Search results for ""Open University Press""

This fully revised public health text offers students and practitioners a grounding in the practice of health promotion and introduces a range of methods that are used in health promotion practice. It also helps to develop skills needed to do health promotion in a range of settings, including project management, partnership working, needs assessment and evaluation. Whether the public health intervention is through face to face contact with individuals, or community based or involves strategic policy development this book now also explores recent developments in social media and web based health promotion interventions.This second edition: provides practical guidance and tools for planning, delivering and evaluating health promotion gives greater emphasis to upstream health promotion interventions, including Healthy Public Policy and health advocacy includes activities to help you make applications to your own study or practice of health promotion Health Promotion Practice, 2nd Edition is an ideal resource for students of public health and health policy, public health practitioners and policy makers.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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Fully updated in this second edition, this book introduces students to basic principles in social research. Taking a public health approach the book covers areas such as health promotion, public health and health services management and is aimed at helping a variety of health professionals. The book uses examples from a range of settings to illustrate how qualitative and quantitative methods from the disciplines of sociology, psychology, history and anthropology have been used to understand health related behaviour.Praised for its clarity and breadth, this popular book has been thoroughly updated and now includes: Extended further reading More indepth chapters reflecting the most current topics in the field of social research Expanded material on the use of secondary sources More coverage on the usage of studies within larger public health programmes, including mixed methods and integration of data Increased number of international examples and updated case studies All chapters have extensive pedagogy to engage readers and bring the theory to life, and is ideal for students taking a real variety of social research modules as part of a health program. It is particularly valuable for public health students.Understanding Public Health is an innovative series published by Open University Press in collaboration with the London School of Hygiene & Tropical Medicine.Series Editors: Rosalind Plowman and Nicki Thorogood.Contributors: Sarah Bernays, John Browne, Tracey Chantler, Mary Alison Durand, Martin Gorsky, Andy Guise, Judith Green, Tim Rhodes and Sarah Smith. "Public health is basically shaped and determined by human actions. The editors and contributors to this book provide clear, authoritative guidance to those who will use social research to understand human actions and promote public health. The book is very evidently grounded in the expertise of authors both as teachers as well as researchers."Ray Fitzpatrick, Professor of Public Health and Primary Care, University of Oxford, UK

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The original Dementia Reconsidered: The Person Comes First by Tom Kitwood was published by Open University Press in 1997. It was a seminal text in the field of dementia studies and is still cited and referenced as core reading on person-centred dementia care. Tom died unexpectedly, just 12 months after the book was published. This book continues to inspire many people to challenge simplistic paradigms about dementia. Since the original book was written, however, there have been many changes in our understanding of dementia.The editor of this new edition, Dawn Brooker was mentored by Tom Kitwood. She has drawn together a remarkable group of writers to provide a commentary on Kitwood’s work. This new edition reproduces the original chapters but provides extra content from subject experts to update the book to a contemporary level.Dementia Reconsidered Re-visited is an ideal main text or supplementary text for all those studying or working in nursing, medicine, psychiatry, psychology, occupational therapy, social work, adult education, gerontology and health and social care more generally.“This important book does three things. It brings to a new generation the insight and vision of Tom Kitwood. It highlights the remarkable progress we have made in recent years. But most important of all it reminds us what still needs to be done if we are to fully respect the rights of people with dementia and their family care-givers. Kitwood inspired Alzheimer’s Society to knit together research, care, and societal change. We are now re-inspired to make sure all progress is evidenced and evaluated for its impact. We must realise the enormous opportunities the digital age offers people affected by dementia but in doing so constantly listen to and learn from their many and varied voices across nations and cultures.”Jeremy Hughes CBE, Chief Executive, Alzheimer's Society, UK

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“This book holds the story of a monumental research effort… It provides a moving, thoughtful, understanding of what “neighbourhood” means and is a beacon for efforts aimed at improving the quality of life of all involved.”Steven R. Sabat, Professor Emeritus of Psychology, Georgetown University, Washington D.C., USA“It is indicative reading for educators, researchers, clinicians and policy makers nationally and internationally. By grounding the underpinning research in the lived experience of people with dementia, the book’s appeal extends to voluntary and community groups. Reading it is a must!”Assumpta Ryan, Professor of Ageing and Health, Ulster University, UK“A remarkable contribution to the ‘Reconsidering Dementia’ series.”Bob Woods, Emeritus Professor, Bangor University, UKThis book provides research based insights into the lived experience of dementia, aging in place and the use of participatory and creative social research approaches in the field of dementia studies. For the first time the key findings of one of the UKs largest funded social science research projects, the Neighbourhoods study, are assembled into one accessibly written blueprint for dementia care aiding better understanding of the place and position of those living with dementia in the home and neighbourhood context.Reconsidering Neighbourhoods and Living with Dementia highlights the importance of home for people living with dementia and that neighbourhoods are seen to be relational, virtual, technological, connected, lived, remembered, and imagined, and to exist within and across time. The book is organised under five key parts:•The Lived Neighbourhood•Neighbourhoods, Measurement and Technology•Neighbourhoods and Big Data•Personal Well-Being and Neighbourhood Programme Support•Bringing it Together and Future Directions This comprehensive book is appropriate to a wide range of readers and disciplines including those living with dementia, the related health and voluntary professions, family carers, practitioners, academics, and students undertaking a variety of courses aligned to gerontology, dementia studies and human geography.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.John Keady is a mental health nurse who has been involved in dementia care for over 30 years. Since 2006, he has held a joint appointment between the University of Manchester and the Greater Manchester Mental Health NHS Foundation Trust. He was the Chief Investigator of the Neighbourhoods study.

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Winner of the 2023 BPS Book Award in the Textbook Category“Extremely lively and super-smart, this Feminist Companion is indeed the friend you want to sit beside in every social psychology class.”Alexandra Rutherford, Professor, Historical, Theoretical and Critical Studies of Psychology, York University, Canada“Madeleine Pownall and Wendy Stainton Rogers’ book pings with the vibrancy and creativity of feminist critique. With this companion, they have made feminist inspiration, analysis, and activism easily accessible to everyone studying social psychology!”Virginia Braun, Professor of Psychology, The University of Auckland, New Zealand“The Feminist Companion was written for undergraduate readers, but it holds much wisdom for us all.”Jeanne Marecek, Swarthmore College, Swarthmore, Pennsylvania, USAThe Feminist Companion series includes books which act as your friends and mentors in book form, supporting you in your studies, especially when things get tough.This companion offers a feminist, critical, better-informed understanding of social psychology; what it knows, what it can deliver – and what it can’t. Ultimately, it will help you gain a deeper understanding of the data, analytic tools and theoretical frameworks that inform Social Psychology, as well as empowering you to develop the capacity and authority to challenge assumptions and become a critical and engaged social psychologist.Key features include:•Five Reasons Why You Need a Feminist Companion – a helpful summary of what readers can expect to gain from this book •Activity boxes, suggesting ways you can put the theory you are learning in to practice •See and Hear for Yourself boxes, signposting readers to where they can find real-world examples of the concepts covered•Summary sections that articulate the main points of each chapter and provide a useful revision aid•A glossary of key termsThis book maps to the British Psychological Society (BPS) curriculum on social psychology as well as the Quality Assessment Agency’s (QAA) Subject Benchmark Statement for Psychology. Madeleine Pownall is a lecturer in Social Psychology, Research Methods, and Advanced Social Psychology at the University of Leeds, UK. She is Chair of the Psychology Postgraduate Affairs Group (PsyPAG) and an Associate Editor at The Psychologist.Wendy Stainton Rogers is Emeritus Professor at The Open University, UK, and a member of the Open University Press Editorial Advisory Board. Across her career she has written ten bestselling books, the majority of which are for Psychology students. She is renowned for her clear-sighted and accessible writing style, as well as for her innovative work in Critical Psychology.

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Observation of young children, their development, and planning for next steps is a fundamental requirement of early years practice. Awareness of appropriate techniques, understanding what you are observing, as well as what it all means in terms of planning for learning is an essential yet difficult skill to acquire. This is a very practical book on observing young children that supports you in preparing a child observation case study. Taking a step-by-step approach the book covers the whole process beginning with choosing a child to study before discussing the fundamentals of child observation.It includes invaluable guidance on:The ethics of your study Appropriate techniques and tools for gathering data Observations that are useful How to select material to include Analyzing or interpreting the information Potential pitfallsThe book includes many examples of good observations, which help show how your own observations can be evaluated, analyzed and used. In addition there is a fully worked example of a child observation case study in the penultimate chapter. If you are studying early years or early childhood studies at foundation, undergraduate or Master's degree level then this book will really help you get to grips with how a good child observation study unfolds and develops. Cath Arnold works at the Pen Green Centre, an internationally renowned Children's Centre in Corby, UK. She is author of Observing Harry (Open University Press 2003). "This is a fascinating and accessible new book on child observation case study for students and professionals. Cath Arnold integrates theoretical perspectives and practical examples of observations with remarkable clarity in this comprehensive guidance to child case study."Shirley Allen, Senior Lecturer Early Childhood Studies, Middlesex University "It is quickly evident to the reader that 'Doing Your Child Observation Case Study' is steeped in the expertise and extensive experience of its author. The practical guidance it offers is likely to prove invaluable for childhood studies students and early career researchers in the field. Yet Cath Arnold's 'step-by-step guide' goes far beyond the practical. She shines vital light on the complex nuances of values, beliefs, ethics and rights inherent in child case study and addresses with clarity and credibility the crucial role that theory can play in supporting our understanding of children's actions. This text is an excellent addition to the childhood studies bookshelf."Dr Jane Murray, Centre for Education and Research, University of Northampton, UK "Cath Arnold has provided a rich resource for those who want to understand more about children, their wellbeing and their learning. This detailed approach to child observation offers guidance on why, how and what to observe, and how to interpret what is observed."Professor Cathy Nutbrown, Head of The School of Education, The University of Sheffield "'Doing Your Child Observation Case Study' shows us the way to be well informed practitioners able to offer children a really rich learning experience." Dr. Margy Whalley, Director of the Research, Development and Training Base at the Pen Green Centre and Centre for Children and their Families

