Search results for ""Open University Press""

"This book is written by two eminent educators and clinicians in medicine, and provides a wealth of information and food for thought for those who have responsibility for curriculum development."Journal of Orthodontics What are the contemporary problems facing curriculum designers and developers? What are the key questions that ought to be addressed with regard to curriculum design for medical practice? How might a curriculum for practice in medical education be developed? Medical Education offers a detailed response to these questions and shows what form a curriculum for practice should take and how one can be developed. These ideas are presented in a highly practical and readable account that is essential reading for those involved in educating the doctors of the future and for policy makers in the field of medical education. It also offers useful advice for those in related fields of health care.The authors show that recent developments of curricula for postgraduate doctors have been founded on the misguided view (promoted by politicians and policy makers) that medical practice is routine, straightforward and able to be reduced to simple protocols that professionals must learn and follow. In this view, doctors are technicians who need merely to be trained through a simple curriculum. In contrast, this book shows that the practice of medicine as experienced by working doctors is complex, uncertain and unpredictable. This requires a curriculum that provides the opportunity to learn to exercise professional judgement and make decisions based on practical wisdom.

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Reviewers’ comments on the first edition“Zygmunt Bauman presents a cogently argued and compelling thesis... an important book from a distinguished scholar, that adds a new dimension to the poverty debate.”British Journal of Sociology “It will be of great interest and value to students, teachers and researchers in sociology and social policy… [Bauman] provides a very forceful and sophisticated statement of the case; and a very well written one too. As a wide ranging analysis of our present discontents it is an admirable example of the sort of challenge which sociology at its best can offer to us and our fellow citizens to re-assess and re-think our current social arrangements.”Work, Employment and Society “This is a stylish and persuasive analysis of the transition between the age of the ‘society of producers’ to that of the ‘society of consumers’.”Political Studies It is one thing to be poor in a society of producers and universal employment; it is quite a different thing to be poor in a society of consumers, in which life projects are built around consumer choices rather than on work, professional skills or jobs. Where ‘being poor’ was once linked to being unemployed, today it draws its meaning primarily from the plight of a flawed consumer. This has a significant effect on the way living in poverty is experienced and on the prospects for redeeming its misery. Work, Consumerism and the New Poor traces this change over the duration of modern history. It makes an inventory of its social consequences, and considers how effective different ways of fighting poverty and relieving its hardships are. The new edition of this seminal work features: Updated coverage of key thinkers in the field Discussion of recent work on redundancy, disposability and exclusion Current thinking on the effects of capital flows on different countries and the changes on the shop floor through, for example, business process re-engineering New material on security and vulnerability Key reading for students and lecturers in sociology, politics and social policy, and those with an interest in contemporary social issues.

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There is currently an explosion of interest in the field of body psychotherapy. This is feeding back into psychotherapy and counselling in general, with many practitioners and trainees becoming interested in the role of the body in holding and releasing traumatic patterns. This collection of ground-breaking work by practitioners at the forefront of contemporary body psychotherapy enriches the whole therapy world. It explores the leading edge of theory and practice, including: Neuroscientific contributions Embodied countertransference Movement patterns and infant development Freudian and Jungian approaches Continuum Movement Embodied-Relational Therapy Process Work Body-Mind Centering® Developmental Somatic Psychotherapy Trauma work New Dimensions in Body Psychotherapy is an essential contribution to the ‘turn to the body’ in modern psychotherapy.Contributors: Jean-Claude Audergon, Katya Bloom, Roz Carroll, Emilie Conrad, Ruella Frank, Linda Hartley, Gottfried Heuer, Peter Levine, Yorai Sella, Michael Soth, Nick Totton, David Tune.

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This lively, concise and to-the-point guide offers hints and practical sugestions to help you deal with the issues you face when working on a group project. It helps you to understand what goes on in project groups, to move forward in difficult situation, and to draw valuable lessons from the experience. · How to share out the work · How to transform your group into a team· How to take decision· How to deal with‘free riders’ · How to work constructively with someone you don't like· How to make good use of your experience when applying for jobsA must for every student working on a group project, and especially recommended if you have been put into a group, assigned a project and left alone to get on with it!

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“An introduction to the varieties of qualitative research in psychology is long overdue, and Parker’s book should with its broad scope, accessible style, and controversial viewpoints on trends of the current qualitative wave, have a wide audience.” Steinar Kvale, Aarhus University, Denmark“This is a wonderful, insightful and necessary book…It takes students through this complex terrain in a clear, readable and yet challenging way.”Bronwyn Davies, University of Western Sydney, Australia“This book makes important contributions to theoretical, political and methodological debates on qualitative and action oriented research.”Bernardo Jiménez-Domínguez, Universidad de Guadalajara, Mexico"For me personally, the book worked very well, I very much appreciated the fact that the book went beyond a presentation of 'the state of the art', and that it offered new ideas and suggestions about how to take qualitative research further."Qualitative Research in PsychologyThis book is designed as a practical guide for students that is also grounded in the latest developments in theory in psychology. Readers are introduced to theoretical approaches to ethnography, interviewing, narrative, discourse and psychoanalysis, with each chapter on these approaches including worked examples clearly structured around methodological stages. A case is made for new practical procedures that encourage students to question the limits of mainstream psychological research methods. Resource links guide students to theoretical debates and to ways of making these debates relevant to a psychology genuinely concerned with critical reflection and social change. The book includes numerous boxes that clearly outline: Key issues in the development, application and assessment of qualitative research methods Current debates and problems with particular qualitative methods taught in psychology Summaries of methodological stages and points to be aware of in the marking of practical reports in relation to specific methods Coverage of ethical issues, reflexivity and good report writing Qualitative Psychology is essential reading for students of psychology and other related social sciences who want a polemical account that will also serve as a well-balanced and rigorous introduction to current debates in qualitative psychology.

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- What are professional doctorates?- How do they change professional knowledge and improve practice? - How can universities organise doctoral programmes to facilitate professional learning and development? - What is the most appropriate relationship between professional and academic knowledge?This book examines the relationship between advanced study on higher education courses and professional practice. It explores contributions made by research on practice to professional development. The editors document and explain strategies that universities use:- in recruitment - aims and purposes of the degree- selection of content and focus- assessment procedures- curricular structures- pedagogy- teaching strategies- conditions for learning- support for professionals- relations with interested bodies and stakeholders. The book uses in-depth case studies of three professional doctorates: the doctorate in business administration (DBA), the engineering doctorate (DEng) and the education doctorate (EdD).Examining Professional Doctorates makes an important contribution to this neglected area of research. Essential reading for policy makers in higher education and anyone interested in professional doctoral study.

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“This excellent book promises much and delivers a whole lot more. It provides a description of the practicalities of combining evidence from a variety of data collection modes in order to enrich our responses to educational research questions. This is achieved with thoroughness and clarity and even some wit. There are outstanding teaching materials here…. This is the best book on educational research methods published in this country for decades.” Professor Charles Desforges, University of Exeter "In this timely and important contribution, Stephen Gorard and Chris Taylor help us move beyond the wasteful schism of 'qualitative versus quantitative' research by offering sound basic theorising and extensive practical illustration of the combining of research methods... I see their book as essential reading for anyone concerned for effective educational and social research."Professor Peter Tomlinson, University of LeedsThere is growing interest in the possibilities of combining research approaches in education and social sciences, as dissatisfaction mounts with the limitations of traditional mono-method studies and with the schism between quantitative and qualitative methods. This book argues the case for combining multiple research methods, and provides much-needed practical guidance for researchers who want to use this mixed-methods approach. The authors believe that all research has an over-arching logic and that, within this, the fruitful combination of quantitative and qualitative methods is possible. They develop the idea of the ‘new’ education and social researcher, for whom the combination of approaches is a representation of a diverse skills base, rather than a matter of ideological or theoretical allegiance.The book outlines and evaluates methods that are currently used, and looks at combining different methods across and within studies, including complex interventions, Bayesian approaches, new political arithmetic, triangulation, life histories and design studies. It offers a radical, new and very simple way of working with numbers.Drawing on examples across the social sciences, this book is key reading for undergraduate and postgraduate students in Education and social science courses with a research element, as well as academics and professionals undertaking research projects.

