaning and emphasise key language patterns•Help children build a bank of tales, developing their linguistic repertoire The 2 OLCs contain:1 Footage of Pie Corbett conferences with EY teachers showing Talk for Writing in action2 Clips of nursery children engaged in the Talk for Writing approach3 Advice on how to use the OLC and handouts to train all staff in the approach4 Interviews with parents and nursery school teachers on the impact of Talk for Writing5 21 stories with story maps

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How can we bring the curriculum to life so that all young people of compulsory school age are fully engaged in their learning and achieve to their maximum?Professor Janice Wearmouth and Dr Karen Lindley bring together contributions from practising teachers, researchers and academics to answer this question for a range of educational contexts and demonstrate the positive impact that can be achieved on student learning at all levels. This edited volume highlights challenges and opportunities within the current English education system. With reflective questions and ideas for teachers to implement in the classroom, this important book bridges the gap between theory and practice and will be invaluable reading for trainee teachers, teacher trainers, qualified teachers and others with an interest in education and the curriculum."The intrinsic value of the book is that it seeks to illuminate the discussions surrounding the issues identified, from differing and alternative perspectives in education."Dr Barry Paraskeva Costas, Senior Lecturer in Physical Education, University of Hertfordshire, UK"A highly engaging and refreshing look at how a diverse range of learners might be immersed in their learning, this book provides an imaginative and thought-provoking consideration of creative curricula to involve and inspire learners."Julie Wharton, Senior Lecturer, University of Winchester, UK"This book does an excellent job of drawing together a wide range of contributions and contexts that collectively put the challenges and opportunities of curriculum centre stage." Dr Warren Kidd, School of Education and Communities, University of East London, UKJanice Wearmouth is Professor of Education at the University of Bedfordshire, UK. Dr Karen Lindley is Senior Lecturer in Education at the University of Bedfordshire, UK. Both editors are experienced teachers and researchers with continuing close links to Education students, trainee teachers, teacher trainers and practising teachers.

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"Going to University is an exciting time but it can also feel scary and overwhelming. This excellent guide helps demystify some of the technicalities, so students can easily navigate the system… Recommended reading for anyone keen to make the most of this brilliant life opportunity."Lynda Brady, Pro Vice Chancellor (Student Experience), Edge Hill University, UK.“… It is clear the authors have considered the transition to university life from a range of perspectives, not just an academic one, which is particularly helpful for the challenges students face entering higher education.”Christie Pritchard, Student Learning Manager, University of Plymouth, UK.“This book is a must read… There is something in it for everyone who wants to start university, just started or is already there.”Nils Lenoch, Copenhagen Business Academy, Denmark.“In this book Catherine O’Connor with Liz Thomas’ shares an honest and direct message about life as you begin University and leave as a graduate... from this book you can learn all the tips and tricks on how to manoeuvre University life for the first time.”Fiona Nashie, University of Westminster, UK.“The past year or so has been a challenging time for students and teachers alike. Many of the skills needed to survive university life have gone unused for a multitude of students around the world. I believe that this book will be very useful for students who could not attend their first year on campus… The author highlights all the essential skills that will be required to achieve a satisfying experience at university. It has been very useful to me personally in dealing with any anxiety, or apprehension, regarding starting higher education due to the extended time away from social interactions with various people that are crucial for personal, and professional development.”Sherdil Asif, Student, University of Westminster, UK.Surviving your First Year at University is the ideal companion for new and existing students who want to get the most out of their university experience. Whether you are worried about money, mental health, time management or organising your course load this handy book is packed with advice on how to make the most of your degree. O’Connor and Thomas share their wisdom on topics including:•Understanding and navigating the university system•Coping with social and cultural change •Overcoming the challenges of living away from home•Creating opportunities for personal growth•Using your degree as a platform for your career aspirations•Special tips for International students•Maintaining physical and mental well-being The book describes in detail how a university works and what to expect in day-to-day life there. There are practical tips on coping with academic demands, examinations, money management, lifestyle and self-care.This text is an invaluable toolkit for all students who want to succeed at university.Catherine O’Connor is an Education Consultant and Author, with 25 years’ experience in the university sector at Trinity College Dublin and Dublin City University, Ireland. She is a regular contributor to the media and a subject expert on transition to higher education, career development and the future of work.Liz Thomas is a researcher and consultant in the field of higher education with over twenty years’ experience. Her research focuses on getting into university, experience and success in higher education, and progression to the labour market or further study.