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“In this masterful book, Julian Hughes makes a convincing case that many acts in clinical and care practice are ethical matters. Hughes takes us gently through a jungle of philosophical ideas and explores a series of ethical issues in dementia care, such as diagnosis, covert medication and end of life care. His humanity shines through as he favours a values-based approach to care, and concludes by declaring (in the spirit of Tom Kitwood) that the person must be placed first in order to do what is right and good for people living with dementia. A must-have volume for practitioners, social scientists and enlightened general readers.”Tom Dening, Professor of Dementia Research, School of Medicine, University of Nottingham, UK“This book is totally brilliant. The outstanding author Dr. Julian Hughes must now be considered the foremost ethicist of his generation when it comes to caring for individuals with dementia … This is now the book that everyone who cares about dementia and ethics must read, discuss, and implement. It is a huge contribution.”Stephen G. Post PhD, Director, Center for Medical Humanities, Compassionate Care & BioethicsStony Brook University School of Medicine, USA“This book should be an essential read for all of us who support and navigate the ethical issues relating to people with dementia and their families.”Paul Edwards, Director of Clinical Services, Dementia UKEthical issues are involved in every decision that is made in connection with someone living with dementia – from decisions about care and treatment to decisions about research and funding.This book encourages the reader to reconsider ethics in dementia care with the use of ‘patterns of practice’, an innovative idea developed by the author. The book highlights the importance of understanding the person’s narrative, of good communication, high quality care, and expert interpretation of the meaning of situations for people living with dementia. This book:• Reviews ethical theories and approaches in connection with dementia care• Considers issues such as such as stigma, quality of life, personhood, and citizenship in relation to dementia• Looks at issues relevant to research ethics• Presents case vignettes to highlight a complete spectrum of ethical issues that arise in dementia care• Is accessibly written for multiple audiences – from people living with dementia to practitionersDementia and Ethics Reconsidered is a comprehensive account of thought and practice in relation to ethical issues that arise in the context of dementia care, which seeks to show how ethical thinking can be put into practice and prove relevant to day-to-day experience.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 fi eld 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.Julian C. Hughes was a consultant in old age psychiatry. Having trained in both philosophy and medicine, he was appointed honorary professor of philosophy of ageing at Newcastle University, UK and subsequently professor of old age psychiatry at the University of Bristol, UK. He was deputy chair of the Nuffield Council on Bioethics, UK.

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Practitioners across many counselling approaches acknowledge that the therapeutic relationship is central to therapy and its outcomes. This book argues that the therapeutic relationship cannot be reduced to particular words or therapeutic skills, but is a relationship encounter that promotes dialogue, contact and process. In each chapter, experts in different fields interpret the therapeutic relationship through the lens of their own modality, offering:Summaries of the key theoretical and research bases Example case studies of therapeutic interventions that illuminate key relational components of the approach and the development and management of the therapeutic relationship Study of the limitations, challenges and complexities of maintaining a therapeutic relationship Exploration of new developments in working with clients - capturing work that the authors and other colleagues have been involved in developing in that area The Therapeutic Relationship Handbook is a broad ranging guide for students as well as both new and experienced practitioners. Divine Charura is a Senior Lecturer in Counselling and Psychotherapy at Leeds Metropolitan University, UK. He is an Adult Psychotherapist who works in the NHS, voluntary sector and in private practice, as well as an independent trainer, supervisor and coach. Stephen Paul is a client-centred psychotherapist, practising in the areas of therapy, supervision and coaching. He retired as Director of The Centre for Psychological Therapies at Leeds Metropolitan University, UK in 2012 after 20 years of service. "The editors and authors of this book have produced a volume of theory and practice that has tremendous breadth and scope and that is a thorough analysis of the many facets of the therapeutic relationship. Rich in knowledge and practical applications, the authors demonstrate not only an understanding of their field, but also an ability to communicate this with vignettes and examples that are relevant and enable understanding for both students and practitioners alike. The limitations and challenges of each approach are recognised and a detailed list of further references is given for the reader to explore if desired. I highly recommend this book for both students and practitioners and congratulate the editors and authors on their work. I will certainly use it in our Counselling Education Programs for both Bachelor and Master of Counselling students."Dr Ann Moir-Bussy, Program Leader and Senior Lecturer Counselling, University of Sunshine Coast. Queensland, Australia

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Assessment of mental health problems is a challenging area of practice that covers a range of symptoms and behaviours – and involves building a trust relationship with service users while also using specialist skills. Using a values-based approach focused on engaging and working in partnership with the service user, this book is designed to take you from the core building blocks of assessment through to practice-based guidance about mental health behaviours, and concludes with case studies 'on the ground'. The first section of the book explores core aspects of assessment such as communication skills and engaging the service user, and explores how assessment guides the nursing process as a whole. The next section will be ideal for quick reference during practice and looks at 23 different clinical behaviours that nurses will assess, under 4 categories: Physical factors in mental health Behavioural aspects in mental health The role of thoughts in mental health Feelings in mental health The final section gives 4 case studies of different assessment stories which relate to the different types of clinical behaviour you will encounter. This practical book is essential reading for student nurses and all healthcare staff involved in the assessment of people with mental health problems.“I would highly recommend this book to all mental health nursing students. Whilst the focus is on assessment and care planning; knowledge and skills on a range of essential areas are present in this text. It is an essential handbook for key mental health nursing skills. Case studies are presented with clarity, and Nick Wrycraft is clearly committed to nurses learning from service users, which is essential for values-based practice.”Julia Terry, Senior Lecturer in Mental Health Nursing, Swansea University, UK "This text is a good fit for mental health nursing students new to assessment and care planning, providing a practical rather than academic approach to these important aspects of the role.”Dr Janine Archer Lecturer School of Nursing, Midwifery & Social Work, University of Manchester, UK "Dr. Nick Wrycraft has done tremendously in making available the maiden edition of this book. Assessment and Care Planning in Mental Health Nursing will be a valued reference book for mental health student nurses who are new to the process of assessment and care planning. The book will therefore go a long way to provide educational and learning support to pre-registration nursing students as well as the newly qualified mental health nurses in practice." Kike Abioye, Mental Health Student Nurse, Anglia Ruskin University, UK

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The 'Pocket Guide to Health Promotion' is a short, punchy and practical guide aimed at students and practitioners. The book includes precise definitions and examples of key concepts and methods in health promotion practice and a chapter by chapter description of the management planning, strategy selection, implementation and evaluation of health promotion programmes.Written in an accessible and concise style, the book offers the reader a practical and flexible resource that is ideal for students and practitioners looking to plan and implement health promotion activities. A must buy for those new to health promotion or who want a pocket guide to this core health activity. "Clearly written and practical, this excellent guide will prove indispensible to practitioners of health promotion globally, and a very useful starting point for students. It will be worth buying a pocket to put it in!"David Ross, Professor of Epidemiology and International Public Health, London School of Hygiene and Tropical Medicine, UK "The Pocket Guide to Health Promotion is easy to navigate with complex concepts in health promotion explained in a user-friendly way. Whether you are practicing health promotion or studying the discipline, this will be a welcome addition to any book shelf." Dr James Woodall, Co-Director of the Centre for Health Promotion Research & Course Leader MSc Public Health, Leeds Metropolitan University, UK

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Most specialist mental health care is provided by nurses who use face to face helping skills with a wide range of people in a variety of contexts. This book puts therapeutic skills at the heart of the nurse’s role, with one central aim: to equip you with knowledge to use in your practice, thus improving your ability to deliver care. This book:• Will enable you to strengthen your core therapeutic skills and broaden your knowledge to include other practical therapeutic approaches• Collates in one place information on a range of therapeutic approaches, from person centred counselling, motivational interviewing and solution focused approaches, through to day to day skills of challenging unhelpful thoughts, de-escalating difficult situations, working with families, and problem solving• Demonstrates application of theory to practice through a variety of practical examples • Features reader activities to facilitate personal growth and learning• Includes a chapter exploring clinical supervision and how this makes practice more effectiveEach chapter is grounded in authentic clinical experiences and focuses on equipping the reader to develop confidence in their client facing skills. This text is an essential purchase for all mental health nurse students as well as qualified nurses."Whilst the essential therapeutic component of mental health nursing is the nurse themselves, it is also essential that they have knowledge and competencies to offer the client. This valuable book offers the reader an introduction to a wide range of approaches that are considered helpful, evidence based and effective. Modern mental health nursing requires much of its practitioners; this book will help inform and support that endeavour."Ian Hulatt, Mental Health Adviser, Royal College of Nursing, UK“This is a timely book which addresses, head on, questions about what mental health nurses can do to be effective with their patients. At last we have a book that mental health nurses can draw on to understand why and how various therapeutic approaches are used. The range is from cognitive behavioural therapy, to psychodynamic approaches to mindfulness, with others in between. Each chapter is written by an expert and each offers concrete examples of what it involved in each of the approaches. These examples are imperative if readers are to understand how to use interventions in their everyday work. This ground breaking book will be compulsory reading for everyone involved in the care of those with mental health problems. A wonderful book.”Philip Burnard, Emeritus Professor of Nursing, Cardiff University, UK

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A truly innovative gem of a book, Supervision in the Psychological Professions empowers psychologists in all fields to become highly skilled and successful in their application of supervisory processes and methods. As the psychological professions move toward mandating supervision, this book expertly bridges the gap between philosophy and practice. It offers a practical, accessible and conceptual approach for those wanting to hone their knowledge and skills in this increasingly important area. Inviting the reader to reflect on their own practice through reflective questions, case studies and exercises, Lane, Watts and Corrie skilfully highlight how the supervisor and supervisee can negotiate an effective relationship within agreed frameworks. Covering the new supervision regulation at local, national and international levels, this practical guide is a must have read for practitioners across psychological niches from forensic to mental health and from coaching to educational and industrial psychology.“In this useful text the many contributing authors thread their respective views together toward the development of a personalised and fit for purpose approach … A valuable and significant contribution to the field.”Marc Simon Kahn, author of Coaching on the Axis, Clinical Psychologist, Chartered Business Coach and Global Head of HR & OD for Investec, London, UK“This is a rich book that provides much food for thought about both giving and receiving supervision and it offers a sense of coherence whilst respecting diversity.” Sheelagh Strawbridge, Chartered Psychologist, Self-employed, UK“This book should be of great value and encouragement for psychologists currently engaging in supervision practice … It should also provide badly needed orientation and stimulation for professional and academic training settings".Michael Bruch, University College London, UK