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"Understanding History Teaching is an enjoyable read with a logical and flowing structure. It lives up to its goal of appealing to both academic and professional readers with both academic depth and real insights and opportunities for the professional teacher to draw from. It presents its data and interpretations in a manner which does not avoid the issues revealed within the research but has an uplifting effect on the reader and leaves them feeling optimistic about the quality of History teaching in UK secondary schools."Robert Wyness, Student, De Montfort University, Leicester,UK* Why do we teach and learn about the past?* How is history taught in schools?* What are the influences on the way teachers teach and pupils learn about the past?History is one of the most ideologically disputed of school subjects. Over the past generation, the subject has experienced fundamental changes in content, pedagogy and approach. This book is the first detailed account of the way history is taught in schools to be published for 30 years. Drawing on fieldwork in comprehensive schools, and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn. They consider its purposes on teaching about the past in a world of accelerating change. The book sets out to explore the realities of classroom history teaching and to offer pointers for the development on the subject in a new century.

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This accessible text takes a multi-disciplinary approach to exploring issues surrounding domestic violence. It draws on contemporary research findings, policy developments, innovative practice and case studies to explore new directions in professional and voluntary sector responses to domestic violence. Centred on the United Kingdom, but located in a context of global change, the book discusses and critically evaluates new criminal justice and multi-agency initiatives such as domestic violence courts and risk assessment conferences, as well as assessing how far these initiatives improve the safety of women and children.Harne and Radford aim to disseminate ideas about best practice in relation to dealing with this sensitive and still controversial issue. They use real-life case studies from professionals, including the police, health services and Women’s Aid, and are inclusive of the experiences of a wide range of survivors, in order to enable an understanding of the need for appropriate responses, depending on different survivor needs. Tackling Domestic Violence provides an informed background for professionals in the police, probation, health and social care services, the legal system and voluntary sector with a remit to respond to domestic violence. It is also highly relevant to those undertaking courses on domestic violence at undergraduate and postgraduate level.

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What is assessed gets attention: what is not assessed does not. When higher education is expected to promote complex achievements in subject disciplines and in terms of 'employability', problems arise: how are such achievements to be assessed? In the first part of the book, it is argued that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. The authors argue that improving the effectiveness of assessment depends on a well-grounded appreciation of what assessment is, and what may and may not be expected of it. The second part covers summative judgements for high-stakes purposes. Using established measurement theory, a view is developed of the conditions under which affordable, useful, valid and reliable summative judgements can be made. One conclusion is that many complex achievements resist high-stakes assessment, which directs attention to low-stakes, essentially formative, alternatives. Assessment for learning and employability demands more than module-level changes to assessment methods. The final part discusses how institutions need to respond in policy terms to the challenges that have been posed. The book concludes with a discussion of how institutions can respond in policy terms to the challenges that have been posed.Assessment, Learning and Employability has wide and practical relevance - to teachers, module and programme leaders, higher education managers and quality enhancement specialists.

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This book focuses on the talk of science classrooms and in particular on the ways in which the different kinds of interactions between teachers and students contribute to meaning making and learning. Central to the text is a new analytical framework for characterising the key features of the talk of school science classrooms. This framework is based on sociocultural principles and links the work of theorists such as Vygotsky and Bakhtin to the day-to-day interactions of contemporary science classrooms. *presents a framework, based on sociocultural theory, for analysing the language of teaching and learning interactions in science classrooms*provides detailed examples and illustrations of insights gained from applying the framework to real science lessons in Brazil and the UK.*demonstrates how these ways of thinking about classroom talk can be drawn upon to inform the professional development of science teachers.*offers an innovative research methodology, based on sociocultural theory, for analysing classroom talk.*expands upon the ways in which sociocultural theory has been systematically applied to analysing classroom contexts.This book offers a powerful set of tools for thinking and talking about the day-to-day practices of contemporary science classrooms. It contains messages of fundamental importance and insight for all of those who are interested in reflecting on the interactions of science teaching and learning, whether in the context of teaching, higher degree study, or research.

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Gender Equity in the Early Years critically evaluates the extent to which current early years policies, provision and practice promote and foster gender equity. It explores the rationale for the drive to employ more men in the early years field and examines the link made between ‘underachievement’ in boys and the ‘feminine’ nature of early years provision. It also looks at the underpinning philosophy and impact of the Foundation stage in early years provision. Taking into consideration recent research, this book considers the validity of the ‘scientific’ conclusions being drawn about the biological basis for gender differences. Children’s perceptions of ‘masculinities’ and ‘femininities’ are also under scrutiny as the author analyses their imaginative role play and storytelling in early years settings. The author also looks at the principles behind the pre-school provision in Reggio Emilia and focuses on the extent to which this approach fosters gender equity. This groundbreaking book is essential reading for professionals working with young children, students on early childhood education and early childhood studies courses and heads and deputies in nurseries and primary and nursery schools.

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This book, a collection of key papers for students of health psychology, follows the structure of the same author's Health Psychology: A Textbook, which has made a major contribution to the teaching and study of this rapidly expanding discipline. This text has additional chapters on methodology; the social context; behaviour and health; and health across the lifespan. Each chapter is introduced by a brief overview and contains papers which have been chosen either for their theoretical importance or as good empirical indicators of a model. The examples use a range of methodologies from qualitative to quantitative, with the latter including experimental and cross-sectional studies and systematic reviews. The book draws mainly from psychological theories, but also includes those from related disciplines.

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This is a succinct and comprehensive account of the contemporary sociology of sport. It starts by tracing the key ‘moments’ in the transition from pre-modern to modern sport, giving detailed accounts of the athletic competition in the ancient games at Olympia; the genesis of modern track-and-field athletics in nineteenth-century England; and the reconstruction by de Coubertin and unfolding of the Olympic movement through the twentieth century. The second section analyses features of sport in detail: The links between exercise, sport and health, including a look at growing rates of obesity and of the role of drug use in society and sport The hyper-commodification of football in the 1990s Representations of sport in the media Sports iconography, with sociological portraits of Muhammad Ali and David Beckham The re-emergence of violence in sport The third section critically analyses the various theoretical approaches adopted by sociologists, and presents a distinctive new theoretical framework for understanding the changing role of sport in society in the era of global disorganized capitalism. This is key reading for students and researchers in sociology of sport and leisure, sport science and health.

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“It is rare for a book to tackle the range of problems and difficulties counsellor training involves in such a comprehensive manner, it is rarer still for the style of writing to engage the reader as this book manages to do... I wish this book had been available when I was a student.” Counselling and Psychotherapy Journal“How do I get through this?” is one of the questions that counselling and psychotherapy students most often ask themselves: John Karter has answered this and many other fundamental questions in his book.Undoubtedly there are many pressures upon students but the process can and should be an enjoyable. Written from a “student’s-eye view” this book explores the professional and personal difficulties that may be encountered and offers practical advice on how to avoid problems where possible and overcome them when necessary. From start to finish, the pitfalls are highlighted in order that students can seek help when and where it is needed. The benefits and joys are also emphasized in order to show that “the long and winding road” does have an end and that beyond it there are new horizons.On Training to be a Therapist has been designed for use as a standard text on training courses at all levels. The book is exceptionally accessible and should sit on the bedside table of all counselling and psychotherapy students and the bookshelf of tutors and supervisors who need to remind themselves of how they may be of help to students.