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Using Qualitative Methods to Answer Your Research Question provides an accessible and detailed guide to using qualitative methods in social science research. This book places your research question at the centre of your choice of methodology and helps you to identify the strongest qualitative approach to maximize your success.The book provides detailed guidance on:•Types of research questions best suited to investigation using qualitative approaches•Selecting a research question and applying the appropriate methodology•Relating the aims of a research question to the nature of the methodology chosen•The main approaches to the collection and analysis of qualitative data•Using qualitative methods in your research•The different levels of detail required of undergraduate and postgraduate writingThis book is ideal for all students carrying out a research dissertation or planning the research for their thesis.“Oliver’s book is an interesting and engaging personal introduction to qualitative research and would be a useful text for first time researchers on undergraduate courses or as a pre-course suggested reading for those starting postgraduate research programmes.”Alaster Scott Douglas, Reader in Education and Professional Practice, University of Roehampton, London, UK “Accessible, clear and with the needs of the researcher in mind, this book ensures the fundamentals of qualitative research are explored through enthusiasm for the subject matter, an appreciation of the conceptual and philosophical underpinnings, as well as the practicalities of planning and conducting research.”Dr. Yunis Alam, Senior Lecturer in Sociology, University of Bradford, UKPaul Oliver is a former Principal Lecturer in the School of Education and Professional Development, at the University of Huddersfield, UK. He was course leader for the Doctor of Education programme, and also taught widely on the master's programme in education.

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This book outlines how coaches and leaders use Agile frameworks and coaching psychology to create behavioural change and to lay the foundations of success. Using the latest coaching approaches from executive, team, and systemic team coaching, the book shows how coaches can use Agile frameworks at the level of mindset and behaviours.The book demonstrates well-known frameworks such as Scrum, DSDM, and Lean Startup to support change and success. Readers will learn about the Six Lenses of Systemic Team Coaching including the individual mindset, interpersonal skills, team working and collaboration skills, and awareness of the external business environment, to create true business agility.Becoming Agile is an indispensable resource for professional coaches who work with organisations that want to become Agile, as well as business leaders looking for a meaningful way to reap the benefits promised by agility. “This book is perfect for business leaders, entrepreneurs, and indeed anyone new to the world of agile leadership.”David Taylor, Founder, Naked Leader“Here we have a pragmatic and readily applicable approach to integrating both concept and practice across these two evolving domains.”David Clutterbuck, Special Ambassador, European Mentoring and Coaching Council“This book is a great resource for coaches who want to continue developing skills that will support leaders, teams, and organizations in building business agility.”Ahmed Sidky, Ph.D., President of the International Consortium for Agile (ICAgile) Laura Re Turner is an accredited coach, trainer, and facilitator who works with leaders and teams to develop an Agile mindset, behaviours, and the skills to thrive through change. Before becoming a coach, Laura delivered enterprise software projects as a project and programme manager, technology consultant, and software developer. She is the Founder and Managing Director of Future Focus Coaching.

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"This book is an excellent grounding in both quantitative and qualitative psychological research methods, which provides an excellent 'one-stop shop' for any student beginning their learning journey.”—Mark Griffiths, Distinguished Professor of Behavioural Addiction, Nottingham Trent University“This new edition will be warmly welcomed by anxious psychology students!”—Susanna Kola-Palmer, Senior Lecturer in Psychology, University of Huddersfield “Authoritative and yet written with the clarity and liveliness that are Hayes’ hallmark, she employs great depth of knowledge and wide experience, both harnessed to make this potentially dry and daunting subject accessible and even fun to read about.” —Peter Stratton, Emeritus Professor, University of Leeds, UKA must-have for any student undertaking psychological research, this new edition has been comprehensively updated, while maintaining the simple, friendly language and use of everyday examples that have already helped generations of students to successfully understand what research methods are and how one might actually go about using them.The book is divided into data-gathering and analytical sections, and covers the main methods used in psychology for each of these purposes. With detailed explanations of underlying principles, as well as exercises, activities, worked examples of statistical tests, and self-assessment questions, Hayes shows you what you are doing, when you should do it, and why you are doing it.New to this edition:•Discussion on ethics at the end of each chapter on data-gathering•Assessment of netnography and online research•Additional examination of legal developments such as GDPR•New chapter on multivariate analysis An accessible and thorough introductory text for all students of research methods in psychology.Nicky Hayes is a Fellow of the British Psychological Society, a Chartered Psychologist and an Honorary Life Member of the Association for the Teaching of Psychology. She has written widely and is particularly respected for her ability to apply psychology to everyday life, working with businesses and the public sector as well in education.