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Play as a powerful learning and teaching experience remainskey to effective early childhood education. Retaining its popular approach and style, this new edition reflects the contemporary context of early childhood education and care as well emerging research on young children's development.The emphasis remains firmly on demonstrating the excellenceof play and its contribution to children's overall learning and development in the early years, and the role of adults in promoting inspirational playful pedagogies.It offers new coverage on topics such as brain development, gender, babies’ play, cultural diversity and inclusion, children as researchers, new technologies, outdoor play and international dimensions.Key features include: A chapter overview giving a brief outline of aims and purpose Lively and meaningful cameos to help bring the themes andissues to life Content drawing on the cameos to help link research, theory and practice Reflective questions to raise awareness of, and reflection on, the issues raised Useful websites and further readingThis is a must-read book for all students studying early childhood at a range of levels and practitioners who are looking to deepen their understanding of play and playful practices. "Janet Moyles's 'The Excellence of Play' has become a corner-stone of Early Childhood Education and Care. Please, please someone, make this book compulsory reading for MPs and policy wonks." Tricia David, Emeritus Professor, Canterbury Christ Church University "'The Excellence of Play' is now in its 4th edition and this is testimony to how thought-provoking an edited collection it continues to be. This much anticipated new edition does not disappoint:in summary, this book is a valuable contribution to the field of Early Childhood Studies and should be considered essential reading for students and practitioners alike."Dr. Deborah Albon, London Metropolitan University "This new edition of a classic text offers encouragement as well as information to all working with young children and their families. It provides grounded evidence for the importance of play, spelling out the complex but crucial contribution it makes to self-regulation, motivation and well-being, which are under threat in current conditions. Readers will be equipped to affirm and disseminate the importance of ensuring that future generations benefit from meaningful play." Wendy Scott, President TACTYC "The book's contributors do justice to the delights, complexities, puzzles and imponderables of play and make a powerful case against the undue "schoolification" of childhood and for the "playification" of schooling." Colin Richards HMI(retired) Emeritus Professor of Education, University of Cumbria

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Ever struggled to write a critical essay? Ever wondered what critical thinking actually is and how you can apply it in your academic work and practice?This bestselling guide takes you through every stage of becoming a critical thinker, from approaching your subject to writing your essays or dissertation in health and social care. Each chapter tackles a different aspect of critical thinking and shows you how it's done using examples and simple language. Beginning with an overview of the importance of critical thinking, the book goes on to cover: How to think critically about different types of information as potential evidence, including books, journals, articles, websites, and, new to this edition, social media How to demonstrate critical thinking in written work and presentations How to adopt critical thinking in practice Updated with more references to online resources and critical appraisal tools, this fully revised second edition includes: The key tool 'Six questions for critical thinking' which will assist you in developing your skills for academic work and practice - updated for this edition in response to student evaluation An expanded worked example of critical analysis New exploration of the connection between theory and practice This book is an essential purchase for students and qualified healthcare staff alike and was highly commended in the BMA Medical Book Awards 2012."This is an amazing book that I recommend to all levels of students as there is something in it for all. It is written in an easy to understand and friendly style that is accessible to anyone has an interest in critical thinking whether they are studying or not. I love this book and the sound of the penny dropping for my learners!"Liz Rockingham, Adult Field Lead / Teaching Fellow, University of Surrey, UK"In my estimation this is the definitive beginner‘s guide to critical thinking and writing in health and social care. After reading this book any student should understand why and how critical thinking underpins professional practice and the highest endeavours in academic work and research."Dr Ruth Davies, Associate Professor Child and Family Health, Swansea University, UK"I did not intend to read this book cover to cover but it was such a pleasure I did. The book by Aveyard, Sharp and Woolliams achieves exactly what it sets out to do and is a comprehensive and highly readable guide."Ailsa Espie, Senior Lecturer, Division of Nursing, Queen Margaret University, UK "Health and social care professionals navigate through extensive quantities of information in the course of their work. The ability to think clearly and critically is fundamental for appraising and implementing evidence and knowledge in practice. This book is an excellent place to start learning these vital skills and I recommend it to my students and to you."Dr Martin Webber, Anniversary Reader in Social Work, University of York, UK"I would recommend this book to any health care student, not just nurses, that require help in starting out how to write critically in essays, presentations, literature reviews and dissertations."Jade Day, Student Nurse at Anglia Ruskin University, UK

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This text is an accessible and clinically practical guide to medicines management in mental health for all student nurses and professionals. Making the topic manageable and understandable at undergraduate nurse level, it also encourages a growing understanding beyond this in professional practice too.A wide range of mental health conditions are covered, along with how medication can be used to manage these conditions, how the drugs work and how they should be given. Exploring the legal aspects and ethical issues around medication management in mental health, it also discusses other concepts such as medicines adherence and the therapeutic alliance.The book uses straight-forward language to help the reader master the key concepts and how to apply them to clinical practice. It features:• Drug calculations and multiple choice questions to help you assess your learning• Key learning points to sum up each chapter• Patient case studies across a range of mental health disorders• References and suggested reading to help take your knowledge and learning furtherThe book places an emphasis on applying underpinning pharmacological principles to clinical practice and is useful to all nurses who work with patients who have a mental health disorder. “A knowledge and understanding of medicines and medication management is a fundamental aspect of the role of the mental health nurse. The author succeeds in her aim of providing of both a basic knowledge of the subject area, and an understanding of how the principles of psychopharmacology and medicines management are applied to clinical practice and the role of the nurse.The book has an excellent structure, each chapter beginning with clear learning objectives, and ending with a summary of key learning points; multiple choice questions, and a case study, where relevant. The text is written in an accessible style; specific chapters, for example, chapter 5 “Anatomy and physiology of the brain”, having clear diagrams that facilitate the reader’s ability to understand both basic physiology, and the principles of neurotransmission, etc. The role of the therapeutic alliance is helpfully acknowledged when promoting adherence and concordance, whilst the key medications prescribed for the specified disorders, and the associated psychopharmacology, are clearly described. "I would consider the publication as being essential reading for any undergraduate mental health nurse; the text also being a valuable learning resource in the development of curriculum content.”Mark James, Senior Lecturer in Community Mental Health Nursing, University of South Wales, UK“I’m delighted to recommend this new, welcome and accessible resource: an excellent book with much to offer student and registered mental health nurses and nurse educators, in promoting safe and effective practice in medicines management.”John Butler Senior Lecturer in Mental Health, University of Central Lancashire, UK “This book comprehensively addresses all the major psychotropic drugs a mental health nurse will encounter when undertaking medicines interventions. Each mental health diagnosis is explored and the related prescribed medicines covered in depth. I would recommend this book for use as a core text book in undergraduate studies, registered nurses who want to increase their knowledge base and for non-medical prescribing students as a baseline source to learn about the psychopharmacology of drugs they will prescribe.”Steve Hemingway, Senior Lecturer in Mental Health, The University of Huddersfield, UK

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Supporting children with English as an additional language (EAL) requires detailed knowledge and understanding of their social, cognitive and linguistic needs. Supporting Pupils with EAL in the Primary Classroom highlights the fundamental principles that underpin teaching and learning, and examines practical strategies for classroom practice. The book focuses on the importance of recognising the knowledge, skills and experience that children with EAL bring to the classroom, whilst identifying the specific support required. It draws on evidence from an extended case study to illustrate essential points and combines this with an examination of relevant theory as well as how this translates to classroom practice. Key features of the book include:• Core knowledge and skills about how to support children with EAL• Case study scenarios to illustrate particular principles, pedagogies and practices• Practical ideas for the classroom throughoutSupporting Pupils with EAL in the Primary Classroom is an invaluable text for those in teaching training, qualified teachers, senior managers in schools and those working in initial teacher education."The author writes about the demands of teaching EAL learners with commitment, knowledge and enthusiasm. She offers the reader insights and examples from her own research and classroom practice, beginning with a discussion of bilingualism and language learning, followed up by an exploration the four skills and assessment in the classroom, as well as a chapter arguing for professional development and research informed teaching. In this chapter she stresses the importance of teachers finding innovative ways to enable EAL learners within the curriculum context. In the final chapter, drawing on the sociocultural framework that informs her work, the author discusses the challenges, constraints and possibilities for supporting EAL children in the wider contexts of pedagogy and policy. Throughout, there are case studies and examples, and the author writes with a sense of optimism that it is in the capacity of teachers to improve the classroom learning opportunities for EAL learners. Written in a personable and accessible style, this book offers an informative foundation for teacher educators and professionals who want to learn more about working with EAL learners."Dr Charlotte Franson, formerly of Canterbury Christ Church University, UK"As a teacher educator, I am often engaged in discussions around trainees' perceptions of the complexities of teaching children learning EAL. This book, rooted in practice based research provides an accessible and informative scaffold for those embarking on a career in teaching. The premise of the 'what' and 'how' is particularly useful and the sequence of chapters provides a well mapped journey for the reader, through the theory, practice and considerations of supporting children learning EAL. Exemplification, through the case study vignettes, poses reflective thinking points that can be readily applied to one’s own practice.Overall, excellent practitioner guidance that both consolidates subject knowledge and provides realistic practice guidance. A title I will be heartily recommending to my students."Gill Chambers, Senior Lecturer in Education, University of Northampton, UK

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***** Amazon reviews for the second edition:"Again, Rowena Murray nails it! A perfectly balanced guide outlining truly useful tips to getting through your viva from someone who knows." "This is an excellent book. I found the book helpful in giving me a good understanding of what to expect, how to start with focusing on the specific areas suggested and how to develop my own style in marking up my thesis ... It certainly reduced my nerves going in knowing I had suggested areas fully prepared. A must have for anyone doing a viva!"How to Survive Your Viva 3e is a concise, practical introduction that equips students with the skills they need to defend their thesis or dissertation. The oral examination requires the highest standard of communication skills. The book ensures you are ready for what can be a complex and intimidating experience, telling you what to expect, how to practise and prepare, what questions you might be asked and how to ensure your responses support your thesis. Written in an accessible style, this book draws on the tried and trusted material and activities created for viva preparation workshops run by the author over many years.Thoroughly updated but retaining its well-loved style, this 3rd edition provides: Planning tools for you to employ, plus summaries at the start of each chapter to help you prepare Checklists of how to do well in your oral examination, with action points to clarify what you should do next Example questions with samples of strong and weak answers, plus narratives of students’ real viva experiences More on research into viva questions and different types of questions you may be asked, including specialist ones in your discipline Advice on condensing your rationale, framework, methods and findings into a short verbal statement New material on maintaining positive body language, posture and eye contact for an assertive and calm viva The third edition is the essential handbook for all students and researchers anticipating an undergraduate, Masters or doctoral examination. It is also an invaluable reference for supervisors, tutors and examiners.