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“This book will certainly prove to be a useful resource and reference point … a good addition to anyone’s bookshelf.” Network"This is a superb collection, expertly presented. The overall conception seems splendid, giving an excellent sense of the issues... The selection and length of the readings is admirably judged, with both the classic texts and the few unpublished pieces making just the right points." William Outhwaite, Professor of Sociology, University of Sussex "... an indispensable book for all of us in philosophy and the social sciences who teach and care about the shape of social knowledge in the future." Steven Seidman, Professor of Sociology, State University of New York Albany "For a comprehensive account of the ways in which world transformations affect claims to social scientific knowledge, one need look no further than Gerard Delanty and Piet Strydom's Philosophies of Social Science. ...this collection captures nicely the increasingly engaged political nature of the philosophy of social science. Debates about pragmatism, feminism and postmodernism are particularly well represented" The Australian What is social science? How does it differ from the other sciences? What is the meaning of method in social science? What is the nature and limits of scientific knowledge? This collection of over sixty extracts from classic works on the philosophy of social science provides an essential textbook and a landmark reference in the field. It highlights the work of some of the most influential authors who have shaped social science.The texts explore the question of truth, the meaning of scientific knowledge, the nature of methodology and the relation of science to society, including edited extracts from both classic and contemporary works by authors such as Emile Durkheim, Georg Simmel, Max Weber, Alfred Schutz, Max Horkheimer, Jurgen Habermas, Alvin Gouldner, Karl-Otto Apel, Michel Foucault, Pierre Bourdieu, Anthony Giddens, Dorothy Smith, Donna Haraway, Sigmund Freud, Jacques Derrida and Claude Levi-Strauss.The readings are representative of the major schools of thought, including European and American trends in particular as well as approaches that are often excluded from mainstream traditions. From a teaching and learning perspective the volume is strengthened by extensive introductions to each of the six sections, as well as a general introduction to the reader as a whole. These introductions contextualise the readings and offer succinct summaries of them.This volume is the definitive companion to the study of the philosophy of social science, taught within undergraduate or postgraduate courses in sociology and the social sciences.

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This book examines the relationships between society andmaterial culture: the interaction between people and things.Tim Dant argues that the traditional approach to materialculture has focused on the symbolic meanings of objects,largely overlooking the material impact that objects have oneveryday life in late modernity. Dant resists the now well-establishedmodel of consumption as the principal relationshipwith ‘things’ in our lives. Using the motor car as a recurringtheme, he shows how we confront our society through materialinteraction with the objects that surround us.Materiality and Society draws on debates with historical,philosophical and theoretical discourses that address materiality,from Braudel and Merleau-Ponty to Heidegger and Latour. Thebook opens up new lines of enquiry and makes a convincingcase for the closer study of the interaction between people andthings.This book is key reading for students and researchers in a varietyof disciplines concerned with social relationships with things –including sociology, anthropology, cultural studies, andtechnology studies.

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"Robertson and Freshwater explicitly use the development of a therapeutic relationship and, parallel with it, the development of an individual psyche, as a vehicle for their exploration of emotions and needs. The subtlety is that their exploration, like psychotherapy itself, begins with the complexity and ends with the simplicity." Self & SocietyThrough the centrality of the concepts of needs and emotions, this volume describes and discusses issues that are fundamental to psychotherapy. As an alternative to classifying modalities of psychotherapy (and the way in which they understand needs and emotions) by their author, era or underpinning philosophy, this book focuses instead on the emotional patterning of psychotherapy.The book explores need and emotion in relation to what patients bring to therapy and what subsequently facilitates effective engagement. Examining ways of understanding the manifestation of needs and emotions, the authors bring differing therapeutic schools of thought together in contemporary models of integrative psychotherapy which draw upon the transpersonal, postmodern and poststructural. The book is illustrated throughout with clinical vignettes which help the reader ground the theoretical concepts in everyday practice.The discussions in this volume not only add to the current body of knowledge surrounding the fundamental concepts of emotions and needs, but also make a long overdue contribution to the psychotherapeutic professions. Emotions and Needs will be of interest to students and practitioners in fields such as: counselling, psychotherapy, clinical psychology and social work.

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“In this interesting, informative and accessible book Kathy Hall takes you on a journey of exploration and discovery and succeeds in challenging the reader’s own stance on the teaching, not only of reading, but also of literacy as a whole.… an excellent, thought-provoking book which empowers the reader to critically reassess their own practice and will have a positive effect in many classrooms” British Journal of Educational Studies* How do different reading experts interpret evidence about one child as a reader?* What perspectives can be brought to bear on reading in the classroom?* How can a rich notion of literacy be promoted in the regular primary classroom?In this book Kathy Hall invites you to extend your perspective on reading by considering the responses of well known reading scholars (e.g. Barbara Comber, Henrietta Dombey, Laura Huxford and David Wray) to evidence of one child as a reader. Reading evidence from eight-year-old Stephen, who is 'under-achieving' in reading, together with the suggestions of various experts about how his teacher could support him provide a vehicle for discussing different perspectives on reading in the primary classroom. The various approaches to literacy analysed include psycho-linguistic, cognitive-psychological, socio-cultural and socio-political. The book aims to guide your choice of teaching strategies and to support your rationale for those choices. Acknowledging the complexity and the richness of the field of research on literacy, the book demonstrates the futility of searching for a single right method of literacy development. Rather we should search for multiple perspectives, guided by the diverse needs of learners.

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Early Education, internationally, is the focus of much challenge and debate. Various approaches to teaching young children are being developed and advocated, but the focus is often on curriculum content with the processes of learning as a secondary issue. The most important consideration in early education is the way in which young children learn. Their transferable skills of communication, collaboration and investigation can underpin all aspects of learning. These elements form the main focus of work in a group of pre-schools in an area of Northern Italy which has earned an international reputation for innovative practice and pedagogy.The experience of Reggio Emilia, in providing challenges to accepted approaches to early childhood education in many countries, is widely acknowledged. Since 1963, when the Italian municipality of Reggio Emilia began setting up its network of educational services for 0-6 year olds, the 'Reggio Approach' has gained worldwide recognition. Numerous visitors have been impressed by the acknowledgement given to the potential of children, the organisation and quality of the environments created, the promotion of collegiality and a climate of co-participation of families in the educational project. This book reflects the impressions and experiences of the Reggio Emilia approach gained by a range of early childhood educators following a study visit to the region. It focusses on key issues such as staffing, training, working with parents, play, learning, the culture of early childhood, and special educational needs, from a variety of perspectives and will provide a welcome challenge to thinking for both practitioners and policy makers.

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* How is science represented by the media?* Who defines what counts as a risk, threat or hazard, and why?* In what ways do media images of science shape public perceptions?* What can cultural and media studies tell us about current scientific controversies?Media, Risk and Science is an exciting exploration into an array of important issues, providing a much needed framework for understanding key debates on how the media represent science and risk. In a highly effective way, Stuart Allan weaves together insights from multiple strands of research across diverse disciplines. Among the themes he examines are: the role of science in science fiction, such as Star Trek; the problem of 'pseudo-science' in The X-Files; and how science is displayed in science museums. Science journalism receives particular attention, with the processes by which science is made 'newsworthy' unravelled for careful scrutiny. The book also includes individual chapters devoted to how the media portray environmental risks, HIV-AIDS, food scares (such as BSE or 'mad cow disease' and GM foods) and human cloning. The result is a highly topical text that will be invaluable for students and scholars in cultural and media studies, science studies, journalism, sociology and politics.