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What is the fundamental role of assessment in coaching? What makes an assessment an appropriate tool in coaching? This guide dispels the misunderstanding that assessments are simply number crunchers, showing instead how they contribute at every stage of a coaching relationship. How we use assessments continues to change rapidly to meet evolving needs, and this book will be an invaluable resource for navigating assessment training to deepen these relationships.This book:•Explains how to use formal and informal psychometrics to get the best result for your client•Uses real life examples, case studies and stories •Gives concrete and unbiased examples of a wide range of assessment approaches •Focuses on coaching clients and how assessment can help them meet their goals•Illustrates the best ways to turn theory-driven tools into practical aids to enrich coachingWritten by a practitioner with experience both in developing assessments and in delivering coaching, this is an essential guide for trainee, new and experienced coaches. It explores why assessment reports are an informed voice in the coaching conversation which provide the background data for areas, such as recruitment decisions. “Deep but clear explanations, vivid case studies, occasional laugh-out-loud humour, and relentlessly practical throughout, it has every single thing you need.”Anne Scoular, Meyler Campbell“I recommend it very highly as a book you'll want to buy and consult on a regular basis.”Mary Watts, Emeritus Professor of Psychology, City, University of London, UK“Ian Florance has a great style, cutting through scientific jargon and marketing spin to make testing and assessment accessible for coaches.”Nigel Evans CPsychol, Director NEC & Chair of the European Board of Assessment (EFPA)Ian Florance has worked at NFER-NELSON, the pioneer of clinical, educational and business psychological testing. He founded Only Connect in 2002, writes for The Psychologist, and trained as a coach with Meyler Campbell. Ian also co-founded the European Test Publishers Group. He combines writing poetry and fiction with his business career.

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Learn how to write a successful research proposal with this user-friendly, step-by-step guide.Research Proposals provides practical advice on how to deal with the seven basic questions that any research proposal needs to answer:• What is it all about?• What do we already know?• What do we need to find out?• How will we get the necessary information?• What will it cost and how long will it take?• Is the research socially acceptable?• What will be produced?This is a valuable resource for students who need to conduct a research project as part of their studies and anyone who wants to submit an application for research funding. The new edition is perfect for master’s students planning a dissertation, undergraduate students approaching their final year project, and PhD students applying for acceptance onto a doctoral programme."This is an insightful and easy to use guide for students and researchers. It will support creating a research proposal for both academic programme assignments and for preparation for conducting research. The logical format is useful and very clear to read. There is an excellent appendix providing a specimen research proposal with commentary boxes highlighting the important points."Dr Alaster Scott Douglas, Reader in Education & Professional Practice, University of Roehampton, UK“Everything that you need to know about how to put together a research proposal is in this book. It’s the perfect guide for students and early career researchers who are writing a research proposal and have not had much experience. Impressive in its clarity and common sense, Denscombe’s practical guide tells you not just what to do but why as he takes you step by step through the process. The book is crammed with useful tips, helpful examples, effective graphics, and a great checklist appendix. Highly recommended!”Rosalind Edwards, Professor of Sociology and co-director of the ESRC National Centre for Research Methods, University of Southampton, UK“This is a highly practical book about the art of communicating why your research ideas are worthwhile, feasible and should be supported. It takes away any mystery about the process and so instils confidence.” Melanie Nind, University of Southampton, UK