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Educators and community-based professionals are often required to work with children and families from a range of diverse backgrounds. The second edition of this popular book goes beyond simplistic definitions of diversity, encouraging a much broader understanding and helping childhood educators and community-based professionals develop a critical disposition towards assumptions about children and childhood in relation to diversity, difference and social justice. As well as drawing on research, the book gives an overview of relevant contemporary social theories, including poststructuralism, cultural studies, critical theory, postcolonialism, critical ‘race’ theory, feminist perspectives and queer theory. It interrogates practice and explores opportunities and strategies for creating a more equitable environment, whilst covering key issues impacting on children’s lives, including: globalization, neoliberalism, new racisms, immigration, Indigeneity, refugees, homophobia, heterosexism and constructions of childhood. Each chapter provides an overview of the area of discussion, a focus on the implications for practice, and recommended readings.Providing insight into how social justice practices in childhood education and community-based service delivery can make a real difference in the lives of children, their families and communities, this is key reading for early childhood and primary educators, community-based professionals, university students and researchers.“This thoughtful, topical book addresses a considerable range of diversity issues relevant to teacher educators, their students, and other professionals who work with children and their families within and beyond Australia. This timely second edition draws on the authors’ longstanding teacher education experiences, and their most recent research, to revisit the challenges of diversity and difference in children’s lives”. Dr Valerie N. Podmore, former associate professor, Faculty of Education and Social Work, the University of Auckland, New Zealand“The second edition of Robinson and Jones Díaz’s Diversity and Difference in Childhood is a thoroughly welcome addition to my list of key texts for students of early childhood and childhood studies. It provides a means from the outset for educating undergraduate students from within critical postmodern and post structural perspectives – thus orienting their views of and actions within their future professions towards critical and equitable practices that value difference rather than treat is as a problem to be solved.” Alexandra C. Gunn, Associate Dean (Teacher Education), University of Otago College of Education, New Zealand“This is the 21st century early childhood education text. Diversity and Difference in Childhood provides early childhood educators and scholars a powerful space for asking social justice questions in a profoundly innovative way." Veronica Pacini-Ketchabaw, Ph.D., Professor, School of Child and Youth Care, University of Victoria, Canada “This new edition of Diversity and Difference is both important and timely. Readers will find the new theoretical resources and additional chapters that have been included give the book a sense of enhanced rigour and its depth and breadth of coverage make it an ideal resource for a wide variety of interests and perspectives.”Christine Woodrow, Associate Professor and Senior Researcher, the Centre for Educational Research, Western Sydney University, Australia

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Now that you've made the decision to teach and you've chosen the route (for example PGCE, School Direct, Teach First, Troops to Teachers, School-based training), what are the nuts and bolts of teaching? What do you, as a trainee teacher or new classroom practitioner, really need to know? What are the day-to-day essentials that will help you rise to the challenge of your teaching role and become an outstanding teacher? Whatever your training route to becoming a fully qualified teacher this is a practical guide to teaching that will help you 'hit the ground running' in your role! It offers a comprehensive overview of teaching with a focus on the essential aspects of learning how to teach. This includes learning from colleagues through observation, planning and delivering lessons, classroom presence and control along with specific advice on asking questions, assessment and the use of technology in the classroom. In short, the all-important fundamentals of 'what to do in the classroom'. Packed with helpful information and ideas this book will help you approach the practical business of teaching with confidence. Exciting, accessible and conversational it is designed to give you an overview of pedagogy and how it can be put into practice, as well as a greater understanding of how teaching in schools is planned, developed and delivered. With its rich range of ideas and useful features this is the ideal textbook for trainee teachers on any teacher-training route, ending with practical help and advice on applications and interviews so that you can make that all important transition from trainee to employee! "Glazzard, Denby and Price provide beginning teachers with a truly engaging introduction to thinking and learning about the art of teaching. Its authentic voice draws upon practical examples, theory and humour (an essential attribute for all teachers!) in order to explore key topics including working effectively with colleagues and managing a teacher workload. Each chapter offers a problem activity to stimulate beginning teachers, and indeed their school-based mentors, to engage in reflection and professional dialogue around issues important for successful learning."Dr Angela Gault, Head of Education Partnerships, University of Wolverhampton, UK

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Behaviour remains a key concern for many working or aspiring to work with children and families. Written in a clear and readable style, this book considers theory and recent research on children's social and emotional development, highlighting the implications for effective practice in promoting positive behaviour. The book encourages you to gain a broad picture of factors underpinning more challenging behaviour and to work positively and sensitively with children and families. By carefully considering the factors which support or undermine the fulfilment of children's basic psychological needs, fresh light is shed on some children's behaviour. The approach also generates constructive ways of addressing unmet needs and considers the child's voice throughout.With an emphasis firmly on finding ways to promote positive behaviour and to equip you with effective strategies to help the child, the book includes:A strong evidence base Case snippets to bring the approach and advice to life A rich range of helpful strategies Consideration of a range of viewpoints, including those of parents and practitioners Links with the Early Years Foundation StageIf you are working or training to work with young children this book has a highly practical emphasis that will help you use theory to devise effective strategies to support children. Karen Morris is Senior Lecturer and Programme Leader for the foundation degree and undergraduate degree in Childhood Studies at the University of Winchester, UK.

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What makes a lesson outstanding? This book describes what expert teachers do in classrooms, workshops, laboratories and workplaces and examines why they are so successful. The evidence emerges from twenty real lessons judged by Her Majesty's Inspectors to be outstanding. The book examines the features these lessons have in common. The shared characteristics focus on the ways in which teachers plan, teach and assess in order to ensure that all their students work hard, enjoy learning and achieve high standards. As well as examining the most frequently used approaches to teaching and assessment in these outstanding lessons, the author dispels commonly-held myths about lesson observations undertaken during inspection. Descriptions and analyses of the twenty lessons provide the backdrop to stimulating discussions about pedagogy, context-specific learning and notions of excellence. Uniquely the book: Focuses exclusively on outstanding practice Derives its evidence from real lessons Uses real practice to explore aspects of educational theory and research Draws on the perspective of an author who has experience as one of Her Majesty’s Inspectors Relating real practice to educational theories and research, this book is essential reading for those who are training to teach or working in the lifelong learning sector.

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This book focuses on the leadership of practice and, in particular, how to bring about changes which improve practice. It draws on research into a group of early years leaders which followed them for almost three years as they attempted to improve provision in their settings as 'change agents' and 'leaders of practice'. Through exploring their successes and failures, the book builds a picture of what it takes to lead improvements in practice. This book develops four principles of practice that many leaders adopt as they innovate. These principles provide basic guidance about how to bring about improvements in practice and are derived from the real-life attempts of both inexperienced and established leaders to improve the quality of provision.With its strong research methodology and skilled analysis, this book provides an excellent insight into the challenges of leadership for quality provision in early years settings. If you are working as a leader in the early years sector, or aspire to a leadership role in the early years, this book is inspiring and essential reading.Mark Hadfield is Professor in the School of Social Sciences, University of Cardiff, UK. Michael Jopling is Professor in Education at Northumbria University, UK. Martin Needham is Principal Lecturer at Manchester Metropolitan University, UK.This book provides unique insights into Early Years 'practice leadership' and uses research to inform quality improvement. The authors set the scene with a review of policy and its effects on practice leadership, before combining key aspects emerging from their own research and wider theory with practical guidance on how to assess and improve practice leadership and quality Early Years provision. There is a strong focus on the relationships which support and develop inclusion and shared responsibility for creating a culture of change and improvement and include the perspectives of children and parents as equal partners. This book will be of value to all involved in Early Years practice and leadership as well as students at all levels and researchers.Michael Gasper, Early Years ConsultantThe introduction of a graduate leader has been one of the most significant developments in early years in recent times. This book therefore provides essential reading for all 'leaders' in the early years especially those with Early Years Professional Status or currently undertaking Early Years Teacher Status (0-5). Drawing upon the longitudinal national evaluation of Early Years Professional Status, it provides clear evidence to support those in leadership roles to reflect upon and develop their practice. Most importantly it recognises that there is not one type of leader and that innovation occurs when the graduate leader is able to apply their professional training and experience to a specific setting.Dr Eunice Lumsden, Head of Early Years, The University of Northampton

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This book provides critical insights and practical approaches to help you support babies and young children with special educational needs and disability (SEND) in the early years. The book starts by briefly considering the current political and legislative context before considering what this means for children with SEND in early years settings. Numerous case studies offer real-world examples to challenge and develop your thinking and there are summary key points, thought provoking questions and ideas for developing practice. In addition the book draws on parents' and children's perspectives to assist you in devising an individual and setting action plan for babies and young children with SEND.Key content includes:How the principle of the 'unique child' informs practice for all children Implications of the 2014 Code of Practice for early years provision What 'good practice' looks like Early identification and intervention, and engagement with parents Exploring the role of the SENCO Keeping families' and children's voices at the heart of all decision making. This is an invaluable book for anyone involved in early years provision who strives to improve their practice to include all children and their families. Kay Mathieson is an Early Years Consultant and Director at Linden Learning Ltd, UK. Kay Mathieson is a passionate advocate for making inclusive values the core of high quality early years practice so that every unique child can access their entitlement to support for learning and development. She starts with a fascinating journey through historico-political attitudes to special educational needs and disability. The contemporary case studies bring to life the joys, challenges and dilemmas involved for practitioners, children and parents. Their words alongside Kay's own reflections, knowledge and expertise make this a 'must-read' for all early years leaders and practitioners. Helen Moylett, President of British Association of Early Education