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"Anyone seeking to identify potentially useful disease-specific measures for their study will find this a good starting point." Quality of Life ResearchPraise for the first edition:"...text that is remarkably detailed and comprehensive in its coverage of a range of quality of life measures...Bowling's book provides an important step towards the development of measures of quality of life that are both sensitive and rigorous." - Journal of Epidemiology & Community Health"...a most useful and comprehensive addition to the literature...The book is readable, well referenced and up to date. I recommend any group that wishes to attempt to measure health outcomes to consider adding this book to their resource list." - Australian Health Review"...this book gives an in-depth and comprehensive insight in health-related quality of life scales...a most valuable guide in helping the reader search for the scale with the best psychometric properties. Furthermore, this book will contribute highly to the improvement of disease-specific measurement of quality of life and to the comparability of measurement results." - Journal of Health PsychologyThis is a thoroughly updated and revised edition of Measuring Disease. It supplements the author's previous work Measuring Health (2nd edition). In assessing the outcome of disease and treatments, measurement scales must be relevant to their specific effects, necessitating the use of disease specific questionnaires. There is now considerable interest in measures which are multi-dimensional, and which are more sensitive than generic measures to specific disease and treatment effects. This book reviews disease specific measures of quality of life and, where relevant, popularly used symptom and single dimension scales. It is intended as a source book for researchers, medical and health care practitioners who are involved in the measurement of the outcome of health services.

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* What happens to childhood when the nature of adulthood becomes uncertain?* What impact is globalization having on adult-child relationships?* How are we to study 'growing up' today?Traditionally, children and adults have been treated as different kinds of person, with adults seen as complete, stable and self-controlling, and children seen as incomplete, changeable and in need of control. This ground-breaking book argues that in the early twenty-first century, 'growing up' can no longer be understood as a movement toward personal completion and stability. Careers, intimate relationships, even identities, are increasingly provisional, bringing into question the division between the mature and the immature and thereby differences between adults and children.Childhood and Society charts the emergence of the conceptual and institutional divisions between adult 'human beings' and child 'human becomings' over the course of the modern era. It then examines the contemporary economic and ideological trends that are eroding the foundations of these divisions. The consequences of this age of uncertainty are examined through an assessment of sociological theories of childhood and through a survey of children's varied positions in a globalizing and highly mediated social world. In all, this accessible text provides a clear, up-to-date and original insight into the sociological study of childhood for undergraduates and researchers alike. It also develops a new set of conceptual tools for studying 'growing up'.

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This book provides the main ingredients for professional development in working with young children in a diverse society. It fills the gap that most early years training neglects, that is, how to work with children in developing a positive disposition towards themselves regardless of their differences. By helping children to develop a strong self-identity and good self-esteem we set the foundations for positive attitudes towards others and towards learning. Practical advice, real examples and staff activities bring the book to life. The book provides clear evidence and practical guidance on how to develop young children's emerging language, especially those children who have English as an additional language, and how to generate, activate and assess curriculum for diversity. The book focuses on all children's learning for cultural diversity. Culture is used as a broad term to include language, ethnicity, social class and gender. Each chapter offers a clear combination of theory and practice and ends with excellent staff development activities and further readings. The book will be important reading for all students and practitioners working with young children.

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*Can theory-driven interventions using social cognition models change health behaviour?* How should theoretical models be adapted for intervention?* What are the implications for policy and practice?For many years, social cognition models have been at the forefront of research into predicting and explaining health behaviours. Until recently, there have been few attempts to go beyond prediction and understanding to intervention - but now the position has changed, and a number of excellent interventions have been set up. The purpose of this book is to bring them together in one volume.After an introductory chapter on the models and interventions to be included, there are nine chapters that each address a particular behaviour or set of behaviours, written by the authors of the interventions themselves. Chapters 2 to 4 examine risk-related behaviours (safer-sex; smoking; exposure to radon gas); Chapters 5 to 7 turn to health-enhancing behaviours and screening (reducing fat intake; uptake of vitamin C; breast self-examination; participation in cervical and colorectal cancer screening); and Chapters 8 to 10 explore road safety (speeding by drivers; pedestrian behaviour; and cycle helmet use). The chapters follow a common structure: a presentation of the 'epidemiological facts' about the behaviour and why an intervention was needed; an outline of the way in which the theoretical model being used was adapted for the intervention; a presentation of the experimental results; and a discussion of their theoretical and practical implications. The book ends with a chapter of commentary on the challenges of devising theory-based interventions.Following on from the highly successful Predicting Health Behaviour edited by Mark Conner and Paul Norman, this book will be recognised as a ground-breaking text in the psychology of health, for students, researchers and practitioners alike.

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This book argues for independent, critical research on education policy in the context of attacks on the quality and usefulness of educational research in general. It takes issue with the argument, promoted bygovernment departments and agencies that education policy research should be limited to work that assists policy-makers. Against this position, the book advocates independent, critical research that scrutinizes policy in relation to its consequences for equality and social justice. It argues that practitioners and academic researchers should form a research community that develops its own knowledge base from which so-called evidence based policymaking in education may be assessed and challenged. The book offers guidance on the theoretical and methodological resources available to practitioners and others with an interest in doing research on policy and discusses some of the main issues and problems in doing policy research on education. It offers examples of research on policy at different system levels, pursuing themes such as globalization, changing governance of education, selection, choice and exclusion, managerialism and the feminisation of educational management. It argues for attention to the history of policy in education as a resource for understanding the present, and concludes with recommendations for future research in areas where contestation of official agendas is needed.

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"Roberts is certainly successful in conveying a sense of the rich diversity of biographical research. This is a book based upon a formidably wide-ranging bibliography together with his own, by no means insignificant, contributions to the field…[the]…reader will be left in no doubt as to the central importance of biographical research and of its legitimate position within the social sciences" - David Morgan, Emeritus Professor of Sociology, Manchester University (former President, British Sociological Association), Auto/Biography, a BSA Study Group journal, 2002."Brian Roberts’ book is a highly accessible introduction to biographical method…The author deftly and confidently addresses the available work in a variety of disciplines ranging from education through oral history, feminism to memory… I warmly recommend this book to any historian interested in biography and what its study can tell them about what they do’. - Alun Munslow, Professor of History, Staffordshire University (Editor, Rethinking History), Rethinking History, 7:3, pp. 451-5, October, 2003* What is biographical research?* Why has it attracted so much interest?* How can biographical research be carried out?Biographical Research reflects a rapid expansion of interest in the study of lives taking place within the social sciences. Life story, oral history, narrative, autobiography, biography and other approaches are being used more and more to explore how individuals interpret experiences and social relationships. This book examines the methodological and theoretical developments associated with research on lives in sociology, oral history, ethnography, biography, and narrative analysis. The author includes numerous examples of biographical research from his own work and other studies, and addresses important areas such as the collection and interpretation of materials, uses of biographical research, oral and written accounts, the interview relationship, the construction of the story, memory, audience, and the researcher's own biography. In conclusion it draws out common themes and emerging concerns. Biographical Research is a comprehensive guide to major issues in the study of lives for students and researchers in the social sciences and related fields.

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* Why has 'the discursive turn' been sidelined in the development of a social theory of disability, and what has been the result of this?* How might a social theory of disability which fully incorporates the multidimensional and multifunctional role of language be described?* What would such a theory contribute to a more inclusive understanding of 'discourse' and 'culture'?The idea that disability is socially created has, in recent years, been increasingly legitimated within social, cultural and policy frameworks and structures which view disability as a form of social oppression. However, the materialist emphasis of these frameworks and structures has sidelined the growing recognition of the central role of language in social phenomena which has accompanied the 'linguistic turn' in social theory. As a result, little attention has been paid within Disability Studies to analysing the role of language in struggle and transformation in power relations and the engineering of social and cultural change. Drawing upon personal narratives, rhetoric, material discourse, discourse analysis, cultural representation, ethnography and contextual studies, international contributors seek to emphasize the multi-dimensional and multi-functional nature of disability language in an attempt to further inform our understanding of disability and to locate disability more firmly within contemporary mainstream social and cultural theory.