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Learn the craft of writing a high-quality, high-mark university essay with this step-by-step guide. Suitable for all students – from making the transition to university study that much easier to refining your technique for the final year – this accessible and concise book leads you through the complete essay-writing process in five straightforward steps. The book is packed with best practice tips, common student mistakes (and how to avoid them!), and practical templates that have been designed to help you write your university essays. You will discover new techniques for deconstructing essay questions, like GALA; a complete Harvard Referencing catalogue, showing you how to properly record sources and references; and a generic essay template to help you cover everything necessary for those top marks. Once you read this book, you will never have to ask the following questions – because you will know the answers:• What is this question asking me to do?• How should I structure my essay?• What goes in an Introduction?• How do I write a meaningful paragraph?• How do I cite a source properly?• What is ‘background information’?• How do I evaluate someone’s work?• What goes in a Conclusion?• How do I create a reference list?• What do I do with feedback?

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Why do coaches need to understand trauma? This book highlights the role coaches must play – and how it differs to psychotherapists – in supporting clients with trauma. A role that both enhances the coach's skills and supports their clients’ personal development.Trauma isn’t an event, it is a lasting internal process through which the ‘here and now’ of life experience is affected by the ‘there and then’ of traumatising experience. Vaughan Smith provides a way to understand the internal process that affects all aspects of our physical and mental wellbeing. While providing an introduction to the theory of trauma, the main focus is on practical application within the context of coaching; distilling Franz Ruppert's theory of the surviving self and the healthy self.Written for practitioners, this important text raises trauma awareness, addresses the ‘what if?’ questions many coaches have and provides a clear framework for implementation. Rarely do coaching or organisational development books address the very prevalent issue of trauma and yet this is something every coach will come across in their practice.“This book busts the myth that trauma has nothing to do with coaching, while underlining clearly how coaches can maintain appropriate boundaries. A real gift to the profession and absolutely essential reading for any coaching supervisor.”Paul Heardman, Leadership Coach and Coaching Supervisor“A clear, enlightening, practical book that is well-grounded in theory.”Carolyn Mumby, Executive and Personal Coach-Therapist, Supervisor and Facilitator, Chair BACP Coaching Division“This is a book that coaching has been missing. From the first pages it’s clear that we are in safe hands as Julia guides us through a topic that is sadly still taboo for many coaches.”Helen Sieroda, Director Wise Goose School of Coaching “Necessary reading for anyone serious about coaching. It’s a profound book, and because it goes deep, it reveals fertile possibilities. It touches, evokes and - with great care - honours our necessary inventiveness.”Jonathan Gosling, Emeritus Professor of Leadership, Exeter University and co-founder of CoachingOurselves.com"This book should interest therapists and coaches. If not, they should ask themselves why. It is a magnificent fusion of Julia's career as a clinician, manager, management consultant, therapist, coach and author.”Brian Lewis, Bellettes Bay Company, Tasmania, Australia“Essential reading for coaching supervisors and coaches. It has transformed my practice." Dr Louise Sheppard, Coaching Supervisor and Executive Coach at Praesta Partners LLP“A must for anyone wanting to take their coaching to another level.”Shirley Greenaway, Executive Coach, Head of Coaching at Management Futures