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Nurses, midwives and health visitors have a statutory duty to safeguard and promote the welfare of children and young people. In this clear and invaluable guide, Catherine Powell focuses on the practical aspects of safeguarding and how healthcare professionals should respond to safeguarding children concerns. Key features of the book include: • Setting out the roles and responsibilities of nurses, midwives and health visitors working in a range of settings, including those working primarily with adult clients • Realistic case scenarios of physical, emotional and sexual abuse and neglect, covering infants, toddlers, school-age children and adolescents • Explanations of inter-agency working and the roles of other key players such as children's social care, the police and education services• 'Markers of Good Practice' boxes highlighting lessons for practice.The book covers the full spectrum of safeguarding children work; from prevention and early help through to statutory intervention and serious case review. New for this expanded Second Edition are:• A new chapter on child sexual exploitation, and more consideration of risks for children online • More detail on the links between domestic violence and abuse and child maltreatment • New ‘Child Perspective’ boxes to encourage further thought about the voice and role of the childSafeguarding and Child Protection for Nurses, Midwives and Health Visitors 2e is an essential tool for students and will be invaluable for practicing healthcare staff who face an array of complex and sensitive issues in the field of safeguarding. “This is a very well-structured and comprehensive book. To have a book such as this to use as a professional companion, not only to refer to and check facts, or underpin decision making, but also to expand professional knowledge, will lead to improved safeguarding practices, prompt, appropriate interventions, and better outcomes for children and families.”Dr Cheryll Adams, Director, Institute of Health Visiting, UK“This is a very readable and practical book which achieves its aim to raise awareness about good safeguarding and child protection practice. The book clearly reflects the author’s expertise and knowledge in safeguarding and child protection practice. The range of case examples, practice points and new for this second edition, a ‘child’s perspective’ box, brings the text to life and focuses the reader’s attention on practice needing to be ‘child-centred’. This is an excellent book, which I thoroughly recommend.”Jane V. Appleton, Professor in Primary and Community Care, Faculty of Health and Life Sciences at Oxford Brookes University, UK"This comprehensive text providing the link between legislation, policy, research and practice will enable students and practitioners to expand their knowledge and understanding of the key issues involved in safeguarding children and young people."Fiona Smith, Professional Lead for Children and Young People's Nursing, Royal College of Nursing, UK

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• Why do some pupils experience maths learning difficulties? • How can you determine whether there is a specific learning difficulty such as dyscalculia, dyspraxia or dyslexia?• What teaching strategies can help overcome maths anxiety and specific maths learning difficulties? Without doubt maths is one of the most important subjects taught in schools and yet it is the one subject that can strike fear and dread in children from the very start of their education. In this book Judy Hornigold explores potential causes of maths learning difficulties and particularly the specific difficulties that learners with dyscalculia, dyslexia and/or dyspraxia experience. It considers how general maths anxiety impedes mathematical development and then examines whether this, or a more fundamental and specific difficulty with maths such as dyscalculia, is the real root of difficulties.The book then looks in detail at a wide range of strategies to help overcome general maths anxiety and more specific learning difficulties. It addresses four distinct areas - core number, reasoning, memory and visual spatial awareness - as the main areas of difficulty for learners with dyscalculia (core number and reasoning), dyslexia (memory) and dyspraxia (visual spatial awareness).

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This book is an essential handbook on teaching primary history, combining subject knowledge with practical teaching ideas to ensure your teaching of history is both imaginative and creative. Emphasizing the importance of history and its wider skillset, the book explores the concepts and skills that are the fundamental building blocks of history teaching such as:• Chronological understanding• Concepts and skills• Interpretation and evidence Each chapter offers a structured approach and provides a range of activities that both address specific elements of the history curriculum and help develop this wider skillset. It includes practical ideas for lessons through an essential toolkit of ideas, teaching strategies and activities, with each activity designed to focus on a key skill or attribute associated with teaching primary history. The practical insights accompanied by a grounded rationale for each aspect of history will help you learn the best methods for approaching the teaching of history in the primary school, as well as plan and deliver effective history lessons.This book is ideal if you are training to teach as it will help you with your assignments and your teaching placements. It is also recommended if you are a more experienced practitioner or history coordinator and want to provide the very best experiences in primary history to children in your school.“An essential and inspirational guidebook for the successful teaching of history within the primary classroom! If you are in any way involved with the teaching of history, you owe it to yourself to read this book. A ‘must have’ for all history coordinators and teachers within the primary sector, from trainees to the experienced, who wish to raise the profile of history within their school. Closely tied to the new primary curriculum, it is enriched with excellent ideas to make history in the classroom a fun and memorable experience.” Julia Wilson, Primary Teacher, Hensingham Primary School, UK“This book is easy to read and will enable all teachers (whatever their stage of career development) to become even better at teaching History. The chapter about the history of the curriculum is particularly interesting because it helps us all to understand what has influenced curriculums and pedagogies over time, whereas the Planning, Assessment and Toolkit chapters are useful on a more practical level. What is particularly ideal for trainee teachers is the Theory into Practice chapter that blends the pedagogy of History with learning theory. I will certainly be recommending this text to all my student teachers.”Maggie Webster, Senior Lecturer and RE Subject Coordinator, Edge Hill University, UK “Chris Russell has provided a gem of a guide with lots of practical advice for the student and practising teacher of history in the primary classroom, as well as a good book to read in its own right."Marian Hodgson, Head Teacher, St Philips CE Primary School, Litherland, UK

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At last, a unique book that explores and exploits the links between primary mathematics and science so that you can promote learning in both of these important STEM subjects! Rich in engaging ideas and activities for the classroom this book helps you plan and teach well-structured lessons in a more integrated way.The book outlines key curriculum topics in both subjects and considers why it is important and beneficial to make connections between the two. As well as covering key subject knowledge (what you need to know) and teaching activities (what you need to do), the book explores learners’ mathematical and scientific needs, and defines the characteristics of effective teaching and learning, bringing it all together with ideas which you can use straightway in your classroom. Key features:• promotes an informed approach to integrating primary mathematics and science teaching• helps address the time constraints of delivering the primary national curriculum• presents engaging ideas which can be directly transferred to the classroom• provides a real-life context to mathematics and science activities to inspire student learning• helps you combine two closely related and sometimes tricky subject areas – why teach one subject when you can teach two at the same time!"Accessible, readable and engaging with a range of innovative teaching ideas, this is an invaluable book for all trainee and qualified primary teachers and other educational professionals with links to primary mathematics and science.A great 'go to' book for teachers and trainee teachers alike.Chapters are constructed with easy to read objectives and clear summaries. Many practical ideas, incorporating current research, as well as information on mathematicians and scientists, which is great for boosting children’s aspirations and also helping with teachers’ confidence on the subjects.A lovely, easy to access book, whether it is to use for reference, to dip in and out of or just to use alongside planning materials."Maria McArdle, Senior Lecturer PGCE & Mathematics Lead (Primary), University of Bedfordshire, UK

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Most coaches know that Personality Type indicators can add enormous value to their work. Based on the work of the distinguished Swiss psychologist, Carl Jung, questionnaires such as the MBTI® and its many rivals can give clients swift, deep, unsettling and reliable insights into their own behaviour and needs. Yet many coaches hesitate, asking questions such as:• Do I know enough about it to use it confidently?• Where does it add value in work with senior leaders?• Where can it be useful when I’m working with a client on career issues?• What should I do when a client challenges me on validity and reliability? • What other psychometric assessments might I use and how do they complement Type indicators?• How should I use it with groups, for instance on management development programmes?• How does it work as part of a team coaching project?This book will build your confidence. It gives you honest, straightforward, practical and realistic advice on these and other issues, from an author who is internationally recognised as a leading thinker and practitioner in executive and team coaching, as well as being an expert on Jungian Type. The book is enriched by dozens of short case studies."How can anyone resist? 'Coaching for Personality Types’ is a well written, accessible and stimulating book from one of my favourite coaching authors." Professor Jonathan Passmore, School of Psychology, University of Evora & Centre for Coaching, Henley Business School, UK"A masterclass in the area - while there are plenty of type introductions around, this is the best for practising coaches by a long way."Ian Florance, Consultant Editor, Meyler Campbell and Secretary European Test Publishers Group, UK"As an extraordinarily well-written guide to assist both beginners and veteran coaches in the use and interpretation of the MBTI, Rogers' book has much to recommend it, and I do so wholeheartedly."Neville Osrin, Emeritus Fellow, University of Exeter Business School, UK"I believe Jenny's book to be essential reading for anyone interested in using any psychometrics in their coaching -- or in their work generally."Rev. Dr. Rodney (Rod) Woods, Senior Minister, City Temple London, UK"I recommend it to all coaches as essential reading."Julia Vaughan Smith, Action Researcher/Writer/Workshops and Retreats"This is the book I’ve been waiting for! Jenny Rogers' profound understanding of the subject and the insights she brings from her own coaching practice are illuminating, practical and inspiring."Jane Cook, Head of Coaching and Leadership, Linden Learning Ltd"Jenny's depth of knowledge and experience in this field shines through in this book."Sandy Oosthuysen, NHS Asst. Director of Organisation Development and coach, UK "From the title onwards it works! An invaluable companion for novice and experienced coaches alike."Tim Cox, MD of Management Futures, UK

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The fifth edition of Starting from the Child? reintroduces a question mark in its title. It explores whether, in light of increasing pressures from inspection, assessment and government reforms, it is still possible to plan a curriculum and pedagogy ‘starting from the child’. Julie Fisher’s overwhelming message is positive. Whilst acknowledging the challenges, she demonstrates in highly practical, principled and realistic ways how and why the young child must always be at the centre of good early years practice.