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'Insightful and refreshing.' - Professor Dennis Klass, Webster University Religion Department, St. Louis, USA'A tour de force.' - Dr Colin Murray Parkes, OBE, MD, FRCPsych, President of CRUSESome societies and some individuals find a place for their dead, others leave them behind. In recent years, researchers, professionals and bereaved people themselves have struggled with this. Should the bond with the dead be continued or broken? What is clear is that the grieving individual is not left in a social vacuum but has to struggle with expectations from self, family, friends, professionals and academic theorists.This ground-breaking book looks at the social position of the bereaved. They find themselves caught between the living and the dead, sometimes searching for guidelines in a de-ritualized society that has few to offer, sometimes finding their grief inappropriately pathologised and policed. At its best, bereavement care offers reassurance, validation, and freedom to talk where the client has previously encountered judgmentalism.In this unique book, Tony Walter applies sociological insights to one of the most personal of human situations. On Bereavement is aimed at students on medical, nursing, counselling and social work courses that include bereavement as a topic. It will also appeal to sociology students with an interest in death, dying and mortality.

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Within the field of strategic management there is increasing awareness of the limitations of rational approaches to decision making. Managing in a climate of continuous change and uncertainty has turned attention to the role of managerial cognition. The Competent Organization explores the nature of cognition in organizations and focuses upon: the behaviour and characteristics of top management teams; organizational learning and memory; distributed cognition and information markets; the significance of knowledge management and tacit learning; key competencies such as emotional intelligence, information searching, decision making heuristics, creativity, intuition; and how organizations might be helped to become more cognitively effective."This trail-blazing book presents a clearly written, extensive survey of research about many psychological aspects of strategic analyses. It provocatively argues for the existence and practical impact of a 'strategic competence' that integrates rationality, intuition, emotion, and rules of thumb. In a world where technological developments are demanding ever faster strategic reactions, and where globalization is making markets and organizations more and more complex, to understand the psychology of strategizing has become imperative. This book will attract and stimulate organizational psychologists, strategic-management scholars, and management consultants as well as corporate learning officers." - Professor Bill Starbuck, Past (USA) Academy of Management President and Professor at Stern Business School, New York."the first comprehensive treatment of a newly emerging field of study that uses established psychological and social principles to understand and begin to improve the processes of strategy formulation, strategy implementation, and organizational learning. Reading it was invigorating!" Professor Susan E. Jackson, School of Management and Labor Relations, Rutgers University."A path-breaking work: comprehensive, visionary - and accessible." Professor Mark Easterby-Smith, Lancaster University Management School."A refreshingly critical perspective on the origins of strategic competence. Hodgkinson and Sparrow's knowledge management lens breathes coherence into a fragmented body of work...a broad rich overview of the field of managerial and organizational cognition." Kathleen Sutcliffe, Associate Professor, Uiversity of Michigan Business School."a significant step toward a trans-disciplinary understanding of strategic management in this acessible, well-written book which provides an attractive new vocabulary for understanding how organization competencies are grounded in cognitive processes." (From the foreword by Anne S. Huff, University if Colorado at Denver and Cranfield School of Management)

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What are the key ideas that underpin learning from experience? How do we learn from experience? How does context and purpose influence learning? How does experience impact on individual and group learning? How can we help others to learn from their experience? "Using Experience for Learning" reflects current interest in the importance of experience in informal and formal learning, whether it be applied for course credit, new forms of learning in the workplace, or acknowledging autonomous learning outside educational institutions. It also emphasizes the role of personal experience in learning: ideas are not separate from experience; relationships and personal interests impact on learning; and emotions have a vital part to play in intellectual learning. All the contributors write themselves into their chapters, giving an autobiographical account of how their experiences have influenced their learning and what has led them to their current views and practice. "Using Experience for Learning" brings together a wide range of perspectives and conceptual frameworks with contributors from four continents, and should be a valuable addition to the field of experiential learning.

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A Sociology of Sex and Sexuality offers an historical sociological analysis of ideas about expressions of sexual desire, combining both primary and secondary historical and theoretical material with original research and popular imagery in the contemporary context.While some reference is made to the sexual ideology of Classical Antiquity and of early Christianity, the major focus of the book is on the development of ideas about sex and sexuality in the context of modernity. It questions the widespread assumption that the anxieties and fears associated with old sexual mores have been overcome in the late twentieth century context, and asks whether the discourses of Queer sexual politics have successfully fractured the binary categories of heterosexuality and homosexuality.A Sociology of Sex and Sexuality will be of interest to students in the fields of sociology, sexual history, gender studies and cultural studies.

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A comprehensive British volume on lesbian and gay affirmative psychotherapy has been a while coming. Pink Therapy, however, has arrived, amply fills this gap, and is well worth the wait. The literature reviews are masterful for scholars, and the book offers a comprehensive, thoughtful approach for clinicians. A deft editorial hand is evident in the unusual consistency across chapters, the uniformly crisp, helpful chapter summaries, and the practical appendices, generous resources lists and well organized bibliographies.I particularly like the contributors subtle appreciation of theoretical nuance, genuine open-mindedness to diversity of ideas, and willingness to synthesize in a pragmatic and client-oriented manner.John C. Gonsiorek, PhD., Minneapolis, MN USA; Diplomate in Clinical Psychology, American Board of Professional Psychology; Past President, Society for the Psychological Study of Lesbian and Gay Issues (Division 44 of the American Psychological Association). Pink Therapy is the first British guide for counsellors and therapists working with people who are lesbian, gay or bisexual. It provides a much needed overview of lesbian, gay and bisexual psychology, and examines some of the differences between lesbians, gays and bisexuals, and heterosexuals. Pink Therapy proposes a model of gay affirmative therapy, which challenges the prevailing pathologizing models. It will help to provide answers to pressing questions such as:*what is different about lesbian, gay and bisexual psychologies?*how can I improve my work with lesbian, gay and bisexual clients?*what are the key clinical issues that this work raises?The contributors draw on their wide range of practical experience to provide - in an accessible style - information about the contemporary experience of living as a lesbian, gay or bisexual person, and to explore some of the common difficulties.Pink Therapy will be important reading for students and practitioners of counselling and psychotherapy, and will also be of value to anyone involved in helping people with a lesbian, gay or bisexual orientation.

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“This book is essential reading for anyone interested in learning more about one of the most influential and successful approaches to therapy.”Julia McLeod, Lecturer in Counselling, Abertay University, UK“Every edition of a long established text begs the question – what’s new? Michael and Dawn continue to honour the wisdom and relevance of prior editions with characteristic humour and humility. This touchstone text conveys with clarity the richness of Psychodynamic approaches.”Paul King, Assistant Professor, Guidance Counselling and Education, School of Human Development, Dublin City University, Ireland “A highly respected ‘classic’ text which has been thoroughly revised and extended to reflect the changed and changing landscape of therapeutic practice.”Keith E Walmsley-Smith, visiting Lecturer in Clinical Psychology, Staffordshire University, UKA person's past is ever present, from infancy to old age, and it affects the dynamics of therapy and the therapist-patient relationship.Written by a key founding figure of psychodynamic counselling and now with contributions from pre-eminent researcher, Dawn Freshwater, the bestselling The Presenting Past gives practicing therapists and students keen insight into the subject. The theories of Freud, Winnicott, Klein are now complimented by attachment theory and self-psychology and are organized into three main categories: trust and attachment; authority and autonomy; and concord and challenge.In this new edition, Jacobs and Freshwater give psychodynamic counselling and therapy a truly human face. The connections between theory and practice are highlighted through the use of compelling case examples and end of chapter exercises. Combined with an approachable writing style, this edition is the go-to for busy professionals and trainees.Fully updated to include coverage of the prevalence of social media; debates about gender identity and sexuality; the significance of attachment theory and attachment-based practice and self-psychology and its concentration upon the problems of narcissistic wound, The Presenting Past stays wonderfully readable.The book shows Jacobs at his best and is a testimony to his lifetime of experience. Michael Jacobs and Dawn Freshwater provide a clear modernisation on this classic, best-selling text.Michael Jacobs is one of the pioneers of psychodynamic counselling in Britain. He developed the counselling and psychotherapy programme at the University of Leicester, UK up to his retirement in 2000. Dawn Freshwater is adjunct Professor of Mental Health at the University of Leeds, UK and the University of Western Australia, Australia.