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People with learning disabilities are affected by significantly more health problems than the general population and are much more likely to have significant health risks. Yet evidence suggests they are not receiving the same level of health education and health promotion opportunities as other members of society.This important, interdisciplinary book is aimed at increasing professional awareness of the importance of health promotion activities for people with intellectual and developmental disabilities. Written by an international board of experts, it is a thorough and comprehensive guide for students, professionals and carers.The book considers a variety of challenges faced by those with intellectual disabilities, from physical illnesses such as diabetes, epilepsy and sexual health issues, through to issues such as addiction, mental health and ageing.Contributors: Jim Blair, Penny Blake, Malin Broberg, Michael Brown, Eddie Chaplin, Bob Davies, Gillian Eastgate, Paul Fleming, Dora Fisher, Linda Goddard, Tamar Heller, John Heng, Thanos Karatzias, Mike Kerr, Nick Lennox, Tadhg MacIntyre, Beth Marks, Jane McCarthy,Judith Moyle,Karen Nankervis,Ruth Northway, Joseph O'Grady, Renee Proulx, Janet Robertson, Cathy Ross, Jasmina Sisirak, Eamonn Slevin, David S Stewart, William F. Sullivan, Beverley Temple, Hana Válková , Henny van Schrojenstein Lantman-de Valk."I highly recommend this book to anyone working directly with people with an intellectual disability as well as professionals, academics and students who strive to promote issues and improve the lives of people with intellectual disabilities and their families."Agnes Lunny OBE, Chief Executive of Positive Futures, Northern Ireland"The editors and authors have done practitioners a great favour in bringing together in one volume a comprehensive account of how children and adults with intellectual disabilities can be supported to lead healthier lives."Roy McConkey, Professor of Developmental Disabilities, University of Ulster, Northern Ireland"This timely and important book synthesises current knowledge about health promotion interventions for people with intellectual disabilities. Written by leading researchers and practitioners, it should be on the bookshelves of everyone concerned with addressing the stark inequalities in health experienced by people with intellectual disabilities around the world."Eric Emerson, Professor of Disability Population Health, University of Sydney, Australia and Emeritus Professor of Disability and Health Research, Lancaster University, UK "This book is current and different from other textbooks I have used before. The book is pitched at a very easy to understand level and any healthcare professional or student working with people with intellectual and developmental disabilities can use it. The content is very up to date and relevant. The use of comprehensive authors with differing backgrounds demonstrates the textbook has a wide range of expertise and knowledge packed into it that makes the book very relevant learning disabilities practice. I will definitely be recommending this textbook to undergraduate nursing students in Learning Disabilities." Dorothy Kupara – Lecturer in Learning Disabilities Nursing, University of West London.

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Children develop and learn best when their environment is tailored to their individual needs, supported through careful observation, informed assessment and dynamic planning - a cycle which is the bedrock of good early years practice. Although the EYFS recommends that observation, assessment and planning should be linked in a constant, cyclical process, in practice this can be a significant challenge. This book presents an integrated framework which puts the cycle into practical terms, bringing it all together to ensure a seamless process and to support you in this vital part of your work.The focus is on the critical links within the cycle and combines theory with proven good practice, including: Making and recording observations effectively and efficiently How observations should inform next steps, assessment and planning Bringing all the information together into a cyclical process Exploring potential challenges Using reflective practice to refine and improve your techniques Rich in practical examples and case studies that illustrate how the cyclical framework works in practice, this is an excellent resource for early years practitioners and students looking to improve their observation, assessment and planning techniques."Observation, Assessment and Planning in the Early Years – Bringing it All Together, actually does bring it all together. Kathy Brodie has linked theorists from the past to the present, skilfully connecting to the revised EYFS. Early Years students and practitioners will have the opportunity to reflect on the innovative ideas that she has suggested. Kathy has also included detailed information on observing SEN children. This modern update to observation, assessment and planning is a must read for the early years sector."Laura Henry, Managing Director, Childcare Consultancy"This is a very well researched and practical guide to observation, planning and assessment in the Early Years. Kathy has collected together both historical and current thinking and ideas around the subject and then presented them in a way that is easy for the reader to access, understand and, more importantly, apply.The structure and format of the book helps the reader to check their understanding of the key learning points and then supports them in working through any challenges that they may have along with answers to key questions.Observation, Planning and Assessment in the Early Years is an essential read for all Early Years Practitioners from those with experience to those just starting out."Alistair Bryce-Clegg, Early Years Consultant"This is a wonderful and timely resource to help practitioners make and use well informed judgements of young children's learning and achievement. The four threads of observation, assessment, next steps and planning are skilfully woven together. Plentiful exemplifications and case studies vividly illustrate theoretical points and give young children a central place in the book."Marion Dowling, Early Years Specialist and Vice President of Early Education