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This is the ultimate resource for SENCOs which provides knowledge, understanding and insight into your role as a strategic leader and how this needs to inform your daily practice and professional knowledge.This is an essential manual to help you in your role as a SENCO - especially if you are new to the role - and provides the ultimate resource that explicitly informs you what you must do to meet the national statutory requirements, as well as when and how you should implement and enhance them. The manual combines clarity, accessibility and the practical ideas to enable positive outcomes in your role. Additionally it provides knowledge, understanding and insight into your role as a strategic leader and how this needs to inform your daily practice and professional knowledge. As well as SEND the manual also covers inclusion and diversity as relates to school values and ethos, enabling you to see how your role is instrumental in determining inclusive whole school development."This book is an essential manual for all SENCOs; highly readable, up-to-date and informative."Dr Geraldene Codina, Senior Lecturer, Institute of Education, University of Derby, UK"The SENCo Essential Manual is an invaluable resource for aspiring and newly appointed SENCos."Louise Hamilton, Senior Lecturer, Bath Spa University, UK"For the busy SENCO…a very welcome ‘one-stop’ guide to support the development of their own and their setting’s practice."Dr Simon Ellis, Senior Lecturer, Faculty of Education, Canterbury Christ Church University, UK

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Leadership and Change for the Health Professional will provide health professionals with the latest thinking on leadership theory and research. It highlights the issues that can block successful healthcare leadership initiatives, and explores ways of constructively engaging with the opportunities provided by change. Each chapter draws out practical lessons for effective and efficient leadership of care that is compassionate and safe. Leaders and students at all levels will be able to use this book to expand their leadership repertoire in a text that engages with many themes, including:• The basics of leadership and the idea of leadership as a "calling" • Motivating employees• Implicit leadership theory• Developing trust• Building learning organisations• Gender and equality • Planning and organising change in healthcare• Leading changeThe links between the theory and practice of healthcare leadership are skilfully explored with examples of research implemented in practice, and the textbook further equips your study with helpful summaries and suggestions for further reading.This is essential reading for all healthcare professionals in clinical practice as well as students studying or engaged in research on health care management and leadership.With a foreword by Thomas Garavan, Edinburgh Napier Business School, UK."Amongst the vast number of leadership texts published every year this book stands out. It has been edited with considerable care by two highly respected scholars in the field to make it accessible to all those interested in, and practising, leadership, whether healthcare professionals or students." Sharon Turnbull, Visiting Professor, Lancaster University Management School, UK"Elizabeth Curtis and John Cullen have crafted an exceptionally timely collection of practically-based research insights. Accessible and lively, Leadership and Change for the Health Professional is a successful blend of current issues with a visionary future."Kathy Lund Dean, Board of Trustees Distinguished Professor of Leadership & Ethics, Gustavus Adolphus College, USA"Anyone interested in the development of leadership and change will find this particularly stimulating and a valuable text for academic and students alike."Alison H James, School of Healthcare Sciences, Cardiff University, UK"We need to encourage practitioners to see themselves as leaders – this evidence-based text will serve to guide them in this quest. De-emphasising the individual leadership qualities and including those of teams makes this book stand out from others."Professor Bridie Kent, Head of School of Nursing and Midwifery, Plymouth University, UK "Leadership and Change for the Health Professional is a timely and authoritative academic and professional exposition of the challenges for clinicians and healthcare managers in carrying out their management roles in our modern medical and healthcare systems."Niamh Brennan, Michael MacCormac Professor of Management, University College Dublin

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“Clearly written and based on solid research, this compassionate and practical book is a must for research developers and supervisors”Dr Katherine Firth, The University of Melbourne, Australia, author of How to Fix your Academic Writing Trouble “Supervisors and decision makers will find it exciting to discover new areas for guiding hopeful research candidates on their journey.”Dr Estelle M Phillips, co-author How to Get a PhD, Former Research Tutor Birkbeck College, University of London, UK and Independent Educational Consultant“A valuable resource for doctoral school leaders, supervisors, professionals and doctoral candidates alike.”Lucas Zinner, Head of Research Services and Career Development, University of Vienna Doctoral proposals are a vital part of the PhD process, but often this key phase is neglected. This book provides handy, digestible guidance suitable for supervisors and students alike.For supervisors, this book is a manual with clear theoretical underpinnings that help to clearly guide students through the proposal stage. For students, it is a handbook that brings potential PhD candidates up to speed and offers guidance on the necessary skills required to write a proposal alongside how to deal with the challenges faced during this stage. Key features of this book include:•Didactic tools and assignments that are of direct use for writing the proposal and supervising it•Helpful reading tips at the start of each chapter•Clear travel guide structure to take the supervisor and the student on a journey through each stage of the proposalBased on the well-established ‘Proposal Lab’ programme designed to provide faculty guidance and peer support, The Art of Writing a PhD Proposal provides a comprehensive, indispensable, step-by-step guide to writing a good proposal and to getting students and their supervisors off to a flying start.Dr Hans Sonneveld has been a specialist in the field of doctoral studies for over 35 years. He is a board member and the Founder of the Netherlands Centre of Expertise for Doctoral Education, NL.

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Systemic family therapy owes a debt of gratitude to Rudi Dallos and Ros Draper who have delivered a fifth edition of the book that has provided essential scaffolding for systemic family therapists for over two decades. This latest edition holds onto its original, clear, and coherent telling of the development of systemic family therapy.Rachel Watson, Institute of Family Therapy, London, UKLike a well-constructed remix Rudi Dallos and Ros Draper have provided a tour through the landscape of family therapy and systemic practice, from its historical beginnings through to the here-and-nowI recommend this book without hesitation and reservation. This remix should be listened to and returned to many times, as it keeps on giving.Dr Ramón Karamat Ali, MSc Research Lead, Manchester, UK; Director of Training and Development at KA Conversations Ltd.With genuine enthusiasm, I wholeheartedly recommend An Introduction to Family Ther

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“I welcome this book because it reminds therapists to engage deeply in reflexive interrogation of clinical privilege, and to centre the narratives and wisdom of the trans and non-binary people we serve.”Matthew Mills (he, him), President of the British Association of Gender Identity Specialists, Lead Consultant Speech and Language Therapist“This book is compulsory reading for anyone, personally and/or professionally, seeking to support trans and non-binary individuals and community groups.”Dr Paul Simpson (he, him), Lecturer in Sociology, University of Manchester, UK and extensively published in gender and sexuality in later life."This book is a welcome and much needed resource on Gender Affirmative Therapy to guide therapists and practitioners to ensure best clinical practices when working with gender.”Christiane Sanderson, Independent Counsellor, Author and Educator, London, UKIncreasing numbers of people openly identify as transgender and non-binary and questions of gender identity and diversity are coming up more frequently in psychological therapy. Gender Affirming Therapy takes you on a journey todiscover the inner lives and challenges of gender-diverse people, seeking to spark compassion and build confidence in working with these communities.Assuming no prior knowledge and accessibly written, this book aims to bridge the gap to ensure that more mental health professionals are better prepared to support gender-diverse clients in a way that is effective, ethical and affirmative.Key features of this book include:• ‘In their Own Words’ sections containing interviews directly from transgender and non-binary individuals• Key point summary and reflection boxes• Coverage of new advancements in the fieldDrawing on research and clinical experience, Gender Affirming Therapy has been devised as an open conversation between colleagues which centres transgender and non-binary individuals as the experts and at the very heart of the book.Laura Scarrone Bonhomme (she/her), is a Consultant Clinical Psychologist who specialises in Gender, Sexual, and Relationship Diversity. She provides assessment, psychotherapy, and training to other professionals through www.affirm.lgbt.Skye Davies (she/they) is a Peer Support Worker at TransPlus, a gender dysphoria service. They also work as a Volunteer Counsellor at Metro, helping LGBTQ+ people.Dr Michael Beattie (he/him) is a Counselling Psychologist in private practice with research interests in the psychology of men and masculinities. In addition to psychotherapy, Michael provides training in Gender, Sexual, and Relationship Diversity through www.affirm.lgbt.

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This book is an innovative alternative to traditional Careers guides, written for anyone creating or delivering a Careers programme to pre-18 learners. It creates a bridge between the concepts of Employability and Careers to highlight how learners can be supported to better understand those first few decisions about study and work . Informed by research and shaped by practice from Careers professionals and educators in pre-18 and higher education, these tried and tested frameworks use two new scaffolding concepts to draw all your activities together, where each idea and activity is underpinned by the principle of ‘Think like the learner’. The book will help you build on your existing work to enhance and get more impact from your Careers programme.This book:•Identifies five key challenges for learners on their Careers and Employability journeys•Maps the environmental issues around learning and work that affect learners•Redefines the personal Careers journey of each learner as a three-stage journey to engagingly encompass all your programme activities•Explores the interconnection between curriculum and Careers to demystify Employability•Bridges the gap between education and work to support learners in making an effective transitionOffering clear ideas and principles, a range of easy-to-implement activities, and well-structured messaging for your learners, this book is essential for all Careers Leaders and Career professionals. Whether you use one idea or all of them, your learners will get more benefit from all that you are already doing to support and enable them to make effective Careers decisions and achieve their choice of future.“An essential read for all Careers Leaders, Careers professionals and teachers involved in the delivery of careers work in schools and colleges.”Jodie Boyd, Senior Lecturer and Course Leader for the MA Career Development and Employability and PGCert Career Leadership, University of Huddersfield, UK"I warmly welcome Kate’s important contribution to cross-sector knowledge exchange. It provides access to valuable learning from research and practice in the HE sector in ways which are practically applicable for colleagues in Schools and FE."Dr. Bob Gilworth, Senior Lecturer in Careers Guidance, School of Education and Professional Development, University of Huddersfield, UKKate Daubney is Director of The Careers Group, the federation of careers services of the University of London. She has worked in both pre-18 and higher education and advises on careers education and employability strategies around the world.

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This is the introductory book to the new series Coaching Psychology for Professional Practice, which explores the latest developments in the field of coaching psychology and how these can be applied to professional practice across numerous industries, including health and wellbeing, higher education, and human resources and management. Subsequent titles in the series will dive into specific areas, like team coaching, leadership, neuroscience and sports coaching. The series welcomes book proposals from prospective authors.Coaching psychology is developing fast as a practice-based scientific discipline. Through evidence-based case studies and reflective experiential accounts by practitioners, this book advocates the positive application of coaching psychology. Manfusa Shams explores the influence of psychology on knowledge construction in coaching and highlights the need for theoretical groundings to develop effective practice and build potential.This book is dedicated to delivering practice-based knowledge and ethical guidance to inform professional coaching practice, and to advance coaching practice using relevant psychological paradigm. The book is divided into two key sections: practice and application. This book features guidance on:•Professional development of coaching psychology practitioners•How to improve coaching psychology practice with useful knowledge, skills and experiences •Developing theoretical models to support best practice in coaching psychology•Ethical awareness and professional accountability in coaching psychology practice•Coaching psychology practice in the changing environment, virtual coaching, and local and global coachingOffering a rich collection of intellectual and practical-based resources, this book is for coaching psychologists, practitioners and all who are interested in coaching. It can also be applied to a wide range of disciplines, services and service users, such as education, health and public services. “Whether you're an experienced practitioner, a coach or coaching psychologist in training, this book will be a valuable resource.”Mary Watts, Emeritus Professor of Psychology, City University, UK“Psychology in Coaching Practice: A Guide for Professionals offers a well-considered selection of chapters that reflect the experience as well as the knowledge of the authors and editors.”Francine Campone, Ed.D., MCC, Accredited Coaching Supervisor, Editor, International Coaching Psychology Review"This book has been written by experts in the coaching and coaching psychology field. As it focuses on the professional development of practitioners, it will be of great interest to both trainees and experienced practitioners. Professionals working in areas allied to coaching may also find it of interest."Professor Stephen Palmer PhD, Centre for Coaching, UK"Manfusa Shams’ book provides fresh insights to the specialist area of coaching psychology practice, providing readers with practical insights into working with individuals, the team and wider social system to help each move forward towards personal and business success. The focus on psychology in practice in this book is an important development to advance this discipline."Professor Jonathan Passmore, SVP CoachHub & Professor Henley Business School, UKManfusa Shams is a Chartered and Coaching Psychologist, Consulting Editor of the Coaching Psychologist (BPS), and an editorial board member of the International Coaching Psychology Review (BPS). She is currently teaching at the Open University and University of Reading, UK.