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“[E]ssential reading for anyone learning to be a teacher… This book will continue to be a core text on our ITE programmes.”Rachele Newman. Director of Initial Teacher Education, University of Southampton, UK“A comprehensive ‘must have’ for every new teacher entering the profession: a wide variety of short chapters, packed full of key, research-evidenced ideas, brilliantly articulated by a team of expert authors… Fantastic!”Mark Winterbottom, Professor of Education, University of Cambridge, UK“The beauty of the book is that the authors do not attempt to simplify teaching, instead they celebrate and explore the complexities of being a teacher.”Stefanie Sullivan, Deputy Head of School, Director of Initial Teacher Education, University of Nottingham, UKThis timely new edition remains the ultimate guide for students in the core areas of teaching policy, assessment and curriculum planning, while also covering the relevant issues facing educators and students today. Grounded in contemporary research and empirical evidence, Becoming a Teacher provides a critical yet accessible exploration of the complexities involved in starting a career in secondary education.New chapters include topics such as wellbeing and mental health, social justice, decolonising the curricula and how to develop teacher identity when starting a career. Themes such as digital pedagogy now run through the core of the book, reflecting the future of our education system. The book:-Supports students with a blend of theory and practical solutions -Integrates a wide range of issues, contexts and perspectives-Guides and encourages readers to reflect on their own learning and teaching-Covers practical classroom implementations, theoretical and empirical research, social and cultural dimensions and much moreBenefitting from the expertise of top academics in the education field while leaving room for the reader to engage with their own critical reflection, this book is essential for PGCE and Education students to gain a thorough understanding of the many facets of education as well as their own role as a teacher.Simon Gibbons is Senior Lecturer in English Education and Director of Teacher Education at King’s College London, UK. He is a former chair of the National Association for the Teaching of English. Richard Brock is a Lecturer in Science Education at King’s College London, UK. He taught secondary physics for many years in greater London and has also taught English in Japan and worked in special education.Melissa Glackin is Senior Lecturer in Science Education and the Director of the MA in STEM Education at King’s College London, UK.Elizabeth Rushton is Head of Department of Curriculum, Pedagogy and Assessment at the Institute of Education, University College London, UK. She previously led the Geography PGCE at King’s College London after having worked as a geography teacher and as Director of Evaluation for an education charity.Emma Towers is a Teaching Fellow in Education Policy at King’s College London, UK. Before moving into higher education, she worked as a primary school teacher in London schools.

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“Biggs and Tang, now with Kennedy, have ensured this new edition remains an international leader for university teaching for the next decade.”Denise Chalmers AM, Emeritus Professor, University of Western Australia, Australia“This book, a fifth edition, can truly be called a “classic” on the topic of teaching, learning and curriculum design in higher education.”Michael Prosser, Honorary Professorial Fellow, Centre for the Study of Higher Education, University of Melbourne, Australia“You should be inspired to increase the quality of your teaching, your learning, and your learning about teaching.”John R. Kirby, Professor Emeritus of Educational Psychology, Queen’s University, CanadaThe concept of constructive alignment has supported generations of students and teachers within higher education. It is a ‘backward design’ method of teaching where the student outcomes are identified first and the teacher then designs teaching activities to enable students to achieve those outcomes, assessing how well they have been achieved. Each chapter outlines how to design the learning outcomes, teaching and assessments for success in learning. This updated edition of Teaching for Quality Learning at University: • Provides a comprehensive, research-based theory of teaching for teacher reflection • Outlines how educational technology can be used in constructively aligned teaching • Helps staff developers to provide support for staff and departments in line with institutional policies • Offers a framework for quality assurance and quality enhancement across a whole institution Teaching for Quality Learning at University continues to be used as a framework for designing higher education teaching systems globally and is essential reading for those in the field. John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching. He developed his concept of constructive alignment at the University of Hong Kong, first outlined in Teaching for Quality Learning at University in 1999. Catherine Tang has over 15 years of teaching experience in tertiary education and is the former Head of the Centre for Learning, Teaching and Supervision at the Education University of Hong Kong (the then Hong Kong Institute of Education) and the Educational Development Centre at the Hong Kong Polytechnic University. Gregor Kennedy is the Deputy Vice-Chancellor (Academic) at the University of Melbourne, Australia and a Professor of Higher Education in the Melbourne Centre for the Study of Higher Education.

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“Dr Charlotte R. Pennington has pulled off a remarkable trifecta of being clear, concise, and comprehensive in covering the origins of the open science movement and practical advice for adopting the behaviors”Professor Brian Nosek, Executive Director, Center for Open Science; University of Virginia, US“My hope is that every psychology student will finish their degree with a heavily annotated, well-thumbed copy of this important and timely book!”Dr Madeleine Pownall, University of Leeds, UK“This book should be on the reading list for all university science degrees and on all library bookshelves. It is concise, accessible, and remarkably interactive, with brilliant use of examples and learning activities. Is there a better instruction manual on how to do science properly? If there is, I haven’t seen it.”Professor Chris Chambers, Cardiff University, UK“This book will equip future generations with the tools necessary to improve our disciplines, and thereby represents a significant ray of hope for the future. Essential and timely.”Dr Emma Henderson, University of Surrey, UK A Student’s Guide to Open Science explores the so-called “replication crisis” in psychology (the inherent difficulties in replicating or reproducing research results to test the robustness of findings) while delving into the ways that open science can address the crisis by transforming research practice.Students will develop a fundamental understanding of the origins and drivers of the crisis and learn how open science practices can enhance research transparency, replication, and reproducibility.With a handy, digestible guide for students and researchers alike on how to implement open science practices within their own workflow, as well as pedagogic teaching and learning activities that can be re-used by educators, Pennington’s new book is an essential guide to navigating the replication crisis.Key features of this book include:• An overview of landmark events that will mark the history of the replication crisis.• Case studies of classic psychological studies undergoing replication.• Test yourself activities to reinforce learning of key concepts, including an open science crossword!• Top tips for adopting open science practices, including study preregistration, Registered Reports, and open materials, code, and data.• Useful illustrations to aid understanding and facilitate revision. New concepts and practices can often feel overwhelming, but this book aims to help students and educators pick what they want from the ‘open science buffet’ and return to the table to fill up their plates again and again. Remember, we are all students of open science and will be for many years to come!Dr Charlotte R. Pennington is a Lecturer in Psychology at Aston University, Birmingham, UK and a Fellow of the Higher Education Academy. She is an expert in open science and advocates for the teaching of this within higher education pedagogy.

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This text is a comprehensive, highly readable guide to how to undertake a literature review in health and social care, tailored specifically for postgraduate study. Essential reading for all those undertaking any study at post-graduate level, the book provides clarity and a step by step approach to doing a literature review from start to finish which will enable you to:• Identify which type of review is appropriate for your study • Select the literature that you need to include in your review• Search for, appraise and analyse relevant literature • Write up your reviewCrucially the book explores the common features of a broad range of types of literature review, which serve different functions – including the literature review that is a pre-requisite prior to a larger empirical study, and the literature review that is a study in its own right.With real-life examples of written research and succinct summaries at the end of each chapter, A Post-Graduate’s Guide to Doing a Literature Review in Health and Social Care is the ideal text for students wanting to get the very most from their study.