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Children's experiences and well-being in their earliest years underpin and highly influence their future development and learning. Drawing on research with parents, children and a range of professionals in the early childhood field, this book considers how well-being is interpreted in the early childhood field. It includes snapshots of what our youngest children think about their well-being, and examines external environmental contexts that impact on well-being.The book raises a number of important issues and clarifies priorities that need to be kept at the forefront of practice and provision, such as the fundamental importance of prioritizing children and families' socio-cultural contexts, addressing inequalities and developing a listening culture. Importantly, there is also focus on appropriate pedagogical approaches and aspects of practice that support children's well-being in early childhood settings, such as adult-child relationships, quality interactions, physical play and creative expression. The book also highlights the inseparability of adults' and children's well-being and therefore the need to consider contexts that enhance the potential for parents and practitioners to experience well-being.For all students and practitioners who want to put young children's well-being at the forefront of their practice this is a fascinating, thought provoking and illuminating read.Contributors: Deborah Albon, Mary Dickins, Melian Mansfield, Penny Holland, Micky LeVoguer, Penny Mukherji, Jasmine Pasch, Linda Pound, Judy Stevenson"This book is a timely reminder that young children have a right to be listened to. Wellbeing as a concept is redefined using the voices of children, parents and practitioners. Important questions are raised about the cost to individuals and society if this is not taken seriously."Dilys Wilson, Senior Lecturer in Early Childhood Studies at Middlesex University, UK"This text brings together research literature, theoretical understanding and practical application. The book captures the essence of early childhood and provides a dialogue and debate of holistically challenging well-being for all. This is a book to be treasured."Dr Lesley Curtis, Headteacher/Head of Centre, Everton Nursery School and Family Centre"This book is an essential discussion and authoritative account of the explorations and research outcomes of the LMU/NCB project 'Talking about well-being in early childhood'. The book represents multi-faceted perspectives about children's wellbeing that underpin the values and principles of inclusion, understanding that children are citizens with personhood and rights."Estelle Martin, Anglia Ruskin University, UK"This book is based on a deep and honest respect for young children and the adults who work and play with them and it illustrates with passion and insight the ways in which emotional and physical well-being are built on positive relationships and connections between people."Helen Moylett, Early Years Consultant and writer"This book opens up the way for future analysis of how society can become more at ease with itself so that the unwitting consequences of deeply embedded institutional discrimination, intolerance, negative assumptions, expectations and judgements are removed from young children's lives."Jane Lane (advocate worker for racial equality in the early years)

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Ruben Martin is an Honorary Senior Lecturer in Social Work at the University of Kent, where he was previously Director of Studies for the BA (Hons) Social Work programme for seven years. Since his retirement from his full-time post, he has continued work as a part-time lecturer, consultant, freelance practice educator and writer.What is your optimal role in a team environment? How do teamworking skills differ between various contexts and groups? Written by a highly-experienced lecturer and practitioner of social work, this book explores the dynamics of teamworking in the context of social work, whether in collaboration with colleagues or professionals from other fields. It provides a practical and applied overview of the different types of teams that social workers encounter and outlines in an accessible format the core teamworking skills social workers must develop in order to practice effectively. This is achieved by way of specific links to the Professional Capabilities Framework, checklists for self-evaluation and reflective social work practice, activities and case examples. Together, these resources make this guide to teamworking a must-have for students of social work and practitioners involved in continuous professional development.Topics covered include:The characteristics of individuals within a team, including the formal and informal roles they play and leadership.Emotional intelligence and resilience.The application of teamworking skills to working in organisations, multidisciplinary teams, and interagency collaboration and partnership.***This book forms part of the Social Work Skills in Practice series. The series focuses on key social work skills required for working with children and adult service users, families and carers. The books offer both theoretical and evidence-informed knowledge, alongside the application of skills relevant for day-to-day social work practice. They are an invaluable resource for pre-qualifying students, newly-qualified social workers, academics teaching and researching in the field, as well as social work practitioners, including practice educators, pursuing continuous professional development.***"At a time when social workers are being castigated for failures in team-working in recent child abuse enquiries, this book is extremely timely. I am not aware of a similar book which is able to convey the basic tenets of team-working as well as the necessary skills to do team working well. It is an important book which should be on the course lists of all early stage social workers. The book brings together social work theory relating to team work within an ecological framework. Students are given activities to reflect on their current level of skills. Excellent case studies illustrate the issues. The book is totally up-to-date, linking into recent material from the College of Social Work. I strongly recommend this book. I think students will find the material engaging and accessible, but they will also learn much about the essential team working skills for social work."Ann Buchanan, Emeritus Professor of Social Work, University of Oxford, UK