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Understanding Character Education introduces readers to the key ideas, practices and concepts that are shaping character education in schools today. The book explores the principles underpinning character education and the pedagogical practices which ensure it comes alive in schools. Each chapter includes a variety of features to help navigate through the ideas, themes and practices examined. These include: •Chapter objectives to help readers understand the core focus and intentions of each chapter•Reflective activities to help readers to think more deeply about particular ideas and issues, and to consider how practices described are, or could be, applied in their own contexts•Case studies to help readers to understand how character education is approached and implemented by educators in and beyond schools•Annotated further readings to help readers take a closer and more detailed look at the methods, applications and issues covered This book is essential reading for all those involved in the teaching and learning of young people, as well as those studying this vital topic on education studies, teacher education and postgraduate level courses.“Highly recommended for all leaders and practitioners dedicated to enabling children and young people to flourish through the development of good character.”Tom Haigh, CEO, Association for Character Education“I wish Chapter 2: The Character of the Teacher was made a compulsory read for every person working in a UK school; that would be transformational.”Nat Parnell, Regional Director, United Learning“A must read for all trainee teachers of any phase.”Catherine Carden, Director of Learning and Teaching, Faculty of Arts Humanities & Education, Canterbury Christ Church University, UKPaul Watts is a Lecturer at the Jubilee Centre for Character and Virtues, University of Birmingham, UK. He has worked closely with school leaders and teachers in the research and development of character education.Michael Fullard is a Research Fellow at the Jubilee Centre for Character and Virtues, University of Birmingham, UK, having previously been a primary school teacher in the UK for 9 years. Andrew Peterson is Professor of Character and Citizenship Education at the Jubilee Centre for Character and Virtues, University of Birmingham, UK. He has worked with a number of schools to develop their approaches to character education.

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“There is plenty in this book to get your teeth into and help us think about how we work with people in mental health crises and how we might best make a difference.”Alan Simpson, Professor of Mental Health Nursing, Health Service and Population Research, King’s College London, UK“Any one of us could experience a mental health crisis. However, a high-quality interdisciplinary response can be lifesaving and life changing. This book is an important contribution to the literature as it has examples ofgood practice for all professionals – both on the frontline and in service development.”Dr Adrian James, President, Royal College of Psychiatrists, UK“This publication is a valuable and timely resource given the increasing recognition of the impact of mental health needs in a range of different professional settings.”Victoria Sweetmore, Acting Discipline Lead for Mental Health and Learning Disability Nursing, University of Derby, UKInterprofessional Perspectives of Mental Health Crisis improves the care of those experiencing a mental health-related crisis by providing insight into the roles different UK statutory services have and the need for collaborative mental health care.For those studying and working in the field of mental health crisis, this vital work will bridge your understanding by offering a cross-discipline perspective of the different services, their role in aiding service users and, the ways we can work more collaboratively together to meet the mental health needs of those requiring care.Throughout, the book:• Promotes understanding of the various roles each of the key services play within the crucial first 24-hours of a mental health crisis and the challenges they face• Fosters interprofessional collaboration to create a whole-system approach to crisis care• Helps professionals to understand good practice and the challenges of other services when aiding a person in crisis• Critically evaluates service provision and ways to improve crisis care• Explores recovery and collaboration with service users experiencing a crisis and their significant othersThe book is timely and essential in its promotion of high-quality interdisciplinary response and emphasis on integration and collaboration between service providers.Kris Deering is Senior Lecturer in Mental Health Nursing and the module lead of Working with a Person Experiencing a Mental Health Crisis at UWE Bristol, UK. Including working as a senior practitioner for a mental health crisis team, Kris has over 15 years of mental health nursing experience.Jo Williams is Senior Lecturer in Mental Health Nursing at UWE Bristol, UK. Her clinical practice experience includes civilian and military nursing, supporting people living with co-existing mental health and substance misuse issues.

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Meaningful conversations are at the heart of both coaching and good mental health care. This book is a must if you work in the mental health field and want to develop your coaching skills. Using case studies, example techniques and reflective questions, Jenny brings coaching conversations to life and inspires readers to coach well with confidence. The book offers guidance that is accessible to people employed in clinical and non-clinical contexts. The skills learnt can be applied to informal coaching style conversations or to more formal coaching sessions. The book: - Provides an overview of coaching and its importance - Includes step-by-step methods for facilitating great coaching conversations - Examines clinical mental health contexts and the role of coaching in recovery-focused care (with advantages for service users and practitioners) - Considers how coaching approaches benefit the workforce of mental health organizations Jenny uses her knowledge and experience as a psychiatrist and coach to help readers use coaching principles effectively and appropriately in mental health contexts. This book is essential reading for those who support and stretch people to meet their goals in mental health settings and beyond. “This book will be valuable in supporting practitioners in improving their personal effectiveness as organisational leaders, supervisors, managers or clinicians.”Paul Tiffin, Professor of Health Services and Workforce Research, University of York, UK“This is an excellent book about the use of coaching to support mental health.”Mike Slade, Professor of Mental Health Recovery and Social Inclusion, University of Nottingham, UK“The author has written with impressive clarity … I recommend it highly.”Russell Hodgson, Mental Health Nurse and MBCT TeacherDr. Jenny Forge is a medical doctor and has been a consultant psychiatrist in the NHS for 25 years. She is a professional certified coach and also has a role in training doctors and NHS workforce development. Jenny previously held a post as clinical lecturer in developmental psychiatry at the University of Cambridge, UK. Fifty percent of author royalties from this book are donated to Oxfam.

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Improving Maths and English in Further Education provides a strategic, practical and easily applied toolkit for teachers and leaders as they work with students to gain core skills. The book highlights the unique challenges that are faced within the sector and the value of embedding college-wide literacy and numeracy for success, providing a range of strategies to resolve challenges. Structured to make sure that there is always an alternative approach, method or suggestion, the book allows the reader to choose the steps that suit their context best. Each chapter looks at the key priorities: •Identifies a range of potential solutions to a challenge faced in FE•Acknowledges potential implementation pitfalls and remedies•Suggests practical takeaways, key considerations and next steps Teachers and staff within further and Post-16 education will find this an essential resource for supporting students studying maths and English."Teachers and leaders from curriculum areas across the sector will find scenarios and anecdotes that resonate in this book; timetabling, accountability, motivation… a must read."Catherine Sezen, Senior Policy Manager – FE"This is an interesting and engaging read from Jonny, who has produced a book that brings together contemporary educational literature, with a personal and honest take on leading and teaching English and Maths in FE."Steven Wallis, Executive Director Quality, NCG"This book caters for the many different voices, people and characters in FE - it does exactly what it says on the tin... It will give you all the tools for a great job with an evidence base to boot."Julia Smith, @tessmaths Jonathan Kay has managed and led English and maths departments in Further Education since 2017, as well as working as consultant for the Association of Colleges and Lead English Expert and examiner for a leading exam board. Jonathan has also previously worked as an English teacher, 2nd in Department and Head of English in a range of Secondary schools.

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As technology becomes more widespread and the world continues to change in many other ways, teachers have adapted to allow education to evolve with the 21st century. This book provides theoretical foundations and highly practical strategies for classrooms tackling modern challenges, drawing in part on the ideas and experiences of practising teachers. The authors highlight how crucial education is for equipping future generations with the skills for individual, societal and planetary wellbeing, while still considering the pressures of ‘teaching to the test’. Every teacher balances a range of priorities as they enter a classroom which this book addresses:•Teaching for personal development, including autonomy, resilience, critical thinking, mental health and overall wellbeing•Teaching for social development, for the workplace but also for community participation and social life generally•Teaching for equity, inclusion and political and global/environmental commitment•Teaching for digital knowledge and skill, in ways that are technologically advanced and substantively relevant•Enhanced teacher identity, professionalism and wellbeing The book will be an essential companion for teachers, particularly those at the start of their training and in preservice roles, with plenty of practical suggestions and strategies.“Classroom Teaching in the 21st Century is a gift to school leaders and teachers who are looking for sound advice to improve teaching and learning.”Pak Tee NG, National Institute of Education, Nanyang Technological University, Singapore“If you are looking for fresh ideas about teaching for meaning and well-being, as well as for competence and content, look no further.”A. Lin Goodwin, Dean, Faculty of Education, The University of Hong Kong, Hong Kong“This is an important new book which will make a substantial contribution to the literature on education and schooling.”Keith F Punch, Emeritus Professor, Graduate School of Education, The University of Western Australia, AustraliaClive Beck is Emeritus Professor in Curriculum, Teaching and Learning at OISE/University of Toronto, Canada, teaching courses for preservice and in-service teachers and engaging in empirical research on teaching. He is a past-Coordinator of Graduate Studies at OISE and past-President of the American Philosophy of Education Society. Clare Kosnik is Professor in Curriculum, Teaching and Learning at OISE/University of Toronto, Canada, past-Director of Elementary Teacher Education at OISE and past-Director of the Jackman Institute of Child Study. She has researched extensively on teaching and teacher education, and has received University-wide Awards for Excellence in both teaching and graduate supervision.