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The new edition of this indispensable book provides insights into the role of supervision and a fresh perspective on the fundamentals of the discipline. Coaching supervision is now widely recognised as essential to effective coaching and professional development of coaches. This book uncovers current research and explains the established ideas for practice. It also: •Contains a comprehensive overview of coaching supervision, from both theoretical underpinnings to practical guidance on different perspectives and approaches•Allows both students of coaching and experienced coaches to compare approaches and develop their own, unique ways of being supervised•Supports supervisors in planning their own developmental journey towards a more integrated, evidence-based practice•Includes leading thinkers from across the field and many emerging authoritiesCoaching and Mentoring Supervision is the definitive text for coaching supervisors, supervisees and those working toward qualifications in coaching supervision. It will also be of value both to HR professionals and those participating in mentoring programmes."This book is a central contribution to the further professional development of coaching and mentoring, where supervision should play a central role that cannot be underestimated."Reinhard Stelter, accred. coaching psychologist and Professor of Coaching Psychology at the University of Copenhagen, Denmark"The overarching strength of this book is the abundance of stimulation justifying this as an essential read on the topic of coaching and mentoring supervision."Dr Lise Lewis, Founder of Bluesky International provider of EMCC Accredited Coach and Author of Relational Feedback"An outstanding book, updated to 2021, with contributions from the biggest names in the field, and skillfully edited by three of the finest thought leaders in evidenced based practice in coaching supervision. This book is an essential read for those interested in coaching supervision whether as a student or as a practitioner."Professor Jonathan Passmore, Director Henley Centre for Coaching, Henley Business School, UK"This is a well-researched and multidisciplinary-grounded book by leading authors in the field who offer theoretical and practical knowledge for coaching practitioners to rethink, reset, and continue their professional development through supervision."Charline S. Russo, EdD, Senior Lecturer, Organizational Dynamics Program, University of PennsylvaniaTatiana Bachkirova is Professor of Coaching Psychology and Co-Director of the International Centre for Coaching and Mentoring Studies at Oxford Brookes University, UK. She is a recognised author, international speaker and an active researcher. Peter Jackson is Senior Lecturer and Co-Director of the International Centre for Coaching and Mentoring Studies at Oxford Brookes University, UK. His research interests are in embodiment and learning in coaching practice, reflective learning and professional development. He continues to practice as a coach and supervisor.David Clutterbuck is one of the original pioneers of coaching and mentoring. Author of more than 70 books, he is co-founder of the European Mentoring and Coaching Council and visiting professor at four universities; and a distinguished fellow of The Conference Board.

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More and more coaches are becoming credentialed and regularly engage in training and supervision to gain feedback and learn from their peers. Coaches (and the organisations that hire them) recognise the value of continuous professional development and reflective practice to give them a competitive edge. Yet very few leverage their own clients as a source of information in their professional development, despite the fact that clients spend more time observing and experiencing them in practice than all other observers combined. This book will help you make the most of this untapped resource. Applicable to executive coaches worldwide, as well as their educators and supervisors, this book will:•Highlight effective executive coaching behaviours in relation to two major outcomes of coaching: the strength of the coach-client relationship and the generation of new insights for the client•Present a structured process to educate your clients about the benefits of soliciting their feedback•Offer a protocol to seamlessly ask for client feedback during a coaching session•Demonstrate how to use client feedback to inform reflective practice, whether alone or in educational or supervision settings With a deep evidence-base from the author’s research in 25 countries, involving over 130 clients of executive coaching, this is compelling and pragmatic reading to support the use of client feedback in practice. “Engaging with this book will prove to be developmental.”—Tatiana Bachkirova, Professor of Coaching Psychology and Co-Director of the International Centre for Coaching and Mentoring Studies at Oxford Brookes University, UK “A must-have book if one wants to succeed in the highly competitive environment of executive coaching.”—Wai K, ICF Master Certified Coach and Managing Partner, JMC Coach Mastery Academy, Malaysia “A welcome insight on how the coach’s feedback can be used in a structured manner.”—Carola Hieker, Co-Founder and Managing Director of HIL Coaching and Honorary Professor of Transformation Leadership at University College London, UK “A novel and invaluable contribution to the executive coaching literature."—Alan Sieler, Director, Newfield Institute and Ontological Coaching Institute, Australia “Fresh and well-researched.”—Teresa J Pool, ACTP Director, UT Dallas Executive Coaching Certificate Program, USA Hélène Seiler is an international executive coaching practitioner, supervisor and educator with over 30 years of experience in leadership development and talent management. Hélène has worked and lived in North-America, Western Europe and South-East Asia.

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“What a provocative and refreshing stance on evidence-informed education! Evidence-informed education may currently be a divided field, but this must-read book offers hope that a reunion of existing approaches may be possible for a ‘productive tension’ where researchers, school leaders and teachers work together... The disconnect in education between research, policy and practice needs this intellectual reboot!”Professor Tanya Ovenden-Hope, Provost and Professor of Education, Plymouth Marjon University, UK“As a school leader, this book is an invaluable guide to evidence-informed educational research... It is a hopeful vision of a united evidence-informed education field in which practitioners, policymakers and researchers all play an active role as discerning creators and users of evidence.”Sam Mason, Deputy Headteacher, Thornton Primary School, UK“This is a wonderful book that deserves to be widely read and, more importantly, widely acted on. It presents a robust and detailed critique of current orthodoxies in how we have tried to improve educational practice through the use of evidence. Researchers, practitioners, policymakers and funders with an interest in evidence and school improvement should take note.”Professor Robert Coe, Director of Research and Development at Evidence Based Education, UK, and Senior Associate at the Education Endowment Foundation, UKA Critical Guide to Evidence-Informed Education analyses the role of research in education and its potential for improving education policy and practice. The book considers how divisions, both between different research traditions and between theory and practice, are hindering progress. Additional online content gives readers access to extra resources such as reflective questions and technical annexes to deepen understanding. Drawing on their experiences both as teachers and researchers, the authors expertly review fundamental questions about what research is, what it is for and the challenges of generating, communicating and using evidence. The book skilfully synthesises perspectives on evidence-informed education, forming connections across the ‘divided field’ and championing a more collaborative and eclectic approach.For education students, teachers, and school leaders, this book is an accessible and invaluable guide to the methods, problems, and key findings from several interconnected areas of education research. For researchers, this book offers an extended critical commentary and methodological critique of several related research communities and their current and potential contribution to educational improvement. The authors invite and equip readers to take their own stance on current and perennial debates about the role of research and evidence in improving education.Thomas Perry is an Associate Professor at the University of Warwick. He is a former schoolteacher who now teaches about education research methods and advises and supervises researchers at all levels, including leading the Education Doctorate (EdD) programme at Warwick. His research and teaching are focused on research methodology and the role of research and evidence in improving education policy and practice.Rebecca Morris is an Associate Professor at the University of Warwick. She is a former secondary English teacher and has previously worked at Durham University and University of Birmingham. Rebecca’s research interests include education policy, teacher education and the teacher workforce, English and literacy, and widening participation. She is an editorial board member for the British Educational Research Journal and Educational Review.