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Do you face dangerous behaviour in your work? How equipped are you to deal with whatever might be thrown at you? Dangerous behaviour is a very real threat to practitioners working across the helping professions. This innovative, accessible and theoretically informed book deals with the types of dangerous behaviour that helping professionals are likely to encounter and provides strategies and skills for dealing with these situations.Written for both students and practitioners in various disciplines, the book focuses on the immediate face-to-face management of interpersonal danger. Case studies allow the reader to place themselves in the incident and to reflect on what they might be thinking, feeling and doing in a given situation.Based on the author’s dangerous behaviour training courses, this invaluable book will enable helping professionals to implement good practice while dealing with the stress, confusion, fear and anxiety that dangerous situations give rise to. "Written for professionals who may experience violence in the course of their work, this book is - unusually - not about helping the violent person become less violent (worthy though that goal undoubtedly is) but about helping the professional to be safe. In this, it is a welcome addition to the literature on social work. Social workers, nurses, care staff and others are often expected to work in tense, fraught situations in which emotions can run high. This book is unique in offering practical tips to help guide professionals in responding to threatening and violent behaviour." David Wilkins, Honorary Lecturer, Centre for Child Protection Studies, University of Kent and Principal Child and Family Social Worker, London Borough of Enfield"In the paramedic world during a typical inner city shift we face the unexpected, the hostile, the extreme and the bizarre in increasing numbers as a daily occurrence. We cannot remove all danger but we can reduce our risks and build strategies to ensure we are ready to sign off at the end of the shift and head home. Make sure you read this book and grasp the de-escalation tips and safety strategies it offers, and thereby ensure that you live to fight another day."Bob Fellows (BSc) FCPara, Senior Paramedic Tutor, London Ambulance Service, UK

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A framework of ethics and values forms the foundation of social workers' professional identities. Ethics and values should shape the way that social workers practice and how they impact upon the lives of the service users they work to support. In a fast-moving world influenced by shifting policy, tight budgets and changing practice standards, students and practitioners need to anchor their understanding of themselves to clear principles for ethical practice. Ethics, Values and Social Work Practice is a brand new text offering students and social work practitioners a contemporary and relevant introduction to the central role of ethics and values in their work. In addition to a grounding in the major trends in ethics applied to social work, this book also provides perspectives on: How to situate ethics and values in social work practice How to understand ethics as part of reflective practice as both student and practitioner How ethics and values link to concepts of power, diversity and social justice The role of ethics and values in interprofessional and partnership working The guiding principles and ethics inherent in relationship-based social work. The book supports student learning by providing: Discussion points to allow time for individual reflection or ethical debates Case studies based on likely scenarios from practice, with reflection points to help social workers engage with the issues raised Chapter summaries and key points for social work practice to reinforce the relevance of your learning to real social work practice A glossary of key terms as a reference for key ethics terms and concepts. Contributors: Pat Cartney, Jean Dillon, Souzy Dracopoulou, Ann Flynn, Alison Higgs, Mina Hyare , Colin Whittington, Margaret Whittington and Tom Wilks."This is an excellent edited reader providing students and practitioners with a grounding in ethics and values whilst linking these to specific practice and the development of professional identity, inclusion and reflective practice. This book will be an essential reader for those in qualifying social work programmes, ASYE staff, practitioners and academics."Hugh McLaughlin, Professor of Social Work, Manchester Metropolitan University, UK"This book provides an exceptional exposé of ethics and values in social work practice. Conceptual clarity and critical presentations of contemporary debates are presented in a systematic text. It is written in an accessible style and the content will prove valuable to social work students, practitioners and researchers alike. This is one of the most comprehensive books on ethics and values in social work practice available in the market."Professor Lambert Engelbrecht, Department of Social Work, Stellenbosch University, South Africa