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This book is about Gabby, an inquisitive girl who leads her own learning very effectively with support from the adults in her life. The author, her grandmother, draws on seven years of data from diaries, photos and Gabby’s own writing to consider her development and learning when cared for by both her parents and grandparents. Gabby builds on her experiences with her Latvian mother, English father and her elder sister as she faces and deals with transitions as she grows up.The chapters are presented in a chronological order as a ‘running record’ going from 0-1 year right through to 6-7 years and can be analysed through a range of theories and frameworks. With chapters considering theory and the data separately the reader can reach their own conclusions on child development before exploring the author’s analyses. Each chapter also considers the relevance of Ofsted’s Intent, Implementation and Impact framework and other theories and schemas.This book about one child's early development and learning is a fascinating insight into how young children learn for those studying or working in the early years field. It includes access to an online learning centre of video clips to bring the descriptions to life and provide further insight into Gabby’s development."This book is a testament to the power of quiet, attentive observation and its application to a range of disciplines beyond the therapeutic. ‘Observing Gabby’ will be of interest to Early Years practitioners who are keen to provide a setting conducive to holistic education, and those interested in the links between emotional well-being and learning."Sarah Fielding, Infant Observation"This carefully structured text will be helpful for anyone teaching or studying child development particularly with the addition of video materials to view alongside the book."Mary Briggs FRSA, CMathTeach, APECS, SFHEA, FCCT, Principal Lecturer and Programme Lead for Childhood and Education (ECS and Ed Studies), Oxford Brookes University, UK"This rich account of Gabby’s early childhood development takes the reader on an inspiring journey."Shirley Allen, School of Health and Education, Middlesex University"I would heartily recommend this book to any early years practitioner, who wants to better understand child development, improve the quality of their child observations and to develop their skill in linking the two seamlessly."Andrea Layzell, Project Lead and Tutor, Bradford Birth to 19 Teaching School AllianceDr Cath Arnold has worked in the field of Early Childhood for over 40 years, as a practitioner/teacher, researcher, lecturer and author. Her particular interests include child study; schemas and parental involvement. This is her fifth book focussing on close observation of the spontaneous actions of young children.

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“Understanding organisational politics is critical for coaches who want to bring a systemic lens to their work. This fascinating title brings this topic to life, blending insight and practice on diverse themes from gender to digital and from presence to psychological safety.”Prof Jonathan Passmore, Professor of Coaching & Behavioural Change, Henley Business School, UK“This book is an invaluable guide for anyone wanting to create an inclusive work environment despite the complexities of office politics… Whether you're a seasoned executive or just starting your career, this book is a must-read for anyone seeking to thrive in today's competitive business environment.”Dr Riza Kadilar, EMCC Global President, The NetherlandsFor employees, managing politics is a core skill. For coaches and mentors, there is the constant dilemma of how to help a client thrive in a political environment while remaining authentic. Coaching, Mentoring and Organisational Politics draws on the experiences of coaches, mentors, leaders and managers from around the world.As all organisations are political environments, politics are likely to affect every coach at some point in their professional career. The authors expertly navigate this complex topic, going beyond collating existing concepts and undertaking new, first-hand research into what issues are considered “political” and the challenges they pose for leaders.The book:- Includes case studies from a wide range of organisations, from the public sector to ‘Big 4’ firms- Contains an Organisational Politics Awareness Tool to encourage reflection and dialogue- Offers practical approaches for maintaining integrityCoaching, Mentoring and Organisational Politics is an invaluable guide for coaches and mentors struggling to navigate the complexities of professional politics or who simply want to learn how to best support their clients in politicised environments.David Clutterbuck is the co-founder of the European Coaching and Mentoring Council (EMCC) and Practice Lead for Coaching and Mentoring International. He is visiting professor of coaching and mentoring at four universities and has authored over 75 books.Tim Bright is a co-founder of EMCC Turkey and works internationally as a coach and consultant. He is currently based in Istanbul with OneWorld Consulting.Lise Lewis is an executive coach and award-winning coach supervisor with an international practice. She is the immediate past President of EMCC Global and currently its Special Ambassador, and is also the founder of Bluesky International.Riddhika Khoosal is an organisation development consultant, facilitator, speaker and coach. She delivers programmes for some of the world's largest organisations, helping leaders around the globe improve their wellbeing and performance.

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What does teaching excellence within Further and Higher Education look like? This book takes the Teaching Excellence Framework (TEF) as its starting point. Each chapter identifies one specific aspect of the TEF and, with the help of case studies, guides the reader through innovative teaching strategies and how to overcome challenges that range from digital learning to feedback and assessment. Extensive practical suggestions are offered for the reader to use in their own teaching, all underpinned by a sound theoretical base. Responsive to current debate, topics addressed include:• Widening Participation• Internationalisation• Gaming and simulation• Student employabilityThe entire volume is cross-referenced to both the TEF and the National Student Survey (NSS), meaning readers can easily contextualise what they have read. With higher investment in teaching and learning, and the changing demands and expectations of students, this timely and practical book will help you successfully navigate your teaching career within Higher Education.Peter Wolstencroft is a Programme Leader for Postgraduate Courses at Liverpool John Moores University. His work and research has a focus on the student experience and improving teaching and learning.Leanne de Main is Associate Dean (Academic) at De Montfort University, having held previous roles at other Universities in Academic Development and Quality. Her research centres on widening participation and inclusive curricula with a key focus on access to Higher Education for students from disadvantaged backgrounds.Paul Cashian is Institutional lead for Assessment for the Coventry University Group having previously been Associate Dean in the University’s Faculty of Business and Law. He is Principal Fellow of the HEA and has a wide experience of leading innovative change programmes seeking to enhance the student experience.

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This practical guide argues that both mentor coaching and supervision be mandated by the professional coaching bodies as part of coaches’ continuous professional development. Mentor coaching is not just for those coaches seeking a credential: it is for lifelong professional development for every coach, at every level of the profession.You are the best coaching tool there is. Tools need to be oiled, sharpened, repaired and protected to keep them in tip top condition. That’s what mentor coaching and supervision do – they keep coaches sharp and fit for purpose.The reader will learn how to develop as a coach using mentor coaching, as well as how to develop as a mentor coach, to support other coaches to develop. Clare Norman explains what mentor coaching is, why it is so important and the competencies for mentor coaching.How coaches show up in the room is more important than how much we know about the theory behind coaching. Clare Norman’s concise book is important reading for all practising coaches, as well as coaches and mentor coaches in training.

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Moving On to Key Stage 1 has been highly influential in developing innovative, developmentally appropriate KS1 practice in schools across the country. This new edition offers teachers further powerful and persuasive arguments for continuing play-based learning into Year 1 and 2. This new edition contains:•Brand new research identifying the current concerns of teachers in KS1 and setting these in the context of the current ‘school readiness’ agenda•An updated chapter on how children learn most naturally age 5-7 years and how to capitalise on this •A revised chapter on play, which draws on teacher views about its benefits for KS1 children and the barriers they face in incorporating it into their practice•A new chapter offering messages from headteachers advocating a play-based approach, and providing examples of how it has raised standards•A fresh consideration of how to balance adult-led and child-led learning and the role of the teacher in supporting both The author has a deep understanding of the challenges facing teachers in developing this fusion of pedagogies, and this book offers every reader principled and inspiring ways of meeting these challenges with success. Julie Fisher is an independent Early Years Adviser and Visiting Professor of Early Childhood Education at Oxford Brookes University, UK. She has been Headteacher of two schools, a University lecturer and a Local Authority Lead Adviser for Early Years.

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This book is your own personal PhD coach. It’s not just about surviving your PhD, it’s about thriving in the experience. Taking a unique self-coaching approach, this book will enable you to understand how to navigate your way through the various challenges posed by PhD study with resilience, self-sufficiency, and the determination to succeed. Each chapter contains self-coaching challenges so that you can discover what works for you and generate fresh ideas to enable you to move forwards, banish self-doubt, bust procrastination, and realise your full potential to make the most of your PhD experience.Your PhD Coach will enable you to: Build resilience and self-leadership Challenge yourself to be focused and achieve aspiring goals Find the right balance and nurture stronger relationships Develop your confidence, creativity and motivation Using a coaching philosophy that helps you realize your own solutions and develop your own strategies to move forward, the book is packed full of techniques, tips and tricks applicable to a wide range of circumstances both within the PhD process and beyond - an essential book for all those taking on the challenge of PhD research. "Medd and Gill go deep into the under the skin of what it is like to do a PhD, pull out the reality of the operation and offer some sound advice. They provide effective techniques to bust the 'gremlins' – the voices in the head - that can haunt postgraduate researchers and diminish the research experience. I urge all research students (and supervisors) to read this very accessible book. It will help them reflect deeper into their research experience and help build confidence in themselves and (re)gain satisfaction in their work and studies."Dr Richard Hinchcliffe, Academic Development, Centre for Lifelong Learning, University of Liverpool, UK"Coaching empowered me to reclaim my PhD and this book will enable many more students to do the same. Will Medd and Jeff Gill have a deep understanding of the PhD process and students reading this book, at any stage in their PhD, will find themselves thinking 'Wow, that is exactly how I feel!' The book challenges the inevitability of the 'PhD steam-roller' and its comfortable and chatty tone creates a friendly guide for those struggling with the demands of a PhD and inspiration for those who want to get the most from the whole experience." Beth Brockett, PhD Student, Lancaster Environment Centre, Lancaster University, UK

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Do you need quick and easy access to great ideas for teaching primary science? If so then this is the book for you!Creative Ways to Teach Primary Science draws on the best ideas about teaching primary science, using an evidence-based approach which recognizes that there are some proven and more effective methods for teaching primary science. Creativity is one of the most powerful indicators of successful teaching, and the key is a willingness to take risks and to accept uncertainty. This can be tricky for busy teachers, so this book lends you a helping hand! The authors explain why the methods presented are successful and encourage you to apply these creative techniques to new situations. The book: Offers a handy 'one stop shop' of creative ideas for teaching primary science Provides a 'helping hand' for you to get started in the classroom by presenting a range of teaching methods that are proven to work Encourages creativity and experimentation, regularly recognized as features of outstanding teaching Inspires you to develop all the ideas for yourself Providing a highly practical and accessible handbook to the creative aspects of teaching and learning primary science, this is invaluable reading for trainee and practising primary teachers.

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