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"In his book Understanding Dyslexia Denis Lawrence leaves no stone unturned. This up-to-date book provides a comprehensive account of all aspects of dyslexia. The author's knowledge, experience and empathy is evident and the book can be recommended for all who want a simple account of the nature and consequences of dyslexia."Professor Maggie Snowling, University of York, UK"[This book is] a very readable introduction and guide covering theories of dyslexia and important areas of practical importance to those living with dyslexia or providing support for them."J.B.Thomas, Loughborough University, UKDyslexia affects at least ten per cent of children and is the most common special educational need that teachers encounter. However, the characteristics of dyslexia can mean that it is often confused with other learning difficulties. Whether you are a teacher or a parent, this easy-to-read book helps you to understand what is meant by 'dyslexia', providing clear guidance for identifying the signs and outlining practical strategies for helping and supporting dyslexic children. As well as examining current popular definitions of dyslexia, the book offers a fresh definition, based on current research. Each chapter helps you to understand the unique challenges faced by dyslexic children in their learning of literacy skills and shows that the combined efforts of parents and teachers really can make a difference.Key features include: Coverage of the most popular methods used in the assessment of dyslexia Strategies and techniques to help dyslexic children develop their literacy skills at school and at home A focus on how to enhance and maintain self-esteem in dyslexic children A look at other specific learning difficulties that overlap or can be confused with dyslexia Discussion of society's attitude towards dyslexia and the need for further understanding of the concept Understanding Dyslexia is valuable reading for trainee and practising teachers, SENCOs and parents.

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*Interested in purchasing The Art and Science of Mental Health Nursing as a SmartBook? Visit https://connect2.mheducation.com/join/?c=normanryrie4e to register for access today*This well-established textbook is a must-buy for all mental health nursing students and nurses in registered practice. Comprehensive and broad, it explores how mental health nursing has a positive impact on the lives of people with mental health difficulties.Several features help you get the most out of each chapter and apply theory to practice, including:• Personal Stories: Provide insight into the experience of mental health difficulties from the perspective of service users and their carers• Thinking Spaces: Help you reflect on your practice and assess your learning individually and in groups, with further guidance available online• Recommended Resources: Provide additional materials and support to help extend your learningNew to this edition:With four brand new chapters plus nine chapters re-written by original authors, key developments in this edition include:• Physical health care of people with mental health problems• Care of people who experience trauma• Promoting mental health and well-being• Support needed by nurses to provide therapeutic care and to derive satisfaction from their work• Innovations in mental health practice‘The newly revised and updated edition has continued to offer an intelligent and readable text that offers a great deal to both students and those undertaking continuous professional development … This edition continues to offer “thinking spaces” that encourage the reader to reflect upon and consider what they have learned in a most practical way. I wholeheartedly recommend this book and continue to be impressed with its high standards of presentation and scholarship’.Emeritus Professor Tony Butterworth CBE, Chair, Foundation of Nursing Studies, Vice Chair RCN Foundation, UK‘It is a pleasure to open this book and to see the comprehensive range of information and evidence based guidance in relation to effective practice in nursing. Even If you only buy one professional book this year make it this one!’Baroness Watkins of Tavistock; Crossbench Peer, PhD and RN (Adult and Mental Health), UK‘The importance of the teaching within this book cannot be underestimated … The book is written by credible and respected practitioners and will support mental health nurses to practice from the best evidence available today working from and with the human condition’. Beverley Murphy, Director of Nursing, South London and Maudsley NHS Foundation Trust

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What criteria are used to assess the scholarly merit of a thesis? What is the level of conceptualization that is expected in doctoral theses? How can you prepare to defend your thesis? What is the most effective route to achieving your doctorate? The starting point to achieving your doctorate is to appreciate how your thesis will be examined. The criteria that examiners use, the questions they ask in vivas and their reports provide templates against which theses are judged. So, why not start from this endpoint as you plan, undertake, write and defend your research?This book focuses specifically on how you, as a doctoral candidate, can raise your level of thinking about your chosen topic. Doing so will improve the quality of your research and ultimately contribute to knowledge. It also explores the nature of conceptualization which is sought by examiners in theses. As a candidate, the book provides those essential characteristics of doctorateness that examiners expect to find in your thesis. The book will also appeal to supervisors, examiners and those who conduct workshops for doctoral candidates and supervisors. This practical book includes extracts from theses, examiner reports and cameo accounts from doctoral examiners, supervisors and candidates. It also contains numerous visual models that explain relationships and processes for you to apply and use in your doctoral journey. Based upon contemporary practice, Stepping Stones to Achieving your Doctorate is an essential tool for doctoral candidates, supervisors and examiners.

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The Handbook of Academic Writing offers practical advice to busy academics who want, and are often required, to integrate writing into their working lives. It defines what academic writing is, and the process of getting started through to completion, covering topics such as: Gaining momentum Reviewing and revising Self-discipline Writing regularly Writers' groups and retreats Academic writing is one of the most demanding tasks that all academics and researchers face. In some disciplines there is guidance on what is needed to be productive, successful writers; but in other disciplines there is no training, support or mentoring of any kind. This book helps those in both groups not only to improve their writing skills and strategies, but, equally importantly, to find satisfaction in engaging in regular and productive writing. Underpinned by a diverse range of literature, this book addresses the different dimensions of writing. The fresh approach that Murray and Moore explore in this book includes developing rhetorical knowledge, focusing on writing behaviours and understanding writing contexts.This book will help writers in academic contexts to develop a productive writing strategy, not only for research monitoring exercises, but also for the long term.

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Why do people say one thing and do another? Why do people behave inconsistently from one situation to another? How do people translate their beliefs and feelings into actions? This thoroughly revised and updated edition describes why and how beliefs, attitudes and personality traits influence human behaviour. Building on the strengths of the previous edition, it covers recent developments in existing theories and details new theoretical approaches to the attitude-behaviour relationships. These novel developments provide insight into the predictability – and unpredictability – of human behaviour.The book examines: Recent innovations in the assessment of attitudes and personality The implications for prediction of behaviour of these innovations Differences between spontaneous and reasoned processes The most recent research on the relations between intentions and behaviour While the book is written primarily for students and researchers in social, personality, and organizational psychology, it also has wide-reaching appeal to students, researchers and professionals in the fields of health and social welfare, marketing and consumer behaviour.

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Too often interviewing is seen as simply a tool for data collection, while in reality it is a complex, subtle process that cannot be separated from the dynamic of the project or from the multiple and changing contexts of everyday life. In posing the question, “what is research for?”, Interviewing and Representation in Qualitative Research explores the processes of interviewing as itself a project intimately involved in contemporary debates around knowledge, freedom, power, ethics, modernism postmodernism, and globalisation. What makes the book distinctive is its focus on interviewing not just as a tool to be used within other frameworks such as case study, action research, evaluation and surveys, but as an approach to organise a project as a whole, to provide frameworks for organising perspectives on the multiple ‘worlds’ of everyday life. It is argued that every project, every methodology, every theoretical perspective has its own rhetorical framework that interacts with the ‘world’ as subject of study or focus for intervention. The interview, as defined in this book, is both the process of constituting and de-constructing world views – it is the inter-view, the place between worlds. Without the ‘inter-view’ no dialogue and no alternatives as a basis for difference, change, and development would be possible. The inter-view as conceived in the book is fundamental to qualitative research as an emancipatory project.Research practice is thus placed in the context of philosophical, theoretical and methodological debates, taking the reader beyond many introductory texts, making it suitable for all students and researchers who wish to advance the frontiers of their research and engage with contemporary social and political realities.

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It is very difficult for the student or practitioner to find their way through the jungle of different personality typographies that has sprung up in the field of psychotherapy; and even harder for them to find a point of sufficient height above the forest canopy to get their bearings in order to compare one system with another. This volume offers such an observation point together with some possible mappings. It surveys how different schools of therapy approach a basic topic, the differences that exist between people - including their attitudes, feelings, concerns and talents. It examines different systematic and non-systematic approaches to identifying different types of human being, exploring whether there are systematic ways in which humans vary, how we can assess the merit of different typologies, and whether personality typing is a helpful approach to therapy.Character and Personality Types looks in detail at the arguments for and against the use of typologies of character and personality as a clinical tool; and offers general criteria for judging the merits of particular personality systems, as well as exploring the possibility of a wider synthesis.

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