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Kim Heanue is a Senior Lecturer in Social Work at the University of Huddersfield, UK. She previously worked for several years in substance misuse, supporting adults with drug and alcohol problems. Chris Lawton has significant experience of working in the Voluntary Sector and currently holds a management post in a substance misuse service.***Social workers are often faced with issues of substance misuse, whether they day basis. Useful features include:• Real case examples• Reminder boxes and end of chapter checklists• Points of law• Handy reference guide to drugs and their effects• Example questions to ask service users to elicit the information you need to knowWritten by authors with widespread experience in the profession, this pocketbook will assist students and social workers in:• Understanding drug and alcohol misuse• Assessing the risks• Recognising how and when to intervene• Liaising more effectively with drug treatment services***"This book forms part of a series of pocketbooks for social workers. These compact guides are written in an accessible and to-the-point style to help the busy practitioner locate the information they need as and when they need it—all bound up in A5 and under! The pocketbooks explore key practical skills involved in such areas as mental capacity, report writing and assessment.""This is an excellent resource for anyone working with families. The useful, concise guide to types of drugs, their uses, what they look like and what symptoms they cause is something to be referred to again and again. The book also provides important reminders to encourage those working with adult substance misusers and those working with the children of drug misusing parents to work together and understand each other's roles".Jane Bee, Safeguarding Children Service, Gloucestershire, UK"An essential read for anyone working with substance users or someone who just wants to learn more about the subject. Heanue and Lawton have created an excellent source for any social work practitioner. This book is a clear, easy read with boxes in each section to highlight key points, checklists and examples of practice".Louisa Saunders, Newly-Qualified Social Worker

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Mental health nurses need to work within the law to ensure good, legal care for their patients, while at the same time being guided by appropriate values. This practical handbook for mental health nurses offers an accessible and invaluable guide to mental health law and values based practice. Written in an accessible and friendly way, the book covers the different stages of mental healthcare delivery in a range of healthcare settings. The book includes guidance on: The Human Rights Act The Mental Capacity Act 2005 The Deprivation of Liberty safeguards The revised Mental Health Act Admitting people to hospital Discharging people into the community Working with those in care homes Working with children and young peopleThe chapters include case studies based on real life, to show how nurses can deal with complex and daunting scenarios in practice. The book includes clear explanations of all relevant legislation as well as step-by-step guidance on how to deal with situations where mental health law applies. This book is suitable for those preparing to qualify as well as those already qualified and working in a range of healthcare settings. An essential text, this book will empower nurses to practise with confidence. "I welcome this book as its integration of values based practice and legislation into the complex world of decision making in mental health services clarifies many issues. This book is sure to become essential reading for students of mental health nursing."Ian Hulatt, Mental Health Advisor, Royal College of Nursing UK "This is an invaluable guide for all professionals working in mental health services, written by two people who have unparalleled understanding of mental health and mental capacity law. It should help practitioners understand both the intricacies of the law and how to retain a person-centred approach when applying it."Paul Farmer, Chief Executive, Mind "An impressive and enlightening book that spans law, ethics, values and practice. With the help of realistic scenarios it explains and applies the law with clarity and great practical understanding. It will inform and reassure those struggling with the often painful dilemmas confronted over the course of providing nursing care to service users with mental disabilities."Genevra Richardson, Professor of Law, King’s College London, UK

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“This book should become a key textbook of choice for a wide range of health care professionals and students. It encourages autonomous learning and helps develop critical analytical skills … Each chapter follows a logical progression using key objectives which relate to a range of activities and up to date evidenced based sources of information. The range of depth and breadth of material is contemporary and as such should meet the academic, managerial and clinical background of the reader.”Helen Matthews, Senior Lecturer in Health and Community Care, University of West London, UK“This text represents a useful, well-pitched contribution … The book is densely packed but skilfully written to feel comfortable for the reader; challenging in places but never to the extent to discourage engagement.”Jane Thomas, Acting Head of College of Human and Health Sciences, Swansea University, UKDo you have difficulties deciding which health promotion activities facilitate behavioural change?This accessible book focuses on the practical activity of health promotion and shows students and practitioners how to actually apply health promotion in practice. The book uses case scenarios to explore how health promotion activities can empower individuals to make decisions that change their health related behaviour. This book explores the role of health promotion and explores a number of practical approaches, such as developing client’s self-awareness and skills, working with groups and communities and social marketing and the mass media. The book includes: Learning outcomes, think points and implications for practice, giving readers guidance on engaging with health promotion Multi-setting case studies including schools, prisons and the local community Activities to develop self-awareness, self-esteem, assertiveness, empowerment, communication and life skills A Guide to Practical Health Promotion is suitable for allied health professionals, nurses and students involved in health promotion practice and will help you to build confidence in your health promotion skills.

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